In a recent interview on WDBO-FM’s overnight program, JJ Jasser discussed the evolving landscape of AI literacy in higher education and the workforce. The conversation centered on the critical need for guardrails and ethical standards as society increasingly adopts artificial intelligence, emphasizing that users must view AI strictly as a tool rather than completely turning outcomes over to it.

Jasser outlined a distinct, two-phase pedagogical approach used in their own classroom to foster AI literacy. In the first phase, students utilize AI as a brainstorming partner. They are required to push back against the AI’s suggestions if they are inadequate, turning the interaction into a dynamic, back-and-forth discussion before moving on to manual implementation. In the second phase, the AI is instructed to adopt a persona that critiques the students' completed work. Students must then defend their choices and engage with the criticism, a process that builds a form of built-in peer review and refines their critical thinking skills.

Addressing the timeless computing concept of "garbage in, garbage out," Jasser confirmed that it is highly relevant to AI utility. To get meaningful results, users must provide highly detailed, context-specific prompts rather than vague instructions. For instance, when planning a 75-minute class lesson, providing explicit parameters about student skill levels and specific topics yields a robust, actionable plan, whereas a basic prompt only generates generic text. Ultimately, the interview highlighted that true AI competency requires active human direction, critical pushback, and detailed input.

• Rollins in the News