Dynamic Subspace

Category: Pedagogy

  • Generative AI for College Students Series: Enhancing Understanding by Summarizing Texts

    an anthropomorphic tuxedo cat wearing a green sweatshirt is writint notes in a notebook in a library

    Please keep in mind that new technology like Generative AI (Gen AI) shouldn’t simply make your thinking or work easier, much less take the place of the uniquely singular abilities of human beings to grow cognitively, think creatively, or evaluate critically. If you use Gen AI to simply avoid work, you are doing it wrong. Instead, using Gen AI in the spirit of Douglas Engelbart’s “augmenting human intelligence” and Donna Haraway’s configuration of the cyborg point the way to beneficial heightening of human possibility instead of harmful erasure of the cognitive distinctions of humanity. If you use Gen AI, use it wisely and use it well. This post is the fourth in this series.

    Generative AI can be a valuable tool for summarizing longer texts, aiding students in understanding key points before engaging with the full material. By summarizing dense academic articles or complex novels, AI provides a roadmap that highlights main arguments, supporting details, and conclusions. This process mirrors how cyborgs in science fiction use enhanced sensors or implants to process information more efficiently, blending human and machine capabilities to achieve better results.

    But it’s essential for students to follow through after reading summaries to then read the original text. The summarized text primes the students brain to be more receptive and engaged with the source material. Summarization can’t take the place of reading the text for deeper understanding of the text.

    For instance, a student analyzing Mary Shelley’s Frankenstein could use AI to summarize each chapter, then use those summaries to guide their identification of themes, motifs, and character development. AI can condense Victor Frankenstein’s complex narrative into clear, digestible sections, making it easier for students to trace the monster’s evolution from a rejected creature to a vengeful being. This tool doesn’t replace the need for close reading but rather enhances it by providing a framework for deeper analysis.

    Another example could be Isaac Asimov’s Foundation. This novel spans galaxies and centuries, with intricate political and mathematical concepts. AI summarization can help students break down the novel into manageable parts, such as the fall of the Galactic Empire or the rise of the Foundation. By focusing on key events and Hari Seldon’s psychohistorical predictions, students can better understand the novel’s exploration of societal change and human ingenuity. The AI acts as a cyborg-like enhancement, allowing students to process vast amounts of information more effectively.

    Similarly, Ursula K. Le Guin’s The Left Hand of Darkness presents a unique challenge with its exploration of gender identity and political intrigue on the planet Gethen. AI summarization can highlight the novel’s central themes, such as Ambassador Genly Ai’s struggles to understand the Gethenians’ androgynous society and the political tensions between nations. This clarity can help students focus on Le Guin’s nuanced commentary on human nature and societal structures, using the summaries as a starting point for their own insights.

    The true value of AI lies in its ability to free students from the initial challenge of parsing complex texts, allowing them to delve into deeper analysis by already having their bearings when beginning the text. While it would certainly be better (in my opinion) for students to pick up a book or article and trudge through it in the snow, up hill both ways, but I can’t deny how this technology might help some students who might not have a background being a reader or have difficulties with one text but not others. By using AI as a tool, students can embrace a cyborg-like approach to learning, combining human critical thinking with machine efficiency. This blend enables them to explore themes, analyze motifs, and develop their own interpretations, fostering a richer understanding of the literature.

  • Generative AI for College Students Series: Learning Writing Genres By Example

    anthropomorphic tuxedo cat wearing a yellow sweatshirt, sitting at a desk in a library, writing in a notebook, other students sitting at desks working in the background
    Image created with Stable Diffusion.

    Please keep in mind that new technology like Generative AI (Gen AI) shouldn’t simply make your thinking or work easier, much less take the place of the uniquely singular abilities of human beings to grow cognitively, think creatively, or evaluate critically. If you use Gen AI to simply avoid work, you are doing it wrong. Instead, using Gen AI in the spirit of Douglas Engelbart’s “augmenting human intelligence” and Donna Haraway’s configuration of the cyborg point the way to beneficial heightening of human possibility instead of harmful erasure of the cognitive distinctions of humanity. If you use Gen AI, use it wisely and use it well. This post is the third in this series.

    One of the most promising applications of generative AI in writing instruction is its ability to model different genres in an interactive fashion with students. Whether it’s a cover letter, a research abstract, or a persuasive essay, students often struggle with understanding the expectations of a particular form. They may know what they want to say but are unsure how to say it effectively within the constraints of the genre. This is where Generative AI can be invaluable.

    When faced with an unfamiliar writing genre, Gen AI can serve as a valuable guide by providing examples that illustrate the conventions and expectations of that style. For instance, a student unsure how to write a literature review could ask a Gen AI model to generate a model based on their topic, and then analyze the structure, tone, and content to understand what’s expected.

    Consider the student tasked with writing a literature review for the first time. They might feel overwhelmed by the sheer volume of sources and the need to synthesize complex ideas. A generative AI tool can provide a structured example, highlighting the typical components of a literature review, such as an introduction, thematic organization, and conclusion. The student can analyze this example to understand the genre’s conventions, then apply that understanding to craft their own review using their unique insights and arguments. Here, the AI isn’t replacing the student’s voice but acting as a guide, much like a instructor offering advice on structure and approach.

    For another example, a student who has never written a grant proposal might benefit from seeing a well-structured example generated by an AI. They can study the proposal’s introduction, objectives, and methodology sections to grasp the flow and tone appropriate for this genre. By analyzing these elements, they can then draft their own proposal with confidence, using the AI-generated example as a roadmap. The key is not to replicate the AI’s content but to use it as a starting point for creating their original work.

    By studying AI-generated examples, students can identify the key elements of a genre—such as the objective tone of a research abstract or the persuasive strategies in a cover letter—and incorporate these into their own writing.

    This process mirrors the way apprentice writers have long learned from models—by studying the work of others and imitating their techniques. The difference now is that the “model” is generated on demand, tailored to the specific needs of the student. This accessibility can democratize writing instruction, providing students with the examples they need to learn and grow as writers.

    While the potential benefits of generative AI are immense, there are risks to consider. The most pressing concern is the possibility of over-reliance on these tools. If students depend too heavily on AI-generated content, they may fail to develop the critical thinking and writing skills that are essential for long-term success. For example, a student who consistently relies on Generative AI to write their essays may never fully grasp how to structure an argument or support a claim with evidence. This would undermine the very purpose of writing education, which is to empower students with the skills to express themselves effectively.

    To avoid this pitfall, educators must emphasize the importance of human agency in the writing process and students have a responsibility to use these tools in ways that follows policy (first) and cognitive amplification (second). Generative AI should be treated as a tool, but not a substitute for human effort and creativity. Students need to engage deeply with their material, formulate their own ideas, and take ownership of their writing. Gen AI’s role is to support and guide, but the ultimate responsibility for the content rests with the student.

  • Generative AI for College Students Series: Outlines and Structures

    an anthropomorphic tuxedo cat wearing an orange sweatshirt, sitting at a desk in a library writing in a notebook
    Image created with Stable Diffusion.

    Please keep in mind that new technology like Generative AI (Gen AI) shouldn’t simply make your thinking or work easier, much less take the place of the uniquely singular abilities of human beings to grow cognitively, think creatively, or evaluate critically. If you use Gen AI to simply avoid work, you are doing it wrong. Instead, using Gen AI in the spirit of Douglas Engelbart’s “augmenting human intelligence” and Donna Haraway’s configuration of the cyborg point the way to beneficial heightening of human possibility instead of harmful erasure of the cognitive distinctions of humanity. If you use Gen AI, use it wisely and use it well. This is the second post in this series.

    Gen AI can be a powerful ally when it comes to organizing ideas into a coherent structure. By creating outlines for essays, presentations, or projects, Gen AI provides a framework that students can refine and personalize. This process reflects the cyborg’s ability to integrate technology into their workflow, enhancing productivity without sacrificing creativity.

    For example, a student tasked with writing a research paper on artificial intelligence ethics could ask an AI tool to generate several outline versions, each prioritizing different aspects of the topic. They might compare these structures and then decide which one aligns best with their arguments and evidence. If the student hasn’t yet done the requisite beginning research, these outlines can point them toward the kinds of resources that they should find and read via their library.

    The key is to treat AI-generated outlines as a starting point rather than a rigid template. Students should feel free to modify, discard, or combine elements to suit their unique voice and vision. And importantly, one can return to the planning stage after learning more and adding that to their query to the Gen AI to further refine the organization of their project.

  • Generative AI for College Students Series: Brainstorming

    an anthropomorphic tuxedo cat wearing a sweatshirt and writing in a notebook in a library
    Image created with Stable Diffusion.

    Please keep in mind that new technology like Generative AI (Gen AI) shouldn’t simply make your thinking or work easier, much less take the place of the uniquely singular abilities of human beings to grow cognitively, think creatively, or evaluate critically. If you use Gen AI to simply avoid work, you are doing it wrong. Instead, using Gen AI in the spirit of Douglas Engelbart’s “augmenting human intelligence” and Donna Haraway’s configuration of the cyborg point the way to beneficial heightening of human possibility instead of harmful erasure of the cognitive distinctions of humanity. If you use Gen AI, use it wisely and use it well. This post is the first in this series.

    Generative AI (Gen AI) offers a fascinating tool for brainstorming. It can be used as a kind of digital muse to spark ideas and explore concepts. By inputting keywords or questions, students can generate a list of possibilities and then narrow down those options to a topic that resonates with them.

    However, the real value of AI in brainstorming lies not in replacing human creativity but in expanding it. Entering into a dialog with Gen AI, students can use the conversation to uncover angles or connections they might not have considered on their own. Then, taking the leads uncovered through brainstorming, the student gains keywords and concepts that they can follow up on through their campus library’s catalog and databases.

    This collaboration between human curiosity and AI’s analytical power creates a cyborg-like synergy, where the whole is greater than the sum of its parts. Today, students are becoming cyborg writers by using generative AI to enhance their creative processes. This collaboration doesn’t replace human creativity but amplifies it, offering a digital lens to view ideas from fresh perspectives.

    Though, AI should be seen as a catalyst, not a replacement, for human imagination. By embracing this hybrid approach, students can harness the best of both worlds to do more with this new tool.

  • Re-Certified for Online Teaching

    anthropomorphic black and white cat wearing a suit is standing next to a retro computer's keyboard and CRT monitor, more computers are see on shelves in the background
    Image created with Stable Diffusion.

    Before the end of the spring semester, I met with Jose Diaz in City Tech’s Academic Technologies and Online Learning (AtoL) to earn re-certification for teaching online for the next three years (2025-2028). I received this online certificate as a record of the recertification. As a part of the process, I discussed my plans for teaching the online asynchronous Information Architecture (ENG3790) class in Fall 2025.