AI Boosterism in AI Training

I had some spare time so decided to get on with the AI training the Australian National University is encouraging staff to take. This is the usual online training module with some quizzes and exercises. It wasn't too bad, but as I know a bit about the topic, I was up to part 5 of 8 before it started telling me anything I didn't know. 

 At this point I was instructed to get AI to generate a LinkedIn post about AI & personal learning. While the previous modules did have some warnings about checking AI output for incorrect information and hallucinations, it was all a little too positive. At this point I used Copilot to generate the required LinkedIn post. This had only positive points on how AI could help with personal learning. As instructed I refined the result, but on my own initiative by asking for negative as well as positive points. That worked fine, but what struck me was that had I not asked, it would have all been positive.

Here are the negatives added:

"Negative impacts

• Over‑reliance on AI, which can weaken critical thinking and problem‑solving if learners default to AI-generated answers.

• Quality inconsistency, as AI can produce confident but incorrect explanations that mislead learners.

• Equity gaps, where those with better access to technology gain an advantage over those without it.

• Privacy concerns, especially when learning data is used to train models or inform performance decisions.

• Reduced originality, as learners may unintentionally mimic AI-generated patterns rather than developing their own voice or ideas.

These risks highlight the need for thoughtful integration rather than blind adoption."

Securing a sustainable future for Australian universities through mergers

Universities Australia reports in "Critical challenges in Australia’s university sector: securing a sustainable future" that almost two-thirds of university revenue is from student (directly & via government subsidies) and this is falling. At the same time universities have fewer casual staff, thus less scope to quickly cut costs. I suggest it is time for universities to consolidate and professionalize. Teaching can no longer be left as something researchers do in their spare time and for which they need no expertise or qualifications. Also universities can adopt efficient blended learning techniques. The alternative is that students will go elsewhere for their education: to commercial for-profit arms of international universities in Australia, or vocational sector, or abroad, either in person or online. When I wanted to learn about education and there was no suitable program in Australia, I chose to study online abroad, which turned out to be slightly cheaper.