August 18, 2023 • 59 mins
As the new school year approaches, we understand the importance of staying ahead of the curve in the ever-evolving educational landscape. That’s why we are thrilled to invite you to an insightful and interactive webinar titled “Generative AI: The New School Supply?”
During this engaging online event, we will explore how Generative Artificial Intelligence transforms the educational experience for students, teachers, and school leaders. Join us as we delve into the fascinating applications and benefits of Generative AI in prepping for the school year, conducting meetings with teachers, and collaborating with school leaders. Hear from other EdTech leaders how they respond to the many questions being asked, and share your experiences and resources to help others!
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
So welcome to a generative A I the New School Supply presented
by Coson's Ed. Tech Innovation Committee.
We have a number of guest speakers today.
In the next hour, we'll share their thoughts on A I and
education. Some of our topics include What
should you do first in your districts?
A I and Plagiarism. A I Tools for Fun and
(00:21):
Productivity and Assessments in the age of generative A I.
So for the sake of time each guest speaker will introduce
themselves before they're part of the presentation.
But as a special feature, today Laura Gerringer will do our
graphic facilitation for those of you who aren't familiar with
the graphic facilitation and she'll take notes of what
(00:43):
everyone is speaking about todayand she will draw the notes in a
graphically and it's if you haven't seen it before it is
pretty neat. So at the end we may have a time
for a short Q&A, but like I saidbefore, if you have any
questions you can wait to the end and put your question in the
chat. So with that let me begin.
(01:10):
So teacher and administrative workshops.
So if you haven't had them, you should definitely make time to
have them soon. I think I saw a survey where
almost 90% of teachers haven't had any professional development
on Generative A I first, my nameis Doug Kucher, I'm the Director
(01:30):
of technology for South Windsor Public Schools in South Windsor,
CT and we held some teacher and administrative workshops last
year and some in the summer. And I'd like to share some
thoughts and maybe you're thinking or you might have had
some in your district or you maybe thinking of having some.
(01:51):
But I just go over some topics that really stood out during
these meetings. The first is the thoughts and
assumptions of A I. So really we reviewed what
generative A I is. I think as technology leaders
we've been really thinking aboutwhat A I is for years and then
generative A I. But we have to really understand
(02:13):
a lot of people. It's not even on the radar even
though we hear it on the news a lot.
So we really need a baseline andthat's what we did as a group
and basically we talked about how it enhances personalization.
And really in those meetings I Ihad people use generative A I
just to get because a lot of them haven't even logged into an
(02:35):
A I program and just to see whatit's like.
So that's the the first thing todo.
I think it's really get in thereand talk about what it is and
use it. And then from that after we've
used it for a little bit, you talk about academic integrity in
the age of a I and really what class expectations now are and
what I really learned the OOP. I think the slide went around
(03:00):
when it would I be back here. Got it.
So the class expectations, what I really learned and the couple
of months that really generativeA I has been around is that it
is a learning process for all ofus.
And so this isn't any hard and fast rules on A I, it's really
just a discussion. So we discussed it with
(03:21):
administrators, we discussed it with a group of our teachers and
and really we're kind of just we're planning for it, but we're
not sending any hard and fast rules as yet.
Also we talked about new skills and adapting old skills,
questioning strategies, new media literacy skills, what
facts are and also best practices, what are prompts?
(03:45):
So as English teachers for yearshave been talking about, you
know, talking about what promptsfor prompter essays.
But I really never thought aboutwhat a prompt is until really
generative as a I is coming around.
So really, what is a prompt and what are good prompts for a
generative a I solutions. We have ChatGPT is out there,
(04:08):
Google's Bard is out there. And really just the in the few
months that I've been using it, it's really crafting those
prompts and having a conversation with the generative
A I to really get what you kind of want as an output.
And we also talked about fact checking generative A I products
because generative A I is only good at the data that it is
(04:32):
trained on and that data could be false or it could come up
with some false assumptions. Remember generative A I is a
prediction machine. So it's predicting to see what
kind of word comes next and sometimes its reasoning does not
come out as well as it should. So really, really with teachers
talking about fact checking and how we're going to talk with our
(04:54):
students and then we talked about what's next, we talked
about professional learning whento do it.
I know we don't really have a lot of professional learning
opportunities like full day in general in Connecticut we have
about two days of all day PD andthen we will have some during
the week, but it's not full days.
(05:14):
So these are things that we talked about how can we
incorporate in our in our own courses and in our in our
classes. And we also talked about like
when about personal learning communities.
Many of you have personal learning communities out there
and how the group of teachers intheir subject area, they're the
(05:35):
experts. And so they really have to
grapple with a I and in good in good ways and in in ways that
could be concerning. But the best way to do it I
think is the grassroots level and in discussions and then also
talking with the students as well because we're all in this,
we're all in the boat together. So with that, I'm going to stop
(05:59):
my part of the presentation and hand it over to the next.
Good afternoon, everyone. I'm Dave Jarboe.
I'm the Director for Instructional Technologies and
Steam and CTE in the Harrison School District in Colorado
(06:19):
Springs. I'm also the Cochair for the
Education Innovation Committee with Cosin and serve on our our
local state chapter as well. So we know that a I is trending
in education and we're really excited about what our committee
is doing and hopefully maybe some guidance that we can
provide you. You know in education, I've been
(06:41):
in education 30 plus years and you know, I I kind of use the
analogy of a tsunami and this isour next tsunami that's going to
come. The tide is pulling out and we
know something's going to happen.
So we need to prepare is that giant waves going to splash over
us and in a lot of ways that we can't control so.
I was in, I was on the coast of near San Diego at San Clemente
(07:04):
Beach and there were these tsunami warning signs and one of
the things that said is seek higher ground.
So we're hoping that we can provide that higher ground for
you with this committee as we provide information not just
today in this webinar, but I'm going through our website and
the blog posts that will be sharing the next months to come.
I'm really excited about this venture and I was in a recent.
(07:28):
Webinar for the state of Colorado.
There were I think over 180 people on board, which tells you
for a webinar at the state levelthat this is definitely
something that people are interested in.
And we are fortunate to have Christian Pinedo from a i.e.
DU share some information with us.
So I thought it'd be great to bring him on board with us this
(07:51):
afternoon. He has kind of a.
And he'll tell you more about his organization, but it kind of
has a a wider perspective than we do sometimes just working in
a district. So Christian, welcome and I want
to turn it over to you. Thanks, Dave.
And yeah, you're at like, so I'll get, I'll start with an
intro. So my name is Christian Pinedo.
(08:12):
I work at a i.e. D, which is a nonprofit that
works specifically in the A, I space.
And we've been at this for aboutfour years and you you can
imagine the difference between. Talking to school districts a
year ago versus talking to school districts today, I think
a year ago is very much so trust, trying to tell school
districts like this is going to change education.
(08:36):
These technologies are advancingreally rapidly and you're going
to see it hit affect your classrooms really soon.
And a lot of school districts like Okay.
Yeah, I'll think about it like ayear or two.
And then hit come November with things like ChatGPT, and other
generative A I tools. Now it's kind of the opposite,
where school districts are like,oh wow, this is hitting a lot
quicker than we expected it to. And so now the work that we do
(09:00):
is really across the country, working with school districts,
working with ES A's, working with nonprofit organizations and
tech companies to help build AI literacy across the country.
My background personally is in education like I taught for
taught high school chemistry forseven years.
Absolutely hated high school teaching chemistry, but found
(09:22):
like a really big passion in building out CTE programs.
So thinking about how do we bestprepare students for the
workforce, especially students who were college might not be
their their ideal track. And it was in that work where I
realized that, yeah, I was changing the workforce already.
And I didn't think it would be very long until A I would change
(09:44):
education And so made a bit of acareer shift went to go work at
the Stanford Institute for humanCenter at a I, where I focused
solely on responsible use of A Iand education settings and and
mitigating things like bias and safe use and data safety and all
that for minors. So I want to kind of give like a
(10:07):
very brief but broad sweep of what.
I think it's happening right now.
And what I think, like school systems are grappling with, the
chart that's on the screen rightnow is a chart that at the
bottom of the screen might be difficult to read.
There's several standardized tests that we use across this
country. So it might be AP tests like AP
(10:29):
History, AP Math and the SA or the LSAT.
And then in blue is basically how GPT 3.5, which is a version
that was released in November, would score on all of these, all
of these standardized tests. And then in green is how G PT4,
which is the updated version, would score on these tests.
(10:50):
And you can see there's been one, an improvement in how G PT4
would would test on all these standardized tests.
But another kind of scarier thing that educators are kind of
opening their eyes to is. If this technology is able to
score within the 80th percentileof all human students on
standardized tests, what does that mean for how we, as a
(11:13):
school system, measure intelligence from our students?
And it's really kind of opening our eyes to what we What kind of
shifts in in in educational practices and skills development
do we need to make in in education and in this chart?
Is from the World Economic Forumjust this past year, and it's
just a prediction of between this year and 2027, what they
(11:38):
predict the fast 10 fastest growing jobs might be in the 10
fastest declining jobs might be.And you'll notice.
That the fastest growing jobs are very very very tied to a I
technologies, whether it's rooted in data or information
analytics or a I metrics like a lot of these the this technology
(12:00):
is unlocking a whole different field of of careers.
And the my take away here is we need to start preparing students
for skills that'll most benefit them in the careers that might
be emerging in the next couple of years.
I think it's kind of scary to methinking, talking to a 9th
grader and thinking that that 9th grader has potential to
(12:20):
enter the workforce in four or five years.
I have no idea what that workforce is going to look like.
This technology is changing so quickly.
And so rather than trying to be extremely prescriptive and
saying this is the job that you should be looking at, I want to
think about what kinds of skillsshould I be equipping this
freshman in high school with that I think would benefit the
most in those kinds of careers. And then.
(12:45):
I wanted to share a little bit of what I think I mentioned that
we work across the country with a whole bunch of school
districts and a whole bunch of organizations.
And I wanted to share a few of the learnings that I've taken
from working with a lot of thesedifferent organizations.
One is that. This is changing so quickly, and
(13:05):
I think it's no secret that education as a system does not
move very quickly. So it's trying to find ways to
be a little bit more nimble withthings that we can do.
One of those is establishing communities of practice or
informal learning opportunities for teachers, give teachers
tools to meet and and discuss and share ideas and talk, and
(13:26):
then from those communities practice.
You can build nimble teams that would then help your district
for guidelines. Right.
Like six months ago, school districts were grappling with do
I ban ChatGPT or do I not ban chat?
GPTI think in the last few months, schools have come to the
realization that it's pretty much impossible to completely
block these technologies, especially as we see the
(13:48):
emergence of things like large language models being built into
in Google Docs being built into search engines like Microsoft
Bing. It's really difficult to block
those kinds of things. So rather you need to start to
put out some frameworks or guidelines around the safe use
of these technologies. And it's very difficult to do
that because the technology changed very quickly.
(14:08):
And so putting together pretty nimble teams in order to help
establish a couple of those guidelines is what like a very
good starting point that districts can do next week.
Another thing that I think was hit in the last the last by the
last speaker, which is quickly educating teachers.
My biggest, like my #1 tip for everyone is give.
(14:31):
Just give your teachers some time and space to play with this
tool. Give them some autonomy and and
give them the knowledge to learnand develop best practices
themselves because I think they are the subject matter experts
in terms of working with students.
And so give your teachers a safebut responsible way to use this
technology. Play with the technology and and
and figure out where its limits are themselves.
(14:55):
And then finally, it's just morethinking of school districts as
as organizations, right? Learning how districts can take
advantage of the tools. How can my HR team use a I in
order to make them more productive?
How can my IT teams use this technology to make them work,
make their jobs a lot easier? Thinking about it as a
Productivity Tools. Also, just what every cut, every
(15:17):
company in the country is thinking about.
And I think school districts should think about it as well.
And then my closing challenge I suppose is it's very, it's a
very difficult tension to address a I and provide safe
guidelines for its use without being too prescriptive.
And because the challenges that the the technology is changing
(15:38):
very quickly, you don't want to put guidelines forth that will
be outdated in six months. And so it's a very difficult
tension that school districts are kind of grappling with right
now is. Is how can you make sure that
your your work is going to be effective but also Evergreen and
lasting through the changes thatthe technology's kind of going
(15:59):
through. And then I'm going to turn it
back to to David to kind of giveus some closing like larger
thoughts about the hierarchy of needs for for schools.
Thanks. Question, I really appreciate
your perspective and that the guidance that you're hearing
from across the entire country. I just, I love this graphic,
it's by Eric Mantroop from edsafe.org and it's just talking
(16:22):
about the needs around a I and the education not just in the
classroom but also just overall in the education industry.
And I like the way it kind of separates us out and you notice,
you know where it calls the lower the skills and content.
Is really the smallest part and that's what we're talking about
today, the generative A, A and how it faces students and
(16:45):
teachers in the classroom, whichis important.
It needs to be addressed immediately.
But I think it's important too that we realize and Christian
talked about a little bit how it's now going to be embedded in
so many of our applications across the board and just that
we need to have awareness and transparency into those things.
And then finally in the background in our operational
(17:06):
systems that many people don't even won't even realize, they'll
just maybe see improvement in performance.
But these are kind of three levels that we are facing in
education and we'll need to comeup with strategies for all of
these. I was fortunate to attend a
virtual conference this weekend.It's called a IX Education.
(17:27):
I was in the session with Chris Deedy out of Harvard.
And he had some great analogies.And I'm just going to wrap up
with this, that, you know, he compared, he's a Star Trek
analogy. He compared that A, I does not
have human judgment. It doesn't really even have
judgment. And really we should not be
thinking of it as artificial human intelligence, but really
(17:50):
thinking of it as an alien intelligence.
And he said that. You know, it's kind of humans
have the experience and the judgment.
We can look in a child's eye andwe can read their eyes and we
can we can react to that emotionally, which is something
a I will never be able to do. It can mimic and maybe come
close or appear to have that skill, but it'll never really
(18:11):
accomplish that. And so he said that, you know,
our challenge as educators is tolook at in our new world that we
need to be the Picards. We're the ones that had human
judgments. And that's what we need to
explain to our students that they're the human and they're
the ones that are going to use their experience and their
emotions as far as judgment. But they can rely on a I as just
(18:32):
as the data, the calculation piece, to really augment our
intelligence, but not substitutefor it or the teacher in the
classroom. So just some things to think
about. I'm going to pass it on to our
next speaker and talk a little more practical issues around AI.
(18:53):
Thank you, David. My name is Chris Hale.
I am the Executive Director of Digital Learning in the
Peninsula School District in GigHarbor, WA.
About an hour South of Seattle. And one of the things that we
have been discussing here specifically with our English
teachers, you know, when we saw in November when, you know, Chat
(19:16):
CBT came out, we were like, my gosh, our English teachers are
gonna really, really struggle with this concept.
And so we. Right away got in and start
meeting with them in January of this year.
And so we've had a cohort of teachers, secondary teachers
have been meeting all year or last year.
(19:37):
And one of the topics we startedtalking about in those
conversations is what does plagiarism look like?
What does cheating look like these days?
And so? It's kind of a really hard
conversation I think in our in our committee work that we've
been doing of Cosyn, we had thisarticle that was shared earlier
(19:58):
in the year and I'll post the link in the chat just so you'll
have it together by a professor at the university.
I think she's out of Canada, Doctor Sarah Elaine Eaton, and
she talks about what is post plagiarism and what does writing
look like now in the age of artificial intelligence.
And so I really like this graphic a lot.
(20:19):
Also, it's just a few things that really resonated with me.
Plagiarism, as it was historically defined, isn't the
thing anymore, at least with AI and the way it generates.
And kind of the other thing is the hybrid human AI writing has
become normal. And that's kind of what I'm
(20:39):
gonna talk about a little bit more throughout my little
section here and how you know humans and AI are going to work
together and how AI is going to do some of the work, but you're
still, you know, you're still onthe hook for what is generated.
And so I really like this graphic.
As I said, the blog post is linked there.
(21:03):
I recently wrote a blog post forKosin and I will paste that link
in about how our district generated its kind of policy.
I wouldn't say policy philosophyand guidance document for this
coming year for the district. And when I first released the
(21:27):
first draft of this document to our teachers back in May, they
said, well, did you write this or did ChatGPT?
And that's a really hard thing to answer.
And the way that I put this together because, and I
documented this a little bit in the blog post and there's
citations on our district website where you can see all of
(21:50):
the work that I went through back and forth with chat GB T.
But I was the one that read the report from the US Department of
Ed. I was the one that read the
report from Coast and I was the one that read the blog posts
from, you know, college professors that were talking
about this. And I took all the highlights of
all of those articles and then something's happening with the
(22:12):
slides. Let's see if I can get them back
to where we are after those highlights.
I put those into chat TBT how togenerate a rough draft of what
our philosophical belief statement might be.
(22:34):
And then from there I had ongoing conversations, you know,
saying I don't like the metaphoryou use, let's talk about
something different and went back and forth quite a bit.
And then, you know, you take it out of there and I would put it
back in Grammarly to fix up cuz it didn't generate the best
written sentences. It didn't do some of that work.
(22:55):
And then use ChatGPT to examine some of my own previous writing
and then rewrite the work that it did based off of my writing
styles. Brandon is a chat, says he's had
arguments with chat TPT himself.I like that.
But then I had it just rewrite it in my own writing style, cuz
(23:16):
a lot of the policies, especially in regards to
technology in our district, are written by me.
And so I want it to sound the same as what we're doing.
So I went back and forth and so it was a conversation with
ChatGPT. It was having looking at things
that I'd already written, dumping it out to things like
tools like Grammarly. I think I went back and forth
between Grammarly and ChatGPT two or three times.
(23:39):
And then at the very end I realized, boy, I missed an
important part about a I detection tools and my personal
belief. And I think this is kind of
becoming a popular belief that they're not the greatest thing
in the world. They're very unreliable and we
should really not be punishing students for if their work does
(24:02):
or does not come up as a I because of the false positives.
It could be related to that. And so I just said to chat GB TI
said, you know here's a pretty solid draft of our document but
it's missing a paragraph around a I detection tools and how
they're unreliable. Can you add a paragraph and then
tell me where in our philosophical statement to put
this. And so it did a wonderful job,
(24:24):
generated the whole thing, and we now have.
After that we took it to humans and they gave feedback and
everything else. But we started with a really
strong draft of something. But I wouldn't say that I wrote
it, and I wouldn't say that ChatGPT wrote it because there
was a whole lot of work that happened behind the scenes that
(24:46):
the A I wasn't doing itself. You know, I think in future
years we'll be able to just say here are three or four reports,
take the summaries out of them. I probably could have, but
didn't have access to Claude at the time.
I might be able to use that Claude to do that now or some of
the other tools. But yeah, so it's a really hard
conversation. And it really got our English
teachers thinking about, you know, how are they going to have
(25:10):
these conversations with kids? How are they going to teach this
as a skill, utilizing the conversation back and forth
between these a I chat tools andthemselves and using them as a
brainstorming partner, as a thought partner, as a assistant
on the side to help them create what they want?
And we were having a pretty big conversation with the
(25:34):
instructional facilitator contractor that we brought in a
couple days ago with all of our administrators, you know, and
she was talking about ways that administrators can use AI.
But you know, in the end you're still owning the product.
And so, you know, the last thingyou want is to be writing,
having AI write evaluations. And then some teacher goes in
and says paste it into an AI detection tool and sees that you
(25:57):
didn't write any of this. Do you really even care what I
have to say? And so we were having a lot of
those conversations about, you know, in the end, these are
great tools to help you. They're great tools to generate
content, but they're also your work.
And So what do you want to be known for?
(26:17):
What do you want? You know, you're putting your
name on this as you own it. This is what you did.
Make sure that what it's puttingout is you know what, you're
something you're proud of in theend.
And so you can't just take it, you know, word for word in most
cases. And so, yeah, that was kind of
our journey on our, you know, district philosophies and belief
statements. I think I'm just gonna end with
(26:38):
the next slide, which was the final one of the final quotes
from that blog post from Dr. Eaton.
You know, it's huge. Although humans can relinquish
control, they do not relinquish responsibility for what's
written. Humans can and must remain
accountable for fact checking, verification procedures, and
truth telling. So you know, a I generated a I
(27:00):
tools are amazing. They're doing so much to help
us. But in the end, you have to own
what gets written. And so you know, that's what
we're focusing on This year is ways you can use it.
But making sure that what you generate is still something that
you're proud of. So with that, I'm going to hand
it over to our next presenter. Hello everyone.
(27:26):
I am Doctor Stacy Hawthorne. I am the Chief Academic Officer
for LEARN 21. We are the Ohio Cosin, the Ohio
SDPC, the Ohio SD affiliate, andour mission is to help schools
refine their processes. And I'm going to kind of pick up
a little bit where Christian left off, where he said time and
(27:47):
place to play, to give teachers a time and place to play,
because that's how I learned to stop Marine and love I A I tools
was a time and a place to play, so I didn't know Christian was
going to say that. But that's perfect segue.
I tell people all the time, thisis just a funny little meme that
I put in here, unless you are Taylor Swift, you cannot break
the Internet. So just go ahead.
(28:09):
Hit the buttons, play with it, have some fun.
Don't upload your personal information too.
But other than that, play with it and have some fun.
So that's why I wanted to start with that.
I get the fun part of the presentation and I'm just going
to share a couple of things thatwere helpful to me.
I did drop my e-mail address in there if you ever want to reach
out about anything. Happy to talk about a I or
(28:30):
anything else. Just love to connect.
So. There are three resources and
I'll put the links for each of these in the chat for you as
well that I use and I use regularly.
The first one I've only been able to use for the last week
because it is brand new. It just came out.
It's called it's a five part video series.
They're about 11:50 minutes eachand it's practical a I for
(28:52):
instructors and students and it's from the Wharton School and
it is amazing. It's really well put together.
It's. It does such a good job of
explaining things, and if you haven't seen it, it's a great
way for. Or to introduce your teachers in
a training program or something along those lines.
To a I I watched it on the treadmill.
(29:13):
Super fun. So Yep, it is from Moloch.
Yep. And the second one is the A I
Tool Report. These are all free.
This is a newsletter that I get.I get about four or five of
them. A I Tool Report is one of my
favorites. Sorry these links are long.
It's every single day. It's a free daily newsletter and
(29:35):
they give me 5 new apps that aredoing things with a I.
There's literally way more than five new ones every day where
they just give me 5, but they think they're fun and they give
me 3 new prompts each day. So a prompt for being a prompt
for ChatGPT. And a prompt.
Sorry for mid journey and it's just a really good way for me to
learn different ways to prompt and include things with what I'm
(29:59):
asking A I for something, so I really like that.
And then the last tool that I'vegot here for you is called a I
encyclopedia. And a I encyclopedia purports to
be the largest. List of generative A I tools.
So if you don't think 5 enough is a day, you can get 1000 a day
(30:20):
by going to a I cyclopedia. So pick your poison.
But I really think if you can think of something you want to
do need to do, there's an A I for it.
That's just going to be the factof life and where we're at
today. So I always tell people, I've
had people ask me before like how did you know how to do that
or how did you know how to do that.
(30:41):
And I was, I always say, figure I'm not the smartest person in
the world. And somebody did this wanted to
do this before me. So if I just Google long enough,
I'll find it. And so having that time to be
able to play. So then I'm going to just real
quick give you 6 fun apps. I am going to give you Full
disclosure. I have my seal certification.
I don't know that these six appsare good for useful students.
(31:03):
So these are just fun things to play with.
If you want to experiment and have that fun that Christian was
talking about with a I I am in no way saying drop these into a
classroom tomorrow. So please know that Pete's going
to talk about some more practical.
Tools for a I and his may be more suited for using the
classroom. The first one, and I will drop
all three of these links in there for you is Audio Craft.
(31:25):
It is from meta and it is a super slick text to auto audio
generator. The best way to describe it is
ChatGPT, but for music. So you can make soundtracks, you
can make sounds, sound effects, you can make an entire musical
score. Whatever it is that you want,
you can do that with. In Audio Craft and There are
(31:46):
three different apps within Audio Craft and this link will
take you to the main page ChatGPT me is just silly if you
want to turn your own face into your virtual assistant and that
app will do it for you. And so you can load up your
favorite large language model behind it, and then you can put
(32:09):
it on your website and people can ask your face questions and
the large language model. Will come through you.
So if that's what you've always wanted, what's better than a
Bitmoji? Your own AI virtual assistant?
So and then another one, which is fun but also a little bit
practical is Humada. And Humada works like ChatGPT,
(32:32):
but it's data source for your files.
So if you want to ask it a question instead of having it
search the entire world history to answer your question for you,
it will answer questions about specific files that you have.
So it is a little bit more practical.
I don't know about you, but I dooccasionally make notes to
myself and then don't remember where they are.
So it's nice to be able to have a little better search engine
(32:55):
for that kind of stuff. The last three that I'm going to
share with you and then I'll turn it back over to Pete to do
something a little bit more serious with a I.
But again, playing and having fun is a great way to get into
things is in Magica and Magica is.
Well I got too much on that link.
Hold on just a second. Is an app to build is AI to
(33:20):
build an app in minutes with no code.
So you want to build an app you don't know how to code and magic
code can help you with that. I am doing a webinar in a couple
months for SD. On technology, to actually
support student well-being because we hear so much about
technology destroying student well-being.
So we're trying to, you know, help schools find that fine line
(33:43):
of where there's some things. This is something that we're
evaluating for that it's ogamy. And I have no idea that I'm
pronouncing that right. So that's what I'm going to call
it. But it's actually your own
personal AI meditation coach. So if you want a free AI
meditation coach? Ogami is another fun one for
you. And then this one I really like
because I'm huge into fonts. I want to know that my fonts are
(34:06):
soothing, that they match, that they, you know, don't just look
good to me. Font Joy is free and it will
help you generate the perfect font pairing.
So if you don't like what it generates for you, you can tell
her why you don't like somethingand it will regenerate the font
pairing. So those are just.
Non threatening ways to play with a I although I don't know,
(34:30):
I don't really want my face talking back to me.
It's hard enough to look at yourself in a zoom meeting, but
if you want your face answering questions, play around with it.
Have some fun, build a little bit of selfconfidence and really
enjoy what you're doing and takethat passion back to your
classroom and I think that you will really be a lot happier for
it. So with that, I'm going to turn
(34:51):
it over to Pete to talk about things that are a little bit
more serious and practical. In nature than having your own
face talk back to you. Thanks, Stacy.
There are so many fun things that we can do with a I I think
that it just continues to grow. And so I get the boring job to
talk about productivity to us, but those are pretty fun too.
(35:13):
We are interested in anything you might be using that we don't
talk about. So please do add that to the
chat. Obviously, we've been talking a
lot about chat. GPTI think we're realizing
there's a continued increasinglygreater limit to that product
because of the training being kind of really up to 2022.
(35:34):
So it's now 18 months old. So I think a lot of people have
kind of already moved to other products.
So when I'm thinking about Productivity Tools, I think it's
three different kinds, text to text, text to graphics and then
kind of administrative type tools.
So Bing is now powered by GPT and you can do some pretty
amazing things with that. It actually does use current
(35:58):
information, so it's trained on,I guess you could say, the
Internet. So it's really a great tool.
Obviously Google has. Has been working on a lot of
their a I products for many, many years, decades, and matter
of fact, if you don't know, the TGPT is Transformer, which was
created by Google. So they've been out there for a
(36:19):
long time with a I tools, but they just haven't put them out
publicly. And so Bard is really a great
tool if you haven't had a chanceto use that yet.
It's a little bit more. It does prompt you a little bit
more of the types of things thatyou might want to ask it, but
(36:39):
it's it's really a very nice alternative to ChatGPT or Bing
or Bard Bard is. And then hugging chat.
Oh, by the way, I think it's kind of funny because it's
always, you know, just like Google up in the right hand up
in the left hand corner it says,hey, this is still in beta, you
know, So Bard's an experiment and this is just a good
(36:59):
reminder, I think. All these things are experiments
to a large degree right now. That's why they're free.
They're very expensive. They're hoping to make a lot of
money one day. But just like startups, that's
not what that where they're at right now other than venture cap
money. So it's just a good reminder
that these are all experiments and therefore some of the tools
(37:24):
that you see, you may want to bea little careful.
So for example. I'll talk about 1:00 here in a
minute, but Stacey talked about one.
Hey, it can scan all of your files, OK?
That means you're uploading all of your files.
You might want to be careful youdon't have any ieps, You know,
something sensitive in there. So just be aware of the fact
(37:46):
that when you have something accessing your tool set if you
will, or your files that is theirs you have uploaded to
them. So make sure to look and check
out the PII stuff. The stuff I'm talking about also
is really largely for us to kindof learn a little bit more
(38:06):
about. If you haven't seen hugging face
or hugging chat, it's a really great tool, very different.
And much more geeky I'd say, butit also gives you different
kinds of answers. So you know what we're trying to
do is we're trying to learn a little bit more about these
(38:27):
different types of tools. And so these are three text,
text tools that I've used quite a bit.
We talked to text graphics. Again, you're just typing in the
text and here comes a a visual representation.
Bing is a great product as well.So for example, if I say hey, I
want to look at. Show me a I Productivity Tools
(38:47):
for the education for Educational Leadership.
Here's what I got. Then, if you want to get more
specific, the great thing about a I tools is you can say, well,
I want it to be more elementary principals, not this kind of
bizarre stuff. So it gives you something else,
which this is what it thinks when it says elementary
principles. So.
(39:09):
It's a great tool to kind of create these images and then you
pick one that you like and then you can utilize that for
whatever it is that you're doing.
Another thing that Stacy mentioned is Mid Journey.
The way that works though is is kind of a little bit differently
and it's a little bit more complicated.
You have to have a Discord account to make it work and so
(39:31):
on and so forth. But you just put in some things
and quotations like here and then you get a really cool, you
know, graphic generated from that.
And if you haven't seen Dream Studio, that is what is a new
version of Stability a I their product.
Has become very advanced and hassome really cool things that it
(39:51):
could do. These were all generated from
stability, AI or what they is now called Dream Studio.
And then when it gets to administrative tools, there's a
number of things that are prettycool that that you can use.
Record once and some of these things you have to pay for after
kind of a little window of testing, but record once if you
(40:13):
haven't heard of that. It's a really cool tool if part
of your job. Video, You know, explanations.
I used to do a lot of that. And if you've done a lot of
that, you know that to do a 2 minute one is going to take you
more than two minutes. Why?
Well, because you say something wrong, you click on the wrong
thing and you've got to go back and start all over again.
(40:34):
Unless you have record once, that product will let you just
do it. You make the mistakes, It
automatically will edit those out for you.
So really, really cool. A way to kind of expedite your
process for creating little video snippets of information
for your staff or professional development, whatever it might
(40:55):
be. Really cool.
What about PDFs? I sometimes would read these
enormous PDF files looking for answers to things I was trying
to understand about a contract, terms and conditions, something
like that. Here's when I took, I kind of
blanked out the name of the company.
But you know, if you can ask thequestions, what does it say
(41:17):
about asbestos removal? What does it say about, you
know, this, that or the other thing and it will answer your
questions. I'd say it's at least 90% on the
mark, but that's chat PDF. You haven't seen fireflies yet.
Probably have been on a conference call where it has sat
in for someone or was taking notes for someone very popular.
(41:43):
I'd say a I tool. Somewhat annoying for some
people. So I think it's good protocol
for you to say, hey, I am going to run fireflies because I don't
know about you, but most of the calls that I've been on were not
being recorded or transcribed. And So what people will say when
(42:06):
there's a bot listing and transcribing every word or if
it's recorded, might be different than what they say
without that. So just be aware.
But if it's something that you really need help with in terms
of the taking of the notes or it's a very formal meeting, it's
a really, really cool tool. And then another one that I have
been using lately is something called Gamma and it's a
(42:28):
presentation creator. A lot of these a I tools,
Productivity Tools. You'll notice just like the
graphic tools, there's always something a little bit like not
right about it. Like I did one with a bunch of
superintendents and stability A I and it said draw me a Unicorn
romping through a field and all the unicorns had two or three
(42:49):
horns, so they weren't unicorns.So like weird things, you know
that pop up. And I saw this with Gamma too,
but it will create for you your presentation in very short
order. And so it's been really a fun
thing to play with and it gave me.
Especially when you're talking about general topics, it does a
(43:12):
really good job of drawing thoseout and giving you a lot of
unique visuals and things like that.
Then you can export it to a PowerPoint file and then add on
to it if you'd like. So these are some great tools
that I'd encourage you to try. I'll drop in links to all of
these here shortly, but then nowit's time to move on to
(43:32):
something else. Lindy all.
Right. Thank you, Pete.
I don't know I get I get to do the tail end here, the round up
at the end and kind of end off this webinar in the next few
minutes. I got a little entrance there
with learning all this good information.
I was tweeting and I was adding stuff all your great tools in my
(43:54):
wakelet collection. I was more excited for this
webinar to learn from all of my colleagues than share anything.
My name is Lindy. I live in Bozeman, Mt.
I am the founder and instructional technologist at
INTECH. Graded PD So I taught as a
middle school high school teacher and have throughout the
years become the instructional technology person.
(44:16):
So I work with a lot of schools all across the world and I work
with a lot of tech and tech companies on their products.
So I'm going to talk to you today about assessing in the age
of generative A I when ChatGPT was released to the public in
November of 2022 all the sudden.Generative AI was available to
(44:37):
every person in the world and itreally changed the game.
And so I was hearing this question and I still am.
I just did a webinar yesterday, I did another webinar this
morning and in both of those I got this question is from
teachers. How do I assess learning when
these generative AI tools like ChatGPT and Bard and Claude can
complete traditional assessmentswith a high level of accuracy,
(45:00):
And we saw the statistics of them completing standardized
assessments with an? 80% percentile I think is what
we said earlier in the webinar. So my answer is that we need to
create assessments that are copyand paste proof.
A I copy and paste proof, obviously, but that's not what
(45:23):
we want to do as educators, is make assessments that students
can just copy and paste. And most of our assessments
multiple choice. Short answer?
Having students write an essay. Are copy and pasteable from a
generative A I chat bot. So we got to kind of change what
we're doing and my suggestion isto amplify the human advantage.
(45:46):
And I put this in the chat earlier when someone was talking
about about, you know, basicallylike a I is never going to be
better than us. I think it was David who said
that, right? Like the the definition of a I
is to mimic human intelligence. Humans are always going to be
more intelligent and especially in certain ways than a I.
Of course, in my opinion, we don't.
(46:08):
We don't know. We'll see what the technology
is, but that's my opinion. So one specific way that we can
amplify the human advantage is to think about the 4C's of 21st
century learning. These are really essential human
skills, right? We collaborate.
We think critically. We're we're creative.
We communicate well now. A I at first was not very good
(46:29):
at any of these. As you've seen in all these
tools that Stacy and Pete shared, like it's getting
better, it's getting more creative, it's getting more
collaborative, but it's still not even close to human's
ability, right? To be creative and think
critically so. My proposal is to further
(46:52):
emphasize and expand the four seats when we're thinking about
all learning tasks, but especially assessments, and I
just wanted to sink in for a second that.
With the advent of generative A I, we have this really
incredible opportunity as humans, as educators to spend
(47:13):
more time and energy cultivatingthese skills like critical
thinking and creativity. And so if you're like scratching
your head, what does she mean bythat?
Let me give you some specific examples.
So this is an example of an assessment.
For most likely like an art class.
I actually did a webinar this morning.
I had an art teacher in here andI gave this example and she was
(47:35):
so pumped at this example of a way that she can bridge art and
a I together so their students are learning about the
impressionist movement. The assignment is.
Explain in a series of Snaps or a Snapchat video what
characteristics identify art from the Impressionist movement.
(47:55):
They have to have at least threeexamples of Impressionist art,
and they have to identify the characteristics described.
OK, so let's look at an example here.
So if you're not familiar with Snapchat.
It's in the shape of a phone, soyou kind of have that long
portrait view. This would be like 3 snaps.
That would be a series. I just kind of put them here for
(48:17):
for sake of you looking at them.But as you can see I've got my 3
characteristics. So the painting style you have
those very visible brush strokeslike in the starting night,
frequently painting outdoor scenes and then capturing
specific moments in time. Those are my 3 characteristics
of the impressionist movement. But then I had to find examples
and I I was able to. Over the top of them, etcetera.
(48:41):
So the elephant in the room is like, yes, I could go ask a chat
bot what are the key characteristics of the
Impressionist movement. Of course, that's actually what
I did to make this example, to be quite honest.
But no a I can then currently take that information and
(49:02):
synthesize it, right? And apply it here.
That's the human advantage. And that's the true essence of
this assessment, right? So kind of bringing that around.
While it's possible for studentsto seek content answers from the
A I chat bot, the true essence is that ability to comprehend.
(49:24):
I had to comprehend that information.
I had to synthesize it into thatauthentic creation.
But here's the really cool part,kind of getting back to the
4C's. Is that from a collaboration
standpoint? I and who?
I think it's somebody. I think it was Chris who shared
the six tenets of post plagiarism writing in the age of
(49:46):
a I. And I pulled it up here, was
reading it while he was talking and literally the second
paragraph says hybrid human A I writing will become normal.
OK, so that's what I'm proposinghere, this idea, this new idea
that we have to. Expand the horizon of
collaboration to include collaborating with A I.
(50:08):
Now this assignment I collaborated with A I, but it
couldn't be completed fully by AI and then here's where it gets
really cool. By collaborating with A I I was
able to reduce my cognitive loadbecause instead of having to
take and do a Google search and find all these different sources
and pull all that information together.
(50:30):
To learn about the characteristics of the
Impressionist movement ChatGPT did it for me, right?
So I'm reducing cognitive load. I'm freeing my mind in order to
then think critically by reducing cognitive load.
And then where it gets extra cool is that I saved time
because I didn't have to take and pull all this different
(50:51):
research right and pull it all together.
It was super quick, so I was able to spend more time being
creative. I was able to spend more time by
streamlining that part of it. I could nurture my creative
abilities more. So that's what I mean by
expanding the four C's and really emphasizing the four C's
(51:13):
when we're thinking about all learning tasks, but especially
assessments in the age of generative A I so.
How do you do this? The example I gave you used
Canva Canva for educations, freeto schools.
You can use lots of different tools.
I have some Google site templates they'll share with you
(51:35):
as well as some Canva templates just to give two specific tools.
But basically, it's just an ideaof getting your teachers to
think about creating assessment that's focused on synthesizing
information into a creation, making visuals.
Adding multimedia, audio, video,images, text, annotations,
(51:55):
right? Like there's no a I out there
right now that can do all of that together.
Adding student voice. I'm a huge fan of screencast
videos. So no matter what you're doing
for an assessment, have your students put it into Flip or can
that even has a screen recorder video and have them explain it
right and. In order to understand
(52:17):
something, and I should say in order to explain something, you
have to understand it right? And that's a really great way to
make sure that you're a I copy and pasting, proofing your
assessments. Make sure that your assessments
require evaluating, synthesizing, analyzing
information. I gave the idea of snapchats,
but you can also do short form videos.
These are awesome. So like tip top style videos.
(52:39):
Yelp reviews are super great. I have a Canva template for it
making Pinterest boards. I have a Google Slide template
for that. Memes, social media campaigns.
I talked about screencast videos.
And the bonus of all of these ideas is that they appeal to
students worlds, right They livefor instant answers, sharing
(53:01):
authentic audiences, evolving technology.
So you're potentially increasingstudent engagement at the same
time as? Copy and pasting, copy and
paste, proofing your assessments.
All right. So finally to wrap up here, I
just wanted to end on a real positive note.
And I said this in my webinar this morning and I just feel
(53:24):
like it's super important that aI.
Has presented this really pivotal, unprecedented
opportunity and I should say generative A I specifically to
revolutionize the way that we assess learning in traditional
education environments. And I really hope that education
takes advantage of this. And I think somebody, I think it
(53:46):
was Christian I mentioned earlier, like you're not going
to be able to block. You already can't, really.
It's ubiquitous. A I is ubiquitous.
And it's going to be even more ubiquitous in every tool that we
use. So instead of thinking about
blocking, banning plagiarism detectors, I think this is the
route that we need to take in this real pivotal moment.
(54:07):
So I will put a link in the chatto a blog post that I have that
kind of summarizes. Everything that I just talked
about plus adds more. It has links to templates,
ideas, examples. Really great resource to share
with your teachers as they're thinking about potentially
(54:28):
revamping their assessments. All right, I'll hand it back
over to Doug for Q&A. Great.
Thanks Lindy. Great job.
We have some time for Q&A actually.
Laura, can you speak so your your thing comes up on the
(54:50):
screen your your graphic facilitation screen just to show
you what it looks like. Hello everyone.
It is really, really wonderful to be here and hear all of these
insights and the rich questions that you're thinking about with
AI. And more importantly, how each
(55:11):
of these different perspectives from each of the experts and
active learners in this space are coming together.
You know, professional development weaves into this
idea of play and Productivity Tools.
We've got this whole question ofhow do we interact with?
Students in this generative a I influence space.
(55:36):
How do we make it be a three-wayconversation or more between
educators, the technology, and the students?
How do we amplify student voice?Thank you for the opportunity to
listen and learn from you all. Today and I'm excited.
To hear what questions you have as we move into the.
Q&A portion. So does anybody have any
(56:02):
questions of each other while wedo this?
I know I have a a couple of questions.
I'm not seeing any. If anybody wants to share their
questions in the chat as well, I'll just read them out and ask
our I'll ask the. People who spoke.
Today a lot of thank yous, I do,I do have a question that I know
(56:30):
Chris you mentioned in the chat and I think Stacy you mentioned
was it the Humana app that the possibilities of that is just
kind of amazing right. You just upload your.
Your own world up there and that's the basis of what you get
back. So think about teachers or Chris
(56:51):
is thinking about Superintendentsomething answering questions
from people in the community. Yeah.
And really good point for Pete, right?
After me too. I don't know what I P in there
so. We have one question it.
Says Could the presenters address a I in regards to
(57:12):
equity? I think I'll talk to her real
quick. And I think it is very much a
matter of access. And so when we talked about
banning, that creates a much more inequitable situation.
Obviously, we might need to shutsomething down because we're
concerned with P I I. But we have to realize that when
(57:33):
we do that, we are impacting students who don't have access
through a data plan or don't have access at home.
So I do think that that's kind of the IT can create a greater
divide than we've had before, anopportunity divide and obviously
that's something that we as leaders need to really
understand, Pete. I want to add to that too a.
(57:55):
100% agree with everything you said there.
And we did have some presenters mentioned that there is some
bias and hallucinations and things like that in AI, but
using those as learning opportunities for students to
see that as bias to point that out to them.
You know, I think about that example.
If you haven't seen it, I can find it of the.
A student from MIT that asked one of the A i's to create a
(58:17):
more professional headshot for her and all it did was lighten
her complexion. And and I thought the most
unprofessional thing about her original picture was the fact
that she was wearing AT shirt that said MIT on it and it made
the T-shirt bigger so that you could see the MIT logo.
So it thought, okay, if I make her whiter and I make the MIT
show out, that'll be more professional so but using what
you see, using that bias that you see to actually help show
(58:43):
teach equity and to. Teaching clues in and using
these as real, authentic learning opportunities is
important too. I'll.
Just add real quick. As a cochair of the committee,
we will be looking at applications, but we will also
be in future blog posts and possible webinars, looking at
what are great resources for notjust teachers, but the students.
(59:04):
Because we didn't really talk a lot about in this webinar how
important it is to teach students about a I, how it works
and all these factors and cautions that we need to inform
them, probably even before. Or we try to teach them how to
use it. We need to educate them about
how a I work. So that'll be coming up.
They'll plug. Hope you stay with us.
Anybody else have any? Closing thoughts.
(59:27):
All right. And with that, we're about two
minutes after the hour. I think we took an hour of your
time today. I hope you enjoyed it.
Thank you to all the presenters and thank you for to Cozen for
hosting us as well.
So welcome to a generative A I the New School Supply presented
by Coson's Ed. Tech Innovation Committee.
We have a number of guest speakers today.
In the next hour, we'll share their thoughts on A I and
education. Some of our topics include What
should you do first in your districts?
A I and Plagiarism. A I Tools for Fun and
(00:21):
Productivity and Assessments in the age of generative A I.
So for the sake of time each guest speaker will introduce
themselves before they're part of the presentation.
But as a special feature, today Laura Gerringer will do our
graphic facilitation for those of you who aren't familiar with
the graphic facilitation and she'll take notes of what
(00:43):
everyone is speaking about todayand she will draw the notes in a
graphically and it's if you haven't seen it before it is
pretty neat. So at the end we may have a time
for a short Q&A, but like I saidbefore, if you have any
questions you can wait to the end and put your question in the
chat. So with that let me begin.
(01:10):
So teacher and administrative workshops.
So if you haven't had them, you should definitely make time to
have them soon. I think I saw a survey where
almost 90% of teachers haven't had any professional development
on Generative A I first, my nameis Doug Kucher, I'm the Director
(01:30):
of technology for South Windsor Public Schools in South Windsor,
CT and we held some teacher and administrative workshops last
year and some in the summer. And I'd like to share some
thoughts and maybe you're thinking or you might have had
some in your district or you maybe thinking of having some.
(01:51):
But I just go over some topics that really stood out during
these meetings. The first is the thoughts and
assumptions of A I. So really we reviewed what
generative A I is. I think as technology leaders
we've been really thinking aboutwhat A I is for years and then
generative A I. But we have to really understand
(02:13):
a lot of people. It's not even on the radar even
though we hear it on the news a lot.
So we really need a baseline andthat's what we did as a group
and basically we talked about how it enhances personalization.
And really in those meetings I Ihad people use generative A I
just to get because a lot of them haven't even logged into an
(02:35):
A I program and just to see whatit's like.
So that's the the first thing todo.
I think it's really get in thereand talk about what it is and
use it. And then from that after we've
used it for a little bit, you talk about academic integrity in
the age of a I and really what class expectations now are and
what I really learned the OOP. I think the slide went around
(03:00):
when it would I be back here. Got it.
So the class expectations, what I really learned and the couple
of months that really generativeA I has been around is that it
is a learning process for all ofus.
And so this isn't any hard and fast rules on A I, it's really
just a discussion. So we discussed it with
(03:21):
administrators, we discussed it with a group of our teachers and
and really we're kind of just we're planning for it, but we're
not sending any hard and fast rules as yet.
Also we talked about new skills and adapting old skills,
questioning strategies, new media literacy skills, what
facts are and also best practices, what are prompts?
(03:45):
So as English teachers for yearshave been talking about, you
know, talking about what promptsfor prompter essays.
But I really never thought aboutwhat a prompt is until really
generative as a I is coming around.
So really, what is a prompt and what are good prompts for a
generative a I solutions. We have ChatGPT is out there,
(04:08):
Google's Bard is out there. And really just the in the few
months that I've been using it, it's really crafting those
prompts and having a conversation with the generative
A I to really get what you kind of want as an output.
And we also talked about fact checking generative A I products
because generative A I is only good at the data that it is
(04:32):
trained on and that data could be false or it could come up
with some false assumptions. Remember generative A I is a
prediction machine. So it's predicting to see what
kind of word comes next and sometimes its reasoning does not
come out as well as it should. So really, really with teachers
talking about fact checking and how we're going to talk with our
(04:54):
students and then we talked about what's next, we talked
about professional learning whento do it.
I know we don't really have a lot of professional learning
opportunities like full day in general in Connecticut we have
about two days of all day PD andthen we will have some during
the week, but it's not full days.
(05:14):
So these are things that we talked about how can we
incorporate in our in our own courses and in our in our
classes. And we also talked about like
when about personal learning communities.
Many of you have personal learning communities out there
and how the group of teachers intheir subject area, they're the
(05:35):
experts. And so they really have to
grapple with a I and in good in good ways and in in ways that
could be concerning. But the best way to do it I
think is the grassroots level and in discussions and then also
talking with the students as well because we're all in this,
we're all in the boat together. So with that, I'm going to stop
(05:59):
my part of the presentation and hand it over to the next.
Good afternoon, everyone. I'm Dave Jarboe.
I'm the Director for Instructional Technologies and
Steam and CTE in the Harrison School District in Colorado
(06:19):
Springs. I'm also the Cochair for the
Education Innovation Committee with Cosin and serve on our our
local state chapter as well. So we know that a I is trending
in education and we're really excited about what our committee
is doing and hopefully maybe some guidance that we can
provide you. You know in education, I've been
(06:41):
in education 30 plus years and you know, I I kind of use the
analogy of a tsunami and this isour next tsunami that's going to
come. The tide is pulling out and we
know something's going to happen.
So we need to prepare is that giant waves going to splash over
us and in a lot of ways that we can't control so.
I was in, I was on the coast of near San Diego at San Clemente
(07:04):
Beach and there were these tsunami warning signs and one of
the things that said is seek higher ground.
So we're hoping that we can provide that higher ground for
you with this committee as we provide information not just
today in this webinar, but I'm going through our website and
the blog posts that will be sharing the next months to come.
I'm really excited about this venture and I was in a recent.
(07:28):
Webinar for the state of Colorado.
There were I think over 180 people on board, which tells you
for a webinar at the state levelthat this is definitely
something that people are interested in.
And we are fortunate to have Christian Pinedo from a i.e.
DU share some information with us.
So I thought it'd be great to bring him on board with us this
(07:51):
afternoon. He has kind of a.
And he'll tell you more about his organization, but it kind of
has a a wider perspective than we do sometimes just working in
a district. So Christian, welcome and I want
to turn it over to you. Thanks, Dave.
And yeah, you're at like, so I'll get, I'll start with an
intro. So my name is Christian Pinedo.
(08:12):
I work at a i.e. D, which is a nonprofit that
works specifically in the A, I space.
And we've been at this for aboutfour years and you you can
imagine the difference between. Talking to school districts a
year ago versus talking to school districts today, I think
a year ago is very much so trust, trying to tell school
districts like this is going to change education.
(08:36):
These technologies are advancingreally rapidly and you're going
to see it hit affect your classrooms really soon.
And a lot of school districts like Okay.
Yeah, I'll think about it like ayear or two.
And then hit come November with things like ChatGPT, and other
generative A I tools. Now it's kind of the opposite,
where school districts are like,oh wow, this is hitting a lot
quicker than we expected it to. And so now the work that we do
(09:00):
is really across the country, working with school districts,
working with ES A's, working with nonprofit organizations and
tech companies to help build AI literacy across the country.
My background personally is in education like I taught for
taught high school chemistry forseven years.
Absolutely hated high school teaching chemistry, but found
(09:22):
like a really big passion in building out CTE programs.
So thinking about how do we bestprepare students for the
workforce, especially students who were college might not be
their their ideal track. And it was in that work where I
realized that, yeah, I was changing the workforce already.
And I didn't think it would be very long until A I would change
(09:44):
education And so made a bit of acareer shift went to go work at
the Stanford Institute for humanCenter at a I, where I focused
solely on responsible use of A Iand education settings and and
mitigating things like bias and safe use and data safety and all
that for minors. So I want to kind of give like a
(10:07):
very brief but broad sweep of what.
I think it's happening right now.
And what I think, like school systems are grappling with, the
chart that's on the screen rightnow is a chart that at the
bottom of the screen might be difficult to read.
There's several standardized tests that we use across this
country. So it might be AP tests like AP
(10:29):
History, AP Math and the SA or the LSAT.
And then in blue is basically how GPT 3.5, which is a version
that was released in November, would score on all of these, all
of these standardized tests. And then in green is how G PT4,
which is the updated version, would score on these tests.
(10:50):
And you can see there's been one, an improvement in how G PT4
would would test on all these standardized tests.
But another kind of scarier thing that educators are kind of
opening their eyes to is. If this technology is able to
score within the 80th percentileof all human students on
standardized tests, what does that mean for how we, as a
(11:13):
school system, measure intelligence from our students?
And it's really kind of opening our eyes to what we What kind of
shifts in in in educational practices and skills development
do we need to make in in education and in this chart?
Is from the World Economic Forumjust this past year, and it's
just a prediction of between this year and 2027, what they
(11:38):
predict the fast 10 fastest growing jobs might be in the 10
fastest declining jobs might be.And you'll notice.
That the fastest growing jobs are very very very tied to a I
technologies, whether it's rooted in data or information
analytics or a I metrics like a lot of these the this technology
(12:00):
is unlocking a whole different field of of careers.
And the my take away here is we need to start preparing students
for skills that'll most benefit them in the careers that might
be emerging in the next couple of years.
I think it's kind of scary to methinking, talking to a 9th
grader and thinking that that 9th grader has potential to
(12:20):
enter the workforce in four or five years.
I have no idea what that workforce is going to look like.
This technology is changing so quickly.
And so rather than trying to be extremely prescriptive and
saying this is the job that you should be looking at, I want to
think about what kinds of skillsshould I be equipping this
freshman in high school with that I think would benefit the
most in those kinds of careers. And then.
(12:45):
I wanted to share a little bit of what I think I mentioned that
we work across the country with a whole bunch of school
districts and a whole bunch of organizations.
And I wanted to share a few of the learnings that I've taken
from working with a lot of thesedifferent organizations.
One is that. This is changing so quickly, and
(13:05):
I think it's no secret that education as a system does not
move very quickly. So it's trying to find ways to
be a little bit more nimble withthings that we can do.
One of those is establishing communities of practice or
informal learning opportunities for teachers, give teachers
tools to meet and and discuss and share ideas and talk, and
(13:26):
then from those communities practice.
You can build nimble teams that would then help your district
for guidelines. Right.
Like six months ago, school districts were grappling with do
I ban ChatGPT or do I not ban chat?
GPTI think in the last few months, schools have come to the
realization that it's pretty much impossible to completely
block these technologies, especially as we see the
(13:48):
emergence of things like large language models being built into
in Google Docs being built into search engines like Microsoft
Bing. It's really difficult to block
those kinds of things. So rather you need to start to
put out some frameworks or guidelines around the safe use
of these technologies. And it's very difficult to do
that because the technology changed very quickly.
(14:08):
And so putting together pretty nimble teams in order to help
establish a couple of those guidelines is what like a very
good starting point that districts can do next week.
Another thing that I think was hit in the last the last by the
last speaker, which is quickly educating teachers.
My biggest, like my #1 tip for everyone is give.
(14:31):
Just give your teachers some time and space to play with this
tool. Give them some autonomy and and
give them the knowledge to learnand develop best practices
themselves because I think they are the subject matter experts
in terms of working with students.
And so give your teachers a safebut responsible way to use this
technology. Play with the technology and and
and figure out where its limits are themselves.
(14:55):
And then finally, it's just morethinking of school districts as
as organizations, right? Learning how districts can take
advantage of the tools. How can my HR team use a I in
order to make them more productive?
How can my IT teams use this technology to make them work,
make their jobs a lot easier? Thinking about it as a
Productivity Tools. Also, just what every cut, every
(15:17):
company in the country is thinking about.
And I think school districts should think about it as well.
And then my closing challenge I suppose is it's very, it's a
very difficult tension to address a I and provide safe
guidelines for its use without being too prescriptive.
And because the challenges that the the technology is changing
(15:38):
very quickly, you don't want to put guidelines forth that will
be outdated in six months. And so it's a very difficult
tension that school districts are kind of grappling with right
now is. Is how can you make sure that
your your work is going to be effective but also Evergreen and
lasting through the changes thatthe technology's kind of going
(15:59):
through. And then I'm going to turn it
back to to David to kind of giveus some closing like larger
thoughts about the hierarchy of needs for for schools.
Thanks. Question, I really appreciate
your perspective and that the guidance that you're hearing
from across the entire country. I just, I love this graphic,
it's by Eric Mantroop from edsafe.org and it's just talking
(16:22):
about the needs around a I and the education not just in the
classroom but also just overall in the education industry.
And I like the way it kind of separates us out and you notice,
you know where it calls the lower the skills and content.
Is really the smallest part and that's what we're talking about
today, the generative A, A and how it faces students and
(16:45):
teachers in the classroom, whichis important.
It needs to be addressed immediately.
But I think it's important too that we realize and Christian
talked about a little bit how it's now going to be embedded in
so many of our applications across the board and just that
we need to have awareness and transparency into those things.
And then finally in the background in our operational
(17:06):
systems that many people don't even won't even realize, they'll
just maybe see improvement in performance.
But these are kind of three levels that we are facing in
education and we'll need to comeup with strategies for all of
these. I was fortunate to attend a
virtual conference this weekend.It's called a IX Education.
(17:27):
I was in the session with Chris Deedy out of Harvard.
And he had some great analogies.And I'm just going to wrap up
with this, that, you know, he compared, he's a Star Trek
analogy. He compared that A, I does not
have human judgment. It doesn't really even have
judgment. And really we should not be
thinking of it as artificial human intelligence, but really
(17:50):
thinking of it as an alien intelligence.
And he said that. You know, it's kind of humans
have the experience and the judgment.
We can look in a child's eye andwe can read their eyes and we
can we can react to that emotionally, which is something
a I will never be able to do. It can mimic and maybe come
close or appear to have that skill, but it'll never really
(18:11):
accomplish that. And so he said that, you know,
our challenge as educators is tolook at in our new world that we
need to be the Picards. We're the ones that had human
judgments. And that's what we need to
explain to our students that they're the human and they're
the ones that are going to use their experience and their
emotions as far as judgment. But they can rely on a I as just
(18:32):
as the data, the calculation piece, to really augment our
intelligence, but not substitutefor it or the teacher in the
classroom. So just some things to think
about. I'm going to pass it on to our
next speaker and talk a little more practical issues around AI.
(18:53):
Thank you, David. My name is Chris Hale.
I am the Executive Director of Digital Learning in the
Peninsula School District in GigHarbor, WA.
About an hour South of Seattle. And one of the things that we
have been discussing here specifically with our English
teachers, you know, when we saw in November when, you know, Chat
(19:16):
CBT came out, we were like, my gosh, our English teachers are
gonna really, really struggle with this concept.
And so we. Right away got in and start
meeting with them in January of this year.
And so we've had a cohort of teachers, secondary teachers
have been meeting all year or last year.
(19:37):
And one of the topics we startedtalking about in those
conversations is what does plagiarism look like?
What does cheating look like these days?
And so? It's kind of a really hard
conversation I think in our in our committee work that we've
been doing of Cosyn, we had thisarticle that was shared earlier
(19:58):
in the year and I'll post the link in the chat just so you'll
have it together by a professor at the university.
I think she's out of Canada, Doctor Sarah Elaine Eaton, and
she talks about what is post plagiarism and what does writing
look like now in the age of artificial intelligence.
And so I really like this graphic a lot.
(20:19):
Also, it's just a few things that really resonated with me.
Plagiarism, as it was historically defined, isn't the
thing anymore, at least with AI and the way it generates.
And kind of the other thing is the hybrid human AI writing has
become normal. And that's kind of what I'm
(20:39):
gonna talk about a little bit more throughout my little
section here and how you know humans and AI are going to work
together and how AI is going to do some of the work, but you're
still, you know, you're still onthe hook for what is generated.
And so I really like this graphic.
As I said, the blog post is linked there.
(21:03):
I recently wrote a blog post forKosin and I will paste that link
in about how our district generated its kind of policy.
I wouldn't say policy philosophyand guidance document for this
coming year for the district. And when I first released the
(21:27):
first draft of this document to our teachers back in May, they
said, well, did you write this or did ChatGPT?
And that's a really hard thing to answer.
And the way that I put this together because, and I
documented this a little bit in the blog post and there's
citations on our district website where you can see all of
(21:50):
the work that I went through back and forth with chat GB T.
But I was the one that read the report from the US Department of
Ed. I was the one that read the
report from Coast and I was the one that read the blog posts
from, you know, college professors that were talking
about this. And I took all the highlights of
all of those articles and then something's happening with the
(22:12):
slides. Let's see if I can get them back
to where we are after those highlights.
I put those into chat TBT how togenerate a rough draft of what
our philosophical belief statement might be.
(22:34):
And then from there I had ongoing conversations, you know,
saying I don't like the metaphoryou use, let's talk about
something different and went back and forth quite a bit.
And then, you know, you take it out of there and I would put it
back in Grammarly to fix up cuz it didn't generate the best
written sentences. It didn't do some of that work.
(22:55):
And then use ChatGPT to examine some of my own previous writing
and then rewrite the work that it did based off of my writing
styles. Brandon is a chat, says he's had
arguments with chat TPT himself.I like that.
But then I had it just rewrite it in my own writing style, cuz
(23:16):
a lot of the policies, especially in regards to
technology in our district, are written by me.
And so I want it to sound the same as what we're doing.
So I went back and forth and so it was a conversation with
ChatGPT. It was having looking at things
that I'd already written, dumping it out to things like
tools like Grammarly. I think I went back and forth
between Grammarly and ChatGPT two or three times.
(23:39):
And then at the very end I realized, boy, I missed an
important part about a I detection tools and my personal
belief. And I think this is kind of
becoming a popular belief that they're not the greatest thing
in the world. They're very unreliable and we
should really not be punishing students for if their work does
(24:02):
or does not come up as a I because of the false positives.
It could be related to that. And so I just said to chat GB TI
said, you know here's a pretty solid draft of our document but
it's missing a paragraph around a I detection tools and how
they're unreliable. Can you add a paragraph and then
tell me where in our philosophical statement to put
this. And so it did a wonderful job,
(24:24):
generated the whole thing, and we now have.
After that we took it to humans and they gave feedback and
everything else. But we started with a really
strong draft of something. But I wouldn't say that I wrote
it, and I wouldn't say that ChatGPT wrote it because there
was a whole lot of work that happened behind the scenes that
(24:46):
the A I wasn't doing itself. You know, I think in future
years we'll be able to just say here are three or four reports,
take the summaries out of them. I probably could have, but
didn't have access to Claude at the time.
I might be able to use that Claude to do that now or some of
the other tools. But yeah, so it's a really hard
conversation. And it really got our English
teachers thinking about, you know, how are they going to have
(25:10):
these conversations with kids? How are they going to teach this
as a skill, utilizing the conversation back and forth
between these a I chat tools andthemselves and using them as a
brainstorming partner, as a thought partner, as a assistant
on the side to help them create what they want?
And we were having a pretty big conversation with the
(25:34):
instructional facilitator contractor that we brought in a
couple days ago with all of our administrators, you know, and
she was talking about ways that administrators can use AI.
But you know, in the end you're still owning the product.
And so, you know, the last thingyou want is to be writing,
having AI write evaluations. And then some teacher goes in
and says paste it into an AI detection tool and sees that you
(25:57):
didn't write any of this. Do you really even care what I
have to say? And so we were having a lot of
those conversations about, you know, in the end, these are
great tools to help you. They're great tools to generate
content, but they're also your work.
And So what do you want to be known for?
(26:17):
What do you want? You know, you're putting your
name on this as you own it. This is what you did.
Make sure that what it's puttingout is you know what, you're
something you're proud of in theend.
And so you can't just take it, you know, word for word in most
cases. And so, yeah, that was kind of
our journey on our, you know, district philosophies and belief
statements. I think I'm just gonna end with
(26:38):
the next slide, which was the final one of the final quotes
from that blog post from Dr. Eaton.
You know, it's huge. Although humans can relinquish
control, they do not relinquish responsibility for what's
written. Humans can and must remain
accountable for fact checking, verification procedures, and
truth telling. So you know, a I generated a I
(27:00):
tools are amazing. They're doing so much to help
us. But in the end, you have to own
what gets written. And so you know, that's what
we're focusing on This year is ways you can use it.
But making sure that what you generate is still something that
you're proud of. So with that, I'm going to hand
it over to our next presenter. Hello everyone.
(27:26):
I am Doctor Stacy Hawthorne. I am the Chief Academic Officer
for LEARN 21. We are the Ohio Cosin, the Ohio
SDPC, the Ohio SD affiliate, andour mission is to help schools
refine their processes. And I'm going to kind of pick up
a little bit where Christian left off, where he said time and
(27:47):
place to play, to give teachers a time and place to play,
because that's how I learned to stop Marine and love I A I tools
was a time and a place to play, so I didn't know Christian was
going to say that. But that's perfect segue.
I tell people all the time, thisis just a funny little meme that
I put in here, unless you are Taylor Swift, you cannot break
the Internet. So just go ahead.
(28:09):
Hit the buttons, play with it, have some fun.
Don't upload your personal information too.
But other than that, play with it and have some fun.
So that's why I wanted to start with that.
I get the fun part of the presentation and I'm just going
to share a couple of things thatwere helpful to me.
I did drop my e-mail address in there if you ever want to reach
out about anything. Happy to talk about a I or
(28:30):
anything else. Just love to connect.
So. There are three resources and
I'll put the links for each of these in the chat for you as
well that I use and I use regularly.
The first one I've only been able to use for the last week
because it is brand new. It just came out.
It's called it's a five part video series.
They're about 11:50 minutes eachand it's practical a I for
(28:52):
instructors and students and it's from the Wharton School and
it is amazing. It's really well put together.
It's. It does such a good job of
explaining things, and if you haven't seen it, it's a great
way for. Or to introduce your teachers in
a training program or something along those lines.
To a I I watched it on the treadmill.
(29:13):
Super fun. So Yep, it is from Moloch.
Yep. And the second one is the A I
Tool Report. These are all free.
This is a newsletter that I get.I get about four or five of
them. A I Tool Report is one of my
favorites. Sorry these links are long.
It's every single day. It's a free daily newsletter and
(29:35):
they give me 5 new apps that aredoing things with a I.
There's literally way more than five new ones every day where
they just give me 5, but they think they're fun and they give
me 3 new prompts each day. So a prompt for being a prompt
for ChatGPT. And a prompt.
Sorry for mid journey and it's just a really good way for me to
learn different ways to prompt and include things with what I'm
(29:59):
asking A I for something, so I really like that.
And then the last tool that I'vegot here for you is called a I
encyclopedia. And a I encyclopedia purports to
be the largest. List of generative A I tools.
So if you don't think 5 enough is a day, you can get 1000 a day
(30:20):
by going to a I cyclopedia. So pick your poison.
But I really think if you can think of something you want to
do need to do, there's an A I for it.
That's just going to be the factof life and where we're at
today. So I always tell people, I've
had people ask me before like how did you know how to do that
or how did you know how to do that.
(30:41):
And I was, I always say, figure I'm not the smartest person in
the world. And somebody did this wanted to
do this before me. So if I just Google long enough,
I'll find it. And so having that time to be
able to play. So then I'm going to just real
quick give you 6 fun apps. I am going to give you Full
disclosure. I have my seal certification.
I don't know that these six appsare good for useful students.
(31:03):
So these are just fun things to play with.
If you want to experiment and have that fun that Christian was
talking about with a I I am in no way saying drop these into a
classroom tomorrow. So please know that Pete's going
to talk about some more practical.
Tools for a I and his may be more suited for using the
classroom. The first one, and I will drop
all three of these links in there for you is Audio Craft.
(31:25):
It is from meta and it is a super slick text to auto audio
generator. The best way to describe it is
ChatGPT, but for music. So you can make soundtracks, you
can make sounds, sound effects, you can make an entire musical
score. Whatever it is that you want,
you can do that with. In Audio Craft and There are
(31:46):
three different apps within Audio Craft and this link will
take you to the main page ChatGPT me is just silly if you
want to turn your own face into your virtual assistant and that
app will do it for you. And so you can load up your
favorite large language model behind it, and then you can put
(32:09):
it on your website and people can ask your face questions and
the large language model. Will come through you.
So if that's what you've always wanted, what's better than a
Bitmoji? Your own AI virtual assistant?
So and then another one, which is fun but also a little bit
practical is Humada. And Humada works like ChatGPT,
(32:32):
but it's data source for your files.
So if you want to ask it a question instead of having it
search the entire world history to answer your question for you,
it will answer questions about specific files that you have.
So it is a little bit more practical.
I don't know about you, but I dooccasionally make notes to
myself and then don't remember where they are.
So it's nice to be able to have a little better search engine
(32:55):
for that kind of stuff. The last three that I'm going to
share with you and then I'll turn it back over to Pete to do
something a little bit more serious with a I.
But again, playing and having fun is a great way to get into
things is in Magica and Magica is.
Well I got too much on that link.
Hold on just a second. Is an app to build is AI to
(33:20):
build an app in minutes with no code.
So you want to build an app you don't know how to code and magic
code can help you with that. I am doing a webinar in a couple
months for SD. On technology, to actually
support student well-being because we hear so much about
technology destroying student well-being.
So we're trying to, you know, help schools find that fine line
(33:43):
of where there's some things. This is something that we're
evaluating for that it's ogamy. And I have no idea that I'm
pronouncing that right. So that's what I'm going to call
it. But it's actually your own
personal AI meditation coach. So if you want a free AI
meditation coach? Ogami is another fun one for
you. And then this one I really like
because I'm huge into fonts. I want to know that my fonts are
(34:06):
soothing, that they match, that they, you know, don't just look
good to me. Font Joy is free and it will
help you generate the perfect font pairing.
So if you don't like what it generates for you, you can tell
her why you don't like somethingand it will regenerate the font
pairing. So those are just.
Non threatening ways to play with a I although I don't know,
(34:30):
I don't really want my face talking back to me.
It's hard enough to look at yourself in a zoom meeting, but
if you want your face answering questions, play around with it.
Have some fun, build a little bit of selfconfidence and really
enjoy what you're doing and takethat passion back to your
classroom and I think that you will really be a lot happier for
it. So with that, I'm going to turn
(34:51):
it over to Pete to talk about things that are a little bit
more serious and practical. In nature than having your own
face talk back to you. Thanks, Stacy.
There are so many fun things that we can do with a I I think
that it just continues to grow. And so I get the boring job to
talk about productivity to us, but those are pretty fun too.
(35:13):
We are interested in anything you might be using that we don't
talk about. So please do add that to the
chat. Obviously, we've been talking a
lot about chat. GPTI think we're realizing
there's a continued increasinglygreater limit to that product
because of the training being kind of really up to 2022.
(35:34):
So it's now 18 months old. So I think a lot of people have
kind of already moved to other products.
So when I'm thinking about Productivity Tools, I think it's
three different kinds, text to text, text to graphics and then
kind of administrative type tools.
So Bing is now powered by GPT and you can do some pretty
amazing things with that. It actually does use current
(35:58):
information, so it's trained on,I guess you could say, the
Internet. So it's really a great tool.
Obviously Google has. Has been working on a lot of
their a I products for many, many years, decades, and matter
of fact, if you don't know, the TGPT is Transformer, which was
created by Google. So they've been out there for a
(36:19):
long time with a I tools, but they just haven't put them out
publicly. And so Bard is really a great
tool if you haven't had a chanceto use that yet.
It's a little bit more. It does prompt you a little bit
more of the types of things thatyou might want to ask it, but
(36:39):
it's it's really a very nice alternative to ChatGPT or Bing
or Bard Bard is. And then hugging chat.
Oh, by the way, I think it's kind of funny because it's
always, you know, just like Google up in the right hand up
in the left hand corner it says,hey, this is still in beta, you
know, So Bard's an experiment and this is just a good
(36:59):
reminder, I think. All these things are experiments
to a large degree right now. That's why they're free.
They're very expensive. They're hoping to make a lot of
money one day. But just like startups, that's
not what that where they're at right now other than venture cap
money. So it's just a good reminder
that these are all experiments and therefore some of the tools
(37:24):
that you see, you may want to bea little careful.
So for example. I'll talk about 1:00 here in a
minute, but Stacey talked about one.
Hey, it can scan all of your files, OK?
That means you're uploading all of your files.
You might want to be careful youdon't have any ieps, You know,
something sensitive in there. So just be aware of the fact
(37:46):
that when you have something accessing your tool set if you
will, or your files that is theirs you have uploaded to
them. So make sure to look and check
out the PII stuff. The stuff I'm talking about also
is really largely for us to kindof learn a little bit more
(38:06):
about. If you haven't seen hugging face
or hugging chat, it's a really great tool, very different.
And much more geeky I'd say, butit also gives you different
kinds of answers. So you know what we're trying to
do is we're trying to learn a little bit more about these
(38:27):
different types of tools. And so these are three text,
text tools that I've used quite a bit.
We talked to text graphics. Again, you're just typing in the
text and here comes a a visual representation.
Bing is a great product as well.So for example, if I say hey, I
want to look at. Show me a I Productivity Tools
(38:47):
for the education for Educational Leadership.
Here's what I got. Then, if you want to get more
specific, the great thing about a I tools is you can say, well,
I want it to be more elementary principals, not this kind of
bizarre stuff. So it gives you something else,
which this is what it thinks when it says elementary
principles. So.
(39:09):
It's a great tool to kind of create these images and then you
pick one that you like and then you can utilize that for
whatever it is that you're doing.
Another thing that Stacy mentioned is Mid Journey.
The way that works though is is kind of a little bit differently
and it's a little bit more complicated.
You have to have a Discord account to make it work and so
(39:31):
on and so forth. But you just put in some things
and quotations like here and then you get a really cool, you
know, graphic generated from that.
And if you haven't seen Dream Studio, that is what is a new
version of Stability a I their product.
Has become very advanced and hassome really cool things that it
(39:51):
could do. These were all generated from
stability, AI or what they is now called Dream Studio.
And then when it gets to administrative tools, there's a
number of things that are prettycool that that you can use.
Record once and some of these things you have to pay for after
kind of a little window of testing, but record once if you
(40:13):
haven't heard of that. It's a really cool tool if part
of your job. Video, You know, explanations.
I used to do a lot of that. And if you've done a lot of
that, you know that to do a 2 minute one is going to take you
more than two minutes. Why?
Well, because you say something wrong, you click on the wrong
thing and you've got to go back and start all over again.
(40:34):
Unless you have record once, that product will let you just
do it. You make the mistakes, It
automatically will edit those out for you.
So really, really cool. A way to kind of expedite your
process for creating little video snippets of information
for your staff or professional development, whatever it might
(40:55):
be. Really cool.
What about PDFs? I sometimes would read these
enormous PDF files looking for answers to things I was trying
to understand about a contract, terms and conditions, something
like that. Here's when I took, I kind of
blanked out the name of the company.
But you know, if you can ask thequestions, what does it say
(41:17):
about asbestos removal? What does it say about, you
know, this, that or the other thing and it will answer your
questions. I'd say it's at least 90% on the
mark, but that's chat PDF. You haven't seen fireflies yet.
Probably have been on a conference call where it has sat
in for someone or was taking notes for someone very popular.
(41:43):
I'd say a I tool. Somewhat annoying for some
people. So I think it's good protocol
for you to say, hey, I am going to run fireflies because I don't
know about you, but most of the calls that I've been on were not
being recorded or transcribed. And So what people will say when
(42:06):
there's a bot listing and transcribing every word or if
it's recorded, might be different than what they say
without that. So just be aware.
But if it's something that you really need help with in terms
of the taking of the notes or it's a very formal meeting, it's
a really, really cool tool. And then another one that I have
been using lately is something called Gamma and it's a
(42:28):
presentation creator. A lot of these a I tools,
Productivity Tools. You'll notice just like the
graphic tools, there's always something a little bit like not
right about it. Like I did one with a bunch of
superintendents and stability A I and it said draw me a Unicorn
romping through a field and all the unicorns had two or three
(42:49):
horns, so they weren't unicorns.So like weird things, you know
that pop up. And I saw this with Gamma too,
but it will create for you your presentation in very short
order. And so it's been really a fun
thing to play with and it gave me.
Especially when you're talking about general topics, it does a
(43:12):
really good job of drawing thoseout and giving you a lot of
unique visuals and things like that.
Then you can export it to a PowerPoint file and then add on
to it if you'd like. So these are some great tools
that I'd encourage you to try. I'll drop in links to all of
these here shortly, but then nowit's time to move on to
(43:32):
something else. Lindy all.
Right. Thank you, Pete.
I don't know I get I get to do the tail end here, the round up
at the end and kind of end off this webinar in the next few
minutes. I got a little entrance there
with learning all this good information.
I was tweeting and I was adding stuff all your great tools in my
(43:54):
wakelet collection. I was more excited for this
webinar to learn from all of my colleagues than share anything.
My name is Lindy. I live in Bozeman, Mt.
I am the founder and instructional technologist at
INTECH. Graded PD So I taught as a
middle school high school teacher and have throughout the
years become the instructional technology person.
(44:16):
So I work with a lot of schools all across the world and I work
with a lot of tech and tech companies on their products.
So I'm going to talk to you today about assessing in the age
of generative A I when ChatGPT was released to the public in
November of 2022 all the sudden.Generative AI was available to
(44:37):
every person in the world and itreally changed the game.
And so I was hearing this question and I still am.
I just did a webinar yesterday, I did another webinar this
morning and in both of those I got this question is from
teachers. How do I assess learning when
these generative AI tools like ChatGPT and Bard and Claude can
complete traditional assessmentswith a high level of accuracy,
(45:00):
And we saw the statistics of them completing standardized
assessments with an? 80% percentile I think is what
we said earlier in the webinar. So my answer is that we need to
create assessments that are copyand paste proof.
A I copy and paste proof, obviously, but that's not what
(45:23):
we want to do as educators, is make assessments that students
can just copy and paste. And most of our assessments
multiple choice. Short answer?
Having students write an essay. Are copy and pasteable from a
generative A I chat bot. So we got to kind of change what
we're doing and my suggestion isto amplify the human advantage.
(45:46):
And I put this in the chat earlier when someone was talking
about about, you know, basicallylike a I is never going to be
better than us. I think it was David who said
that, right? Like the the definition of a I
is to mimic human intelligence. Humans are always going to be
more intelligent and especially in certain ways than a I.
Of course, in my opinion, we don't.
(46:08):
We don't know. We'll see what the technology
is, but that's my opinion. So one specific way that we can
amplify the human advantage is to think about the 4C's of 21st
century learning. These are really essential human
skills, right? We collaborate.
We think critically. We're we're creative.
We communicate well now. A I at first was not very good
(46:29):
at any of these. As you've seen in all these
tools that Stacy and Pete shared, like it's getting
better, it's getting more creative, it's getting more
collaborative, but it's still not even close to human's
ability, right? To be creative and think
critically so. My proposal is to further
(46:52):
emphasize and expand the four seats when we're thinking about
all learning tasks, but especially assessments, and I
just wanted to sink in for a second that.
With the advent of generative A I, we have this really
incredible opportunity as humans, as educators to spend
(47:13):
more time and energy cultivatingthese skills like critical
thinking and creativity. And so if you're like scratching
your head, what does she mean bythat?
Let me give you some specific examples.
So this is an example of an assessment.
For most likely like an art class.
I actually did a webinar this morning.
I had an art teacher in here andI gave this example and she was
(47:35):
so pumped at this example of a way that she can bridge art and
a I together so their students are learning about the
impressionist movement. The assignment is.
Explain in a series of Snaps or a Snapchat video what
characteristics identify art from the Impressionist movement.
(47:55):
They have to have at least threeexamples of Impressionist art,
and they have to identify the characteristics described.
OK, so let's look at an example here.
So if you're not familiar with Snapchat.
It's in the shape of a phone, soyou kind of have that long
portrait view. This would be like 3 snaps.
That would be a series. I just kind of put them here for
(48:17):
for sake of you looking at them.But as you can see I've got my 3
characteristics. So the painting style you have
those very visible brush strokeslike in the starting night,
frequently painting outdoor scenes and then capturing
specific moments in time. Those are my 3 characteristics
of the impressionist movement. But then I had to find examples
and I I was able to. Over the top of them, etcetera.
(48:41):
So the elephant in the room is like, yes, I could go ask a chat
bot what are the key characteristics of the
Impressionist movement. Of course, that's actually what
I did to make this example, to be quite honest.
But no a I can then currently take that information and
(49:02):
synthesize it, right? And apply it here.
That's the human advantage. And that's the true essence of
this assessment, right? So kind of bringing that around.
While it's possible for studentsto seek content answers from the
A I chat bot, the true essence is that ability to comprehend.
(49:24):
I had to comprehend that information.
I had to synthesize it into thatauthentic creation.
But here's the really cool part,kind of getting back to the
4C's. Is that from a collaboration
standpoint? I and who?
I think it's somebody. I think it was Chris who shared
the six tenets of post plagiarism writing in the age of
(49:46):
a I. And I pulled it up here, was
reading it while he was talking and literally the second
paragraph says hybrid human A I writing will become normal.
OK, so that's what I'm proposinghere, this idea, this new idea
that we have to. Expand the horizon of
collaboration to include collaborating with A I.
(50:08):
Now this assignment I collaborated with A I, but it
couldn't be completed fully by AI and then here's where it gets
really cool. By collaborating with A I I was
able to reduce my cognitive loadbecause instead of having to
take and do a Google search and find all these different sources
and pull all that information together.
(50:30):
To learn about the characteristics of the
Impressionist movement ChatGPT did it for me, right?
So I'm reducing cognitive load. I'm freeing my mind in order to
then think critically by reducing cognitive load.
And then where it gets extra cool is that I saved time
because I didn't have to take and pull all this different
(50:51):
research right and pull it all together.
It was super quick, so I was able to spend more time being
creative. I was able to spend more time by
streamlining that part of it. I could nurture my creative
abilities more. So that's what I mean by
expanding the four C's and really emphasizing the four C's
(51:13):
when we're thinking about all learning tasks, but especially
assessments in the age of generative A I so.
How do you do this? The example I gave you used
Canva Canva for educations, freeto schools.
You can use lots of different tools.
I have some Google site templates they'll share with you
(51:35):
as well as some Canva templates just to give two specific tools.
But basically, it's just an ideaof getting your teachers to
think about creating assessment that's focused on synthesizing
information into a creation, making visuals.
Adding multimedia, audio, video,images, text, annotations,
(51:55):
right? Like there's no a I out there
right now that can do all of that together.
Adding student voice. I'm a huge fan of screencast
videos. So no matter what you're doing
for an assessment, have your students put it into Flip or can
that even has a screen recorder video and have them explain it
right and. In order to understand
(52:17):
something, and I should say in order to explain something, you
have to understand it right? And that's a really great way to
make sure that you're a I copy and pasting, proofing your
assessments. Make sure that your assessments
require evaluating, synthesizing, analyzing
information. I gave the idea of snapchats,
but you can also do short form videos.
These are awesome. So like tip top style videos.
(52:39):
Yelp reviews are super great. I have a Canva template for it
making Pinterest boards. I have a Google Slide template
for that. Memes, social media campaigns.
I talked about screencast videos.
And the bonus of all of these ideas is that they appeal to
students worlds, right They livefor instant answers, sharing
(53:01):
authentic audiences, evolving technology.
So you're potentially increasingstudent engagement at the same
time as? Copy and pasting, copy and
paste, proofing your assessments.
All right. So finally to wrap up here, I
just wanted to end on a real positive note.
And I said this in my webinar this morning and I just feel
(53:24):
like it's super important that aI.
Has presented this really pivotal, unprecedented
opportunity and I should say generative A I specifically to
revolutionize the way that we assess learning in traditional
education environments. And I really hope that education
takes advantage of this. And I think somebody, I think it
(53:46):
was Christian I mentioned earlier, like you're not going
to be able to block. You already can't, really.
It's ubiquitous. A I is ubiquitous.
And it's going to be even more ubiquitous in every tool that we
use. So instead of thinking about
blocking, banning plagiarism detectors, I think this is the
route that we need to take in this real pivotal moment.
(54:07):
So I will put a link in the chatto a blog post that I have that
kind of summarizes. Everything that I just talked
about plus adds more. It has links to templates,
ideas, examples. Really great resource to share
with your teachers as they're thinking about potentially
(54:28):
revamping their assessments. All right, I'll hand it back
over to Doug for Q&A. Great.
Thanks Lindy. Great job.
We have some time for Q&A actually.
Laura, can you speak so your your thing comes up on the
(54:50):
screen your your graphic facilitation screen just to show
you what it looks like. Hello everyone.
It is really, really wonderful to be here and hear all of these
insights and the rich questions that you're thinking about with
AI. And more importantly, how each
(55:11):
of these different perspectives from each of the experts and
active learners in this space are coming together.
You know, professional development weaves into this
idea of play and Productivity Tools.
We've got this whole question ofhow do we interact with?
Students in this generative a I influence space.
(55:36):
How do we make it be a three-wayconversation or more between
educators, the technology, and the students?
How do we amplify student voice?Thank you for the opportunity to
listen and learn from you all. Today and I'm excited.
To hear what questions you have as we move into the.
Q&A portion. So does anybody have any
(56:02):
questions of each other while wedo this?
I know I have a a couple of questions.
I'm not seeing any. If anybody wants to share their
questions in the chat as well, I'll just read them out and ask
our I'll ask the. People who spoke.
Today a lot of thank yous, I do,I do have a question that I know
(56:30):
Chris you mentioned in the chat and I think Stacy you mentioned
was it the Humana app that the possibilities of that is just
kind of amazing right. You just upload your.
Your own world up there and that's the basis of what you get
back. So think about teachers or Chris
(56:51):
is thinking about Superintendentsomething answering questions
from people in the community. Yeah.
And really good point for Pete, right?
After me too. I don't know what I P in there
so. We have one question it.
Says Could the presenters address a I in regards to
(57:12):
equity? I think I'll talk to her real
quick. And I think it is very much a
matter of access. And so when we talked about
banning, that creates a much more inequitable situation.
Obviously, we might need to shutsomething down because we're
concerned with P I I. But we have to realize that when
(57:33):
we do that, we are impacting students who don't have access
through a data plan or don't have access at home.
So I do think that that's kind of the IT can create a greater
divide than we've had before, anopportunity divide and obviously
that's something that we as leaders need to really
understand, Pete. I want to add to that too a.
(57:55):
100% agree with everything you said there.
And we did have some presenters mentioned that there is some
bias and hallucinations and things like that in AI, but
using those as learning opportunities for students to
see that as bias to point that out to them.
You know, I think about that example.
If you haven't seen it, I can find it of the.
A student from MIT that asked one of the A i's to create a
(58:17):
more professional headshot for her and all it did was lighten
her complexion. And and I thought the most
unprofessional thing about her original picture was the fact
that she was wearing AT shirt that said MIT on it and it made
the T-shirt bigger so that you could see the MIT logo.
So it thought, okay, if I make her whiter and I make the MIT
show out, that'll be more professional so but using what
you see, using that bias that you see to actually help show
(58:43):
teach equity and to. Teaching clues in and using
these as real, authentic learning opportunities is
important too. I'll.
Just add real quick. As a cochair of the committee,
we will be looking at applications, but we will also
be in future blog posts and possible webinars, looking at
what are great resources for notjust teachers, but the students.
(59:04):
Because we didn't really talk a lot about in this webinar how
important it is to teach students about a I, how it works
and all these factors and cautions that we need to inform
them, probably even before. Or we try to teach them how to
use it. We need to educate them about
how a I work. So that'll be coming up.
They'll plug. Hope you stay with us.
Anybody else have any? Closing thoughts.
(59:27):
All right. And with that, we're about two
minutes after the hour. I think we took an hour of your
time today. I hope you enjoyed it.
Thank you to all the presenters and thank you for to Cozen for
hosting us as well.
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