Dynamic Subspace

Tag: Cyborg

  • 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.