The Polish Union of Education promotes publications aimed at improving education and science. Some of them are presented below.

Empowering Students’ Awareness for a Personalized Career Development. An Approach to Discover, Experiment, and Learn

This book provides university administrators, professors, and career specialists with a comprehensive introduction to the BE(A)ST (BE Aware Student) approach. The BE(A)ST approach aims at enhancing students’ awareness of personalized career development, fostering a connection between their professional identity, beliefs, and actions to support career awareness. With the BE(A)ST approach, we provide a solution to improve the alignment between the career and the life of our students. The Personalized Career Development (PCD) course based on the BE(A)ST approach and described in this book is the result of three research programs focused on the development of the method and on its adaptation, scientific validation, and dissemination.

Przykłady materiałów i stron informacyjnych nt. korzystania z ChatGPT w dydaktyce (przy różnych zagranicznych uczelniach)

!! Practical Responses to ChatGPT and Other Generative AI — Montclair State University Office for Faculty Excellence!!

ChatGPT — University of California at Irvine Division of Teaching Excellence and Innovation

AI-Generated Content in the Classroom: Considerations for Course Design — Illinois State University Center for Integrated Professional Development

ChatGPT: A Brief Introduction and Considerations for Academic Integrity — the Johns Hopkins University Center for Teaching Excellence & Innovation

ChatGPT and AI Composition Tools — Washington University in St. Louis Center for Teaching and Learning. The syllabus template has been updated to mention ChatGPT.

FAQ: ChatGPT in the Classroom — by Andrew Maynard for Arizona State University

ChatGPT Resources for Faculty — University of Pittsburgh Center for Teaching and Learning



What Is ChatGPT Doing … and Why Does It Work? - Stephen Wolfram

It’s Just Adding One Word at a Time

That ChatGPT can automatically generate something that reads even superficially like human-written text is remarkable, and unexpected. But how does it do it? And why does it work? My purpose here is to give a rough outline of what’s going on inside ChatGPT—and then to explore why it is that it can do so well in producing what we might consider to be meaningful text. I should say at the outset that I’m going to focus on the big picture of what’s going on—and while I’ll mention some engineering details, I won’t get deeply into them. (And the essence of what I’ll say applies just as well to other current “large language models” [LLMs] as to ChatGPT.)

The first thing to explain is that what ChatGPT is always fundamentally trying to do is to produce a “reasonable continuation” of whatever text it’s got so far, where by “reasonable” we mean “what one might expect someone to write after seeing what people have written on billions of webpages, etc.”

Innovation through prompting - Ethan Mollick

If you have been reading my Substack (or my new book, which made the New York Times bestseller list!), you know that one of the things I find most exciting about AI is its potential for expanding the number of people able to produce and share useful innovations. I am particularly interested in how prompts can work as a sort of “program in prose” that can be tailored to many different industries and fields, and which can be created by non-technical experts.

This works because LLMs are extremely powerful tools that are remarkably easy to use, and whose capabilities can be wielded by anyone who can write or speak. And, while there are reasons to build more complex technological solutions, simple prompts given to a GPT-4 class chatbot can allow non-programmers to accomplish impressive things. Plus, while barriers to access remain, it helps that you can use LLMs on a mobile phone, and that powerful models are rapidly getting cheaper to use (the big news last week was the release of Llama 3, the open source AI from Meta that is already better than ChatGPT-3.5, and which will dramatically lower the prices for advanced AI access). This makes LLMs a good base on which to innovate.

But what does democratizing innovation with AI prompts actually look like? We have a new paper out today that tries to show one potential path. It specifically focuses on education, but I think the lessons are broadly applicable.

Report of Collegium Da Vinci "Polish education in the shadow of AI"

Joining the discussion on the future of Polish education, we invite you to read the report "Polish education in the shadow of AI". It is one of the first such comprehensive, empirical studies in our country referring to the changes that are taking place and will continue to occur both in the education system and in the labour market in connection with the development of the potential and possibilities of artificial intelligence. A market from which it all begins, because its transformation should closely correspond with changes in the education system. Without this coupling, we will continue to "produce" graduates who are unprepared to function in the world of retraining and mobility. At the same time, while discussing possible changes in the education system and in the labour market related to the development of AI, we must not forget about the resulting threats. And this is also the structure of our report. It contains not only the results of research on the above-mentioned areas – labour market, education and security, but also comments from experts – scientists and business practitioners. Different approaches and different perspectives. An interesting journey into the world of AI. And whether there will be forced coexistence between humans and artificial intelligence, or a perfect partnership, and whether the vision of a world combining the Matrix and the Terminator will come true, we will probably all find out soon" /Authors: Klaudia Bączyk-Lesiuk, Krzysztof Patkowski, Marek Zieliński/.
"The ongoing discussion in Poland today about the impact of AI on education and the labour market is primarily of an expert nature – there is still a lack of research showing the real scale of this phenomenon, as well as the attitudes and behaviours accompanying it. The project aims to fill this gap." /Marek Zieliński, PhD, DSc, prof. CDV, Rector of Collegium Da Vinci/

Guidance for generative AI in education and research, 2023

Publicly available generative AI (GenAI) tools are rapidly emerging, and the release of iterative versions is outpacing the adaptation of national regulatory frameworks. The absence of national regulations on GenAI in most countries leaves the data privacy of users unprotected and educational institutions largely unprepared to validate the tools.
UNESCO’s first global guidance on GenAI in education aims to support countries to implement immediate actions, plan long-term policies and develop human capacity to ensure a human-centred vision of these new technologies.The guidance presents an assessment of potential risks GenAI could pose to core humanistic values that promote human agency, inclusion, equity, gender equality, linguistic and cultural diversities, as well as plural opinions and expressions.
It proposes key steps for governmental agencies to regulate the use of GenAI including mandating the protection of data privacy and considering an age limit for their use. It outlines requirements for GenAI providers to enable their ethical and effective use in education.
The guidance stresses the need for educational institutions to validate GenAI systems on their ethical and pedagogical appropriateness for education. It calls on the international community to reflect on their long-term implications for knowledge, teaching, learning and assessment.
The publication offers concrete recommendations for policy-makers and education institutions on how the uses of GenAI tools can be designed to protect human agency and genuinely benefit students, teachers and researchers.

Artificial intelligence (AI) as a megatrend shaping education How to prepare for the socio-economic opportunities and challenges associated with artificial intelligence? Warsaw 2022

As part of the ZRK2 project, a report was prepared entitled Artificial Intelligence (AI) as a megatrend shaping education. How to prepare for the socio-economic opportunities and challenges associated with artificial intelligence? The document presents the relationship between education and artificial intelligence and justifies the need to develop digital competencies among Poles. In addition, it shows how new economic developments in today's societies are forcing the need for changes in education and in the way we think about qualifications. It also explains why understanding and being able to apply AI will become important elements of future qualifications.

CDV-WAY#1 The way to an interesting e-learning course. A Guide for the Trainer, Poznań 2020

This guide has two goals. The first is to inspire you to design e-learning courses, which nowadays play a very important role in the teaching process, not only in universities, but also in non-formal education. The second goal is to guide you "step by step" through all the stages of designing an e-learning course. The individual "steps" of the guide are the result of more than a year of workshop activities of the e-learning team of Collegium Da Vinci in Poznań. Starting our activities in this area, as a team we set ourselves the goal of creating a new methodology for remote learning. A methodology that will not only deal with the construction of the course itself, but also with all activities related to the e-learning process.
All of the material consists of 7 steps we have named: Reflection, Empathization, Validation, Design, Production, Sales, (Over)Delivery. Each of these is important because the e-learning course design process should be understood holistically, not just as the development of learning materials.

CDV-WAY#2 The way to an interesting e-learning course. Methodical Guide for the Trainer, Poznań 2020

The second part of CDV-way#2 is a methodical continuation of the part on remote learning. It is intended for trainers and lecturers teaching both remote and on-site (in a teaching/training room) classes. The handbook's universality stems from our belief that certain methodological elements of designing classes for students/scholars should be a basic element of every didactician's workshop - regardless of seniority or form of teaching. A complementary element of the handbook is:
  • Toolbox, which is a description of selected IT tools for creating teaching materials and organizing work during classes.
  • Methodbook, a compilation of activation methods to be used during classes.

Andrzej Rozmus, Academic education in critical perspective, 2018

A new publication by Dr. Andrzej Rozmus entitled "Academic Education in Critical Perspective. Students towards the neoliberal policy of higher education". The author, on a daily basis the Vice-Rector for Teaching at the University of Information Technology and Management in Rzeszow, takes a deep reflection on the impact of the political transformation and neoliberal reforms on the field of higher education in Poland. These reflections concern the ideological dimension, the organization of the educational process and teaching practice, as well as the institutional dimension of academic education. The publication also takes into account the changes introduced by the Constitution for Science. The conclusions presented are strongly grounded in the author's empirical research of the student community. The book was published by Oficyna Wydawnicza "Impuls" and Wyższa Szkoła Informatyki i Zarządzania in Rzeszów.

Boguslaw Sliwerski, A. Rozmus (eds.), Alternatives in Education, 2018

Bringing together reflections of education enthusiasts and practitioners, the book addresses issues crucial to the development of modern education. Prof. Boguslaw Sliwerski analyzes the phenomenon and role of alternative education. Dr. Andrzej Rozmus focused his reflections on the idea and conditions of alternative education. In between these "manifestos" are reflections devoted to, among other things, innovation in education from the perspective of the pedagogy of innovation, the place of gifted children in the educational system, or the problems of mathematically gifted children. A variety of problems are analyzed by educators through the prism of their school daily life, and a strong empirical emphasis is evident in the publication. The book is a must-read for all who are interested in shaping educational processes in accordance with contemporary trends and needs. The book was published by Oficyna Wydawnicza "Impuls" and Wyższa Szkoła Informatyki i Zarządzania in Rzeszów.