Al, this is a great example. I’m glad you shared it. I’ve also been thinking lately a lot about Vygotsky’s Zone of Proximal Development (as I am sure many others have in light of Sal Khan’s ChatGPT-4.o demo). So much of what formal education emphasizes is on the learner’s actual development level, as assessed by individual assessments with no aid or help, as opposed to their potential development level, which is what they can achieve with the aid of expert guidance. In a world where, as professionals, expert guidance is a question away via ChatGPT, does a learner’s actual development level in school matter anymore? Should school be assessing learners on what they achieve with peer tools and guidance instead?
Typo, …achieve with expert tools and guidance…
Al, this is a great example. I’m glad you shared it. I’ve also been thinking lately a lot about Vygotsky’s Zone of Proximal Development (as I am sure many others have in light of Sal Khan’s ChatGPT-4.o demo). So much of what formal education emphasizes is on the learner’s actual development level, as assessed by individual assessments with no aid or help, as opposed to their potential development level, which is what they can achieve with the aid of expert guidance. In a world where, as professionals, expert guidance is a question away via ChatGPT, does a learner’s actual development level in school matter anymore? Should school be assessing learners on what they achieve with peer tools and guidance instead?