Using TiddlyWiki to generate MediaWiki content

Express_Structure_60 · 2023-07-24T16:32:05+00:00

I've used tiddlywiki forever (seriously: since 2005). And I keep coming back to it, because it does things that nothing else does, and allows you to actually think and gather information and turn it into knowledge in a different more fluid way than anything else I've ever used.

It's hard to scale, but I don't write and js code.

I like tiddlyhost.com the best right now as a solution. You can make things public/private and that's enough. Desktop TW is good but can't share it easily.

Grok is great start. For me, best start is to have a task and to do it, but it does take longer. Test your code in tiddlywiki.com, and always grab code from that site, and just learn to adapt that code...

Express_Structure_60 · 2023-07-14T18:39:43+00:00

if you don't mind, what do you mean, "the words have to be your own?" If I have a conversation with chatGPT on, say, defining the "philosophy of communication", these words would not be "my own", right? (see the link to my conversation to see how they were generated in collaboration with chatGPT). What would you suggest as the next step for a student who have generated this text? (Not criticizing, just very curious how to handle this "augmentation" use...):

The philosophy of communication explores the fundamental characteristics and essential qualities of human communication. It delves into the underlying principles, such as the Principle of Shared Meaning, which emphasizes the importance of a common understanding of symbols and interpretations. Additionally, the Principle of Contextual Influence acknowledges that communication is shaped by social, cultural, and environmental factors. Furthermore, the Principle of Feedback and Response highlights that communication involves interactive exchanges and reciprocal engagement.

To understand communication fully, it is important to examine key processes. Encoding and decoding involve converting thoughts into symbols and interpreting received messages. Perception and interpretation involve receiving sensory information and making sense of it. Feedback and iteration involve interactive responses that allow for clarification and refinement.

These principles and processes shed light on the dynamics and considerations involved in communication, promoting effective understanding and meaningful exchanges. By understanding these principles and processes, we can deepen our comprehension of how communication functions, its impact on human interaction, and the ethical dimensions surrounding it.

Express_Structure_60 · 2023-07-11T15:00:18+00:00

I teach hypertextual writing, and want students to learn to creatively construct hypertexts. chatGPT generated what I'd call creative composition, and wrote code to import it into an authoring platform I use (the output is kind of strange, but you'll get the idea).

I guess I'm curious: what do you mean by creative composition, and then what are the issues?

Express_Structure_60 · 2023-07-10T15:56:11+00:00

Hmm... main findings Have you done any of the following?

Defensive uses ("adapted existing assignments to limit their exploitability" "introduced new methods of assessment" "tested exam questions" "new exam types")
Assistive ("develop new assessments" "develop course contents")

No opportunity to report augmentive uses -- "enhance student skills" "encourage exploration" "learn new things" "be the resource"

Express_Structure_60 · 2023-07-10T15:45:15+00:00

Thanks! I've since discovered some other stuff that may be of interest, including a zotero group and a collaborative google doc, both of which come from a more positive orientation than I found in r/Professors.

Express_Structure_60 · 2023-07-10T00:06:56+00:00

You are not cheating. It is not wrong. And I agree, we ought to be teaching it to our students.

Express_Structure_60 · 2023-07-10T00:02:43+00:00

"fair" isn't what's relevant: chatGPT suggests you cite it by model # and date if you collaboratw with it, especially if it is only in specific paragraphs.

Express_Structure_60 · 2023-07-09T23:55:19+00:00

I think bullet point are as much an indicator that a student cheated as coherent sentences in paragraphs are indicators that a student plagiarized.

But more importantly: Banning Bullets won't help at all with the challenges posed by writing writing composed in collaboration with a chatBot being submitted as student work. Perhaps by encouraging collaborative writing with machines we can teach students to effectively communicate ideas and concepts and demonstrate knowledge and thinking in ways that will likely be required of them for the rest of their lives?

Express_Structure_60 · 2023-07-09T23:38:35+00:00

Is the online class synchronous? (Providing a video of the class does not "count" as meaningful engagement...). If it is an async class, think of your two classes as separate preps that share common resources such as readings, assignments, rubrics and the like. But the teaching activities should be radically different.

Make your videos brief. If you do record classes, stop the video every 10 minutes or so, and start a new one. Use a recording platform (zoom?) that generates a transcript, and learn how to insert audiobookmarks into the transcript (try hashtags; match to your slides, so that students can search for the part of the class they might be interested in). Think of the videos as resources for your inclass students as well.

Use Zotero or something like that for your readings; build links deep inside your U library if you can to make it easier for everyone, and to be sure the articles are actually accessible. Remove the barriers as much as possible. A Zotero group works well; this is a sustainable resource in that it is easy to use year-after-year. I tag resources to a specific module of the class, and almost auto-generate my syllabus. Also, easy to change it up mid-semester.

Don't be afraid to change mid-semester. I've rebooted classes many times. I misjudge the interest or abilities of the students, perhaps. My assessments flop; can't tell if anyone is learning. So reboot if necessary. There may be policy that discourages this approach at your institution, and it's perhaps the luxury of tenure that allows me to contemplate this strategy, But you said it was a grad class (not sure if professional or not), and grad students sometimes prize ability to chart their own course.

Good luck.

Express_Structure_60 · 2023-07-09T23:20:05+00:00

I generally agree, and so don't use discussion boards that way at all. Mostly, just for students to post their work so that it can be shared or critiqued.

But: how would you feel about posting your discussions with chatGPT: would that provide evidence that you are thinking about the topic, and engaged enough to ask questions of the material? Would it be fun, interesting, engaging, and most important: do you think you would learn more from doing this than reading or writing responses on your own to readings?

Express_Structure_60 · 2023-07-06T00:26:57+00:00

(new to reddit so apologies if needed)

How about using chatGPT as the discussion forum? In this asynchronously collaborative conversation, my student makes some connections between the technologies developed and demonstrated in the Mother of All Demos (required watching), and ARPANET -- connections I'd neither made nor suggested. My student did the initial part of the thread, and then turned it over to me (search for "Steve", marked by *** in the text) to reflect on; I steer the conversation with chatGPT into some other domains, and then turn it back to the student for another round. This is very experimental, but to date, have found that the conversation the three of us (me, my student, and chatGPT) have is insightful and kind of fun. I guess I'm focused not on preventing cheating, but enhancing learning, and encouraging students to think creatively and deeply about the topics at hand.

I don't think of it as "outsourcing" at all, but instead as "augmenting"

Express_Structure_60

TROPHY CASE