00:32:31	sligon:	https://drive.google.com/drive/folders/1hqkedaSJSScuo6puy_Nmhq4-B4yNv_dC?usp=drive_link
00:34:03	Rachel Ferber (she/her):	Noting some questions in regard to the language from AAC&U while I’m thinking about them (apologies if these will be answered in your presentations):

What exactly are AI skills? Some examples would be helpful. Certainly ethical approaches come to mind — but can we be more specific? Are these skills context or discipline-specific or are they more general?

I also wonder about what types of skills and sensibilities are potentially lost in addressing “skill gaps” through this technology. What gaps are created in turn (when efficiency is the primary goal)? Critical thinking skills seem most in danger. I worry that promotes NOT thinking. 
And a final larger (and ongoing) question: How can we utilize AI in our classrooms to aid in critical thinking and the development and expression of point-of-view?
00:34:41	Rachel Ferber (she/her):	(Didn’t mean to send that yet, sorry to interrupt you Scott)
00:35:40	Jimmy Kuehnle:	AI skills are kind of like Googling skills or design skills, the tool doesn’t do everything for you (yet) but some people are much better at finding something with google, and other click on advertisements, the same for AI tools
00:36:56	Jackie Mayse:	Yes, this would apply to research skills as well. Those who know research skills, use of Boolean operators etc will be more successful.
00:42:29	Michelle Eisen:	What are some of the potential challenges we could encounter developing content and messaging around (and this may be a perspective issue, my apologies) a decentralized set of tools? I'd be interested in the conversation around curriculum/coursework around AI tools in comparison to something like digital imaging software, which are more standardized (clear market expectations, skill-sets, etc versus an emergent field that can be, as we saw with Deepseek, very swiftly and massively disrupted). Are we targeting specific applications, or approaching this issue from a more abstract angle (ethics, the application of AI in art contexts, etc.). 

Second point of interest with regard to the objectives of AI education, how do AI skills fit into the general framework of learning objectives? Is there a precedent for this given how recent the mass adoption of AI/GAN/LLM models has been? 

(Sorry for sending this so early, I have to pop out early unfortunately)
00:43:40	Whitney Porter:	I agree that there is such a need for greater education. It is inevitable that we have to reckon with AI and the more we know, the better prepared we will be
00:52:21	Whitney Porter:	So sorry I have to jump off early — this is so much great information!! I’d love to know how we might have opportunities to continue talking/thinking this through as a community?
01:01:52	Suzanne McGinness (she/her):	These sessions will continue, Whitney! Thanks for attending.
01:08:16	Kathryn Heidemann - Cleveland Institute of Art:	Love that comment, and it's so important. Empowering our community to be users -- and producers -- of this will also help to combat algorithmic bias. This is yet another element of the "digital divide"
01:08:46	Kathryn Heidemann - Cleveland Institute of Art:	(from an equity/access perspective). Thank you all for being our pioneers!
01:09:16	Kari Weaver:	Link to report attendance - part of our “Try One Thing” initiative.
01:31:17	Rachel Ferber (she/her):Food for thought: When you eliminate slower processes you also eliminate the potential to wander, follow tangents and inklings, and arrive somewhere other than where you thought you were going. Or to understand the materials you are using in any sort of bodily way. The pursuit of efficiency and speed is responsible for a lot of negative aspects of our world. 

I see the other side of this, but voicing a counter perspective.
01:31:24	Kathryn Heidemann - Cleveland Institute of Art:	As stewards of "information," your librarian perspective is so important, Jackie!
01:31:34	Rachel Ferber (she/her):	So many thoughts 🙂
01:32:31	Michelle Eisen:	Similarly, in our fields it can be easy from our perspectives (as experts) to dismiss the "less exciting" or "tedious" aspects of studio practices. Building off of what Jackie mentioned.
01:32:45	Kathryn Heidemann - Cleveland Institute of Art:	Replying to "Food for thought: Wh..." great point, Rachel. The "negative space" of thought -- and boredom, even -- is where we often find the sweet spot of a breakthrough creative moment, and flow
01:33:15	Amanda Fronek (She/Her) - Cleveland Institute of Art:	I agree Rachel, my mantra for the month of January was "slow down". It is hard to embrace when everyone and everything continues to move faster.
01:34:40	sligon:	Those are really good points, Rachel!