Women in Technology WA’s Petra Trinke popped into the studio to explain how we can use AI tools safely in everyday life and it was a real eye-opener. Plus, Russell asked about the benefits and risks of teaching and using AI in schools. Tune in for this fascinating chat.
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Episode Transcript
And what's what's I got to do with it? That's
what everything.
Speaker 2 (00:04):
That's what we've been asking this week. Because it has arrived,
it is clearly upon us. It's taking all our jobs. Well,
that's the fear, isn't it. And that's why we've been
trying to get our head around it a bit this week.
And today Petra Trinky is joining us. Petra is Women
in Technology WA's strategic program and community impact leader, and
she's come to talk about how to use AI tools
(00:27):
in our personal life and safely. Thank you for coming
in and helping us as we try to get our
head around this, you know, layman style. What exactly do
we mean, Petra, by AI tools in everyday life? I
guess we're already using some of them, whether we realize
it or not.
Speaker 3 (00:46):
Yeah, absolutely so, we do use AI every day. It's
embedded in probably most electronic devices, whether we like it
or not, our mobile phones.
Speaker 4 (00:59):
The new car that we're driving nowadays.
Speaker 3 (01:03):
I have a Tesla and I went for an autonomous
driving autonomous driving sort of lesson the day and that
was mind blowing. The car could where the car basically
drives for you, yes, okay, could stop at traffic lights,
could turn, could do a U turn, could Yeah, as
(01:29):
long as it wasn't anything in the way.
Speaker 4 (01:32):
It was absolutely fascinating because.
Speaker 1 (01:34):
That's taking off.
Speaker 5 (01:34):
There's a not insignificant percentage of cars in places like
San Francisco, you know, around Silicon Valley, all that sort
of area where autonomous vehicles are there, they're on the road,
you're sharing.
Speaker 1 (01:44):
The road with them.
Speaker 4 (01:45):
Absolutely, that terrifies me.
Speaker 3 (01:47):
Well, and so the oh you're in the car driver
actually gets better. Cameras strategically placed in the car and
there's a camera just above my head and it knows
when I'm distracted.
Speaker 1 (02:03):
My car does that. Yeah, yeah, yeah, I get that.
Speaker 2 (02:10):
Just a break when I'm driving a long way.
Speaker 5 (02:13):
Literally, all I did was scratch my head and it
goes ding ding. Distracted driver, Notice, just give you a
little electric shock.
Speaker 1 (02:18):
That's what it's like. That distracted me. Was you going
ding ding?
Speaker 4 (02:24):
Yeah?
Speaker 3 (02:24):
It hasn't churned up the heat yet and makes you
really uncomfortable. That might be that whole terminator AI that's
going to take over that we're all fearmongering about.
Speaker 2 (02:36):
Well, that's yeah, absolutely, And I'm a little scared of
people like, look, I just broke my the road with
car driverless cars.
Speaker 5 (02:50):
So that's one aspect that people are worried about. But
how how can we how can we tell because there's
a few of them out there now AI tools, how
can we tell whether their trust will.
Speaker 3 (03:00):
Yeah, that's a really good point, Russ and I think
even if we were to search the Internet and try
and find the right appropriate information, you get bombarded with
all different sources of that information. So whether it's Google's
intent to give you the top ranking and rating of
(03:23):
so called reputable websites or tools to use, you still
need to use a little bit of gut feeling.
Speaker 4 (03:32):
And also.
Speaker 3 (03:34):
Have a look and don't just use one source of information,
look at different sources of information. You could potentially ask
CHATCHBT what is that best source of information and then
go to a different AI agent and ask that.
Speaker 1 (03:50):
So it's called shopping around.
Speaker 2 (03:52):
Absolutely, we hear a lot about chat GPT and can
I just say I've asked chat GPT to write the
shore report this morning and we will see how they
go or it goes or whatever whatever it's pronouns after
the eight thirty news. Now, let's just dial back in
two thousand and one, space obtys see fear for a
second and talk about what are examples of everyday task
(04:16):
a I can really help me with, you know, without
so driving my car.
Speaker 3 (04:21):
Absolutely, you can utilize those tools to do you know,
everyday tasks such as writing, you know, lists, checklists, shopping lists.
I'm a bit of a Thermo mix fan I have
in that community, and you know, there's lots of resources
out there. So if I want to do some meal prepping,
(04:42):
you know, I can ask I can ask the AI
to do that for me. But the really interesting thing
at the moment, so probably the last six to twelve months,
you've seen AI and the whole having to prompt and
you'd actually have to be quite structured in what that
prompt looks like. So nowadays you can kind of give
(05:05):
it keywords and it will understand like.
Speaker 1 (05:08):
You're talking to it conversationally.
Speaker 4 (05:10):
Absolutely, and it's getting smarter and more more knowing. Right,
you know, I'm not going to go make.
Speaker 3 (05:17):
It's intelligent because it may not be intelligent because it's
only reliant information that is out there that you have
and that it can piece together.
Speaker 2 (05:28):
Right, So if it needs an intelligent person behind it,
if it's going to be intelligent.
Speaker 4 (05:32):
Not necessarily.
Speaker 3 (05:33):
No, it can still draw from intelligent or reputable sources,
So academic sources is what we tend to say.
Speaker 5 (05:42):
That's, you know, yeah, one thing from a parent's point
of view. You were saying that you have an educational background.
How is it being used in school and how far
should they go using it in schools?
Speaker 4 (05:56):
I think it really depends.
Speaker 3 (05:57):
I think there's actually schools out there that have adopted
AI and encouraged their teachers to be using it. There's
some system sectors, so you know, some education in some
schools that are very cautious about it because they don't
(06:19):
necessarily want to expose the students or teachers to additional risks.
Speaker 4 (06:26):
And that's probably the main point.
Speaker 2 (06:29):
I think caution is a very wise word. Brave new
world step, step cautiously. And as we've been saying all week,
watch this space. Thank you so much for coming in,
thank you, thank you for having.
Speaker 5 (06:42):
Me, for allaying some for you, for you. Yes, I
don't know, maybe stoking a couple of others.
Speaker 4 (06:46):
Will you be driving home or
Speaker 2 (06:50):
All right,
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