You nailed it; I think (and see everyday in class) that it’s a question of time, and yes, institutions have to rethink their business models in order to adapt.
Jeppe Klitgaard Stricker ! This resonates deeply. The 'friction' in learning - the struggle, the productive confusion, the need to wrestle with complex ideas - is precisely where deep understanding takes root. Just as muscles need resistance to grow stronger, minds need cognitive challenges to develop robust understanding.
When we rush to eliminate all friction through AI tools, we risk creating what I call the 'smooth road fallacy' - mistaking easier passage for better learning. Some of my most valuable learning experiences came from working through difficulties, making mistakes, and engaging with the messy process of understanding.
The real opportunity with AI isn't to eliminate these vital learning struggles, but to make sure the friction we encounter is productive and purposeful rather than bureaucratic and meaningless. We should use AI to enhance human learning, not bypass it.
Brilliant framing of this critical distinction as we shape the future of education!
Jeppe Klitgaard Stricker, thank you for providing the insights into the implications of the widely dispersed and instantly available knowledge, now on the threshold of another transformative development by the introduction of Anthropic's generative AI "use computer" capability.
The price of frictionless learning, however, applies just as well to the price of frictionless teaching. we worry about the impact on the learners. Of equal, if not greater, concern is the implications for the educators who can now create programs and resources, even grading and feedback on learners' assignments, without the 'friction' of researching, reflecting, and drawing on their experience.
Wonderful observation, Subash. I suppose there are even broader implications if we think about a frictionless society; sometimes slowing down, or being forced to do so, can be quite productive and enable new ways of thinking or doing things in many walks of life.
You nailed it; I think (and see everyday in class) that it’s a question of time, and yes, institutions have to rethink their business models in order to adapt.
Thanks Andrew!
Jeppe Klitgaard Stricker ! This resonates deeply. The 'friction' in learning - the struggle, the productive confusion, the need to wrestle with complex ideas - is precisely where deep understanding takes root. Just as muscles need resistance to grow stronger, minds need cognitive challenges to develop robust understanding.
When we rush to eliminate all friction through AI tools, we risk creating what I call the 'smooth road fallacy' - mistaking easier passage for better learning. Some of my most valuable learning experiences came from working through difficulties, making mistakes, and engaging with the messy process of understanding.
The real opportunity with AI isn't to eliminate these vital learning struggles, but to make sure the friction we encounter is productive and purposeful rather than bureaucratic and meaningless. We should use AI to enhance human learning, not bypass it.
Brilliant framing of this critical distinction as we shape the future of education!
I’m glad you enjoyed the piece, Shahida, and I like your concept ‘smooth road fallacy’. Thanks for sharing your observations here!
Jeppe Klitgaard Stricker, thank you for providing the insights into the implications of the widely dispersed and instantly available knowledge, now on the threshold of another transformative development by the introduction of Anthropic's generative AI "use computer" capability.
The price of frictionless learning, however, applies just as well to the price of frictionless teaching. we worry about the impact on the learners. Of equal, if not greater, concern is the implications for the educators who can now create programs and resources, even grading and feedback on learners' assignments, without the 'friction' of researching, reflecting, and drawing on their experience.
How we learn is changing.
Surely, so does how, and what, and why we teach!
Wonderful observation, Subash. I suppose there are even broader implications if we think about a frictionless society; sometimes slowing down, or being forced to do so, can be quite productive and enable new ways of thinking or doing things in many walks of life.