Kelly et al is one I love pointing people to. For general reading, Editor's Introduction at PhD level, Industrious Land at lower levels. For anyone, Lever of Riches. For people of a theoretical bent, Gifts. For Irish-Americans named Kevin who wonder why the Famine barely appears, Why Ireland ;-).

PS - 1) Yes, we're building this out even further. Everything a student does, it should be as close as possible to a tutor who knows what you want to teach sitting by their side. 2) And All Day TA also *reports back to you* summaries of these conversations so you know where students went wrong!

The path forward for higher ed w/ AI is that teaching *complements* AI. Students learn more using AI, and learn *exactly* what we want to teach, instead of just cheating. Can do even better than pre-AI! (And if you want this - alldayta.com, $100 per term. Super easy.)

For students, *I don't care* if they get right answers. Why? If wrong, they have to explain to AI what they were thinking before moving on. Cheating doesn't save time b/c I don't grade on correctness, just whether you work through the quiz! Try it here app.alldayta.com/university-o... 3/4

Toss my lecture audio, slides, handouts into a module. A crazy AI workflow pulls out learning goals. AI then spins up questions (you can approve or not) from your docs plus context on why students might get them wrong. 2/4

Wasn't sure this particular one was a good fit for the bsky crowd, hah!

Hah! Yeah, no one really studies "social science", but eg at an engineering crowd talk, I wouldn't bat at eye at an economist or a political scientist saying "as a social scientist, how we should look at this is..." or similar

A much more common term in the US than Europe. Social Science departments and even high school classes called "social science" are very common over here so that self description wouldn't make anyone bat an eye.

Syllabus here: kevinbryanecon.com/Bryan-Progre...

Course AI here on AllDayTA (to be updated weekly as we progress, including with AI-driven adaptive quizzes!): app.alldayta.com/university-o... 2/2

I cover project setup, version control, my daily very simple workflow, what to use for code (Python or R), what AI is high value, why LaTeX, how to do it easily, why all this matters even for qual projects, and links to exactly what to d/l. My own practices were very sloppy-this is a better way. 2/2

PS - An awesome dev of ours was testing the featureand told me "I got it wrong on purpose at first for testing, but then forgot to divide by 2 for expected value until the system brought me there!" Exactly. Imagine this help for the student, and then summed up & reported back to you for each hw!

Honestly, it's a really nice system. As always, everything is all siloed: your content is never used for any training nor leaves your course, and is deleted on demand. The whole alldayta.com is $100 per class section per term - a couple bucks per student on average. AI complements our teaching! 6/6

So instead of "here's a hw, half of you go home and cheat, the rest hand it in and get 7/10, and neither you nor the student fully understands what was done wrong", we deter cheating, ensure everyone 'gets enough questions correct' and thinks through incorrect ones, and report back to the prof. 5/6

When the students do their assignment, and get a question wrong, the AI forces them to explain their logic, then uses your lectures, handouts, and so on to try to correct mistakes. We then use another AI system to report back to you precisely where students have been going wrong *and why*. 4/6

That's exactly what we built. Our system already interpreted the learning goals of your course, topic by topic. For question banks, we propose these using our AI, and once you edit and approve, we spin up question banks of varying difficulty. You can manually add, edit or kill these, of course. 3/6

The whole deal with All Day TA is "AI for university classes that is pedagogically-sensible, uses your language, and emphasizes your content only". What does that mean for assignments? Questions at level of your class, covering your learning goals, and giving students feedback the way you would. 2/6

(Btw, anedcotes on "the times they are a-changin'", for the student club booths set up on the main drag, the busiest was the Bible Club - I was equally surprised -, second was the Baking Club. The more political booths were very empty...)

But can get clout by promulgating research consensus in an interesting and accessible way, or by using "PhD" to bluster and stir shit up. A well known Princeton historian used his clout to personally attack me here last year for reasons totally unrelated to his expertise. That's bad for academia.