Generative artificial intelligence (GenAI) is transforming education, redefining the role of trainers and coaches in learning environments. In our study, we explore how AI integrates into the design process of learning materials, assessing its impact on efficiency, pedagogical quality, and the evolving role of human trainers and coaches. Through qualitative interviews with professionals in education and corporate training, we identify the following key topics: trainers and coaches increasingly act as facilitators and content moderators rather than primary creators, efficiency gains allow for a stronger strategic focus but at the same time the new tools require new skills. Additionally, we analyze how the anthropomorphism of AI shapes user trust and expectations. From these insights, we derive how tools based on GenAI can successfully be implemented for trainers and coaches on an individual, organizational, systemic, and strategic level.

Professional development (PD) serves as the cornerstone for teacher tutors to grasp content knowledge. However, providing equitable and timely PD opportunities for teachers poses significant challenges. To address this issue, we introduce I-VIP (Intelligent Virtual Interactive Program), an intelligent tutoring platform for teacher professional development, driven by large language models (LLMs) and supported by multi-agent frameworks. This platform offers a user-friendly conversational interface and allows users to employ a variety of interactive tools to facilitate question answering, knowledge comprehension, and reflective summarization while engaging in dialogue. To underpin the functionality of this platform, including knowledge expectation analysis, response scoring and classification, and feedback generation, the multi-agent frameworks are leveraged to enhance the accuracy of judgments and mitigate the issue of missing key points.

California State University on Tuesday unveiled what is believed to be among the largest and most ambitious efforts in higher education to champion artificial intelligence with an initiative to provide tools and training in the groundbreaking technology across the system's 23 campuses. With generative AI's ability to create new content learned from training data, CSU is working to ensure students in the nation's largest and most diverse public university system have equitable access to the technology. Nearly half of CSU's 450,000 students are low-income and about 30% are the first in their families to attend college. The university has enlisted Gov. Gavin Newsom's office and nearly a dozen leading tech companies -- including Microsoft, Meta, Nvidia, OpenAI, Intel, LinkedIn, Amazon Web Services and Alphabet -- to join academics on an advisory board to help identify AI skills needed in the California workforce and provide advice on how best to teach them. Industry partners will also provide internships and apprenticeships to give students real-world experience with AI on the job.

Teachers' mathematical content knowledge (CK) is of vital importance and need in teacher professional development (PD) programs. Computer-aided asynchronous PD systems are the most recent proposed PD techniques, which aim to help teachers improve their PD equally with fewer concerns about costs and limitations of time or location. However, current automatic CK identification methods, which serve as one of the core techniques of asynchronous PD systems, face challenges such as diversity of user responses, scarcity of high-quality annotated data, and low interpretability of the predictions. To tackle these challenges, we propose a Multi-Agent LLMs-based framework, LLMAgent-CK, to assess the user responses' coverage of identified CK learning goals without human annotations. By taking advantage of multi-agent LLMs in strong generalization ability and human-like discussions, our proposed LLMAgent-CK presents promising CK identifying performance on a real-world mathematical CK dataset MaCKT. Moreover, our case studies further demonstrate the working of the multi-agent framework.

Fox News host Greg Gutfeld goes over this weeks leftovers and Gutfeld! reacts to the resurfacing of an old training video on DEI by former Navy DEI director Dr. Charles Chuck Barber. A city agency in Austin, Texas invited employees to racially segregated "anti-racist" meetings where "white folks" were asked not to attend a meeting that was only for "people of color." A January email obtained by Fox News Digital reveals Austin's Parks & Recreation Department's equity and inclusion coordinator invited employees to attend "Antiracist Affinity Spaces," consisting of two separate trainings segregated by race as part of an "Equity and Inclusion program." "For People of Color*: Once a month, PARD employees of color will meet up at various city sites," the email says. "The first 1.5 hours will be for fostering dialogue and the last 30 minutes will be for networking. This monthly space will offer folks the opportunities to gather and connect with other PARD employees of color, share about our personal and professional experiences with racism, and learn about mentoring and job opportunities for professional development."

Artificial Intelligence (AI) and its associated applications are ubiquitous in today's world, making it imperative that students and their teachers understand how it works and the ramifications arising from its usage. In this study, we investigate the experiences of seven teachers following their implementation of modules from the MIT RAICA (Responsible AI for Computational Action) curriculum. Through semi-structured interviews, we investigated their instructional strategies as they engaged with the AI curriculum in their classroom, how their teaching and learning beliefs about AI evolved with the curriculum as well as how those beliefs impacted their implementation of the curriculum. Our analysis suggests that the AI modules not only expanded our teachers' knowledge in the field, but also prompted them to recognize its daily applications and their ethical and societal implications, so that they could better engage with the content they deliver to students. Teachers were able to leverage their own interdisciplinary backgrounds to creatively introduce foundational AI topics to students to maximize engagement and playful learning. Our teachers advocated their need for better external support when navigating technological resources, additional time for preparation given the novelty of the curriculum, more flexibility within curriculum timelines, and additional accommodations for students of determination. Our findings provide valuable insights for enhancing future iterations of AI literacy curricula and teacher professional development (PD) resources.

In this blog, Nadia Seaborne at GEMS Wellington International School in Dubai, explains how AI might change teaching and classroom practice. Is it a case of'keep your friends close and your enemies closer'? With an optimistic mindset the benefits could be endless and Nadia ends the blog with twenty examples of how ChatGPT could be used to improve critical thinking. Scrolling through any education forum or Facebook post, I would be very surprised if ChatGPT is not too far away from any conversation. Threads are full of panic, hesitation and a relentless worry by teachers who cannot believe what they are seeing.

Professional development: As the gaming industry is constantly evolving and growing, we can promise you will, too! We will ensure you have a structured and smooth onboarding process with scheduled feedback times and both a mentor and a buddy by your side. To make sure you and your team are up to date with the latest trends, we allocate a team budget for education. Financial benefits: On top of a competitive salary, we offer additional financial benefits based on annual success, such as a Christmas bonus, Easter bonus, summer bonus, 13th salary, as well as referral bonuses and fully covered transportation expenses. Work-life balance: We are deeply dedicated to our work, but also understand the importance of switching off and recharging.

Artificial intelligence is touching every aspect of how we engage with information (and much more) these days. Today, a startup building out a business based on one particular application of that -- how to apply AI to knowledge management in the workplace -- is announcing some funding as it finds some decent traction for its approach. Sana Labs -- which provides an AI-based platform to help people manage information at work, and subsequently to use that data as a resource for e-learning within the organization -- has closed a round of $34 million after seeing ARR grow seven-fold in the last year. Menlo Ventures, the U.S. VC firm, is leading the round for Stockholm-based Sana, with EQT Ventures and a whopping 25 angels and founder/operator individuals also participating. This is a Series B that values Sana at $180 million post-money.

This week, the new ChatGPT language optimised model from OpenAI was made available to the general public. What really peaked my interest was the sheer number of people talking about it, it appeared to be really impressing people with what it was able to articulately answer. When it comes to technical interviewing, I have already seen examples of it acing tech tests that I myself had spent several hours on in the past so I wondered, how would it handle a cultural interview at a tech startup. For completeness I will include a plagiarism analysis from my favourte grammar tool Grammarly. One time I received feedback was during a performance review at my previous job. My manager pointed out that I had been consistently missing deadlines for my projects and that it was impacting the team's overall productivity.