Open Thinkering


Author: Doug Belshaw


Note: cross-posted at LinkedIn

Person looking through fern leaves, seeming like they're hiding

Sharepidation (noun) A fusion of sharing and trepidation, sharepidation refers to the state or condition in which a person feels anxious, apprehensive, or nervous about disclosing or presenting their work, ideas, or personal creations more widely. This term encapsulates the vulnerable and courageous act of making one’s efforts transparent despite the underlying fear of judgement, criticism, or rejection.

I come across this all of the time in We Are Open Co-op‘s work. People get over it (and flourish!) but it’s a thing. So let’s have a name for it!

Image by Quentin Lagache

Weeknote 11/2023

It’s Mother’s Day in the UK today, so I’d like to take the opportunity to thank both my own mother and my wife, Hannah, for being fantastic mums. I spent time with both of them, separately, at Druridge Bay this week. It’s a wonderful place.

Laura‘s been back to work this week which I’ve been delighted about. We recorded the first episode of Season 6 for The Tao of WAO, submitted proposals for The Badge Summit, co-worked on various client projects, and ran community calls. I’ve also done some co-working with John and Anne, did some more work with the Member Learning group, and enjoyed my chats with James Polansky, Tim Riches, and Abi Handley.

It’s only a few weeks now until I’m walking the first half of The Pennine Way, going form north to south (Kirk Yetholm to Middleton-in-Teesdale). I think I’ve bought everything else I need now, including the Rab SilPoncho which can double as a tarp. I’m still weighing up whether to replace my cheapo Mountain Warehouse Carrion 65-litre rucksack which I used for Hadrian’s Wall with the latest version of the Sierra Designs Flex Capacitor (60-80l). It’s probably £175 I don’t need to spend at the moment, to be honest, although the buckles on the Mountain Warehouse pack do my head in.

This week I published:

Last week I ‘admitted’ to effectively just copy/pasting from ChatGPT to create posts on LinkedIn. I’ve actually found a better workflow:

  1. Spend a lot of time with the AI trying to get the right kind of content. This can involve feeding it quite a bit in the way of text, or ensuring it ‘understands’ the context. A good example of this is the first post in the list above about AI literacy.
  2. Where appropriate, ask ChatGPT to use a metaphor or compare/contrast two or more things. It’s particularly good at doing this.
  3. Take the text and copy/paste it somewhere. Rewrite the entire thing in my voice.
  4. Choose a relevant image, or make my own (e.g. with the asssessment one above)
  5. Hit publish

It’s interesting to see just how little some people know what’s going on with large language models (LLMs). There is no ‘there’ there, so anthropomorphising platforms makes no sense. It just makes those doing it look daft.

Next week, it’s a pretty normal week as these things go. I’m taking three weeks off in total in April, so there’s a few things I want to get done so that I haven’t got anything hanging over me, work-wise, before my break.

Photo taken at Druridge Bay on Sunday

Applying my digital literacies model to ‘AI literacy’

I haven’t yet been able to prioritise thinking deeply about what it would look like to apply my Essential Elements of Digital Literacies to the field of AI.

But hey, why not just ask ChatGPT 4?

AI literacy refers to the understanding of artificial intelligence and the ability to use and interact with AI technologies effectively. It is essential in today’s world, as AI becomes increasingly integrated into various aspects of daily life. To apply Doug Belshaw’s 8 elements of digital literacies to the concept of AI literacy, we can adapt each element to focus on AI-related skills and understanding:

Cultural: Recognizing how AI technologies impact different cultures and societies, as well as understanding the ethical considerations related to AI deployment. This includes being aware of cultural biases in AI systems and acknowledging the implications of AI on the workforce and social structures.

Cognitive: Developing the mental processes involved in using AI tools, such as understanding the basic principles of AI, machine learning, and data analysis. This encompasses skills like interpreting AI-generated insights, recognizing the limitations of AI systems, and understanding the potential consequences of AI decision-making.

Constructive: Gaining the ability to create, modify, and contribute to AI technologies, including working with AI algorithms, designing AI-based solutions, and understanding the software and hardware components of AI systems.

Communicative: Effectively communicating and collaborating with others regarding AI concepts, tools, and applications. This includes being able to explain AI systems to non-experts, discussing ethical and social implications, and sharing AI-related knowledge with others.

Confident: Becoming comfortable and confident in using AI tools and navigating AI-based systems. This involves having the self-assurance to explore, learn, and adapt to new AI technologies and applications.

Creative: Leveraging AI technologies to express oneself creatively and inventively, such as using AI-generated art, music, or writing tools, and applying AI to develop innovative solutions to problems.

Critical: Critically evaluating AI technologies, algorithms, and their implications on society. This involves understanding issues like fairness, accountability, transparency, and privacy in AI systems, as well as assessing the reliability and limitations of AI-generated outputs.

Civic: Engaging with AI technologies to participate in civic activities and social and political life. This includes using AI for social good, advocating for responsible AI policies, and promoting digital equity in AI access and education.

By incorporating these adapted elements into AI literacy, individuals can develop a comprehensive understanding of AI and its impact on society, as well as the skills necessary to thrive in an AI-driven world.

That’s… not bad? I think this would actually be a decent basis to create a framework for an institution that could end up as a curriculum.