At Norton, we've been fielding a lot of questions and seeing a lot of buzz about GenAI in higher education. So, we're pulling back the curtain on Norton's approach to meeting the challenges and opportunities of AI through this interview.
Tag: Artificial Intelligence
“Digital Detox”: Using Norton Critical Editions To Promote Critical Thinking
The Norton Learning Blog has recently featured several posts that offer suggestions for generating greater classroom success by integrating ChatGPT and similar machine-learning-applications. (I find the latter a more accurate—and less anthropomorphizing—term than AI.) However, this particular post goes out to all who—for pedagogical, or numerous other reasons—search for the grail of LLM-free spaces.
Making More Space for Student Attitudes about AI
Generative AI is everywhere, even in places we’d least expect it to be. Read how English professor, Traynor Hansen, served himself a taste of his own medicine to better teach his students new strategies of academic inquiry against a backdrop of AI.
Bringing a Gift to the AI Party: Teaching Ethical AI Use in First-Year Composition
What role can AI play in your classroom? Instructor and author Max Everhart emphasizes the importance of bringing meaningful work to the table when working with AI. Learn how to AI can support your students while honoring their own voice and critical thinking.
AI: An Unexpected Cure for Faculty Burnout
The fear of technology replacing the human element in education is real. I’ve thought about these concerns: Will AI encourage laziness? What about bias? What if it makes mistakes? But I’ve found a way to use AI that isn’t replacing me as an educator; it’s supporting me. And in a time when faculty burnout is rampant, that support makes all the difference.
Using Famous Figure Chatbots to Make Challenging Ideas Accessible: Q&A with Martin Puchner
I started to play around with the technology and was amazed how relatively easy and interesting it was. It made me realize that much of what had driven my work—how to make the past speak to the present, how to read ancient texts, and what it meant that the words of long-dead authors were available to us in the present—was relevant for interacting with chatbots.
AI Ethics in the Classroom
Artificial Intelligence has become ubiquitous, with its bots and algorithms permeating every aspect of our lives. For several years now, it’s been too late to turn back; AI (often invisibly) powers our smartphones, vehicles, homes, and businesses. But with the more recent advent of widely available generative AI, educators now face the divisive challenge of how, or whether, to use this technology in the classroom.
Disability Concerns for Our Collective Futures
Earlier this year, I was interviewed by a reporter about large language models (LLMs, like ChatGPT) and disability. I talked about the many concerns the disability community might have about LLMs not providing very good information, and about how biases against disabled people will be repeated and amplified in what LLMs spit out.
From Content to Ideas: Helping Students Craft Their Voice in Writing Technical Documents During the Age of Generative AI
Dr. Laura Gonzales teaches technical communication at the University of Florida. In academia, many of the conversations about generative AI focus on surveillance and cheating. If students can have AI generate content for them, how can teachers assess students’ work? In the introductory technical communication course, many traditional assignments focus on teaching students to generate content—the …
Advancing Equity through Teaching with Artificial Intelligence
In this age of Generative Artificial Intelligence (often abbreviated GenAI or, simply, AI), many educators are understandably apprehensive about students’ illicit use of these tools and the possible negative impacts on students' critical thinking and authentic learning. I frequently hear from dedicated instructors who worry about how to ban or detect their students’ use of AI. While I empathize with and validate these concerns, I’ve concluded that ultimately this is not a productive way to spend our intellectual energy. Instead, I propose that we reframe the opportunity in front of us: we can help our students learn the ethical and responsible use of AI. In doing so, we are advancing equity in teaching, learning, and society more broadly.