Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Ask me what I learned yesterday? Asked me what I
learned yesterday?
Speaker 2 (00:03):
What did you learn yesterday?
Speaker 1 (00:04):
Oh dude, thanks for asking the Now I don't I
wonder if my kids know about it.
Speaker 3 (00:11):
They said, this is big in high school.
Speaker 1 (00:13):
And in colleges, the homework help button on Chrome.
Speaker 3 (00:22):
But you can use it. You can use it on tests.
Speaker 4 (00:26):
Ye know what I'm talking about.
Speaker 3 (00:28):
This is genius. This is genius. Why didn't this exist
like when when we were in school.
Speaker 4 (00:33):
I could think of issues? Please tell us what exists.
Speaker 3 (00:41):
The homework help button?
Speaker 1 (00:43):
So apparently it's all over, well, let me rephrase that.
It has been all over high school and college. Now,
I don't know if it's younger than that.
Speaker 3 (00:51):
Maybe it is. Where's my note? Where's my note?
Speaker 1 (00:56):
A student was taking an online quiz and saw a
B and appear in their Chrome browser.
Speaker 3 (01:02):
The button was homework help.
Speaker 1 (01:05):
After clicking the button, Google's artificial intelligence popped up on
the answer, the suggestion that said, choice B is the answer.
Speaker 5 (01:17):
How it's given answers?
Speaker 3 (01:19):
Freaking great?
Speaker 6 (01:21):
Is that?
Speaker 4 (01:23):
So this is like a Chrome extension or something.
Speaker 3 (01:26):
It was right up in the browser bar.
Speaker 1 (01:28):
So there was like a little icon up in the
browser bar and it will read everything that's on the screen,
and once it reads the screen, it will kind of
read everything if you're and it's all designed to help
you with homework. So if you have a problem er
you don't understand. So a lot of times you're taking
(01:49):
a quiz or a test, you're doing it on your computer.
Speaker 3 (01:52):
Yeah, it's not a school issued computer. It's your computer.
Speaker 1 (01:58):
So you click on that, it reads and it says
be Now they did say it's not right one hundred
percent of the time. But what a great feature, What
a fantastic feature.
Speaker 2 (02:09):
Yeah, if you have no idea what the answer is,
you may as well look at someone else's answer.
Speaker 1 (02:16):
And it's not someone else's answer. You're not you're not.
It's not you're not cheating off of somebody else. You're
using the tools that were given to you.
Speaker 3 (02:25):
Okay, we're not Google, right, No, that's okay.
Speaker 4 (02:28):
Relitigate the AI cheating argument.
Speaker 1 (02:30):
And by the way, this is like an I even
if I would use it for every question, even if
I even if I was confident in my answer. That's
why I used to look at Danny Chain's uh uh
test sheet. It just goes huh good, he got he
answered C, just like I answered C.
Speaker 3 (02:47):
So I don't know.
Speaker 1 (02:48):
So it has been I guess it's been temporarily paused. Krista,
will you do me a favor? Will you see if anybody,
if anybody knows about the homework helper button.
Speaker 3 (02:58):
What a great button? Yeah, what a great button.
Speaker 4 (03:01):
Oh, so it just started this month.
Speaker 3 (03:04):
It started at the beginning of the year.
Speaker 4 (03:05):
But the sorry number second.
Speaker 3 (03:07):
Oh, I thought I thought.
Speaker 1 (03:08):
They were saying, like at some universities it had started.
It had started the beginning of the year, or maybe
they were Maybe maybe I'm wrong.
Speaker 3 (03:15):
And it is just the beginning of the of the
of the month. That's fine.
Speaker 4 (03:18):
Yeah, a couple of things that it began earlier.
Speaker 2 (03:21):
Yeah, it was. It's only been around and like you're saying, now,
maybe it's not at all.
Speaker 4 (03:25):
So it's a Google Lens feature. Yes, Now I say.
Speaker 2 (03:29):
That gibe Ty can give us more on Google Lens.
Speaker 1 (03:36):
Uh, yes, it does, say pressing it launches Google Lens,
a service that reads what's on the page and can
provide a quote AI overview answer to the question, including
during tests. It doesn't know if it's a test or
if it's a quiz, or if it's just a worksheet.
Speaker 3 (03:56):
It's just given you the answers.
Speaker 2 (03:58):
So even on I know you're talking about home, can you?
But they use chrome in the school issued laptops. Was
this a button that just automatically popped.
Speaker 3 (04:06):
Up there that I don't know? There seems to be
a little confusion around that.
Speaker 1 (04:10):
Yeah, yeah, like it And I don't know, And I
don't know how that would work where they they were
they how would they be able to separate that out?
Speaker 4 (04:20):
I'll tell you this.
Speaker 2 (04:22):
Last weekend, a teacher showed me the tool they now
have at their fingertips to detect AI. And this was
an English teacher, so this isn't a multiple choice test, right.
Speaker 4 (04:34):
It was so scary.
Speaker 2 (04:38):
I went and got my kids to show them her demonstration.
Speaker 3 (04:44):
Of how good AI is.
Speaker 4 (04:46):
No, well, how this, oh, how they could catch a software?
This software?
Speaker 2 (04:52):
We ran through an entire class's latest assignment. It was
supposed to be a I think it was like a
three page double spaced essay, a three to four page.
Speaker 4 (05:04):
And it went through the class.
Speaker 2 (05:08):
Nine students were detected as likely using AID. And then
you can go in individually with each document and it
shows you where it thinks they used it. It records
all the keystrokes too, if they're typing into their Chrome
book that's issued by the school, so you could see
(05:29):
if there was like a massive passage that was pasted.
You can see when like the flow of the language
changes or the formatting changes and the kid scrambles to
try to fix it so it fits. So it's like, well,
what are these bullet points.
Speaker 1 (05:45):
That's just a lot of delete and space bar delete
and space bar delete in space bar.
Speaker 2 (05:50):
And so I went into the basement we were at
someone else's house, into the basement and pulled my kids
up and said, learn.
Speaker 3 (05:58):
Off call of duty, gonna go study this.
Speaker 4 (06:02):
Look at this.
Speaker 2 (06:03):
I know the temptation may be out there and other
kids may be doing it, and you feel like you're
just trying to keep up with the not the Joneses,
but just keep up with the technological advances. But with
one push of a button, your your academic career.
Speaker 4 (06:20):
Could be in jeopardy. Okay, but can we go back
downstairs now?
Speaker 5 (06:24):
Yeah?
Speaker 1 (06:25):
But okay, but I'm just gonna check my answer using
using homework helper.
Speaker 2 (06:29):
The next family that came over to the house, the
first thing I said to them was.
Speaker 1 (06:35):
You guys got to see this right, and they were like,
oh hey, Karen, goodness.
Speaker 2 (06:39):
I was liked you kids. I know they already went downstairs.
They need to see, like, you can't eat the way
once I just came for a cocktail. It was wild
and a third of the class had likely it tells
(07:00):
you on a scale, it had likely used AI.
Speaker 5 (07:05):
So what is it? What was what's the teacher going
to do with that information?
Speaker 2 (07:09):
They were all confronted. Okay, I will say this, not
all of them used AI. Good, so the system was
wrong at least one of the cases.
Speaker 5 (07:18):
Uh huh, Or they're just a good liar.
Speaker 4 (07:21):
No, no, that well.
Speaker 2 (07:22):
A couple of kids did lie and eventually came to
their senses.
Speaker 4 (07:27):
Yeah, I'm just nervous.
Speaker 2 (07:32):
But some were forced with the question of explain to
me how I can see you in these first few paragraphs,
struggling with basic grammar and spelling, and then you just
out of the blue, had this incredible prose.
Speaker 3 (07:49):
Thank you for asking, And I'll now tell you. Once
my brain warms up.
Speaker 5 (07:53):
I would say, that's when I hit my stride.
Speaker 1 (07:55):
Yeah, like it takes. It's like anything else. Your first
lap isn't your fastest. You warm up a little bit
and then you get going, that's why, that's why we
do warm ups.
Speaker 3 (08:04):
And now I'm going, so what.
Speaker 1 (08:05):
By the time I got to that third and fourth paragraph,
I was deep into it and it was honestly, it
was just flow anatomy.
Speaker 3 (08:12):
It was flow anatom me. I couldn't even keep up
with my type.
Speaker 5 (08:15):
It dealing with a little writer's block early on.
Speaker 1 (08:17):
But once you pull your finger out of the damn
it flows, baby, it flows.
Speaker 2 (08:25):
But again, this was language ours, So do they still.
Speaker 4 (08:29):
Call it that's English?
Speaker 2 (08:32):
Oh? Okay, So I don't know how this button would well.
Speaker 1 (08:39):
In defense of the button, the button isn't writing papers
for you.
Speaker 7 (08:42):
It's given you the right answers on tests though maybe
maybe okay, they said the majority of the time it's
right right, But yeah, no, I'm just using it to
check my work.
Speaker 2 (08:53):
But if you click on a Google Lens adjacent service, right,
is there an actual like icon that pops up on
your screen that looks like a magnifying lens or something
like what exactly what?
Speaker 3 (09:08):
I don't know.
Speaker 2 (09:08):
So if you're in if you're in the classroom right,
and they're using go Guardian or one of those things
where all their screens are constantly being recorded. You probably
would get busted for that. Like you said, if you're
just at home doing it on a non monitor screen,
then maybe you'd be in the clear, which is why this.
Speaker 3 (09:31):
Is right or a huge problem.
Speaker 1 (09:33):
But like even and yeah, that's at the high school level,
but in college, the majority of the students are just
using their own computers that aren't being monitored. So like
they were talking about, like one of the schools that
they looked at was Alabama and Tuscaloosa, and like those
the kids in those classes, they have their own laptops, right,
you know it's not school I mean some of them are, yes,
(09:55):
but the overwhelming majority it is just their their own
laptops and so those aren't being monitored or watched through
through the school.
Speaker 3 (10:05):
So yeah, they just were like, oh, B that's what
I got.
Speaker 1 (10:11):
And listen, if it was if I put C and
the computer says B, who am I gonna believe?
Speaker 3 (10:16):
I believe the computer?
Speaker 1 (10:18):
I guarantee you Google smarter than Elliott, So yeah, I
would change my answer.
Speaker 2 (10:24):
So at JMU, we're being told they have to do
stuff even at home remotely on their own computer within
a certain app or browser.
Speaker 3 (10:34):
Go to a different school.
Speaker 1 (10:40):
I'll tell you this, if that if that feature was there,
I'd used it all the time, all the time.
Speaker 2 (10:46):
Yeah, not even if you're struggling. Just you click it
right off the bat.
Speaker 1 (10:50):
I'm telling you. That's why I used to check. I
used to I used to look at Danny Chang. I
used to look at Dandy Chank's paper just to see if.
Speaker 4 (10:56):
I matched him. That's after you try to do so.
Speaker 1 (10:59):
I would definitely read the question and go a all right,
now let's check it. I would still read it and
see if I got the answer, or try it.
Speaker 3 (11:10):
Yes, oh yeah.
Speaker 1 (11:10):
Now if I got to like question six and I
was like, uh.
Speaker 3 (11:14):
I just hit it right away, I wouldn't even guess.
Speaker 1 (11:17):
But if it was I would at least try, and
then I would check my work.
Speaker 3 (11:22):
So yeah, I would that. I would do that. That's
that's honest, elliot.
Speaker 1 (11:26):
I would at least try and then go, oh well no,
all right, well I guess they're right and I'm wrong.
Speaker 3 (11:32):
Change that. Yeah, that I would do.
Speaker 4 (11:34):
Getting a little late, my favorite show is about to
come on.
Speaker 3 (11:37):
Oh you know what then just yah yeah, yeah, yeah, yep,
that's all good with homework.
Speaker 1 (11:46):
But like I know, my kid at well, both of them,
whether it's Tennessee or Miami, have had like tests that
they do at home.
Speaker 3 (11:54):
Yeah, they have home classes that are just online.
Speaker 1 (11:57):
Yeah, and it's just like just make sure you do
it and it's got to be turned in by eleven
fifty nine.
Speaker 3 (12:02):
Oh huh yeah, noon to twelve oh five. I have
done weekend starts. Yeah. I would have used it all
the time.
Speaker 4 (12:13):
Boy.
Speaker 2 (12:15):
So now I'm sort of at odds with myself because
I was so impressed with what the teachers had to
combat it, and now it seems like this button was
so controversial and there was nothing to stop it.
Speaker 4 (12:27):
Google felt pressure to pause it.
Speaker 1 (12:30):
Yeah, so they have hit paused, they said for while
they review that might I'll be back in five minutes.
Speaker 4 (12:39):
Oh god.
Speaker 2 (12:40):
Yeah. But it doesn't even need to be their button
anymore like somebody else.
Speaker 3 (12:45):
Oh yeah, we're not using ours, we're using gyms. Yeah,
and they'll do that. Of course. Where am I going?
Line five? Hi Elliott in the morning?
Speaker 7 (12:54):
Hi is this me?
Speaker 6 (12:55):
Yeah?
Speaker 2 (12:56):
Hi?
Speaker 3 (12:56):
Who's this?
Speaker 1 (12:58):
So?
Speaker 8 (12:58):
I'm Dylan. I'm a high school student in Virginia and
we have that button on our school issued computers. And
they hadn't been able to track it. So now no
teacher does online tests because of it.
Speaker 1 (13:16):
That's good news. That's good news. And I'll tell you
why it doesn't seem like it is. But that's good
news because listen, you know, Dylan, listen to me. Teachers
are busy. They're regular people too, write you know what.
They don't want to do grade papers. So yeah, no,
the your odds of anything happen and go way, way, way,
(13:36):
way way down. So feel good about it. So wait,
so in your school you were, that homework Helper was
on there even for tests.
Speaker 8 (13:47):
Yeah, for because you would take a test on an
application that was connected through your Google account and so
then it would just pop up. It was like the
little Google lens symbol, but next to it it set
homework help and if you clicked it, it gave you
that pop up of the answers.
Speaker 3 (14:09):
How great was it?
Speaker 8 (14:11):
I never used it because I didn't want to get
in trouble because it is a school issued computer, so
they can track what you're doing.
Speaker 3 (14:20):
This Dylan, let me cut in for one second. Can
I can I ask you this?
Speaker 1 (14:24):
Did you say that I heard a deep I heard
I heard something with a deep laugh sitting next to you?
Speaker 3 (14:30):
Cough twice if you're being honest.
Speaker 8 (14:35):
Yes, I am being honest.
Speaker 1 (14:38):
Yeah, yeah, no, because I would have lied in front
of my dad also, so I get it. Now, I'm
with you. I'm with you the so. But now let
me ask you this. Did they did they disable the
did they disable homework?
Speaker 3 (14:52):
Help?
Speaker 8 (14:54):
They couldn't figure out how to.
Speaker 3 (14:59):
You know, what they ought to do? Ask Google how
to do it? So that is why.
Speaker 1 (15:06):
So now, but now all of your tests are on
like uh like not online, right.
Speaker 8 (15:12):
No, they're on paper and everyone's like separated, so you
can't see each other's papers.
Speaker 3 (15:17):
Oh god, horrible, horrible.
Speaker 1 (15:21):
Well, don't beat one of those people that like crowds
over your papers.
Speaker 3 (15:25):
So nobody can see it.
Speaker 8 (15:28):
I don't look. If people are cheating off me, that's
not my problem. I didn't tell them to do it.
Speaker 1 (15:34):
Thank you, Scott Shannon. If you're cheating on me, you're
cheating twice. All right, Dylan, I appreciate it.
Speaker 3 (15:41):
Thank you. Have fun at school. Thank you, ma'am.
Speaker 2 (15:43):
So I didn't realize from what you were saying, they
literally paused this button yesterday.
Speaker 4 (15:48):
Yes, it wasn't like in the last few days or.
Speaker 3 (15:50):
No, no, no, no, yesterday is when they hit pause.
Speaker 1 (15:54):
Wow, and I'm guessing Monday is when it reappears that review.
Speaker 3 (16:00):
Yeah, we reviewed over the weekend.
Speaker 5 (16:01):
Monday, I'd put it back up there.
Speaker 2 (16:03):
Can you imagine being a student sitting there with your
school issued laptop and you're not aware of this button,
but you start taking this in classroom test or quiz and.
Speaker 4 (16:14):
You see that button.
Speaker 2 (16:17):
You just looking around like this is this one of
those like fishing test that Elliott talks about his company
sending out do they want me to push this button
to get me in trouble?
Speaker 3 (16:27):
You have you?
Speaker 1 (16:28):
That is not as long as I would have thought
about it. I'd been like, oh damn, I hit it
right away. You know who this is great for? Honestly,
what about people who have test anxiety? This is great
for them?
Speaker 2 (16:42):
Yeah? Yeah, I would have thought it was some sort
of scheme to bust the kids that we're looking to cheat.
Speaker 7 (16:49):
Yeah.
Speaker 1 (16:49):
And if they would have said, why'd you click on that?
And be like, I asked, why is the school shoving
this up on my computer?
Speaker 3 (16:54):
It said help. I just wanted to check my work.
That's on you. That's on you. I don't want to
do it.
Speaker 1 (17:00):
My friend Dylan's taking all their tests on paper. Why
don't you do that technically? Dylan did not cough twice.
Speaker 3 (17:10):
Line four. Hi, Elliet the morning.
Speaker 9 (17:14):
Hey man, how you doing.
Speaker 3 (17:15):
Hey, I'm doing great. Who's this?
Speaker 9 (17:17):
This is Nate from Richford.
Speaker 3 (17:18):
Yes, sir, oh yeah man.
Speaker 9 (17:22):
In college, dude, every single homework piece, if you can
google the question, you're searching to google for all the answers,
use an AIF for all the answers. Every test at home,
like my history class was, you know, test at home.
Speaker 1 (17:42):
Boy, And listen, just just in the last but what
have we been on the phone for two minutes?
Speaker 3 (17:46):
You don't sound like a ninety eight guy.
Speaker 9 (17:49):
No, no, I mean it was easy. I had to
teach myself all business statistics in a week. But I
used for that because I did get all the answers
all year, all semesters. But I did pretty good on
that test.
Speaker 3 (18:08):
There you go. Yeah, that's very good for you.
Speaker 1 (18:10):
Good for you.
Speaker 9 (18:11):
But I mean the whole education system is going to collapse.
Speaker 1 (18:14):
Man.
Speaker 9 (18:14):
These kids coming out don't know what they're learning. They
don't learn nothing.
Speaker 3 (18:19):
The yeah they do, of course, they're learning if you.
Speaker 10 (18:23):
Are ye get the answer the if you are if
you are reading the question and then let's say let's
say you guess B, thank you sir, and you're like, oh,
that's wrong.
Speaker 3 (18:34):
This say is C. And then you see what C is.
You've now learned something. You now know what the right
answer is.
Speaker 2 (18:41):
Again, if you're using an answer key. After showing proof
of your process, I did I put B.
Speaker 3 (18:50):
It was wrong? See now I.
Speaker 4 (18:52):
Understand that I would have tried.
Speaker 1 (18:56):
I definitely would have tried. That's not lying unless I
didn't know. If it were like, oh, then I would
have just hit it, or if my favorite show was
coming on done line six.
Speaker 3 (19:09):
Hi Elliott in the morning, Yes, man, Yeah, Hi, who's this?
Speaker 2 (19:15):
Uh?
Speaker 6 (19:16):
I'm not gonna say my name? Okay from Richmond.
Speaker 3 (19:18):
Yes, sir.
Speaker 9 (19:20):
Isn't there a lost art.
Speaker 6 (19:22):
Of like like bigger classrooms in college where they had
different color tests so you had to learn the pattern
of how they passed out test and counting seats and
knowing how you could look for Maine.
Speaker 1 (19:39):
Is this question one sounds so hard? Do you know
what he's talking about? I know exactly what he's talking about.
Is they would a thank you sir? Not not from college?
Speaker 4 (19:50):
Is they would?
Speaker 5 (19:52):
You don't sound like a ninety eight or either No.
Speaker 1 (19:58):
There would be multiple tests that would go to the
same class, okay, and so they would be like, so
they would be like, all right, I'm gonna hand out
the I'm gonna hand out the test, right, And so
they would be Tyler, here's your test, Elliot, here's your test,
Diane's here's your test. Christen, here's your test. You're sitting
there and you would think, oh, well, we're all just
getting the same test. But the truth was you would
get tests A. I would get test B, Diane get
(20:19):
tests C. Kristen would get tests A. So now if I,
if you and I were friends, I'd be like, Christen,
switch seats. That way you and I can cheat, or
you would try to switch so that you knew who
had your test, or you knew if somebody else had
the class like the day prior or whatever you knew,
(20:40):
or if like if I had if I had the
test in the afternoon, the history test in the afternoon,
and somebody had it, then you knew sit in a
seat too, because your friend Jimmy gave you all the
answers and he had tests two.
Speaker 4 (20:52):
Oh yeah, but.
Speaker 1 (20:53):
That's where that's what the guy's saying that art is gone,
where you would learn you got to talk, can communicate
and help each other where you lean on your community.
Speaker 3 (21:05):
Are you still.
Speaker 1 (21:05):
Cheating but you still work as a community together as
opposed to just burying your face in a computer.
Speaker 4 (21:14):
From our teacher friend Kenneth.
Speaker 3 (21:16):
Right, who always says, don't put your hands on a kid.
Speaker 2 (21:20):
That's his rule and his approach to the academic setting, no,
he says, the answer is much more simple than paying
services to catch you cheating, make grades or whatever. Evaluation
system performance and growth based not just on an isolated
incident in time, like taking a test, writing an.
Speaker 1 (21:40):
Essay beautiful, thank you, Kenneth, beautiful, beautiful.
Speaker 4 (21:47):
But is that the answer easy to write?
Speaker 3 (21:50):
I don't know. Hold on check it says yes, yeah,
but there's.
Speaker 2 (21:54):
A paper or obviously this is on social media. Is
it easy to say that? Is it harder to put
that in practice? With the way the system is set up?
A change maker?
Speaker 3 (22:06):
I think it's I think it's twofold number one.
Speaker 1 (22:08):
We know Kenneth, and Kenneth is a very, very very
I'm gonna say something knife about Kenneth.
Speaker 7 (22:15):
Something nice is at his tell Look the lady man
back for this Friday.
Speaker 4 (22:25):
When Elliott has a list. He's lying.
Speaker 2 (22:28):
It's one of the more obvious signs. Kenneth is very
his name is actually Kenneth, but you are lying. If
you're lying right now, Kenneth, can you say.
Speaker 3 (22:42):
That Kenneth.
Speaker 1 (22:45):
Kenneth is a very, very very invested teacher. It is
very invested in his.
Speaker 5 (22:50):
Students and and and being on the up and up.
Speaker 3 (22:54):
Absolutely, he cares.
Speaker 5 (22:55):
He cares about with integrity.
Speaker 1 (22:57):
Not only does he he cares about teaching the kid
to be able to learn and meeting them where they
are right and so so when you have somebody like
Kenneth who would go, I would much rather teach progress
and growth. Kenneth is invested enough with every one of
his students. I believe this to be able to tell
(23:17):
during the course of a semester how they're doing.
Speaker 3 (23:20):
That's not every teacher.
Speaker 4 (23:22):
Or every school system. Yeah maybe yeah.
Speaker 1 (23:25):
Where they can't, but there I mean, yes, but not
every teacher is as invested. And I'm not crapping on
the education system, not at all, but not every teacher
would be able to go. I have four hundred students,
and I am invested in all four hundred of them
to know what their growth is. And some and some
would just wouldn't be able to. So you have to
(23:48):
do something. And that's something. Is hit that homework helper?
Speaker 2 (23:52):
Oh, that's something, and he's saying, is why they rely
on test sure of course, of course, although ESSE its
God grading those.
Speaker 5 (24:02):
Yeah.
Speaker 1 (24:02):
I would teach grading essays the same way I would
teach homework, helper woll they wrote something that's good.
Speaker 3 (24:07):
Enough A plus. You know what in Eli's class, no
child left behind? Hi, Elliott in the morning. It is me, Yeah, Hi,
who's this?
Speaker 6 (24:24):
This is no name from Frederick? How are you good?
Speaker 3 (24:26):
Good? Real quick? What can I do for you? Sir?
Speaker 9 (24:30):
Prompt engineering?
Speaker 6 (24:31):
So the key is you say in the AI prompt,
you say, make this undetectable by AI at a above average.
Speaker 3 (24:38):
Fourth grade level.
Speaker 6 (24:39):
Problem solved.
Speaker 3 (24:43):
Thank you. There you go, Dylan.
Speaker 7 (24:50):
I O.
Speaker 3 (24:51):
And for the love of God.
Speaker 4 (24:52):
Yes, and for the love of God, get rid of
the m dashes.
Speaker 9 (24:56):
AI gives those double dashes all over.
Speaker 6 (24:58):
The place at the dead give away. Oh you haven't
get rid of that while you're at it.
Speaker 3 (25:02):
Absolutely pro tip. Yeah, no, I told you a lot
of spacebar in deletes. Absolutely all right, let's do some
what Tyler.
Speaker 4 (25:10):
I love them.
Speaker 2 (25:12):
I like the long hyphen like it's sometimes with a
regular hyphen, it's not enough pot now, so I use
that on my own without AI. And I'm a big fan.
I'm a big fan Team m Dash
Ask me what I learned yesterday? Asked me what I
learned yesterday?
Speaker 2 (00:03):
What did you learn yesterday?
Speaker 1 (00:04):
Oh dude, thanks for asking the Now I don't I
wonder if my kids know about it.
Speaker 3 (00:11):
They said, this is big in high school.
Speaker 1 (00:13):
And in colleges, the homework help button on Chrome.
Speaker 3 (00:22):
But you can use it. You can use it on tests.
Speaker 4 (00:26):
Ye know what I'm talking about.
Speaker 3 (00:28):
This is genius. This is genius. Why didn't this exist
like when when we were in school.
Speaker 4 (00:33):
I could think of issues? Please tell us what exists.
Speaker 3 (00:41):
The homework help button?
Speaker 1 (00:43):
So apparently it's all over, well, let me rephrase that.
It has been all over high school and college. Now,
I don't know if it's younger than that.
Speaker 3 (00:51):
Maybe it is. Where's my note? Where's my note?
Speaker 1 (00:56):
A student was taking an online quiz and saw a
B and appear in their Chrome browser.
Speaker 3 (01:02):
The button was homework help.
Speaker 1 (01:05):
After clicking the button, Google's artificial intelligence popped up on
the answer, the suggestion that said, choice B is the answer.
Speaker 5 (01:17):
How it's given answers?
Speaker 3 (01:19):
Freaking great?
Speaker 6 (01:21):
Is that?
Speaker 4 (01:23):
So this is like a Chrome extension or something.
Speaker 3 (01:26):
It was right up in the browser bar.
Speaker 1 (01:28):
So there was like a little icon up in the
browser bar and it will read everything that's on the screen,
and once it reads the screen, it will kind of
read everything if you're and it's all designed to help
you with homework. So if you have a problem er
you don't understand. So a lot of times you're taking
(01:49):
a quiz or a test, you're doing it on your computer.
Speaker 3 (01:52):
Yeah, it's not a school issued computer. It's your computer.
Speaker 1 (01:58):
So you click on that, it reads and it says
be Now they did say it's not right one hundred
percent of the time. But what a great feature, What
a fantastic feature.
Speaker 2 (02:09):
Yeah, if you have no idea what the answer is,
you may as well look at someone else's answer.
Speaker 1 (02:16):
And it's not someone else's answer. You're not you're not.
It's not you're not cheating off of somebody else. You're
using the tools that were given to you.
Speaker 3 (02:25):
Okay, we're not Google, right, No, that's okay.
Speaker 4 (02:28):
Relitigate the AI cheating argument.
Speaker 1 (02:30):
And by the way, this is like an I even
if I would use it for every question, even if
I even if I was confident in my answer. That's
why I used to look at Danny Chain's uh uh
test sheet. It just goes huh good, he got he
answered C, just like I answered C.
Speaker 3 (02:47):
So I don't know.
Speaker 1 (02:48):
So it has been I guess it's been temporarily paused. Krista,
will you do me a favor? Will you see if anybody,
if anybody knows about the homework helper button.
Speaker 3 (02:58):
What a great button? Yeah, what a great button.
Speaker 4 (03:01):
Oh, so it just started this month.
Speaker 3 (03:04):
It started at the beginning of the year.
Speaker 4 (03:05):
But the sorry number second.
Speaker 3 (03:07):
Oh, I thought I thought.
Speaker 1 (03:08):
They were saying, like at some universities it had started.
It had started the beginning of the year, or maybe
they were Maybe maybe I'm wrong.
Speaker 3 (03:15):
And it is just the beginning of the of the
of the month. That's fine.
Speaker 4 (03:18):
Yeah, a couple of things that it began earlier.
Speaker 2 (03:21):
Yeah, it was. It's only been around and like you're saying, now,
maybe it's not at all.
Speaker 4 (03:25):
So it's a Google Lens feature. Yes, Now I say.
Speaker 2 (03:29):
That gibe Ty can give us more on Google Lens.
Speaker 1 (03:36):
Uh, yes, it does, say pressing it launches Google Lens,
a service that reads what's on the page and can
provide a quote AI overview answer to the question, including
during tests. It doesn't know if it's a test or
if it's a quiz, or if it's just a worksheet.
Speaker 3 (03:56):
It's just given you the answers.
Speaker 2 (03:58):
So even on I know you're talking about home, can you?
But they use chrome in the school issued laptops. Was
this a button that just automatically popped.
Speaker 3 (04:06):
Up there that I don't know? There seems to be
a little confusion around that.
Speaker 1 (04:10):
Yeah, yeah, like it And I don't know, And I
don't know how that would work where they they were
they how would they be able to separate that out?
Speaker 4 (04:20):
I'll tell you this.
Speaker 2 (04:22):
Last weekend, a teacher showed me the tool they now
have at their fingertips to detect AI. And this was
an English teacher, so this isn't a multiple choice test, right.
Speaker 4 (04:34):
It was so scary.
Speaker 2 (04:38):
I went and got my kids to show them her demonstration.
Speaker 3 (04:44):
Of how good AI is.
Speaker 4 (04:46):
No, well, how this, oh, how they could catch a software?
This software?
Speaker 2 (04:52):
We ran through an entire class's latest assignment. It was
supposed to be a I think it was like a
three page double spaced essay, a three to four page.
Speaker 4 (05:04):
And it went through the class.
Speaker 2 (05:08):
Nine students were detected as likely using AID. And then
you can go in individually with each document and it
shows you where it thinks they used it. It records
all the keystrokes too, if they're typing into their Chrome
book that's issued by the school, so you could see
(05:29):
if there was like a massive passage that was pasted.
You can see when like the flow of the language
changes or the formatting changes and the kid scrambles to
try to fix it so it fits. So it's like, well,
what are these bullet points.
Speaker 1 (05:45):
That's just a lot of delete and space bar delete
and space bar delete in space bar.
Speaker 2 (05:50):
And so I went into the basement we were at
someone else's house, into the basement and pulled my kids
up and said, learn.
Speaker 3 (05:58):
Off call of duty, gonna go study this.
Speaker 4 (06:02):
Look at this.
Speaker 2 (06:03):
I know the temptation may be out there and other
kids may be doing it, and you feel like you're
just trying to keep up with the not the Joneses,
but just keep up with the technological advances. But with
one push of a button, your your academic career.
Speaker 4 (06:20):
Could be in jeopardy. Okay, but can we go back
downstairs now?
Speaker 5 (06:24):
Yeah?
Speaker 1 (06:25):
But okay, but I'm just gonna check my answer using
using homework helper.
Speaker 2 (06:29):
The next family that came over to the house, the
first thing I said to them was.
Speaker 1 (06:35):
You guys got to see this right, and they were like,
oh hey, Karen, goodness.
Speaker 2 (06:39):
I was liked you kids. I know they already went downstairs.
They need to see, like, you can't eat the way
once I just came for a cocktail. It was wild
and a third of the class had likely it tells
(07:00):
you on a scale, it had likely used AI.
Speaker 5 (07:05):
So what is it? What was what's the teacher going
to do with that information?
Speaker 2 (07:09):
They were all confronted. Okay, I will say this, not
all of them used AI. Good, so the system was
wrong at least one of the cases.
Speaker 5 (07:18):
Uh huh, Or they're just a good liar.
Speaker 4 (07:21):
No, no, that well.
Speaker 2 (07:22):
A couple of kids did lie and eventually came to
their senses.
Speaker 4 (07:27):
Yeah, I'm just nervous.
Speaker 2 (07:32):
But some were forced with the question of explain to
me how I can see you in these first few paragraphs,
struggling with basic grammar and spelling, and then you just
out of the blue, had this incredible prose.
Speaker 3 (07:49):
Thank you for asking, And I'll now tell you. Once
my brain warms up.
Speaker 5 (07:53):
I would say, that's when I hit my stride.
Speaker 1 (07:55):
Yeah, like it takes. It's like anything else. Your first
lap isn't your fastest. You warm up a little bit
and then you get going, that's why, that's why we
do warm ups.
Speaker 3 (08:04):
And now I'm going, so what.
Speaker 1 (08:05):
By the time I got to that third and fourth paragraph,
I was deep into it and it was honestly, it
was just flow anatomy.
Speaker 3 (08:12):
It was flow anatom me. I couldn't even keep up
with my type.
Speaker 5 (08:15):
It dealing with a little writer's block early on.
Speaker 1 (08:17):
But once you pull your finger out of the damn
it flows, baby, it flows.
Speaker 2 (08:25):
But again, this was language ours, So do they still.
Speaker 4 (08:29):
Call it that's English?
Speaker 2 (08:32):
Oh? Okay, So I don't know how this button would well.
Speaker 1 (08:39):
In defense of the button, the button isn't writing papers
for you.
Speaker 7 (08:42):
It's given you the right answers on tests though maybe
maybe okay, they said the majority of the time it's
right right, But yeah, no, I'm just using it to
check my work.
Speaker 2 (08:53):
But if you click on a Google Lens adjacent service, right,
is there an actual like icon that pops up on
your screen that looks like a magnifying lens or something
like what exactly what?
Speaker 3 (09:08):
I don't know.
Speaker 2 (09:08):
So if you're in if you're in the classroom right,
and they're using go Guardian or one of those things
where all their screens are constantly being recorded. You probably
would get busted for that. Like you said, if you're
just at home doing it on a non monitor screen,
then maybe you'd be in the clear, which is why this.
Speaker 3 (09:31):
Is right or a huge problem.
Speaker 1 (09:33):
But like even and yeah, that's at the high school level,
but in college, the majority of the students are just
using their own computers that aren't being monitored. So like
they were talking about, like one of the schools that
they looked at was Alabama and Tuscaloosa, and like those
the kids in those classes, they have their own laptops, right,
you know it's not school I mean some of them are, yes,
(09:55):
but the overwhelming majority it is just their their own
laptops and so those aren't being monitored or watched through
through the school.
Speaker 3 (10:05):
So yeah, they just were like, oh, B that's what
I got.
Speaker 1 (10:11):
And listen, if it was if I put C and
the computer says B, who am I gonna believe?
Speaker 3 (10:16):
I believe the computer?
Speaker 1 (10:18):
I guarantee you Google smarter than Elliott, So yeah, I
would change my answer.
Speaker 2 (10:24):
So at JMU, we're being told they have to do
stuff even at home remotely on their own computer within
a certain app or browser.
Speaker 3 (10:34):
Go to a different school.
Speaker 1 (10:40):
I'll tell you this, if that if that feature was there,
I'd used it all the time, all the time.
Speaker 2 (10:46):
Yeah, not even if you're struggling. Just you click it
right off the bat.
Speaker 1 (10:50):
I'm telling you. That's why I used to check. I
used to I used to look at Danny Chang. I
used to look at Dandy Chank's paper just to see if.
Speaker 4 (10:56):
I matched him. That's after you try to do so.
Speaker 1 (10:59):
I would definitely read the question and go a all right,
now let's check it. I would still read it and
see if I got the answer, or try it.
Speaker 3 (11:10):
Yes, oh yeah.
Speaker 1 (11:10):
Now if I got to like question six and I
was like, uh.
Speaker 3 (11:14):
I just hit it right away, I wouldn't even guess.
Speaker 1 (11:17):
But if it was I would at least try, and
then I would check my work.
Speaker 3 (11:22):
So yeah, I would that. I would do that. That's
that's honest, elliot.
Speaker 1 (11:26):
I would at least try and then go, oh well no,
all right, well I guess they're right and I'm wrong.
Speaker 3 (11:32):
Change that. Yeah, that I would do.
Speaker 4 (11:34):
Getting a little late, my favorite show is about to
come on.
Speaker 3 (11:37):
Oh you know what then just yah yeah, yeah, yeah, yep,
that's all good with homework.
Speaker 1 (11:46):
But like I know, my kid at well, both of them,
whether it's Tennessee or Miami, have had like tests that
they do at home.
Speaker 3 (11:54):
Yeah, they have home classes that are just online.
Speaker 1 (11:57):
Yeah, and it's just like just make sure you do
it and it's got to be turned in by eleven
fifty nine.
Speaker 3 (12:02):
Oh huh yeah, noon to twelve oh five. I have
done weekend starts. Yeah. I would have used it all
the time.
Speaker 4 (12:13):
Boy.
Speaker 2 (12:15):
So now I'm sort of at odds with myself because
I was so impressed with what the teachers had to
combat it, and now it seems like this button was
so controversial and there was nothing to stop it.
Speaker 4 (12:27):
Google felt pressure to pause it.
Speaker 1 (12:30):
Yeah, so they have hit paused, they said for while
they review that might I'll be back in five minutes.
Speaker 4 (12:39):
Oh god.
Speaker 2 (12:40):
Yeah. But it doesn't even need to be their button
anymore like somebody else.
Speaker 3 (12:45):
Oh yeah, we're not using ours, we're using gyms. Yeah,
and they'll do that. Of course. Where am I going?
Line five? Hi Elliott in the morning?
Speaker 7 (12:54):
Hi is this me?
Speaker 6 (12:55):
Yeah?
Speaker 2 (12:56):
Hi?
Speaker 3 (12:56):
Who's this?
Speaker 1 (12:58):
So?
Speaker 8 (12:58):
I'm Dylan. I'm a high school student in Virginia and
we have that button on our school issued computers. And
they hadn't been able to track it. So now no
teacher does online tests because of it.
Speaker 1 (13:16):
That's good news. That's good news. And I'll tell you
why it doesn't seem like it is. But that's good
news because listen, you know, Dylan, listen to me. Teachers
are busy. They're regular people too, write you know what.
They don't want to do grade papers. So yeah, no,
the your odds of anything happen and go way, way, way,
(13:36):
way way down. So feel good about it. So wait,
so in your school you were, that homework Helper was
on there even for tests.
Speaker 8 (13:47):
Yeah, for because you would take a test on an
application that was connected through your Google account and so
then it would just pop up. It was like the
little Google lens symbol, but next to it it set
homework help and if you clicked it, it gave you
that pop up of the answers.
Speaker 3 (14:09):
How great was it?
Speaker 8 (14:11):
I never used it because I didn't want to get
in trouble because it is a school issued computer, so
they can track what you're doing.
Speaker 3 (14:20):
This Dylan, let me cut in for one second. Can
I can I ask you this?
Speaker 1 (14:24):
Did you say that I heard a deep I heard
I heard something with a deep laugh sitting next to you?
Speaker 3 (14:30):
Cough twice if you're being honest.
Speaker 8 (14:35):
Yes, I am being honest.
Speaker 1 (14:38):
Yeah, yeah, no, because I would have lied in front
of my dad also, so I get it. Now, I'm
with you. I'm with you the so. But now let
me ask you this. Did they did they disable the
did they disable homework?
Speaker 3 (14:52):
Help?
Speaker 8 (14:54):
They couldn't figure out how to.
Speaker 3 (14:59):
You know, what they ought to do? Ask Google how
to do it? So that is why.
Speaker 1 (15:06):
So now, but now all of your tests are on
like uh like not online, right.
Speaker 8 (15:12):
No, they're on paper and everyone's like separated, so you
can't see each other's papers.
Speaker 3 (15:17):
Oh god, horrible, horrible.
Speaker 1 (15:21):
Well, don't beat one of those people that like crowds
over your papers.
Speaker 3 (15:25):
So nobody can see it.
Speaker 8 (15:28):
I don't look. If people are cheating off me, that's
not my problem. I didn't tell them to do it.
Speaker 1 (15:34):
Thank you, Scott Shannon. If you're cheating on me, you're
cheating twice. All right, Dylan, I appreciate it.
Speaker 3 (15:41):
Thank you. Have fun at school. Thank you, ma'am.
Speaker 2 (15:43):
So I didn't realize from what you were saying, they
literally paused this button yesterday.
Speaker 4 (15:48):
Yes, it wasn't like in the last few days or.
Speaker 3 (15:50):
No, no, no, no, yesterday is when they hit pause.
Speaker 1 (15:54):
Wow, and I'm guessing Monday is when it reappears that review.
Speaker 3 (16:00):
Yeah, we reviewed over the weekend.
Speaker 5 (16:01):
Monday, I'd put it back up there.
Speaker 2 (16:03):
Can you imagine being a student sitting there with your
school issued laptop and you're not aware of this button,
but you start taking this in classroom test or quiz and.
Speaker 4 (16:14):
You see that button.
Speaker 2 (16:17):
You just looking around like this is this one of
those like fishing test that Elliott talks about his company
sending out do they want me to push this button
to get me in trouble?
Speaker 3 (16:27):
You have you?
Speaker 1 (16:28):
That is not as long as I would have thought
about it. I'd been like, oh damn, I hit it
right away. You know who this is great for? Honestly,
what about people who have test anxiety? This is great
for them?
Speaker 2 (16:42):
Yeah? Yeah, I would have thought it was some sort
of scheme to bust the kids that we're looking to cheat.
Speaker 7 (16:49):
Yeah.
Speaker 1 (16:49):
And if they would have said, why'd you click on that?
And be like, I asked, why is the school shoving
this up on my computer?
Speaker 3 (16:54):
It said help. I just wanted to check my work.
That's on you. That's on you. I don't want to
do it.
Speaker 1 (17:00):
My friend Dylan's taking all their tests on paper. Why
don't you do that technically? Dylan did not cough twice.
Speaker 3 (17:10):
Line four. Hi, Elliet the morning.
Speaker 9 (17:14):
Hey man, how you doing.
Speaker 3 (17:15):
Hey, I'm doing great. Who's this?
Speaker 9 (17:17):
This is Nate from Richford.
Speaker 3 (17:18):
Yes, sir, oh yeah man.
Speaker 9 (17:22):
In college, dude, every single homework piece, if you can
google the question, you're searching to google for all the answers,
use an AIF for all the answers. Every test at home,
like my history class was, you know, test at home.
Speaker 1 (17:42):
Boy, And listen, just just in the last but what
have we been on the phone for two minutes?
Speaker 3 (17:46):
You don't sound like a ninety eight guy.
Speaker 9 (17:49):
No, no, I mean it was easy. I had to
teach myself all business statistics in a week. But I
used for that because I did get all the answers
all year, all semesters. But I did pretty good on
that test.
Speaker 3 (18:08):
There you go. Yeah, that's very good for you.
Speaker 1 (18:10):
Good for you.
Speaker 9 (18:11):
But I mean the whole education system is going to collapse.
Speaker 1 (18:14):
Man.
Speaker 9 (18:14):
These kids coming out don't know what they're learning. They
don't learn nothing.
Speaker 3 (18:19):
The yeah they do, of course, they're learning if you.
Speaker 10 (18:23):
Are ye get the answer the if you are if
you are reading the question and then let's say let's
say you guess B, thank you sir, and you're like, oh,
that's wrong.
Speaker 3 (18:34):
This say is C. And then you see what C is.
You've now learned something. You now know what the right
answer is.
Speaker 2 (18:41):
Again, if you're using an answer key. After showing proof
of your process, I did I put B.
Speaker 3 (18:50):
It was wrong? See now I.
Speaker 4 (18:52):
Understand that I would have tried.
Speaker 1 (18:56):
I definitely would have tried. That's not lying unless I
didn't know. If it were like, oh, then I would
have just hit it, or if my favorite show was
coming on done line six.
Speaker 3 (19:09):
Hi Elliott in the morning, Yes, man, Yeah, Hi, who's this?
Speaker 2 (19:15):
Uh?
Speaker 6 (19:16):
I'm not gonna say my name? Okay from Richmond.
Speaker 3 (19:18):
Yes, sir.
Speaker 9 (19:20):
Isn't there a lost art.
Speaker 6 (19:22):
Of like like bigger classrooms in college where they had
different color tests so you had to learn the pattern
of how they passed out test and counting seats and
knowing how you could look for Maine.
Speaker 1 (19:39):
Is this question one sounds so hard? Do you know
what he's talking about? I know exactly what he's talking about.
Is they would a thank you sir? Not not from college?
Speaker 4 (19:50):
Is they would?
Speaker 5 (19:52):
You don't sound like a ninety eight or either No.
Speaker 1 (19:58):
There would be multiple tests that would go to the
same class, okay, and so they would be like, so
they would be like, all right, I'm gonna hand out
the I'm gonna hand out the test, right, And so
they would be Tyler, here's your test, Elliot, here's your test,
Diane's here's your test. Christen, here's your test. You're sitting
there and you would think, oh, well, we're all just
getting the same test. But the truth was you would
get tests A. I would get test B, Diane get
(20:19):
tests C. Kristen would get tests A. So now if I,
if you and I were friends, I'd be like, Christen,
switch seats. That way you and I can cheat, or
you would try to switch so that you knew who
had your test, or you knew if somebody else had
the class like the day prior or whatever you knew,
(20:40):
or if like if I had if I had the
test in the afternoon, the history test in the afternoon,
and somebody had it, then you knew sit in a
seat too, because your friend Jimmy gave you all the
answers and he had tests two.
Speaker 4 (20:52):
Oh yeah, but.
Speaker 1 (20:53):
That's where that's what the guy's saying that art is gone,
where you would learn you got to talk, can communicate
and help each other where you lean on your community.
Speaker 3 (21:05):
Are you still.
Speaker 1 (21:05):
Cheating but you still work as a community together as
opposed to just burying your face in a computer.
Speaker 4 (21:14):
From our teacher friend Kenneth.
Speaker 3 (21:16):
Right, who always says, don't put your hands on a kid.
Speaker 2 (21:20):
That's his rule and his approach to the academic setting, no,
he says, the answer is much more simple than paying
services to catch you cheating, make grades or whatever. Evaluation
system performance and growth based not just on an isolated
incident in time, like taking a test, writing an.
Speaker 1 (21:40):
Essay beautiful, thank you, Kenneth, beautiful, beautiful.
Speaker 4 (21:47):
But is that the answer easy to write?
Speaker 3 (21:50):
I don't know. Hold on check it says yes, yeah,
but there's.
Speaker 2 (21:54):
A paper or obviously this is on social media. Is
it easy to say that? Is it harder to put
that in practice? With the way the system is set up?
A change maker?
Speaker 3 (22:06):
I think it's I think it's twofold number one.
Speaker 1 (22:08):
We know Kenneth, and Kenneth is a very, very very
I'm gonna say something knife about Kenneth.
Speaker 7 (22:15):
Something nice is at his tell Look the lady man
back for this Friday.
Speaker 4 (22:25):
When Elliott has a list. He's lying.
Speaker 2 (22:28):
It's one of the more obvious signs. Kenneth is very
his name is actually Kenneth, but you are lying. If
you're lying right now, Kenneth, can you say.
Speaker 3 (22:42):
That Kenneth.
Speaker 1 (22:45):
Kenneth is a very, very very invested teacher. It is
very invested in his.
Speaker 5 (22:50):
Students and and and being on the up and up.
Speaker 3 (22:54):
Absolutely, he cares.
Speaker 5 (22:55):
He cares about with integrity.
Speaker 1 (22:57):
Not only does he he cares about teaching the kid
to be able to learn and meeting them where they
are right and so so when you have somebody like
Kenneth who would go, I would much rather teach progress
and growth. Kenneth is invested enough with every one of
his students. I believe this to be able to tell
(23:17):
during the course of a semester how they're doing.
Speaker 3 (23:20):
That's not every teacher.
Speaker 4 (23:22):
Or every school system. Yeah maybe yeah.
Speaker 1 (23:25):
Where they can't, but there I mean, yes, but not
every teacher is as invested. And I'm not crapping on
the education system, not at all, but not every teacher
would be able to go. I have four hundred students,
and I am invested in all four hundred of them
to know what their growth is. And some and some
would just wouldn't be able to. So you have to
(23:48):
do something. And that's something. Is hit that homework helper?
Speaker 2 (23:52):
Oh, that's something, and he's saying, is why they rely
on test sure of course, of course, although ESSE its
God grading those.
Speaker 5 (24:02):
Yeah.
Speaker 1 (24:02):
I would teach grading essays the same way I would
teach homework, helper woll they wrote something that's good.
Speaker 3 (24:07):
Enough A plus. You know what in Eli's class, no
child left behind? Hi, Elliott in the morning. It is me, Yeah, Hi,
who's this?
Speaker 6 (24:24):
This is no name from Frederick? How are you good?
Speaker 3 (24:26):
Good? Real quick? What can I do for you? Sir?
Speaker 9 (24:30):
Prompt engineering?
Speaker 6 (24:31):
So the key is you say in the AI prompt,
you say, make this undetectable by AI at a above average.
Speaker 3 (24:38):
Fourth grade level.
Speaker 6 (24:39):
Problem solved.
Speaker 3 (24:43):
Thank you. There you go, Dylan.
Speaker 7 (24:50):
I O.
Speaker 3 (24:51):
And for the love of God.
Speaker 4 (24:52):
Yes, and for the love of God, get rid of
the m dashes.
Speaker 9 (24:56):
AI gives those double dashes all over.
Speaker 6 (24:58):
The place at the dead give away. Oh you haven't
get rid of that while you're at it.
Speaker 3 (25:02):
Absolutely pro tip. Yeah, no, I told you a lot
of spacebar in deletes. Absolutely all right, let's do some
what Tyler.
Speaker 4 (25:10):
I love them.
Speaker 2 (25:12):
I like the long hyphen like it's sometimes with a
regular hyphen, it's not enough pot now, so I use
that on my own without AI. And I'm a big fan.
I'm a big fan Team m Dash
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