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The Generative Education (GenEd) Framework explores the transition from Large Language Models (LLMs) to Large Multimodal Models (LMMs) in education, envisioning a harmonious relationship between AI and educators to enhance learning experiences. This paper delves into the potential of LMMs to create personalized, interactive, and emotionally-aware learning environments. Through addressing the Two-Sigma problem and the introduction of a conceptual product named Harmony, the narrative emphasizes educator development, adapting policy frameworks, and fostering cross-sector collaboration to realize the envisioned AI-enhanced education landscape. The discussion underscores the urgency for proactive adaptation amidst AI's evolution, offering a pragmatic roadmap to navigate the technical, ethical, and policy intricacies of integrating AI in education.

As Large Language Models (LLMs) and other forms of Generative AI permeate various aspects of our lives, their application for learning and education has provided opportunities and challenges. This paper presents an investigation into the use of LLMs in asynchronous course creation, particularly within the context of adult learning, training and upskilling. We developed a course prototype leveraging an LLM, implementing a robust human-in-the-loop process to ensure the accuracy and clarity of the generated content. Our research questions focus on the feasibility of LLMs to produce high-quality adult learning content with reduced human involvement. Initial findings indicate that taking this approach can indeed facilitate faster content creation without compromising on accuracy or clarity, marking a promising advancement in the field of Generative AI for education. Despite some limitations, the study underscores the potential of LLMs to transform the landscape of learning and education, necessitating further research and nuanced discussions about their strategic and ethical use in learning design., Comment: 1 figure

Recent advances in generative artificial intelligence (AI) have captured worldwide attention. Tools such as Dalle-2 and ChatGPT suggest that tasks previously thought to be beyond the capabilities of AI may now augment the productivity of creative media in various new ways, including through the generation of synthetic video. This research paper explores the utility of using AI-generated synthetic video to create viable educational content for online educational settings. To date, there is limited research investigating the real-world educational value of AI-generated synthetic media. To address this gap, we examined the impact of using AI-generated synthetic video in an online learning platform on both learners content acquisition and learning experience. We took a mixed-method approach, randomly assigning adult learners (n=83) into one of two micro-learning conditions, collecting pre- and post-learning assessments, and surveying participants on their learning experience. The control condition included a traditionally produced instructor video, while the experimental condition included a synthetic video with a realistic AI-generated character. The results show that learners in both conditions demonstrated significant improvement from pre- to post-learning (p<.001), with no significant differences in gains between the two conditions (p=.80). In addition, no differences were observed in how learners perceived the traditional and synthetic videos. These findings suggest that AI-generated synthetic learning videos have the potential to be a viable substitute for videos produced via traditional methods in online educational settings, making high quality educational content more accessible across the globe., Comment: 12 pages, 1 table, 3 figures. International conference of Artificial Intelligence in Education (AIED 2023)

Broadening access to both computational and educational resources is critical to diffusing machine-learning (ML) innovation. However, today, most ML resources and experts are siloed in a few countries and organizations. In this paper, we describe our pedagogical approach to increasing access to applied ML through a massive open online course (MOOC) on Tiny Machine Learning (TinyML). We suggest that TinyML, ML on resource-constrained embedded devices, is an attractive means to widen access because TinyML both leverages low-cost and globally accessible hardware, and encourages the development of complete, self-contained applications, from data collection to deployment. To this end, a collaboration between academia (Harvard University) and industry (Google) produced a four-part MOOC that provides application-oriented instruction on how to develop solutions using TinyML. The series is openly available on the edX MOOC platform, has no prerequisites beyond basic programming, and is designed for learners from a global variety of backgrounds. It introduces pupils to real-world applications, ML algorithms, data-set engineering, and the ethical considerations of these technologies via hands-on programming and deployment of TinyML applications in both the cloud and their own microcontrollers. To facilitate continued learning, community building, and collaboration beyond the courses, we launched a standalone website, a forum, a chat, and an optional course-project competition. We also released the course materials publicly, hoping they will inspire the next generation of ML practitioners and educators and further broaden access to cutting-edge ML technologies., Comment: Understanding the underpinnings of the TinyML edX course series: https://www.edx.org/professional-certificate/harvardx-tiny-machine-learning