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Active Learning with AI: A Practical Guide
Artificial Intelligence (AI) has immense potential to enhance teaching and learning in countless ways. However, for educators and course designers, this potential can seem overwhelming, confusing and even frightening. In this book, researcher and educational innovator Stephen M. Kosslyn demystifies AI and its relationship to education, and he provides a wealth of step-by-step illustrations and examples to help instructors and course designers both understand AI concepts and use them to build stimulating active learning exercises and lesson plans. Whether you teach a course in a traditional classroom, online, or with a hybrid approach, this book will inform and empower you to create more engaging, personalized, and scalable learning experiences for your students.
- GenresArtificial Intelligence
303 pages, Kindle Edition
Published November 4, 2023
12 people are currently reading
474 people want to read
About the author
Stephen M. Kosslyn
96 books38 followersStephen Michael Kosslyn (born 1948) is an American psychologist who specializes in the fields of cognitive psychology and cognitive neuroscience. Until 31 December 2010 he was John Lindsley Professor of Psychology in Memory of William James and Dean of Social Science at Harvard University, having previously been chair of the Department of Psychology at Harvard University. As of 1 January 2011, he became director of the Center for Advanced Study in the Behavioral Sciences at Stanford University.
Kosslyn received his B.A. in 1970 from UCLA and his Ph.D. in 1974 from Stanford University, both in psychology. His Ph.D. advisor was Gordon Bower. His former teaching career includes Johns Hopkins and Brandeis Universities.
Kosslyn is known primarily for his research and theories on mental imagery. His theory is that, contrary to common assumption, imagery is not a unified phenomenon. Rather, it consists of a collection of distinct functions, which are responsible for different aspects of imagery. For example, he decomposes imagery into four sets of processes, responsible for generating the image (i.e., activating information stored in long-term memory and constructing a representation in short-term memory), inspecting the object in the image (e.g., by reinterpreting it), maintaining the image over time, and—possibly—transforming the image (e.g., by rotating it, adding or deleting parts, or changing the color). His research, which includes fMRI-imaging and similar techniques, has located some of these functions to different neural networks, some of which are in different cerebral hemispheres of the brain. For example, his laboratory demonstrated that the left half of the brain is better than the right at encoding categories and generating mental images on the basis of categories, whereas the right half of the brain is better than the left at encoding specific examples or continuous distances and at generating images that have such characteristics.
Kosslyn also works on visual display design, showing how psychological principles can be used to produce displays that can be read at a glance. Most recently, he has extended this work to showing how psychological principles of perception, memory, and comprehension can be used to make and deliver PowerPoint presentations.
He has received numerous honors for his research. These include the National Academy of Sciences Initiatives in Research Award, the Prix Jean-Louis Signoret, and three honorary doctorates (from the University of Caen, France; the University of Paris-Descartes, France; the University of Bern, Switzerland). He was elected to the American Academy of Arts and Sciences and the Society of Experimental Psychologists.
Kosslyn has published over 300 scientific papers and written or co-authored 15 books and edited or co-edited 13 books; his authored books include Image and Mind (1980), Ghosts in the Mind's Machine (1983), Wet Mind (1992, with Olivier Koenig), Elements of Graph Design (1994), Image and Brain (1994), The Case for Mental Imagery (2006, with Thompson and Ganis), Graph Design for the Eye and Mind (2006), Clear and to the Point: 8 Psychological Principles for Compelling PowerPoint Presentations (2007), and Better PowerPoint (2010). He is also the co-author (with Rosenberg) of the textbooks Psychology: The Brain, the Person, the World (2000, 2004), Psychology in Context (2006), Abnormal Psychology (2010), and (with Smith) Cognitive Psychology: Mind and Brain. His forthcoming Top Brain/Bottom Brain (with G. W. Miller) develops a new theory of "cognitive modes" -- different thinking styles that affect how each of us approaches the world and interacts with other people.
Kosslyn received his B.A. in 1970 from UCLA and his Ph.D. in 1974 from Stanford University, both in psychology. His Ph.D. advisor was Gordon Bower. His former teaching career includes Johns Hopkins and Brandeis Universities.
Kosslyn is known primarily for his research and theories on mental imagery. His theory is that, contrary to common assumption, imagery is not a unified phenomenon. Rather, it consists of a collection of distinct functions, which are responsible for different aspects of imagery. For example, he decomposes imagery into four sets of processes, responsible for generating the image (i.e., activating information stored in long-term memory and constructing a representation in short-term memory), inspecting the object in the image (e.g., by reinterpreting it), maintaining the image over time, and—possibly—transforming the image (e.g., by rotating it, adding or deleting parts, or changing the color). His research, which includes fMRI-imaging and similar techniques, has located some of these functions to different neural networks, some of which are in different cerebral hemispheres of the brain. For example, his laboratory demonstrated that the left half of the brain is better than the right at encoding categories and generating mental images on the basis of categories, whereas the right half of the brain is better than the left at encoding specific examples or continuous distances and at generating images that have such characteristics.
Kosslyn also works on visual display design, showing how psychological principles can be used to produce displays that can be read at a glance. Most recently, he has extended this work to showing how psychological principles of perception, memory, and comprehension can be used to make and deliver PowerPoint presentations.
He has received numerous honors for his research. These include the National Academy of Sciences Initiatives in Research Award, the Prix Jean-Louis Signoret, and three honorary doctorates (from the University of Caen, France; the University of Paris-Descartes, France; the University of Bern, Switzerland). He was elected to the American Academy of Arts and Sciences and the Society of Experimental Psychologists.
Kosslyn has published over 300 scientific papers and written or co-authored 15 books and edited or co-edited 13 books; his authored books include Image and Mind (1980), Ghosts in the Mind's Machine (1983), Wet Mind (1992, with Olivier Koenig), Elements of Graph Design (1994), Image and Brain (1994), The Case for Mental Imagery (2006, with Thompson and Ganis), Graph Design for the Eye and Mind (2006), Clear and to the Point: 8 Psychological Principles for Compelling PowerPoint Presentations (2007), and Better PowerPoint (2010). He is also the co-author (with Rosenberg) of the textbooks Psychology: The Brain, the Person, the World (2000, 2004), Psychology in Context (2006), Abnormal Psychology (2010), and (with Smith) Cognitive Psychology: Mind and Brain. His forthcoming Top Brain/Bottom Brain (with G. W. Miller) develops a new theory of "cognitive modes" -- different thinking styles that affect how each of us approaches the world and interacts with other people.
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Displaying 1 - 4 of 4 reviews
May 15, 2024
**Book Review: Active Learning with AI: A Practical Guide**
"Active Learning with AI: A Practical Guide" is an exceptional resource for educators looking to integrate AI into their teaching practices. Unlike many other books on the market that address AI in education, this guide delves deeply into using AI as a pedagogical tool, grounded in the principles of effective teaching and learning. It offers educators a comprehensive framework to explore the potential of AI for fostering active learning. This book is designed to be savored and explored gradually, rather than serving as a source for quick-fix solutions. It encourages thoughtful consideration and experimentation, making it an invaluable companion for instructors committed to innovative teaching.
"Active Learning with AI: A Practical Guide" is an exceptional resource for educators looking to integrate AI into their teaching practices. Unlike many other books on the market that address AI in education, this guide delves deeply into using AI as a pedagogical tool, grounded in the principles of effective teaching and learning. It offers educators a comprehensive framework to explore the potential of AI for fostering active learning. This book is designed to be savored and explored gradually, rather than serving as a source for quick-fix solutions. It encourages thoughtful consideration and experimentation, making it an invaluable companion for instructors committed to innovative teaching.
February 7, 2024
This book brings together dimensions on how we actively learn with ideas on how generative AI can help develop teaching tools, teaching situations, learning experiences with these dimensions at the core. While I struggled at the beginning with the organization of the book, the sections about active learning strategies and how to use AI, with examples of AI, worked pretty well for me. If you are interested in finding concrete ideas on how to use generative AI in your teaching and learning, this book can give you some good ideas. If you are interested in a critical approach to using AI in your learning, this book may feel too optimistic.
February 18, 2024
As a university instructor, I appreciate both the broad thinking about AI as well as practical takeaways that Stephen provides in this comprehensive read. I appreciate the guide in leveraging AI to develop and enhance experiential and active learning opportunities used to increase student engagement and enhance learning outcomes. This is a great read even for someone new to instructional design (systematic approach to developing educational experiences) since many concepts in ID are included, but through an AI applied framework. I highly recommend!
December 3, 2023
I have read a lot of online content about using AI's value in educational settings, and I think, a lot of it can be confusing and misleading. This book is state-of-the-art for describing how to use AI in the classroom and the author is very credible in the field.
Displaying 1 - 4 of 4 reviews