bendriv

Good point. Here our gov organizations has been required to document their vocabularies, logical information models, data, services, etc and partly also processes, using linked data, so we are working with RDFLib and associated tooling. It has been an interesting ride so far.

Linked Data seems like a good fit for the some of the underlying components in teaching material and technical docs which feed into a knowledge layer for both humans and agents, but also very relevant in our archival/library-like processes. Due to the gov requirements, API surfaces will likely also be documented with Linked Data.

It seems to be nearly impossible to find good resources about the subject as they have been crowded out by AI-related SEO-sites. But have you started with W3C’s specs on the subject? Ontologies, linked data, RDF, etc. In Norway we have a government agency publishing local adaption and guidance for these concepts and standards, so that is at least two sources of information on the general concepts and syntax at least. What are you looking for?

What things do you mean represent critical thinking?

Baiting accepted :-)

Well not all types of assignments are alike, I was not required to write nor hold a speech at school, as my eldest was at 13. I would be absolutely terrified to present in front of more than half my class, and they now speak to their whole school. But on the other hand, learning how to brainstorm effectively both alone and in groups is such a rewarding skill to have. And since brainstorming is something taught from elementary school all the way up to university level (I had it as part of a master’s degree), I would assume this means some pedagogs think it is both important and difficult. If you have learned about ‘anchoring’ in negotiations or brainstorming contexts, you would know how important the initial ideas or suggestions or proposals are for the rest of the process and the outcome. So I believe that it is very negative to be outsourcing the initial stage of using your own creativity. There have been studies showing negative effects on performance, learning and memory when outsourcing the initial stage or getting help from AI in this stage, while the opposite is true when using AI for review later. Do not remember the exact source, was something that popped into my feed. So I think you are correct.

Secondly, I started learning programming in elementary school at the age of 10 in the late 90s, we had a couple of hours in the computer lab a week doing creative open-ended projects. Today the local school teaches how to use an iPad with OneNote and Kahoot in 1st-4th, and performing predefined recipies for MicroBit or BlueBot in 5th-6th grade. Not sure how that is an improvement.

So in conclusion, I support the policy to restrict the use of tech in school. The tools should support the higher goals, and sometimes doing hard work is actually required.

I have three children in that age span in a Norwegian school. For the ages 10-13, ChatGPT and the like has frequently been used in the classroom to help with the cold start problem when doing writing assignments, and for getting feedback on written work before handing in to the teachers. Also frequently used as a brainstorming tool or for writing whole speaches or presentations that should be held in front of the class or school. As for doing homework, the school-provided and school-managed iPad has (had I should say) www.chatgpt.com whitelisted, so using these tools also for homework is at least not blocked, and sometimes encouraged.

My children has at least not yet received any tasks or homework using AI for coding. They teach less coding in school now compared to when I was at the same age, at least at my elementary school.