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Excellent points and thank you Mike for bringing up the topic of AI tools that can write university level essays. I am fascinated by the potential impact this technology could have on higher education. I appreciate your argument that these tools should be used to enhance pedagogy, rather than accelerating cheating and fraud. Harnwell describes the superstructure as simple and the fit out as complicated. The design calls for 380km of cables and 8km of ducting to be incorporated into the building to deliver the high containment design.

Detailed design for the SRP had been completed in May 2019 when the PPP started. Since then 25,000m 3 of earthmoving has been completed, the ground floor slab has been cast and the superstructure has reached two thirds of its full height. When complete the building will be 66m in length and 37m tall. A young company of designers from Brisbane in Australia with some very strict design principles: Make it work as good as it looks – even on the 1000th use, not just the first time. There are four individual contracts,” Sharples explains. “But in addition to those there is an aligned incentive agreement that all the partners are signed up to which binds the partnership to an aligned incentive fund. All projects delivered are put into the fund and the partners are only paid at outcome, rather than at periodic milestones.”

Canon Sharples Church of England Primary School and Nursery

I’ve since reset all settings and have set maximum length to 2000 as per your query, and am getting the following: Third, teachers can explore the ethics and limits of AI. How does it feel to interact with an expert wordsmith that has no morals and no experience of the world? Does a “deep neural network” have a mind, or is it just a big data processor? Take a minute to read this graduate student essay on the controversial topic of “learning styles”. If this were your student, how would you assess the essay? What mark would you give? What are its strengths and weaknesses? Just as a student can generate an essay in seconds, so a teacher can assess it. Add “Here is a short assessment of this student essay:” to the end of the text and GPT-3 writes a review. The content generated on this blog is for information purposes only. This Article gives the views and opinions of the authors and does not reflect the views and opinions of the Impact of Social Science blog (the blog), nor of the London School of Economics and Political Science. Please review our comments policy if you have any concerns on posting a comment below.

If Transformer AI systems have a lasting influence on education, maybe that will come from educators and policy makers having to rethink how to assess students According to Sharples, the short term thinking of the past with work let as individual projects rather than as a programme also created problems. Whilst some of the personnel may have changed over the years and the international scope of its client base has broadened, the ethos of the firm in providing a unique knowledge and understanding in the application of the service it offers with the efficiency expected of a West End law firm has not. Riseam Sharples was created in 1997 by three highly experienced lawyers. The original partners included Colin Riseam (formerly of Farrer & Co), Clive Sharples (formerly of Forsyte Kerman) and David Fok, who was then a Senior Consultant at Cheung, Chan & Chung based in Hong Kong. The original firm was named Riseam Sharples & Fok. In the 1970s, learning styles became an important feature of educational practice. In the 1990s, “learning modalities” became a major focus of learning style research. This is the idea that we process information in different ways. For example, some individuals may be auditory learners, benefiting from listening to lectures and using recorded materials. Others may be visual learners, who gain from using visual materials such as textbooks, handouts, and computer graphics. Still others may be kinesthetic learners, who benefit from learning by movement and doing. Numerous experiments have been conducted to test this idea, and a number of different classifications of learning modalities have been proposed.Note its reference for “Dunn and Dunn (1997)”. There is a journal of Research in Education, but no issue 7(2) in 1997. Dunn and Dunn did publish on learning styles, but not in that journal. GPT-3 has fashioned a plausible-looking but fake reference. It has also invented a fictitious research study from Dunn and Dunn to critique learning styles.

Professor Sarah Sharples is a Professor of Human Factors in the Department of Mechanical, Materials and Manufacturing Engineering and Pro-Vice Chancellor for Equality, Diversity and Inclusion at the University of Nottingham. She completed her PhD in 1999 and has been a researcher, research manager or grant holder on a number of industrial, government and EU funded projects, including a long term programme of research for Network Rail examining implications, design and implementation of novel interfaces for railway control and use of rail simulation for human factors research. She is a CI in the Horizon Digital Economy Research Institute and Co-Director of the Horizon Doctoral Training Centre. She also leads a national Network Plus: Connected Everything, which brings together communities of computer scientists, manufacturing, design, business and engineering specialists to examine digital manufacturing. She is on the Science Advisory Council for the Department for Transport and was appointed as a council member for the Engineering and Physical Sciences Research Council in early 2018. She works in the domains of transport, healthcare and manufacturing, and is a Chartered Ergonomist and Human Factors Specialist. Her main areas of interest and expertise are Human-Computer Interaction, cognitive ergonomics and development of quantitative and qualitative research methodologies for examination of interaction with innovative technologies in complex systems. She was President of the Chartered Institute of Ergonomics and Human Factors from 2015-2016, and co-editor of the leading ergonomics/human factors text, Evaluation of Human Work, 4th edition (2015).

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Even some tweaking of settings doesn’t seem to encourage GPT-3 to give me any more than this. I wonder how much it might depend on my previous use of Playground, and whether I can “train” GPT-3 to give me “better” responses in future? Some of the first attempts gave me a pretty underwhelming attempt at an essay that might just pass for something a 14-year old could write, but nothing at UG or PG level. So I carried on playing around. It’s interesting to see how the GPT-3 Transformer AI program was able to generate a compelling essay on the topic of “learning styles”. The essay provides a well-organized and evidence-based argument, despite being generated by an AI language model. I particularly like how it explores the idea that learning styles are not fixed, and can be influenced by personal and environmental factors. Sharple also has a built-in eye and blemish remover to dig out the unwanted bits from whatever you’re peeling.

The entire “student essay” was written by a Transformer AI program, GPT-3. I gave it the prompt “The construct of ‘learning styles’ is problematic because” and it produced the rest, including headings and references. Plagiarism software will not detect essays written by Transformers, because the text is generated, not copied. A Google search of the essay shows that each sentence is original. Leading that work is Steve Harnwell who is Sellafield Ltd delivery director but who has been seconded into Morgan Sindall to deliver the SRP as project director.In a review of this research, Dunn and Dunn (1997) found that the evidence does not support the idea that people have a particular learning mode that is dominant or that they process information in a particular way. In their study, the authors found that when students were given a particular instructional treatment, they could be classified in a particular learning modality category. But when they were given a different instructional treatment, they were classified in a different category. In a follow-up study in which they gave students a number of instructional treatments, Dunn and Dunn found that students could be placed in a particular category in some treatments, but not others. The concept of ‘learning styles’ is problematic because it is based on the idea that there is a single way to learn that is optimal for each individual. However, research has shown that there is no evidence to support the existence of learning styles. Furthermore, the idea of learning styles can actually be harmful, as it can lead students to believe that they cannot learn in any other way than their preferred style. This can lead to students feeling discouraged and unmotivated when they are faced with material that they find difficult to learn using their preferred style.” Dunn, R., & Dunn, K. (1997). Learning styles: Research and practice. Journal of Research in Education, 7(2), 139-151. Dstl is a national asset, and I had the privilege of seeing first-hand the world-leading research and development work they are doing with the Department for Transport to help keep our transport network safe and secure.