Cameron Blevins

I'd encourage historians to read this post from @jimclifford.bsky.social. Even if you ethically refuse to use generative AI (which I understand) I think it's important and useful to keep tabs on how quickly this tech shifts and its potential impacts on the work we do as historians.

This MIT report on AI and teaching is rightfully getting lots of praise: aiandeducation.mit.edu/report/. There's a ton to like, but it exemplifies a trend I see on Bluesky around AI + pedagogy conversations: they tend to leave out online learning entirely.

I don't like the policing dynamic of detection tools, but they seem like the least bad option here. At least they provide institutional support instead of asking over-stretched, contingent faculty to continue to bear the burden as individuals. But please: I would LOVE to hear other solutions.

This MIT report on AI and teaching is rightfully getting lots of praise: aiandeducation.mit.edu/report/. There's a ton to like, but it exemplifies a trend I see on Bluesky around AI + pedagogy conversations: they tend to leave out online learning entirely.

If you don't teach online, it's tempting to see this as someone else's problem. Putting aside the ethical arguments around accessibility, solidarity, etc. - in purely selfish terms online learning helps pay a lot of our salaries. It undergirds the enrollment and budget models for many institutions.

This MIT report on AI and teaching is rightfully getting lots of praise: aiandeducation.mit.edu/report/. There's a ton to like, but it exemplifies a trend I see on Bluesky around AI + pedagogy conversations: they tend to leave out online learning entirely.

My department (History) provides a useful example: 1. Online is now 50-60% of our enrollment. 2. Online sections are, on average, nearly twice the size of in-person ones. 3. 80% of online sections over past 5 yrs have been taught by non-tenure-track faculty

This MIT report on AI and teaching is rightfully getting lots of praise: aiandeducation.mit.edu/report/. There's a ton to like, but it exemplifies a trend I see on Bluesky around AI + pedagogy conversations: they tend to leave out online learning entirely.

Similar result with using ChatGPT to work in Canvas to complete an unessay: it read instructor feedback on an earlier assignment, found primary sources and photos, made a zine-style pamphlet for a campus walking tour, and wrote a process reflection about "my own experience of moving through" campus

This MIT report on AI and teaching is rightfully getting lots of praise: aiandeducation.mit.edu/report/. There's a ton to like, but it exemplifies a trend I see on Bluesky around AI + pedagogy conversations: they tend to leave out online learning entirely.

Here at CU Denver, most of our students are commuters who work full- or part-time and take a mix of in-person and online classes. About 37% of all our student credit hours are completed online and this is pretty typical across higher ed: www.insidehighered.com/news/student...

This MIT report on AI and teaching is rightfully getting lots of praise: aiandeducation.mit.edu/report/. There's a ton to like, but it exemplifies a trend I see on Bluesky around AI + pedagogy conversations: they tend to leave out online learning entirely.

Thrilled that "Expanding Queer Cartographies" has won a Digital Justice Development Grant from @acls1919.bsky.social! Our project will digitize & map thousands of women- and lesbian-friendly bars, restaurants, bookstores, etc. that appeared in the lesbian travel guide Gaia's Guide (1970s-1990s) +

"Expanding Queer Cartographies" builds on the award-winning mappingthegayguides.org, a database and interactive map of gay male venues, to present a multi-decade spatial comparison of lesbian and gay male geographies on a national scale +

🎙️ We're thrilled to release Listening to Auraria's Past, an audio walking tour of Denver's old Westside neighborhood that was razed by the city in the 1970s to build a downtown campus for higher education. This tour tells the story of the displaced community that lived there: aurariahistory.org +

This was a deeply collaborative project. Michelle Comstock, Rachel Gross, and I served as faculty leads, while former students Krista Marks and Indira Saha did research and edited/produced the audio. Sophia Imperioli did initial research and built the first version of our project's website. +

🎙️ We're thrilled to release Listening to Auraria's Past, an audio walking tour of Denver's old Westside neighborhood that was razed by the city in the 1970s to build a downtown campus for higher education. This tour tells the story of the displaced community that lived there: aurariahistory.org +

The story of the old Westside and the Auraria campus is part of a larger pattern of university-driven displacement and urban renewal across the U.S.: www.humanitiesactionlab.org/renewal-proj...

🎙️ We're thrilled to release Listening to Auraria's Past, an audio walking tour of Denver's old Westside neighborhood that was razed by the city in the 1970s to build a downtown campus for higher education. This tour tells the story of the displaced community that lived there: aurariahistory.org +

For decades, displaced Aurarians fought to preserve their history and to gain redress from the schools that had been built on their former neighborhood. Through their work, all three institutions now offer a scholarship for former residents and their descendants. +

🎙️ We're thrilled to release Listening to Auraria's Past, an audio walking tour of Denver's old Westside neighborhood that was razed by the city in the 1970s to build a downtown campus for higher education. This tour tells the story of the displaced community that lived there: aurariahistory.org +

In the 1950s and 1960s, the old Westside was a mixed landscape of residential homes, small businesses, warehouses, and factories. St. Cajetan's Church - the first Spanish-language church in Denver - was the spiritual and cultural heart of the community. +

🎙️ We're thrilled to release Listening to Auraria's Past, an audio walking tour of Denver's old Westside neighborhood that was razed by the city in the 1970s to build a downtown campus for higher education. This tour tells the story of the displaced community that lived there: aurariahistory.org +

"Student AI Bill of Rights" is a nicely scoped document from @studentdefense.bsky.social. It raises some interesting questions around enforcement/implementation + defendstudents.org/all/student-...

"Students have the fundamental right to know when, where, and how AI systems are being used to evaluate them, track them, or make decisions about their educational future." Agreed! However...AI tools are getting so deeply enmeshed into ed tech that they're often quite hidden even to instructors +