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https://padlet.com/aliciabankhofer/custom-gpts-for-education-9atwnmgcs22696go

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https://chat.openai.com/g/g-t6DHy1CTH-all-custom-gpts-10000

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https://chat.openai.com/g/g-Kk2PHw8oQ-plant-doctor

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https://chat.openai.com/share/d4d4aec7-fa1f-4fd4-839a-d39e1fb68a7f

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Ideen für Lehrende, um Unterricht mit ChatGPT vorzubereiten

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Ideen für Lehrende, um Unterricht mit ChatGPT vorzubereiten

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As a teacher of English as an ESL subject how could I use ChatGPT in the classroom. My students are 11 years old and started learning English last year

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As a teacher of English as an ESL subject how could I use ChatGPT in the classroom. My students are 11 years old and started learning English last year

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Write a song about lost love in the style of Leonard Cohen

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Write a song about lost love in the style of Leonard Cohen

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Create a table of the places where fruits and vegetables originated

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Create a table of the places where fruits and vegetables originated

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How good is your German? (Spoiler Alert - good!)

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How good is your German? (Spoiler Alert - good!)

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Wo sind deine Grenzen? Was Kannst du NICHT gut?

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Wo sind deine Grenzen? Was Kannst du NICHT gut?

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Padlet Collection of University Policies

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Padlet Collection of University Policies

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Austria's Ministry of Education: BMBWF - 14. November 2023

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Austria's Ministry of Education: BMBWF - 14. November 2023

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https://www.bmbwf.gv.at/Ministerium/Presse/20231114b.html

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BM Polaschek und StS Tursky präsentieren Maßnahmenpaket mit sechs Schwerpunkten zur Digitalisierung der Schulen.

Künstliche Intelligenz (KI) verändert unsere Gesellschaft. Künstliche Intelligenz verändert vor allem aber auch unsere Schulen. Sie stellt uns vor Herausforderungen, Künstliche Intelligenz ist vor allem aber eine Chance für unsere Bildungseinrichtungen.

„Die Schulen aus dem Jahr 2019 sind mit den Schulen aus dem Jahr 2023 nicht mehr vergleichbar. Ein entscheidender Grund dafür ist sicherlich die Digitalisierung. Dabei sind wir an unseren Schulen Vorreiter in der Digitalisierung: Wir haben nahezu 100 % aller Bundesschulen an das Glasfasernetz angeschlossen, wir stellen jedem Kind ab der 5. Schulstufe ein Tablet oder einen Laptop zur Verfügung und wir haben den neuen Pflichtgegenstand „Digitale Grundbildung" eingeführt", erklärt Bildungsminister Martin Polaschek.

Polaschek erklärt weiter: „Um den Bereich der Künstlichen Intelligenz und der Digitalisierung noch besser nützen zu können, präsentierten der Staatssekretär für Digitalisierung, Florian Tursky, und ich ein umfassendes Maßnahmenpaket mit sechs Schwerpunkten. Mit diesen wird es uns gelingen, unsere Schulen noch besser für die Zukunfts-Chancen von KI und Digitalisierung vorzubereiten."

„ KI bietet nicht nur innovative Lernmöglichkeiten, sondern fördert auch kritisches Denken, Problemlösungsfähigkeiten und digitale Kompetenzen. Die Schülerinnen und Schüler werden so fit für die Zukunft, in der KI eine zentrale Rolle spielen wird. Unser Ziel ist es, die Chancen von KI zu nutzen, gleichzeitig aber auch verantwortungsbewussten Umgang und ethisches Bewusstsein zu vermitteln. Klar ist, man kann sich in unserer heutigen vernetzten Welt vor Neuerungen wie KI-Systemen nicht verschließen - und man soll es auch nicht. Wir wollen KI gemäß unserer eigenen Werte nutzen und müssen uns daher über unsere Ziele und Perspektiven im Klaren sein. Wir sind überzeugt, dass dies den Schülerinnen und Schülern die notwendigen Fähigkeiten vermittelt, um in einer zunehmend digitalen Welt erfolgreich zu sein", so Digitalisierungsstaatssekretär Florian Tursky.

1. KI-Pilotschulen: Lernen und Lehren mit KI-Tools

Künstliche Intelligenz bietet zahlreiche Möglichkeiten, Lernprozesse und Lehrkräfte wirksam zu unterstützen. Schon heute gibt es unterschiedliche Lernprogramme, die von KI-Technologien angetrieben werden.
Daher werden wir zunächst 100 Schulen zu KI-Pilotschulen machen. Diese erhalten ein Projektbudget, können damit KI-Lernsoftware den Lernenden zur Verfügung stellen und diese - begleitet von Hochschulen - testen und evaluieren. So können wir für das gesamte Bildungssystem die richtigen Schlüsse im Umgang mit diesen KI Lerntools ziehen. Schulen können sich für diese Pilotierung von KI-Lernsoftware, die individuelle Lernbedürfnisse und -stile berücksichtigen, bewerben. Die Auswahl der Schulen erfolgt durch ein Expert/innen-Team des Schulnetzwerkes eEducation Austria.

Ziel ist es aus allen Bundesländern und Schularten 100 Pilotschulen mit einer entsprechenden KI-Lernsoftware auszustatten. Weiters wird die Auseinandersetzung mit offenen, kostenfreien KI-Tools durch Schulen gefördert. So wird ein der Zeit entsprechender Umgang gelernt, trainiert und reflektiert.

Im Rahmen eines Awards - auch abgewickelt vom Schulnetzwerk eEducation Austria - werden hier Best-Practice Beispiele für gut funktionierende Prompts, die innovative Lern-Chats hervorrufen, gesammelt.
Im Rahmen von Fort- und Weiterbildungsmaßnahmen werden Lehrer/innen darauf vorbereitet und begleitet.

2. Unterrichtsmaterialien - Eduthek, digi.case und Schulbücher

Nur wer informatische und digitale Kompetenzen aufweist, kann auch KI verstehen und entsprechend handeln.
Daher muss KI auch Teil von Unterrichtsmitteln sein!
Sowohl im Pflichtgegenstand Digitale Grundbildung - explizit - und im übergreifenden Thema „Informatische und digitale Kompetenzen" ab der 1. Schulstufe - also der Volkschule schon - ist die Auseinandersetzung mit KI aufgelistet bzw. möglich.
Daher braucht es auch eine Sammlung von diesbezüglichen Unterrichtsmitteln.
Neben einer Schwerpunktsammlung in der Eduthek - dem freizugängigen Contentpool des BMBWF- wird nun auch der digi.case - ein Digital-Lernkoffer, der an alle Volkschulen ausgerollt wird - künftig auch KI-Beispiele enthalten.

Auch Schulbücher müssen das Thema - noch mehr und intensiver - abbilden! Daher werden die Autor/inn/en und Gutachter/innen für Schulbücher in Workshops gezielt geschult, um dieses Thema nachhaltig in den Werken zu platzieren.

3. Aus-, Fort- und Weiterbildung von Lehrkräften

Unsere Lehrkräfte sind der Dreh- und Angelpunkt für Entwicklungen im Bildungssystem. Ihre Fort- und Weiterbildung ist daher von zentraler Bedeutung.

Pädagogische Hochschulen haben bereits im Laufe des Sommersemester 2023 bereits eine Reihe von Fort- und Weiterbildungsveranstaltungen zu verschiedenen Aspekten der Künstlichen Intelligenz angeboten. Zudem werden im Rahmen einer eLecture-Reihe der Virtuellen Pädagogischen Hochschule sowohl Hintergründe zu KI und etwa der Umgang im Klassenzimmer thematisiert.

Zudem wird im Sommersemester eine Digitale Grundschulung im Rahmen eines MOOCs - eines Massive Open Online Courses - angeboten. Die Teilnehmer/innen können hier in ihrem eigenen Tempo - wann sie wollen und wo sie wollen - selbstbestimmt lernen.
Für Schulen - von der Primarstufe, also den Volksschulen, über die Mittelschule bis hin zu maturaführende Schulen - besteht zudem die Möglichkeit „ KI-SCHILFs" - Schulinterne Lehrer/innenfortbildungen - zu buchen und so Expert/innen direkt an die Standorte zu holen.
Und natürlich wird das Thema KI auch in die Ausbildung von Lehrkräften integriert.

4. KI bei schriftlichen Arbeiten

Selbstständig arbeitende, also generative KI wie ChatGPT, kann auch missbräuchlich dazu genutzt werden, um Leistungen vorzutäuschen. Eines ist klar: Bei der Anwendung von KI-basierten Tools für die Erstellung von schriftlichen Arbeiten sind klare Regeln einzuhalten. Eine Leistung muss selbstständig erbracht werden.
Es spielt keine Rolle, wer Urheber/in einer vorgetäuschten Leistung ist (Nachhilfelehrer/in oder Chatbot) - eine nachgewiesene vorgetäuschte Leistung ist nicht zu beurteilen.

Bei Schularbeiten und Tests legen die Lehrpersonen schon jetzt die verwendbaren Hilfsmittel auf Basis der pädagogischen Anforderungen und Ziele individuell fest, wie z.B. Taschenrechner, Formelsammlung oder Unterlagen.
Dies trifft auch auf nutzbare Software, wie Internetseiten oder Tools zu, wozu auch KI-Anwendungen gehören.

Bei abschließenden Arbeiten - also etwa den VWA oder den Diplomarbeiten - werden KI basierte Tools lediglich unterstützend einsetzbar sein dürfen, müssen aber klar ausgewiesen werden. Schülerinnen und Schüler tragen somit eine klare Verantwortung für den Inhalt. Hilfsmittel und Quellen müssen angegeben werden, dies trifft auch auf KI-Tools zu.

Arbeiten ohne vollständige und nachvollziehbare Kennzeichnung von Quellen und Hilfsmitteln sind als Täuschungsversuch zu werten.

5. KI-Schwerpunkt in der Bildungsforschung

Bildungsinnovation braucht Evidenzen! Im Rahmen des Forschungsprogrammes „Bildungsinnovation braucht Bildungsforschung" wurden Konsortien aus Pädagogischen Hochschulen und Universitäten aufgefordert, sich mit Forschungsprogrammen zu relevanten Bildungsschwerpunkten, wie etwa Digitalisierung, zu bewerben.

2023 wurden neun von 39 Einreichungen bewilligt und mit insgesamt 8,8 Millionen Euro finanziert.
In einem Folgecall 2024 wird auch der Themenschwerpunkt „ KI im Schulalltag" ausgeschrieben!

6. Digitale Schulentwicklung im Bereich KI

Das Netzwerk eEducation Austria umfasst derzeit 4.108 Schulen, davon über 1.400 als Expert oder Expert+ Schulen.
Diese erfassen Aktivitäten, die im Digitalen gesetzt werden (so genannte Badges) und stellen dadurch die Entwicklung von Member- über Expert- zu Expert+ Schulen dar.

KI-Badge für eEducation-Schulen:
zusätzlich zu den bisherigen Aktivitäten wird einKI-Badge angeboten. Dadurch werden Schulen, und insbesondere Schulleitungen, angehalten, das Thema nachhaltig zu bearbeiten. Bis zum Ende des Schuljahres 2024/25 ist von jeder Schule zumindest ein KI-Badge verpflichtend zu absolvieren.

Schwerpunkt bei allen Digi-Tagungen 2024:
Bei allen eEducation-Tagungen sowie Schwerpunkttagungen zum Thema Digitalisierung wird einKI-Schwerpunkt gesetzt.

www.bmbwf.gv.at/ki
Kontakt:

BM für Bildung, Wissenschaft und Forschung
Peter Stöckl, BA
Pressesprecher
T +43 1 53120-5026
peter.stoeckl@bmbwf.gv.at

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BM Polaschek & StS Tursky: Künstliche Intelligenz - Chance für Schulen

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BM Polaschek und StS Tursky präsentieren Maßnahmenpaket mit sechs Schwerpunkten zur Digitalisierung der Schulen.

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Various Classroom Policies For AI Generative Tools

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Various Classroom Policies For AI Generative Tools

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https://docs.google.com/document/d/1fyADsd1qlcWgaB-ZhwTeMdWVaGhtWB7Ji6MNyqPHiTY/edit?usp=sharing

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Copy of Copy of = Copy of Classroom Policies for AI Generative Tools

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The Bot Brothers: The importance of Training Teachers on AI

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The Bot Brothers: The importance of Training Teachers on AI

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https://podcasts.apple.com/at/podcast/the-bot-brothers-ai-for-educators/id1678063898?i=1000623784933

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The Bot Brothers: Why Creativity and Imagination matter in a world of AI

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The Bot Brothers: Why Creativity and Imagination matter in a world of AI

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https://podcasts.apple.com/at/podcast/the-bot-brothers-ai-for-educators/id1678063898?i=1000618878259

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John Spencer: Sal Khan on AI and Personalized Learning

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John Spencer: Sal Khan on AI and Personalized Learning

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https://podcasts.apple.com/at/podcast/the-creative-classroom-with-john-spencer/id1141442116?i=1000623842747

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Unconfuse me with Bill Gates: Interview with Sal khan

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Unconfuse me with Bill Gates: Interview with Sal khan

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https://podcasts.apple.com/at/podcast/sal-khan/id1695132549?i=1000624013864&l=en-GB

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Sharing Diigo Links and Resources (weekly) | Another EducatorAl Blog

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Our new paper updates the original AI Assessment Scale to account for changes in the technology and to make it applicable across disciplines in both K-12 and Higher Education.

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AI Tips, Tricks and Tools for Educators - Canva - Alli McCrary

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AI Tips, Tricks and Tools for Educators - Canva - Alli McCrary

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https://www.canva.com/design/DAF_hQa9pVg/kEPpd6nncxVwNzlYvL5z7A/view?utm_content=DAF_hQa9pVg&utm_campaign=designshare&utm_medium=link&utm_source=viewer

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To Educate Students about AI, Make Them Use It

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To Educate Students about AI, Make Them Use It

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https://www.scientificamerican.com/article/to-educate-students-about-ai-make-them-use-it/

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Ray Nayler: The Rise of AI mediocrity (Time magazine link)

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Ray Nayler: The Rise of AI mediocrity (Time magazine link)

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https://time.com/6337835/ai-mediocrity-essay/

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ChatGPT assignments to use in your class

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ChatGPT assignments to use in your class

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https://stars.library.ucf.edu/cgi/viewcontent.cgi?article=1097&context=oer

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https://openai.com/blog/teaching-with-ai?fbclid=IwAR2aq3E1YhoDoXlgPkerao523WEBLNspNfvD8rDtEI7uVXXGrvd6o1BOgwY

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https://www.edutopia.org/article/chatgpt-student-writing-middle-high-school

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Time Interview with Mira Murati: The Creator of ChatGPT Thinks AI Should Be Regulated

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Time Interview with Mira Murati: The Creator of ChatGPT Thinks AI Should Be Regulated

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https://time.com/6252404/mira-murati-chatgpt-openai-interview/

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A $162,500 per year Swiss boarding school — possibly the world's most expensive — says it's embracing AI tech like ChatGPT to help students learn

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A $162,500 per year Swiss boarding school — possibly the world's most expensive — says it's embracing AI tech like ChatGPT to help students learn

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https://www.businessinsider.com/chatgpt-ai-most-expensive-boarding-school-switzerland-students-learning-2023-2

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At $162,500-a-year, Institut auf dem Rosenberg is "possibly" the world's most expensive school.

The Swiss boarding school's director told Insider it is embracing AI tech like ChatGPT and DALL·E.

She says banning ChatGPT is "mass hysteria," and students need to be taught the ethics of AI.

While educators around the world ban ChatGPT, Institut auf dem Rosenberg - one of the world's most expensive schools at $162,500 a year - is encouraging students to use AI tools.

The Swiss boarding school, which says it is "possibly" the world's costliest, requires a non-refundable fee of over $1,000 just to apply. While oligarchs' offspring and German billionaires are rumored to have attended, Rosenberg's student-privacy rules means it neither confirms nor denies the names of alumni.

Anita Gademann, the school's director and head of innovation, told Insider how she started preparing for AI five years ago, before reading Kai-Fu Lee's "AI 2040: Ten Visions for Our Future."

"We are very determined to ensure that whatever we teach our students is relevant for them - relevant for the world they're going to go into in the future," she says. "It would be hypocritical to say 'Don't use AI' and then pretend that we're going to send them ready for their lives as adults."

Using ChatGPT and DALL·E in the classroom

Gademann says students are taught to use AI "as a tool," and she's particularly excited by text-to-image generators like DALL·E. Seventh-graders used it for a History project to visualize the Middle Ages, and the "discrepancies between nobility and peasants." Another student used DALL·E to generate pictures in an essay about the role of women in the First World War.

But students are also "incredibly cautious" and "very critical" of ChatGPT, she says. In one economics lesson, they graded its answers. The AI didn't score more than a C.

"I would say that if you're getting C level answers from ChatGPT, you're asking the wrong question," Gademann adds. "My kids are learning to ask it specifically in such a way that the first answer is correct."

Students also explore ethical questions, as well as the pros and cons of AI, like a September course called "The art of conflict." They produced both a play and a law, around hypotheticals like "What happens if AI kills?" questioning whether the programmer or inventor would be responsible.

'Mass hysteria of censorship and banning'

Gademann says teachers know if a student has plagiarized an essay because they're familiar with their writing styles and any shortcomings. Although this is more easily achieved at Rosenberg, which has a student-to-staff ratio of 2:1. "I'm not naive," Gademann says. "I am fully aware of the fact that we are a very, very special school."

But she adds: "I know the name and aim and objective of every single one of my 230 kids. I make it my business to know this."

Gademann references a New York Times article which noted how 6,000 teachers from universities including Harvard and Yale had signed up to GPTZero, a program which can detect AI-generated text. Other universities revised plagiarism policies or completely banned ChatGPT.

She calls it a "mass hysteria of censorship and banning," adding that it "shows us how behind we are as as a world" because her students already use AI every day.

"Can you imagine a scenario where we're throwing millions and millions of dollars to find out if a student used a calculator in math homework in the '80s?" Gademann asks. "It sounds bizarre, no?"

Insider previously reported that London's $28,000-a-year Alleyn's School is putting more emphasis on preparing for lessons instead of traditional homework amid the rise of ChatGPT. Gademann approves of this approach, saying: "I think education has to change in a way whereby the teacher and the student are working together towards something, versus being taught and then producing something in a silo."

She explains how when she was younger, "the more languages you spoke and the more books you read, the cooler you were." Now, she says, "knowledge is completely passé."

"You have to teach skills, and you have to teach values and ethics."

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A $162,500 per year Swiss boarding school - possibly the world's most expensive - says it's embracing AI tech like ChatGPT to help students learn

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"Knowledge is completely passé ... You have to teach skills, and you have to teach values and ethics," Rosenberg's head of innovation told Insider.

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https://time.com/6247678/openai-chatgpt-kenya-workers/

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ChatGPT is coming for classrooms. Don't Panic. 

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ChatGPT is coming for classrooms. Don't Panic. 

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https://www.wired.com/story/chatgpt-is-coming-for-classrooms-dont-panic/

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When high school English teacher Kelly Gibson first encountered ChatGPT in December, the existential anxiety kicked in fast. While the internet delighted in the chatbot's superficially sophisticated answers to users' prompts, many educators were less amused. If anyone could ask ChatGPT to "write 300 words on what the green light symbolizes in The Great Gatsby," what would stop students from feeding their homework to the bot? Speculation swirled about a new era of rampant cheating and even a death knell for essays, or education itself. "I thought, 'Oh my god, this is literally what I teach,'" Gibson says.

But amid the panic, some enterprising teachers see ChatGPT as an opportunity to redesign what learning looks like-and what they invent could shape the future of the classroom. Gibson is one of them. After her initial alarm subsided, she spent her winter vacation tinkering with ChatGPT and figuring out ways to incorporate it into her lessons. She might ask kids to generate text using the bot and then edit it themselves to find the chatbot's errors or improve upon its writing style. Gibson, who has been teaching for 25 years, likened it to more familiar tech tools that enhance, not replace, learning and critical thinking. "I don't know how to do it well yet, but I want AI chatbots to become like calculators for writing," she says.

Gibson's view of ChatGPT as a teaching tool, not the perfect cheat, brings up a crucial point: ChatGPT is not intelligent in the way people are, despite its ability to spew humanlike text. It is a statistical machine that can sometimes regurgitate or create falsehoods and often needs guidance and further edits to get things right.

Despite those limitations, Gibson also believes she has a responsibility to bring ChatGPT into the classroom. She teaches in a predominantly white, rural, low-income area of Oregon. If just the students who have ready access to internet-connected devices at home can gain experience with the bot, it could widen the digital divide and further disadvantage students who don't have access. So Gibson figured she was in a position to turn ChatGPT into, to use educator-speak, a teachable moment for all of her students.

Other educators who reject the notion of an educational apocalypse suggest that ChatGPT might not be breaking education at all, but bringing attention to how the system is already broken. "Another way of thinking about this is not how do you find new forms of assessment, but what are our priorities in further education at the moment? And perhaps they're a little bit broken," says Alex Taylor, who researches and teaches human-computer interaction at City, University of London.

Taylor says the bot has prompted discussions with colleagues about the future of testing and assessment. If a series of factual questions on a test can be answered by a chatbot, was the test a worthwhile measure of learning anyway? In Taylor's view, the kind of rote questions that could be answered by a chatbot don't prompt the kind of learning that would make his students better thinkers. "I think sometimes we've got it back to front," he says. "We're just like, 'How can we test the hell out of people to meet some level of performance or some metric?' Whereas, actually, education should be about a much more expansive idea."

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ChatGPT Is Coming for Classrooms. Don't Panic

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The AI chatbot has stoked fears of an educational apocalypse. Some teachers see it as the reboot education sorely needs.

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Some thoughts about generative AI and the future of education

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Some thoughts about generative AI and the future of education

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https://markcarrigan.net/2023/01/15/some-thoughts-about-generative-ai-and-the-future-of-education/?s=09

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Underlying the discursive explosion about ChatGPT is what feels to me like a peculiar enthusiasm for disruption. In making this speculative suggestion I've not questioning the implications of the technology, only drawing attention to what might be going on when we talk about those implications. It feels similar to the epochal discourse which has surrounded other technologies in the past (e.g. 'big data') in the sense of proclaiming that we have entered a new world with new rules. However in this case gloomy expectations have replaced enthusiastic claims in spite of the shared assumption of inexorable technological change. Is there a certain pleasure to be found in assuming that existing assessment practices will be swept away in a tide of change? Have we been longing for a force beyond the university to come and undermine the often stifling bureaucracy which surrounds teaching and learning?

The reason I'm not doubting the significance of this technology is because Microsoft plans to incorporate it into Office and Bing following their $1 billion investment in OpenAI in 2019 (and allegedly another $2 billion since then). It was trained on Azure cloud infrastructure and this indicates a longer term collaboration which builds on the existing autosuggestion features which many people, including myself, have used for years in products like Gmail and Outlook. If Microsoft's intended $10 billion investment comes to pass then this suggests the possibility of an arms race as other cloud providers rush to compete with Microsoft's privileged relationship with a company it will own 49% of (with the non-profit parent of Open AI owning 2% leaving 49% for other investors). If this is rolled out effectively enough that it becomes a routine feature of office software rather than a novelty, it creates the incentives for other firms to immediately try and match and exceed it. Google are already planning to incorporate their large language model into their search product.

The costs involved in training comparable models will mean this is something which only the biggest tech firms can support. With each iteration "the inputs in data, energy, and money grow exponentially" and rely upon world class supercomputers. Presumably there is also a path dependency here where progression through subsequent iterations of large language models are necessary, as opposed to being able to start from scratch at something akin to GPT-4 which is coming this year with 100 trillion parameters in comparison to GPT-3's 175 billion. If I'm correct about this (and please let me know if I'm not!) it means that firms would have to follow each other through these development trajectories in order to remain competitive rather than being able to catch up with a single act of investment. If this is a medium to long term process then it means firms with uncertain future prospects (which I increasingly think is the case for Meta for example) might end up dropping out in a Darwinian battle for AI supremacy over years and decades.

Even if ChatGPT has received the most attention, we need to remember that text interaction doesn't exhaust the limits of large language models. Microsoft's VALL-E can replicate voice patterns based on a three second clip. DALL-E generates images based on natural language prompts. There are a range of text to video generators which could have astonishing implications once there are more well developed consumer and business facing applications. There's a developing database of GPT uses here. As other large language models start to become operative within the social world, we can expect a degree of differentiation based on market segmentation (e.g. low/high end consumer/business etc), resource intensivity (e.g. casual consumer uses as opposed to, say, particle physics) and perhaps the underlying capacities of the models if there are even small differences between them.

If these technologies will be ubiquitous in a matter of years then we need to support students in understanding and using them. Simply prohibiting them because they're disruptive to existing assessment practices is pretty useless from the student point of view if they are going to be routinely using these technologies as part of their working life. The novelty which surrounds them means there is a lack of cultural scaffolding about how they are used, for what purposes and what meanings these different uses have. This means interrogating the epistemological and normative basis of their use, which Horning compares to the process through which Wikipedia became normalised on the assumption that most contributors tend toward be well-intention and erroneous information will tend to be corrected over time. It means reaching some viable conclusions about how to distinguish between better or worse applications of generative AI in different domains of creativity activity, as well as how to explore these together with students ideally in the context of reformed summative and formative assessment. How clear are we currently able to be about the learning outcomes we would want to promote under conditions where generative AI is ubiquitous? Ted Underwood suggests we should be thinking about the world students will inhabit in the 2030s where students might be using these tools as research assistants and editors.

To the extent that what David Graeber called 'bullshit jobs' rest upon the transformation of existing information (i.e. moving information around, reframing information in routine ways) or the creation of external facing outputs in routine ways (e.g. writing press releases, content marketing, descriptive news reporting) there are reasons to be concerned that this could in the medium to long term lead to a massive loss of white collar jobs. This would compound existing pressures in an increasingly hybridised working environment which will tend to increase competition internationally between white collar workers. This is the working environment which our students will be entering and we need to find out how to prepare them for it. If this turns out to be the case then what implications does this have for the training of future models and their application in specific domains?

Generative AI calls into question the status of description in the most global sense. As Horning puts it, it facilitates "some sort of expression of the social average without my having to directly interact with any actual people or see myself intersubjectively constituting any part of that social average". There's a fairly radical implication for how we conceive of the socio-cultural domain if this framing is accurate (which I think it is) as well as more broadly how we imagine the reliable reiteration of establish descriptive facts as a marker of knowledge and expertise. If this is a faculty available to anyone with a computer (or at least the right software) then alternative markers of knowledge and expertise will become more important e.g. evaluation of novelty, improvisation, creative expression, aesthetic particularism. I wonder also if building 'the social average' into the socio-technical infrastructure of everyday life will be a counterweight to the post-factuality which social media has given rise to. Or will it generate new layers of conspiracy and paranoia?

To the extent assessments rely on the reiteration of facts from within a domain of knowledge in a way deemed suitably authoritative, they will be undermined by generative AI. Obviously one solution is to monitor and control more intensively e.g. proctoring software which blocks Chat GPT, moving to in person exams, using detection systems like GPTZero. But I'm increasingly convinced (and thanks to my colleague Drew Whitworth who got me thinking seriously about this) that we instead need to move towards assessments which encourage those markers of knowledge and expertise which students will actually be subjected to in a world where generative AI is ubiquitous. I'm delighted to find that ChatGPT agrees with me here:

A few more thoughts which were swirling around in my mind as I've been thinking this through:

The comparison between ChatGPT and Wikipedia as an apt one. In common with many others, I suggest to students that Wikipedia should be a starting point rather than ending point because there are weaknesses built into the model which mean we cannot assume its reliability. Likewise with ChatGPT the 'hallucination rate' is estimated to be between 15% and 21%, an improvement from its predecessors 20% to 41% but still worryingly high. The discourse of inexorability that surrounds generative AI (see point 1) risks creating a climate in which this tendency to make stuff up is erased or relegated to the status of contingent error. Up voting and down voting is a form of feedback which establishes user satisfaction rather than factual accuracy. In fact if generative AI comes to increasingly define the domain of factuality than how will it be fact-checked? Will the social average come to substitute for legitimated consensus? In this sense it will radicalise the post-truth tendency of social media including feeding back into this dynamics in accelerating fashion as the cultural outputs of generative AI circulate through the attention economies of social platforms.

However a focus on the mediocrity of much of ChatGPT's output is seemingly oblivious to the mediocrity of much cultural output which doesn't rely on generative AI. Relying on more or less routine procedures which trends towards the social average isn't a productive process which was invented by generative AI, it merely formalises and accelerates a tendency which was already present in the bureaucratisation of cultural production. There was already an infoglut in which we are drowning in cultural abundance (a sharp transition from the position of relative scarcity which characterised my education in the 90s and much of the 00s) which is going to be entrenched by the acceleration of production which generative AI will give rise to. The drivers of cultural production are still in place, with generative AI simply making it easier to produce more and quicker.

If a new winter of tech investment is beginning when firms are reducing staffing number, will they be ready for an influx of misinformation and propaganda driven by generative AI? The ease with which text-to-video could facilitate engagement through a platform like TikTok is really quite terrifying and inherently difficult to recognise for anyone other than the platform operators. I think the early fixation on 'deep fakes' as strategic interventions obscures the possibility that we might just be overwhelmed by a torrent of shit which renders the internet unusable. Like social media but more so, as Neal Stephenson explored in Fall, or Dodge in Hell (or was it the prequel to this, I can't remember, I'll need to ask ChatGPT).

I've written a few times in this blog about generative AI becoming ubiquitous. But its effective use in specialised contexts will likely depend on domain specific implementations will be constrained by the competitive dynamics of the generative AI arms race. It will be in the interests of big tech end users to lock down these models for commercial sensitivity but that will hinder the development of more particularistic applications focused on particular areas of social life or particular use cases. Even if these are developed by tech giants, they'll be done at global scale and at a distance from practice on the ground, likely being poorer for it in terms of effectiveness for the end user.

My experience of relying on autosuggestion in writing e-mails is that it necessitates a slightly different writing process. If you stop and think about every suggestion, it takes longer than if you just (touch) typed yourself. But if you lean into the tendency it is highlighting in the writing, tapping tab when it is correctly identified and continuing to type when it's not, it functions more like a ghostly aid who can be easily dismissed. This leaves me wondering about what habituated reliance on more complicated forms of generative AI will look and feel like in practice. There's a lot of reflexivity needed here about creative processes, workflows, practical implications and I wonder where the spaces will be in which these dialogues can take place.

If we reject the knee jerk option of banning GPT then we're immediately faced with the challenge of how to use it in assessments. Nancy Gleason cautions against using it in all assessments: "We can teach students that there is a time, place and a way to use GPT3 and other AI writing tools. It depends on the learning objectives". She suggests that its importance that academics look at what ChatGPT outputs look like within their domain in order to understand the similarities and differences to what they would already expect from students. If writing with AI changes the nature of the writing process then, she points out, new rubrics and assignment descriptions will be needed.

Anna Mills suggests modelling and critiquing outputs with students as part of a broader push for critical AI literacy with students. I really like this suggestion as a practical way of incorporate ChatGPT into the classroom and supporting students in recognising the constraints and mistakes which generative AI is prone to, at least in its current incarnations. Paul Fyfe has been assigning students the challenge of 'cheating' on their assignments using text generating software.

The scholars participating in this discussion are often highly experienced writers who have been doing this as part of their job for decades. Are they making scholastic assumptions about how students will relate to generative AI? Is the experience and used of a writer likely to be extremely different to that of a student? What happens to the next generation of writers (and the social average upon which generative AI depends) if the process of learning to write is stalled by an overly hasty embrace of ChatGPT? Sarah Levine has the uplifting suggestion that it might in fact help students to become "fluent enough writers to use the process of writing as a way to discover and clarify their ideas" because it allows "students to read, reflect, and revise many times without the anguish or frustration that such processes often invoke". She also makes the interesting point that generative AI will expand the repertoires of examples which teachers can use in the classroom.

These points highlight the need to understand how students are using generative AI as part of the writing process (empirical question) and for these findings to inform debates about how they should use it (normative question). Is it used a research assistant and editor (Ted Underwood) or a substitute for creative engagement? If students are going to be using it anyway, particularly after it has been incorporated into Office, moving them towards the former pattern and away from the latter seems imperative. As Victor Lee puts it, we need to "use AI for humans rather than in place of human".

Chris Lemons observes that generative AI could be used for inclusion by developing smart tutoring which is responsive to student needs.

So what do we do in the near term?

Not overreact on the basis of techno-hype

Warn students about (existing) limitations

Find ways to detect and mitigate malpractice

Experiment with incorporation into teaching/assessment

Explore longer term implications with students

Begin to rethink pedagogy and assessment

I've not watched these yet but I've seen Charles Knight make some interesting comments about this on LinkedIn. The video below is one of a series which I intend to watch as I go further into this topic:

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Some thoughts about generative AI and the future of education

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Underlying the discursive explosion about ChatGPT is what feels to me like a peculiar enthusiasm for disruption. In making this speculative suggestion I've not questioning the implications of the technology, only drawing attention to what might be going on when we talk about those implications. It feels similar to the epochal discourse which has surrounded...

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Using ChatGPT to Design Language Material and Exercises

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Using ChatGPT to Design Language Material and Exercises

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https://fltmag.com/chatgpt-design-material-exercises/

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As language teachers, it is important to always be on the lookout for new and effective ways to teach our students. One tool that can be particularly useful in this task is ChatGPT, a language model developed by OpenAI. ChatGPT In addition, ChatGPT is able to respond to questions in real-time, allowing teachers to use it as a way to interact with their students and promote conversation in the language they are learning. In summary, ChatGPT is a valuable tool for language teachers who are looking for new ways to teach and promote conversation in the language they are teaching. is a language model that has been trained on a large amount of data and can generate coherent and natural text in response to a series of questions or prompts. This makes it a valuable tool for language teachers, as they can use it to create realistic dialogues and scenarios in the language they are teaching.
Hold up!!! Something seems a bit off here right? "ChatGPT is able to respond in real-time, allowing teachers to use it as a way to interact with their students and promote conversation in the language they are learning." It seems a bit odd that I would suggest using Artificial Intelligence (AI) to communicate with your students! Well, that six-sentence introduction above was generated by ChatGPT when I asked it to write an introduction for how ChatGPT could benefit language teachers. Although the second paragraph is a bit odd, the first part of the introduction is not half bad! So, while I would not recommend using ChatGPT to 'promote conversation' with your learners, there are a number of things that it can do for you that can significantly improve the efficiency of creating materials. In this article I will introduce some ways that ChatGPT can be used in your classroom, activities that leverage this tool, and finally some pitfalls and concerns that we should be aware of when using this tool.

What Materials Can You Create with ChatGPT?

As mentioned above, ChatGPT can automatically generate text based on a prompt. In the last few weeks people have asked ChatGPT to write cover letters, rewrite lyrics to famous songs from a different perspective, analyze essays, and so much more. In fact, many people are using ChatGPT as a coding assistant to help them program apps faster. Some have even suggested that ChatGPT will replace Google as one of the most important tools for future generations. For language teachers, this tool can be used to create unique texts, generate comprehension questions and word lists, analyze student texts, and much more.

Create Customized Texts Customized to Your Needs

Likely the most intuitive and useful function of ChatGPT is that it can create customized text in your target language. You can ask ChatGPT to write you a narrative in the first-person perspective about someone who bought a new house but does not like it as much as their old house in Spanish (or any other language). Then you can get more specific and ask ChatGPT to compare and contrast each room in the house. Table 1 shows the output for a prompt like this. Clearly this would need some editing, but much of the heavy lifting in creating this material is completed in mere seconds.

Image of Output from ChatGPT

Text Output

Me mudé a una nueva casa hace poco, pero no me gusta tanto como la antigua. La nueva casa es más grande, pero la antigua tenía más encanto y personalidad. La nueva cocina es más moderna y tiene más espacio de almacenamiento, pero la antigua tenía una estufa de gas y una isla en el centro. La nueva sala de estar es más espaciosa, pero la antigua tenía una chimenea y ventanas más grandes. La nueva casa tiene un jardín más grande, pero la antigua tenía un porche y un árbol viejo con un columpio. Aunque la nueva casa tiene algunas ventajas, todavía extraño mi antigua casa.

Translation

I recently moved to a new house, but I don't like it as much as my old one. The new house is bigger, but the old one had more character and charm. The new kitchen is more modern and has more storage space, but the old one had a gas stove and an island in the middle. The new living room is more spacious, but the old one had a fireplace and larger windows. The new house has a bigger backyard, but the old one had a porch and an old tree with a swing. Although the new house has some advantages, I still miss my old house.

Table 1 - Comparing rooms in a house

Likewise you could ask ChatGPT to write a dialogue with two people arguing over the prices of coffee in Paris in French. Table 2 below shows the output for a dialogue about expensive coffee.

Table 2 - French dialogue about the price of coffee

The text generation function becomes a powerful tool when you realize how many ways you can customize your text. You could generate multiple different genres of text around the same topic. You could ask ChatGPT to write an advertisement for a house, an email to a friend about a house, a dialogue about two people reviewing a house, and so on. This would allow you to very quickly provide multiple sources around a common topic. In the next section we will explore some of the ways that we can modify texts once we create them.

Make More Texts Based on your First Text

Generating texts quickly and being able to customize the texts is a powerful tool for any language teacher, but once you have generated the texts you can also ask ChatGPT to make the text simpler (See Table 3) or more complex (Table 4).

Simplified Version

Personne 1: Pourquoi les cafés à Paris sont-ils si chers ?

Personne 2: C'est parce que la ville est très chère.

Personne 1: Oui, mais ça ne veut pas dire que nous devrions payer des prix exorbitants pour un café.

Personne 2: Tu as raison. C'est vraiment dommage que les prix soient si élevés. Mais c'est la réalité de vivre à Paris.

Translation

Person 1: Why are the cafes in Paris so expensive?

Person 2: It's because the city is very expensive.

Person 1: Yes, but that doesn't mean we should be paying exorbitant prices for a cup of coffee.

Person 2: You're right. It's really a shame that the prices are so high. But that's the reality of living in Paris.

Table 3 - Simplified version of French dialogue on coffee

Doing so would create three dialogues around the same topic at varying levels of difficulty. This would not only allow teachers to create materials for learners at different proficiency levels, but it could also be used in a tiered-reading approach in which learners start by reading the simplest version of the text and then move towards more complex versions, completing unique tasks with each version of the text.

Table 4 - Complex version of French dialogue on coffee

Not only can we vary the difficulty, but also we could also ask ChatGPT to create three versions of the dialogue that are different but similar. Or we could get more specific and ask ChatGPT to have the two coffee drinkers argue about the taste of the coffee rather than the price. The point is that we can quickly create multiple texts that share similar vocabulary and similar structures but still vary enough to make reading the texts meaningful for learners. Further, we can recreate any of these stories into other target languages fairly easily. In Table 5 below, I asked ChatGPT to rewrite the dialogue in Mandarin Chinese.

Table 5 - Mandarin Chinese version

It is important to note that the Mandarin version is clearly a direct translation and while it does a pretty good job, there are a few mistakes and odd translations. Most notably, many of the words used in the Mandarin Chinese translation are words that we see more often in written texts rather than in spoken language. I tried to get a more authentic Mandarin version by asking the ChatGPT to generate a dialogue about two Chinese speakers in Beijing arguing over the price of coffee, but regardless of the details that I provided, the stories were similar and the prevalence of written text persisted. This would seem to suggest that many of these stories are coming from a common corpus and are then translated into the requested language.

Generate Comprehension Questions, Expansion Questions, and Vocabulary Lists

Next we will look at some of the things that we can do with a text once we have generated our material. First, we can create a list of comprehension questions. I have generated some comprehension questions in English for this dialogue, but again these could be done in any language we choose. Table 6 shows the result of this prompt and it is important to note that while some of these questions may be too simple, they do give us a starting point.

Text Output

What is Person 1 upset about?

Why does Person 2 think the cost of living in Paris is generally higher?

What does Person 2 think might be the reason for the high prices of coffee in Paris?

Table 6 - Comprehension questions

We could also ask for open-ended discussion questions or even multiple choice questions (see Table 7) if we prefer.

Open-ended Discussion Questions

What are your thoughts on the high cost of living in Paris?

Do you think the quality and popularity of Parisian coffee justifies the high prices?

Multiple Choice Questions

Who is upset about the price of coffee in Paris?

Why does Person 2 think the cost of living in Paris is generally higher?

a. Because it is a popular city

b. Because of the quality and popularity of Parisian coffee

c. Because it is a costly city to live in

d. All of the above

Table 7 - Additional questions

Finally, we can also generate a set of key words for a vocabulary list on the text that we just created (See Table 8).

Table 8 - Vocabulary list

To recap, we can quickly generate any text we want in any language we choose and define a set of characteristics to customize the text we generate. Once we have generated the text we can modify the text by adding details, make the text more or less complex, make similar texts but with unique variations, or simply change the language of the text. Finally we can also create a series of questions and/or vocabulary lists to accompany the text. This all would be enough to make your lesson planning and material creation much more efficient. Before looking at some of the activities that we could design around this tool, I think it is first important to explore some of the concerns that are associated with using ChatGPT in the language classroom.

What Concerns are There about Using AI in the Classroom?

While this is an exciting tool, there are a few concerns to consider. Most notably is the lack of transparency around how the algorithm works in this particular tool. Oftentimes it is easy to assume that a tool like ChatGPT is neutral or devoid of any biases. But algorithms are designed by humans, and many of the Natural Language Processing (NLP) models are derived from a specific set of texts. Understanding which texts are being used to make predictions about language models and how the algorithm works would provide more insight into the implications of the texts being created.

The Algorithm is Not Perfect

It is also important to note as you have probably already noticed, these texts are good overall, but not perfect, and sometimes they are just wrong. This does not mean that we should not use this tool, but it does mean that we should check and edit any text before bringing it into the classroom. Further, much like with Google Translate or any other machine translation tool, we should be teaching students and teachers how to provide better prompts and then how to validate the results once they are provided.

The Algorithm is Not Culturally Agnostic

While I am not 100% sure, I believe that much of the language produced in this tool comes from an English corpus and then is translated into the language specified by the user. This means that many of the texts will be derived from English pragmatic and cultural assumptions. Again, this does not mean that this tool should not be used, but that we should acknowledge this when creating and using these texts in the foreign language classrooms. I would suggest that these tools, much like other adapted reading resources, should not be used to replace authentic texts, but rather to provide our learners with scaffolding for authentic texts. For example, we could copy and paste an authentic text into ChatGPT and then ask ChatGPT to simplify it for us. Students could first read the simplified version in preparation for the authentic text. Finally, it is important to note that ChatGPT is in early stages of development. As more texts are added to the language model, we may get more and more accurate versions in other languages.

Copyright Questions

Finally, with AI-generated content, we always have questions around who owns the rights to the materials created. If one uses ChatGPT to create a graded reader series, can this material then be sold? Do you own the material simply because you entered a prompt into the text generator? Who owns these rights? Many of these questions are still being discussed by the AI community and we are unlikely to have any clear answers or decisions anytime soon. These are questions and concerns, however, that should be considered when using any AI tool like this.

What Kind of Activities Can We Design around ChatGPT?

So far we have looked at how the teacher would use this tool to generate texts and some of the pitfalls and concerns associated with this tool. Next I will introduce some activities that could be done to both promote understanding of this tool and to leverage the affordances associated with ChatGPT.

Compare AI-Generated Texts to Authentic Texts

First, as was discussed in the prior section, many of these texts are generated from an algorithm that appears to be pulling from a large corpus of text. It is unclear if text generated in other languages is first generated from an English corpus and then translated, or if it is generated from the target language corpus. This clearly would be important for any teacher to know before using any texts like this in a classroom, but for intermediate and advanced learners, this provides a unique opportunity to explore what makes an text in their target language . Teachers could first identify an authentic text (e.g. a blog post critiquing service at a coffee shop), then the teacher could ask ChatGPT to reproduce the authentic text given as many details as possible. The in-class activity would then involve learners analyzing the two texts, identifying similarities and differences, and then having a discussion about what the ChatGPT algorithm got wrong and why.

Compare AI-Generated Texts to Student Texts

In addition to comparing AI-generated texts to authentic texts, students could also compare their own writing and compositions to AI-generated texts. This activity should be done with the knowledge that AI-generated texts may not be good models of authentic text, but that they likely are good models for accurate grammar use. With this in mind, this activity may be more appropriate for novice and intermediate learners. For instance, in the novice classroom, a student may be asked to write about their favorite drink and snack in a café. After writing their short essay, an AI-generated essay could be created, and the learner could compare and contrast their essay with the AI-generated essay and look for new vocabulary and/or structures that they did not use. Then the student would incorporate new vocabulary and structures into their own essay in a second iteration.

Compare Student-Generated Texts to other Student-Generated Texts

Finally, to help students understand how the ChatGPT algorithm works and to bring digital literacies into the foreign language classroom, teachers could assign students with a series of tasks that asks them to generate a series of texts from ChatGPT. For example, a teacher may ask students to generate the following texts:

Generate a Twitter post complaining about medical bills

Generate a blog post about when something goes wrong while traveling in Peru

Generate a funny story about an animal

After students generate the stories, the teacher may ask the students to pair up and compare the prompts that they used to generate the stories and the texts that were generated. Students could then have a discussion about how their prompts elicited unique responses and how they could adjust their prompts to get better responses, and finally about how ChatGPT interprets their prompts in general. This activity would lead to more exposure to unique texts, but it would also allow students to develop skills around this new technology while also questioning how it functions.

Conclusion

ChatGPT is undoubtedly an exciting and powerful new tool for educators. The internet is currently exploding with peoples' thoughts about creative and unique ways of using this tool. At the same time, there are also those suggesting that ChatGPT will only make detecting plagiarism more difficult or that it will put language teachers out of a job. Whether or not this tool will eventually replace Google or usher in a host of new problems remains unknown, but what is clear is that we are entering the age of AI. In this article I provided a list of ideas that illustrated some ways that AI can support your teaching, while at the same time addressing some real concerns that should be considered before adopting this tool.

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Using ChatGPT to Design Language Material and Exercises - The FLTMAG

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by Frederick Poole, Michigan State University As language teachers, it is important to always be on the lookout for new and effective ways to teach our students. One tool that can be particularly useful in this task is ChatGPT, a

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20 Entertaining Uses of ChatGPT You Never Knew Were Possible 

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20 Entertaining Uses of ChatGPT You Never Knew Were Possible 

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https://businessesgrow.com/2022/12/12/uses-of-chatgpt/

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Schaefer Marketing Solutions: We Help Businesses {grow}

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Our RISE community has been on fire, exploring the breathtaking possibilities of ChatGPT. The uses of ChatGPT are simply endless and intoxicating

It's still early days. Companies are trying to figure out the legal and ethical implications of a content world suddenly turned on its head by artificial intelligence. And yet ... applying powerful AI to everyday tasks is awesome.

So I challenged my RISE community friends ... let's have some fun and come up with some non-obvious uses and share them with the world.

Here we go.

1. Write a Twitter thread

Jim MacLeod asked ChatGPT to create a Twitter thread for him on the subject of design.

2. Write a novel

Giuseppe Fratoni wants to write a novel.

"Wow, this thing is unbelievable! I'm speechless. I literally asked the first thing I could think of, combining three of my passions: writing, mystery novels, and jazz.

"The request was: "Develop a plot for a mystery novel where a disillusioned homicide detective hunts a clever serial killer who preys on musicians who perform the jazz standard Autumn Leaves".

"Here's what I got:
Detective James Thompson is a seasoned veteran of the Homicide department, but lately he's been feeling burnt out and disillusioned. His latest case, the murder of a young jazz pianist who was found brutally killed in his home, only serves to deepen his sense of despair ... (much more provided)
3. Guest speaker Q&A prompts

Richard Bliss suggests:

You have a guest speaker coming to your event and you are going to want to ask questions from the audience...have ChatGPT pre-generate some of the questions for you. The moderator can say, "And here's a question for you from our AI?"

For example, the conference is about water scarcity in the US West. The speaker is an expert on water management. Here was my query to the AI...

What questions should I ask an expert on desalination and its impact?

ChatGPT responded with...

How is desalination currently being used around the world, and in what types of locations is it most effective?

What are the potential advantages and disadvantages of using desalination to provide fresh water?

What are some of the key challenges and limitations of desalination technology, and how are they being addressed?

4. Creating games

Richard is also a well-known expert in board games. He suggests that ChatGPT could be used to plot out and design new games. Note: Some people have started getting help solving crossword puzzle clues.

5. Dating help

Tanya Thompson thinks it could help with dating. ChatGPT says:

If you're looking to add a little flirtation to your first message on a dating app, here are a few ideas to get you started:

You caught my eye from across the screen. I couldn't resist saying hi and seeing if there's a spark between us.

Your profile photo is stunning. I can't stop thinking about your [Feature] and how much I'd love to get to know you better.

I'm not usually one to make the first move, but I just had to message you. You're incredibly [Attractive Quality] and I can't wait to chat with you."

Hi there! I saw your profile and I'm not going to lie, I'm a little intimidated. You're so [Attractive Quality] and I'm feeling a little starstruck. (many more examples provided)

5. Dealing with loneliness and anxiety

We have all found ChatGPT excelling at one-on-one conversations.

PepperBrooks provided this input: "I'm really sad and lonely right now."

ChatGPT: I'm sorry to hear that you're feeling sad and lonely. It's natural to feel down sometimes, but it's important to remember that you're not alone. There are many people who care about you and want to help you. It can be helpful to talk to someone about your feelings, whether it's a close friend, family member, or mental health professional.

Sometimes, just expressing your thoughts and emotions to someone else can help to alleviate your sadness and loneliness. It's also important to take care of yourself and do things that make you happy, such as spending time with loved ones, pursuing a hobby, or exercising. These things can help to improve your mood and make you feel more connected to others. Remember that you are strong and capable, and that you can get through this difficult time.

Daniel Nestle said: I thought ChatGPT could be used therapeutically, so I asked it to generate journal prompts to help me deal with anxiety:

Write down the things that are causing you anxiety at the moment.

Describe a situation in which you felt anxious and how you coped with it.

Reflect on how your thoughts and beliefs contribute to your anxiety.

Write a letter to your anxiety, expressing your feelings and concerns

Imagine yourself in a calm and peaceful place, and describe it in detail.

(many more items followed)

6. Naming things

Daniel continued:

Another use I thought of is naming ideas.

Me: Help me come up with a name for a new drink. It's got Japanese gin, unsweetened tonic, lime, Szechuan pepper, and grapefruit.

ChatGPT: How about "Sakura Sunrise?" The name incorporates the Japanese gin and the citrus flavors of grapefruit and lime, and the word "sunrise" suggests a fresh and invigorating start to the day. Alternatively, you could go with something like "Peppered Grapefruit Gin Fizz" to emphasize the unique flavor combination of Szechuan pepper and grapefruit.

7. Translation on the go

Lisa Monks suggests: You can use ChatGPT on your mobile, so it is a perfect translation tool. Say for example you are traveling in Italy and you need help:

ME: Translate the following into Italian
My car is nearly out of fuel, can you tell me where the nearest petrol station is?

ChatGPT: "La mia auto sta per esaurire il carburante, mi puoi dire dove si trova la stazione di servizio più vicina?"

8. Fitness

Lisa Monks also added:

ME: I wish to be able to run 5km in 3 months' time. Outline a running plan for me to be able to achieve this

ChatGPt: Here is a running plan that can help you run 5km in 3 months:

Start by walking for 15-20 minutes each day to build up your endurance and get your body used to regular exercise.

After a week of walking, begin incorporating short jogs into your routine. Start by jogging for 1-2 minutes at a time, with walking breaks in between. Gradually increase the length of your jogs and reduce the amount of time you spend walking.

Once you can jog for 10 minutes without stopping, start increasing the distance of your runs. Aim to run 1km without stopping and then gradually increase the distance over time.

In addition to your regular runs, incorporate strength training and stretching into your routine to improve your overall fitness and reduce the risk of injury.

(more details continued on)

9. Coding and integrations

10. Lesson plans for teachers

Spencer Crandall had a great time-saving idea!

This morning I was thinking about who has the most difficult job in the world. Teachers.

Too many students, not enough time. What if they could offload lesson planning stuff to ChatGPT? I gave it a try and this is what it provided.

Lesson Title: The History and Impact of Artificial Intelligence

Objective: Students will understand the history and development of artificial intelligence and will be able to identify and discuss the potential positive and negative impacts of AI on society.

Materials:
* A timeline of significant events in the history of AI
* Examples of AI technologies and applications

Lesson Outline:

Introduce the topic of artificial intelligence, and explain that it refers to the development of computer systems and algorithms that can simulate human intelligence and behavior.

Show the timeline of significant events in the history of AI, and discuss the key milestones and developments in the field.

Show examples of AI technologies and applications, and explain how they are used in various industries and fields.

Discuss the potential positive and negative impacts of AI on society, including its potential to improve productivity, efficiency, and safety, as well as its potential to create new challenges and concerns, such as job displacement and ethical issues.

(many more details followed)

11. Find podcast guests

Joeri Billast contributed this one:

ME: Who are ideal guests for my Web3 marketing podcast?

ChatGPT: Ideal guests for your Web3 marketing podcast could include industry experts, influencers, and thought leaders in the Web3 marketing space. These could include digital marketers, content creators, business owners, entrepreneurs, and technologists who are active in the Web3 marketing space. You could also invite representatives from Web3-related startups and organizations to be a guest on your podcast.

ME: Can you give me examples?

ChatGPT: Some examples of ideal guests for your Web3 marketing podcast could include:

Tim Berner-Lee, inventor of the World Wide Web

Chris Dixon, general partner at Andreessen Horowitz

Vitalik Buterin, founder of Ethereum

Joe Lubin, founder of ConsenSys

Susan Fowler, author of Whistleblower

(many other suggestions)

12. Handle social media comments and reviews

Lisa Monk thinks ChatGPT can help overwhelmed retail staffs respond to social media issues.

She asked ChatGPT to "respond to this restaurant review:"

POSITIVE CUSTOMER REVIEW: I absolutely love this place. We eat out a lot however this place has topped it all. Perfect meals, amazing staff and the timing for it all was great! Special thanks to Sophie B (you rock) From your guests all the way from the Gold Coast, THANK YOU

ChatGPT REPLY: Thank you so much for your kind words and for taking the time to write a review. We are delighted to hear that you had such a great experience at our restaurant. We are thrilled that you enjoyed your meal and the service provided by Sophie. It's always a pleasure to serve guests visiting from the Gold Coast and we are grateful for your support. We look forward to welcoming you back again soon. Thank you again for your positive review.

CUSTOMER REVIEW: Most average food, there is a nice view, But that's about it

ChatGPT: Thank you for your review. We apologize if your dining experience was not up to your expectations. We strive to provide top-quality food and service to all of our customers, and we will take your feedback into consideration as we continue to improve. Thank you for letting us know about your experience.

13. Crime fighting

Zack Seipert said: "I researched some famous unsolved murders and ChatGPT did an excellent job laying out the crime, suspects, clues and more. I bet that working with a team of experienced detectives some of these cold cases could be solved."

14. Reduce bias

Author Joanne Taylor knows how difficult it is to separate embedded biases in her writing. In this post, she asked ChatGPT for help with ideas.

Specifically, I asked ChatGPT to check a text I entered for racial bias and it seemed to do an excellent job.

15. Furniture design

From Spencer Crandall: I used ChatGPT together with MidJourney to design a small, unique table. After ChatGPT created the idea, I edited it for clarity and brevity and input it into MidJourney.

Here are the results:

16. Create a serialized novel

In an absolutely amazing demonstration of this technology, Scott Scowcoft led ChatCPT through iterations of a story text that led to individual frames of a serialized novel. You can view this here.

17. Prep for an interview

I was invited on to a podcast about the future of sales. While this is closely related to marketing, it's a little out of my natural element. So I asked ChatGPT to help me think through an interview about the future of sales. It responded:

Sure, here are a few potential questions you may be asked in an interview about the future of the sales profession and suggestions for how to answer them:

How do you think technology will impact the sales profession in the coming years?
In the coming years, technology is likely to have a significant impact on the sales profession. Some potential ways that technology could impact the sales profession include the increasing use of automation and artificial intelligence to handle routine tasks and the increasing importance of data analysis and customer relationship management tools. Additionally, the rise of e-commerce and online sales channels is likely to continue to reshape the sales landscape.

How do you think the role of the salesperson will change in the future?
In the future, the role of the salesperson is likely to evolve in response to changing customer needs and expectations. Salespeople will need to be more knowledgeable and consultative in their approach, and will need to be able to help customers navigate complex product and service offerings. Additionally, the increasing importance of data analysis and customer relationship management tools will likely require salespeople to have a stronger understanding of technology and be able to use it effectively in their work.

What skills do you think will be most important for sales professionals to have in the future?
In the future, sales professionals will need a variety of skills to succeed. In addition to strong communication and interpersonal skills, sales professionals will need to be highly knowledgeable about the products and services they are selling, and be able to use data analysis and customer relationship management tools effectively. Additionally, the ability to adapt to changing customer needs and the ability to continuously learn and stay up-to-date on industry trends will be important for success in the sales profession.

18. Gift ideas

I don't know what to buy my wife for Christmas. I asked:

Suggest a gift idea under $200 for a middle-aged woman who loves The Eagles.

Answer: One potential gift idea for a middle-aged woman who loves The Eagles is a vinyl record of one of their classic albums, such as "Hotel California" or "The Long Run." Vinyl records have seen a resurgence in popularity in recent years, and many music fans appreciate the unique sound and experience of listening to music on vinyl.

You could also consider pairing the vinyl record with a high-quality record player for a complete gift package. This type of gift is likely to be appreciated by a fan of The Eagles, and the combination of the vinyl record and record player is likely to be within your budget of $200.

19. Explaining complex concepts

I entered: Explain quantum physics to me as if I were 10 years old.

Quantum physics is a branch of science that studies how tiny particles, like atoms and subatomic particles, behave. These particles are so small that they don't always follow the same rules as the things we can see and touch every day.

For example, sometimes they can be in two places at the same time, or they can be friends with each other even if they are far apart. This might sound strange, but it's what scientists have learned from studying these tiny particles. Quantum physics helps us understand how the world works at a very small scale, and it can also help us make new technologies, like computers that are much faster than the ones we have today.

20. Editing for AP style

Most blogs, journals, and books follow AP Style guidelines. I asked ChatGPT to "edit the following text using AP Style Guidelines," and it did a perfect job.

Oh ... and then there was this. "Write a powerful headline for a blog post featuring 16 inventive and entertaining uses of ChatGPT"

Here are a few potential headlines for a blog post featuring 20 inventive and entertaining uses of ChatGPT:

"20 Fun and Creative Ways to Use ChatGPT: From Games to Quizzes and More"

"The Ultimate Guide to Using ChatGPT for Entertainment and Creativity"

"20 Reasons to Use ChatGPT: How it Can Enhance Your Gaming, Storytelling, and More"

20 Entertaining Uses for ChatGPT You Never Knew Were Possible"

"Unleash Your Imagination with ChatGPT: 16 Creative and Fun Ways to Use it"

In an earlier post, I contended that ChatGPT will profoundly change marketing and marketing careers forever. I have never made a statement like that in my life. Even in the early days of the internet, there was a lot of "wait and seeing" going on!

But this technology was just introduced to the public two weeks ago, and more than a million people are now using it, the fastest technology adoption in history, by far.

Today's post provides inventive and entertaining ideas to inspire you, but it is not even scratching the surface. ChatGPT is writing code, composing music, writing research papers, and so much more.

Have you tried it? What have you learned? Tell us about your successes in the comment section!
Mark Schaefer is the executive director of Schaefer Marketing Solutions. He is the author of some of the world's bestselling digital marketing books and is an acclaimed keynote speaker, college educator, and business consultant. The Marketing Companion podcast is among the top business podcasts in the world. Contact Mark to have him speak at your company event or conference soon.
Illustration courtesy of Frank Prendergast
Follow Mark on Twitter, LinkedIn, YouTube, and Instagram.

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20 Entertaining Uses of ChatGPT You Never Knew Were Possible - Schaefer Marketing Solutions: We Help Businesses {grow}

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New uses of ChatGPT are exploding on the marketplace. Here are inspirational ideas to get you going. New uses of ChatGPT are exploding on the marketplace. Here are inspirational ideas to get you going.

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ChatGPT, Chatbots and Artifical Intelligence in Education. Resources and Links by ditchthattextbook.com

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ChatGPT, Chatbots and Artifical Intelligence in Education. Resources and Links by ditchthattextbook.com

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https://ditchthattextbook.com/ai/

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ChatGPT, Chatbots and Artificial Intelligence in Education

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AI just stormed into the classroom with the emergence of ChatGPT. How do we teach now that it exists? How can we use it? Here are some ideas.FEATURED

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He Used AI to Publish a Children’s Book in a Weekend. Artists Are Not Happy About It

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He Used AI to Publish a Children’s Book in a Weekend. Artists Are Not Happy About It

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https://time.com/6240569/ai-childrens-book-alice-and-sparkle-artists-unhappy/

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He Made A Children's Book Using AI. Artists Are Not Happy

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The book, Alice and Sparkle, was created using ChatGPT and Midjourney. It renewed the fierce debate about the ethics of AI-generated art, which many claim is a form of plagiarism.

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ChatGPT and education (Google slide deck) by @torreytrust

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ChatGPT and education (Google slide deck) by @torreytrust

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https://docs.google.com/presentation/d/1Vo9w4ftPx-rizdWyaYoB-pQ3DzK1n325OgDgXsnt0X0/edit?usp=sharing

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The dawn of AI has come and its implications for education couldn't be more significant

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The dawn of AI has come and its implications for education couldn't be more significant

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https://theconversation.com/the-dawn-of-ai-has-come-and-its-implications-for-education-couldnt-be-more-significant-196383

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https://www.makeuseof.com/creative-ways-to-use-chatgpt-openai/

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ChatGPT by OpenAI is a powerful AI chatbot that can give you an answer to just about any question you have. It's almost as if Google was a person you could have a conversation with.

It's open to the public for free during a trial period, so you can try it out today. The only question is, what should you ask it? Besides getting ChatGPT to do your homework for you, there are plenty of interesting ways to use it. Here are some of our favorites.

1. Fun Facts

ChatGPT knows a lot of things about our world, from quantum physics to how to make a great cup of coffee. If you don't know what to say the first time you use ChatGPT, start by asking it for some fun facts about the world.

ChatGPT is what people hoped Siri or Alexa would be, an AI assistant that could give us the answer to our random thoughts throughout the day. Even though ChatGPT isn't designed to access the World Wide Web, it does owe its knowledge to being trained on data from the internet.

Just like the internet, however, it can still get things wrong. There are several big problems with ChatGPT that need to be fixed, so be careful not to believe everything it says-even if it sounds convincing!

2. Learn Something New

One way to start a new hobby is to talk to ChatGPT. It's far quicker than trawling through internet blog posts and dodging advertisements to find what you're looking for.

How do I learn to play the piano? What painting materials do I need as a beginner? How do I bake a potato gratin? Learn something new today by putting these questions into ChatGPT.

If you're new to this technology, make sure to read our guide on how to use ChatGPT by OpenAI.

3. Explain How Something Works

One area that ChatGPT really excels is helping us understand difficult ideas. You can ask it to explain the major themes in a famous novel or find the connection between two ideas. Plus, if there are any specific parts of the answer you don't get, simply ask ChatGPT to clarify the point.

If you want to try something a bit different, ask ChatGPT to explain an idea, but write it in the style of a rap song, or maybe explain it using a funny analogy.

4. Help With Coding

Words aren't the only language that it can speak, ChatGPT also understands code. Use it to help generate snippets of code to save you time working on tedious work. Interestingly, you can also employ ChatGPT to identify problems with your computer code and explain exactly why it doesn't work.

5. Get Better at Writing

There are several ways that ChatGPT can aid you in learning to write better. You can ask it to proofread your writing or even to suggest how your paragraph or essay could be improved.

Alternatively, you can think of it like a thesaurus. Try describing what it is you're trying to say and asking it to suggest some words that match.

6. Compose a Message

It can be difficult emailing a landlord or asking a boss for time off work, but with ChatGPT on your side, you will always know exactly how to arrange your words professionally. All you need to do is ask ChatGPT to draft you an email explaining your request.

You can also get help outside formal settings whenever you're having a hard time finding the right words. Whether you need help messaging a friend who's going through a hard time or sending a sweet message to someone you've just started dating, ChatGPT can give you some good suggestions.

7. Have a Conversation

When life gets you down it can be helpful to talk to someone. Unfortunately, it's not always possible to share your thoughts with friends or family, so why not talk to ChatGPT instead?

While you don't want to share any confidential information with the AI assistant, you could use it to write out how you feel and explore a problem that is causing you stress. It's a little like writing in a diary but with the added benefit of having an AI bot to help put things in perspective.

8. Get Style Suggestions

With everything that it has learned about the history of fashion, ChatGPT is a surprisingly good place to look for style advice. What works with loafers? How can I dress up a pair of jeans? What are some clothing pieces that are androgynous? Fear not, ChatGPT can help you look your best.

9. Explore Recipe Ideas

Another fun way to use ChatGPT is to ask for recipe ideas. There are lots of ways you can narrow down the answer, such as asking for recipe ideas based on the ingredients you have on hand.

If you don't have a lot of money to spend then try asking ChatGPT to come up with some recipes that are affordable. If you need something that's nutritious, then make sure to include that in your question.

10. Create Stories

ChatGPT's proficiency in the written language, combined with its ability to generate creative responses, means it can pass as a fairly decent storyteller. One way we can imagine using ChatGPT is to create fun bedtime stories for children, casting real-life people as characters in the story.

11. Write Poetry

Alongside creating stories, ChatGPT can create poems too. You can ask it to write in the style of a famous writer like Shakespeare or in a certain format like a limerick. Just give it a topic, and away it goes!

It's the kind of thing you can write inside a unique AI Christmas card instead of buying a generic card from a shop.

12. Brainstorm Creative Ideas

If you're stuck for creative ideas, ChatGPT is a great source of inspiration. From gift ideas to what to do for a birthday party, instead of searching Google for the answer, see what ChatGPT has to say.

Content creators and small businesses might also find ChatGPT useful for things like brainstorming new blog posts or coming up with creative copy for a website.

13. Suggest Movies/TV Shows

Don't know what to watch? ChatGPT can help. Ask it to suggest a movie or television show based on a genre you like, a time period, a particular actor, or any other specific detail. It's a great way to find something new to watch or discover the great classics of our time.

14. Get Past Writer's Block

There are several ways that ChatGPT can help you get past writer's block, from suggesting article titles to brainstorming topics. Try entering what you have written so far and asking ChatGPT to list a few alternative headings.

Given a topic, it can also flesh out a few different angles that might be worth writing about. It might be enough to get your own creative juices flowing and push you past your writer's block.

15. Use It as a Teaching Tool

A lot of people are concerned about how ChatGPT might be used by students to cheat on assignments, but surprisingly, teachers might also find ChatGTP to be just as useful. For example, it can produce multi-answer test questions in a matter of seconds, and it can easily provide written comments on how a student's work might be improved.

Using ChatGPT as a teaching tool could help teachers save valuable time, so they can focus on more important tasks. It's these benefits of AI technology that are encouraging more people to start a career in AI.

Take Your Questions to ChatGPT

Like any new technology, it will take some time to figure out what the best uses for it are. ChatGPT is still in development, and it's important to remember that it doesn't always get facts correct. With that in mind, there are plenty of fun and creative ways to use ChatGPT.

From style suggestions to using it as a teaching tool, put your questions to ChatGPT today and see what it has to say.

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15 Creative Ways to Use ChatGPT by OpenAI

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Use ChatGPT to its full potential with these creative ideas.

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https://www.weforum.org/agenda/2023/01/davos23-generative-ai-a-game-changer-industries-and-society-code-developers/

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ChatGPT The professionals guide to using AI by Allie Miller

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ChatGPT The professionals guide to using AI by Allie Miller

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https://www.linkedin.com/pulse/chatgpt-professionals-guide-using-ai-allie-k-miller/

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Did a human child write this? NYT Article (Paywall!)

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Did a human child write this? NYT Article (Paywall!)

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https://www.nytimes.com/interactive/2022/12/26/upshot/chatgpt-child-essays.html

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The Future of Writing in a World of Artificial Intelligence #ChatGPT

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The Future of Writing in a World of Artificial Intelligence #ChatGPT

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https://spencerauthor.com/ai-essay/

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https://www.zdnet.com/article/how-does-chatgpt-work/

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https://enildaromero.com/2023/03/09/chatgpt-swot-assignment/

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https://www.entrepreneur.com/en-in/technology/unpacking-what-it-takes-to-build-something-like-chatgpt/449808

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Learn a language with ChatGpt (Twitter thread)

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Learn a language with ChatGpt (Twitter thread)

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https://twitter.com/itspaulai/status/1661720854122643456?s=46&t=XTZ98mq4e6_j7-vuQFVltw

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https://platform.openai.com/docs/guides/gpt-best-practices

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https://www.oneusefulthing.org/p/how-to-use-ai-to-do-stuff-an-opinionated

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Generative AI bots will change how we write forever and that’s a good thing

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Generative AI bots will change how we write forever and that’s a good thing

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https://thehill.com/opinion/technology/4107998-generative-ai-bots-will-change-how-we-write-forever-and-thats-a-good-thing/

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https://www.iste.org/areas-of-focus/AI-in-education

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AI has generated 150 years worth of photographs in less than 12 months

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AI has generated 150 years worth of photographs in less than 12 months

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https://www.designboom.com/technology/ai-has-generated-150-years-worth-of-photographs-in-less-than-12-months-study-shows-08-21-2023/

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https://craft.stanford.edu/dash/resources

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https://www.teachingchannel.com/k12-hub/blog/50-chat-gpt-prompts-for-teachers/?fbclid=IwAR3YVA0kByCuav6_U004CpHkymwZQQlH9RL7l8NKDEFybQRuo0y6uY6lRj4

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https://www.aiforeducation.io/prompt-library

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https://www.geeky-gadgets.com/chatgpt-glossary/

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https://www.newyorker.com/tech/annals-of-technology/chatgpt-is-a-blurry-jpeg-of-the-web

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Gov.uk Ministry of Education Paper on generative AI 

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Gov.uk Ministry of Education Paper on generative AI 

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https://www.gov.uk/government/publications/generative-artificial-intelligence-in-education/generative-artificial-intelligence-ai-in-education

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Welcome to my collection of links and resources for ChatGPT. 

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Welcome to my collection of links and resources for ChatGPT. 

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English Articles are in BLUE

Prompts are in YELLOW

Screenshots are in PURPLE

German text is in GREEN

Image generated by Stable Diffusion: Black Teacher in her office with a bookshelf behind her overwhelmed by apps, social media, technology, screens and digital tools, surrounded by robots holding hands, with a happy expression on her face in the style of a comic with acrylic colours with bold black strokes and brush texture mostly blues yellows blacks and reds

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Leitfaden für Lehrkräfte zur Nutzung von ChatGPT

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Leitfaden für Lehrkräfte zur Nutzung von ChatGPT

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von Andrew Herft übersetzt und adaptiert von Alexandre Gagné, übersetzt und ergänzt von Alexander König (14.01.2023) CC BY NC SA

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Limitations. What it can‘t do (Feb 2023)

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Limitations. What it can‘t do (Feb 2023)

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https://www.zdnet.com/article/why-chatgpt-wont-discuss-politics-or-respond-to-these-20-controversial-questions/

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Generative AI: a game-changer society needs to be ready for

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Davos 2023

Generative AI has become a 'hot topic' for technologists, investors, policymakers and society. Image: Unsplash

Lead, Artificial Intelligence and Machine Learning, World Economic Forum

Lead, AI & Climate Technology, World Economic Forum Geneva

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The views expressed in this article are those of the author alone and not the World Economic Forum.

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Generative AI: a game-changer society needs to be ready for

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While generative AI has people excited about a new wave of creativity, there are concerns about the impact of these models on society.

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„ChaptGPT ist ein leistungsstarkes sprachbasiertes KI-Modell, das in der Lage ist, menschenähnliche Texte zu generieren. Dieses Modell bietet enormes Potenzial für die Bildung und den Sprachunterricht, indem es personalisierte und ansprechende Lernmaterialien erstellen kann." (KI-generierte Antwort am 05.01.2023)

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https://www.makeuseof.com/how-does-chatgpt-work/

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ChatGPT is OpenAI's game-changing AI chatbot that's keeping the internet amazed. Against all established tech trends, it hasn't taken long for ChatGPT to find its way into almost every area of our digital life.

Very few tech innovations have garnered as much interest as ChatGPT has achieved in such a short time. It never seems to run out of cool tricks-every day, we learn about exciting new things we didn't know it could do.

But how is ChatGPT able to do the things it can do? How does ChatGPT work?

How Was ChatGPT Built?

To understand how ChatGPT works, it's worth looking at its origins and the brain behind the cutting-edge AI chatbot.

Firstly, as magical as ChatGPT may seem, it was built by the genius of humans, just like every worthwhile software technology out there. OpenAI created ChatGPT, the revolutionary AI research and development company behind other powerful AI tools like DALL-E, InstructGPT, and Codex. We've previously answered some questions you might have about ChatGPT, so do take a look.

While ChatGPT went viral towards the end of 2022, most of the underlying technology that powers ChatGPT has been around for much longer, although with much less publicity. The ChatGPT model is built on top of GPT-3 (or, more specifically, GPT-3.5). GPT stands for "Generative Pre-trained Transformer 3."

GPT-3 is the third iteration of the GPT line of AI models and was preceded by GPT-2 and GPT. Earlier iterations of the GPT models are equally useful, but GPT-3 and the finely-tuned GPT-3.5 iteration are much more powerful. Most of what ChatGPT can do is due to the underlying GPT-3 technology.

What Is GPT?

So we've established that ChatGPT is built on the third generation of the GPT model. But what's GPT anyway?

Let's start by unpacking the acronyms in an easy-to-digest and non-technical manner.

The "Generative" in GPT represents its ability to generate natural human language text.

The "Pre-trained" represents the fact that the model has already been trained on some finite dataset. Much like you'd read a book or maybe several books before being asked to answer questions about it.

The "Transformer" represents the underlying machine-learning architecture that powers GPT.

Now, putting it all together, Generative Pre-trained Transformer (GPT) is a language model that has been trained using data from the internet with the aim of generating human language text when presented with a prompt. So, we've repeatedly said that GPT was trained, but how was it trained?

How Was ChatGPT Trained?

ChatGPT itself was not trained from the ground up. Instead, it is a fine-tuned version of GPT-3.5, which itself is a fine-tuned version of GPT-3. The GPT-3 model was trained with a massive amount of data collected from the internet. Think of Wikipedia, Twitter, and Reddit-it was fed data and human text scraped from all corners of the internet.

If you're wondering how GPT training works, GPT-3 was trained using a combination of supervised learning and Reinforcement Learning through Human Feedback (RLHF). Supervised learning is the stage where the model is trained on a large dataset of text scraped from the internet. The reinforcement learning stage is where it is trained to produce better responses that align with what humans would accept as being both human-like and correct.

Training With Supervised Learning

​​To better understand how supervised and reinforcement learning applies to ChatGPT, imagine a scenario where a student is being taught to write an essay by a teacher. Supervised learning would be the equivalent of the teacher giving the student hundreds of essays to read. The goal here is for the student to learn how an essay should be written by getting used to the tone, vocabulary, and structure of hundreds of essays.

However, there will be good and bad among those hundreds of essays. Since the student was trained on both good and bad copies, sometimes, the student might write a bad essay because the student was also fed bad essays at some point. This means when asked to write an essay, the student might write a copy that's not acceptable or good enough for the teacher. This is where reinforcement learning comes in.

Training With Reinforcement Learning

Once the teacher establishes that the student understands the general rules of essay writing by reading hundreds of essays, the teacher would then give the student frequent essay writing homework. Subsequently, the teacher would provide feedback on the essay writing homework, telling the students what they did well and what they could improve. The student uses the feedback to guide subsequent essay writing homework, helping the student to improve over time.

This is similar to the reinforcement learning stage of training the GPT model. After being fed a massive amount of text scraped from the internet, the model can answer questions. However, its accuracy is not going to be good enough. Human trainers ask the model a question and provide feedback on which answer is more appropriate for each question.

The model uses feedback to improve its ability to answer questions more accurately and more like how a human would respond. This is how ChatGPT can generate human-sounding responses that are both coherent, engaging, and generally accurate.

How Is ChatGPT Able to Answer Questions?

So, you visit the ChatGPT website and sign in. You prompt ChatGPT: "write a rap song in the style of Snoop Dogg." It responds with lyrics to a rap song that looks strikingly similar to what Snoop Dogg would write. How is this possible?

Well, the "magic" behind ChatGPT all ties neatly into its training.

After covering every inch of your Physics 101 textbook, there's a good chance you'll be able to answer any question from it that's thrown at you. Why? Because you've read it, and you've learned it. It's the same thing with ChatGPT-it learns. And as human civilization has shown, with enough training, solving almost any problem is possible.

While you can probably manage hundreds of books in your lifetime, ChatGPT or GPT has already consumed a huge chunk of the internet. That's a massive wealth of information. In there, somewhere, are probably lyrics to Snoop Dogg's numerous songs. So, of course, ChatGPT must have consumed it (remember, it's pre-trained) and recognized patterns in Snoop Dogg's lyrics. It would then use a "knowledge" of this pattern to "predict" lyrics to a song akin to what Snoop Dogg would write.

The emphasis here is on "predict." ChatGPT doesn't answer questions the same way we do as humans. For example, when faced with a question like, "What is the capital of Portugal?" you could say Lisbon and say it for a "fact." However, ChatGPT doesn't answer questions with 100% certainty. Instead, it tries to predict the right answer given the data it has consumed in its training dataset.

ChatGPT's Approach to Answering Questions

To better understand the concept of predicting responses, imagine ChatGPT to be a detective tasked with solving a murder. The detective is presented with evidence, but they don't know who committed the murder and how it happened. However, with enough evidence, the detective can "predict" with great accuracy who is responsible for the murder and how the crime was committed.

After consuming data from the internet, ChatGPT discards the original data and stores neural connections or patterns it has learned from the data. These connections or patterns are like pieces of evidence that ChatGPT analyzes when it attempts to respond to any prompt.

So, in theory, ChatGPT is like a very good detective. It doesn't know for sure what the facts of an answer should be, but it tries, with impressive accuracy, to predict a logical sequence of human language text that would most appropriately answer the question. This is how you get answers to your questions.

And this is also why some of those answers look very convincing but are awfully wrong.

ChatGPT: Answers Like a Human, Thinks Like a Machine

The underlying technical details of ChatGPT are complex. However, from a rudimentary standpoint, it works by learning and reproducing what it has learned when prompted, just like we do as humans.

As ChatGPT evolves through research, the way it works might change. However, its foundational working principles will remain the same for a while, at least until a disruptive new technology comes along.

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How Does ChatGPT Work? How Can ChatGPT Answer Questions?

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You've probably used ChatGPT to answer a question, but how does it respond to what you ask?

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"I am a computer program designed to process and generate human-like text based on the input I receive. I use machine learning techniques to analyze input and generate responses, which allows me to perform tasks such as answering questions and engaging in conversation. I am trained on a diverse set of data and can draw on this knowledge to produce responses that are informative, helpful, and accurate. Is there anything in particular you would like to know about how I work?" (KI generated answer on 6.01.2023)

German translation by ChatGPT:

"Ich bin ein Computerprogramm, das entwickelt wurde, um menschenähnlichen Text auf der Grundlage der von mir erhaltenen Eingaben zu verarbeiten und zu generieren. Ich verwende maschinelles Lernen, um Eingaben zu analysieren und Antworten zu generieren, was mir ermöglicht, Aufgaben wie das Beantworten von Fragen und die Teilnahme an Unterhaltungen auszuführen. Ich wurde an einer Vielzahl von Daten ausgebildet und kann auf dieses Wissen zurückgreifen, um informativ, hilfreiche und genaue Antworten zu liefern. Gibt es etwas Bestimmtes, das Sie über meine Arbeitsweise wissen möchten?"

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https://chat.openai.com/chat

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Kostenloses Online Kurs auf studypoint.de von Jan Vedder

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Kostenloses Online Kurs auf studypoint.de von Jan Vedder

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https://studypoint.de/app/#/shop

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48 Pages Posted: 21 Jun 2023 Last revised: 26 Sep 2023

Date Written: September 23, 2023

Abstract

This paper examines the transformative role of Large Language Models (LLMs) in education and their potential as learning tools, despite their inherent risks and limitations. The authors propose seven approaches for utilizing AI in classrooms: AI-tutor, AI-coach, AI-mentor, AI-teammate, AI-tool, AI-simulator, and AI-student, each with distinct pedagogical benefits and risks. Prompts are included for each of these approaches. The aim is to help students learn with and about AI, with practical strategies designed to mitigate risks such as complacency about the AI's output, errors, and biases. These strategies promote active oversight, critical assessment of AI outputs, and complementarity of AI's capabilities with the students' unique insights. By challenging students to remain the "human in the loop," the authors aim to enhance learning outcomes while ensuring that AI serves as a supportive tool rather than a replacement. The proposed framework offers a guide for educators navigating the integration of AI-assisted learning in classrooms.

Keywords: AI, LLM, Education, Prompts

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assigning ai: seven approaches for students

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Assigning AI: Seven Approaches for Students, with Prompts

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This paper examines the transformative role of Large Language Models (LLMs) in education and their potential as learning tools, despite their inherent risks and

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https://www.aiforeducation.io/prompt-library

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https://www.aiforeducation.io/prompt-library

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The Bot Brothers: Critical AI and the probably machines 

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The Bot Brothers: Critical AI and the probably machines 

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https://podcasts.apple.com/at/podcast/the-bot-brothers-ai-for-educators/id1678063898?i=1000629066875

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Interview mit Christian Spannagel: Generative Sprachmodelle: Fluch oder Segen für das Bildungssystem? (40 Min)

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Interview mit Christian Spannagel: Generative Sprachmodelle: Fluch oder Segen für das Bildungssystem? (40 Min)

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https://ki-kapiert.podigee.io/12-folge-11

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KI kapiert - der Podcast der KI-Campus-Community

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Mit der Veröffentlichung von ChatGPT im November 2022 hat die Auseinandersetzung mit dem Einsatz von generativer KI erheblich an Fahrt gewonnen. Insbesondere die Konsequenzen für das Bildungssystem stehen dabei im Fokus. Stefan Göllner spricht in dieser Folge mit dem Mathematikdidaktiker, Professor an der PH Heidelberg und YouTuber Christian Spannagel darüber, wie Lehrende KI-Sprachmodelle konstruktiv an der Hochschule nutzen können.

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KI-Campus - Die Lernplattform für Künstliche Intelligenz

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#11 - Generative Sprachmodelle: Fluch oder Segen für das Bildungssystem?

# data[].attributes.attachment_link.description
Mit der Veröffentlichung von ChatGPT im November 2022 hat die Auseinandersetzung um dem Einsatz generativer KI erheblich an Fahrt gewonnen. Insbesondere die Konsequenzen für das Bildungssystem stehen dabei im Fokus. Stefan Göllner spricht in dieser Folge mit dem Mathematikdidaktiker, Professor an der PH Heidelberg und YouTuber Christian Spannagel darüber, wie Lehrende KI-Sprachmodelle konstruktiv an der Hochschule nutzen können.

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Florian Nuxoll interviewt Philippe Wampfler (25 Min)

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Florian Nuxoll interviewt Philippe Wampfler (25 Min)

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https://doppelstunde.letscast.fm/episode/kuenstliche-intelligenz-und-das-schreiben-von-text

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mit Philippe Wampfler

11.04.2023 26 min

Zusammenfassung & Show Notes

Florian Nuxoll spricht in dieser Folge mit Philippe Wampfler (Twitter: @phwampfler). Er unterrichtet Deutsch an einem Gymnasium in Zürich, ist aber auch Dozent für Deutsch-Didaktik an der Uni Zürich. Daneben beschäftigt er sich viel mit Fragen der Digitalität und Schulentwicklung und ist da als Autor, Referent und Berater tätig. Es geht in dieser Folge unter anderem um die unterschiedlichen Möglichkeiten der Weiterentwicklung in der Schweiz und in Deutschland. Die beiden sprechen aber auch über die Auswirkungen von KI auf das Schreiben von Texten: Da künstliche Intelligenz heute sehr hochwertige Texte produzieren kann, stellt sich natürlich die Frage, inwieweit es noch sinnvoll ist, dass Menschen Texte schreiben....

Weitere Folgen und Podcasts von Westermann finden Sie auf www.podcasts.schule

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Künstliche Intelligenz und das Schreiben von Text

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Florian Nuxoll spricht in dieser Folge mit Philippe Wampfler (Twitter: @phwampfler). Er unterrichtet Deutsch an einem Gymnasium in Zürich, ist aber auch Dozent für Deutsch-Didaktik an der Uni Zürich. Daneben beschäftigt er sich viel mit Fragen der Digitalität und Schulentwicklung und ist da als Autor, Referent und Berater tätig.

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spiegel.de: Wie künstliche Intelligenz die Welt verändert (8 Min)

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spiegel.de: Wie künstliche Intelligenz die Welt verändert (8 Min)

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https://www.spiegel.de/deinspiegel/wie-kuenstliche-intelligenz-die-welt-veraendert-dein-spiegel-podcast-a-bd012234-0ad2-4dd1-872c-f30f1e902d79

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Zeitenwende durch künstliche Intelligenz - Was bedeutet das für den Englischunterricht

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Österreichischer Bundesverlag | öbv: KI in der Schule: Interview mit mir

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Österreichischer Bundesverlag | öbv: KI in der Schule: Interview mit mir

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https://podcasters.spotify.com/pod/show/klassezwanzigzukunft/episodes/21-KI-in-der-Schule-mit-Alicia-Bankhofer-e202343/a-a9f2hp0

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#klassezwanzigzukunft * A podcast on Spotify for Podcasters

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Wir leben in einer Welt, in der alles möglich und nichts sicher ist. Wir können nur mutmaßen, was die Zukunft bringt und welche Berufe unsere Kinder einmal ausüben werden. Internetministerin oder Agrar-Influencer? Unser Bildungssystem muss jetzt die Weichen stellen, damit wir für die Zukunft gerüstet sind. Doch was braucht es dafür?

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Österreichischer Bundesverlag | öbv Interview mit mir Alicia Bankhofer (42 Min)

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Österreichischer Bundesverlag | öbv Interview mit mir Alicia Bankhofer (42 Min)

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https://podcasters.spotify.com/pod/show/klassezwanzigzukunft/episodes/21-KI-in-der-Schule-mit-Alicia-Bankhofer-e202343/a-a9f2hp0

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#klassezwanzigzukunft * A podcast on Spotify for Podcasters

# data[].attributes.attachment_link.description
Wir leben in einer Welt, in der alles möglich und nichts sicher ist. Wir können nur mutmaßen, was die Zukunft bringt und welche Berufe unsere Kinder einmal ausüben werden. Internetministerin oder Agrar-Influencer? Unser Bildungssystem muss jetzt die Weichen stellen, damit wir für die Zukunft gerüstet sind. Doch was braucht es dafür?

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Bildungsdirektion für Wien - Interview mit mir Alicia Bankhofer und Barbara Buchegger (40 Min)

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Bildungsdirektion für Wien - Interview mit mir Alicia Bankhofer und Barbara Buchegger (40 Min)

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https://letscast.fm/sites/bildungsdirektion-fuer-wien-e82ffe52/episode/digitalisierung-im-unterricht

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Inhaltlich ergänzt diese Folge die zuletzt veröffentlichte Aufnahme, in der Künstliche Intelligenz, besonders die Chancen und Herausforderungen von ChatGPT, thematisiert wurde. Welche Möglichkeiten gibt es, digitale Medien im Unterricht einzusetzen? Wo können sich Eltern, Pädagog:innen und Jugendlic…

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KI Prompts zum kennenlernen (Alicia Bankhofer)

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KI Prompts zum kennenlernen (Alicia Bankhofer)

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https://www.canva.com/design/DAFjtnMdq-o/sJY7jsAiSEe_0wLcoS1ehA/edit

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Stand 25.01.2023

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Stand 25.01.2023

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https://fobizz.com/ki-assistenz-fobizz-tools/

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Artificial intelligence for your lessons | fobizz Tools

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Translate and shorten texts, get ideas for study notes or lesson outlines. All this is possible with the help of AI. Use it free of charge!

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Chatbt Prompts für Lehrende - zu, ausprobieren! Alicia Bankhofer

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Chatbt Prompts für Lehrende - zu, ausprobieren! Alicia Bankhofer

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Guide to AI in Education - John Spencer (Eng.)

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Guide to AI in Education - John Spencer (Eng.)

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https://writer.com/ai-content-detector/

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https://www.fictitious.ai/

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https://platform.openai.com/ai-text-classifier

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https://jens.marketing/ki-texte-erkennen-tools/

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https://aiwritingcheck.org/

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http://gptzero.me/

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https://www.npr.org/2023/01/09/1147549845/gptzero-ai-chatgpt-edward-tian-plagiarism

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A college student created an app that can tell whether AI wrote an essay

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Some students have been using ChatGPT, a text-based bot, to do their homework for them. Now, 22-year-old Edward Tian’s new app is attracting educators working to combat AI plagiarism.

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https://www.fastcompany.com/90830518/tools-to-detect-ai-generated-text-chatgpt?partner=rss&utm_source=rss&utm_medium=feed&utm_campaign=rss+fastcompany&utm_content=rss

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The 8 Most Accurate AI Text Detectors You Can Try

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The 8 Most Accurate AI Text Detectors You Can Try

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https://flip.it/WNis1o

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https://digitalanalog.at/artificial-intelligence/die-begruendungskompetenz-ein-plaedoyer-ueber-die-mathematik-hinaus/

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[youtube-feed feed=5]

Herzlich willkommen, liebe Leserinnen und Leser! In diesem Artikel befassen wir uns mit einer spannenden Entwicklung in der Welt der Künstlichen Intelligenz - wie ChatGPT mit dem Internet verbunden wird.

Sie fragen sich vielleicht: Was ist ChatGPT und warum ist der Internetzugang für diese KI wichtig?

ChatGPT ist ein KI-Sprachmodell, das von OpenAI entwickelt wurde. Es wurde mit einer Vielzahl von Texten aus dem Internet trainiert und kann menschenähnliche Konversationen in einer beeindruckenden Bandbreite von Themen führen. Es kann Fragen beantworten, Geschichten erzählen, Gedichte schreiben und vieles mehr.

Aber hier ist der Haken: Obwohl ChatGPT auf umfangreichen Daten trainiert wurde, sind seine Kenntnisse auf das begrenzt, was es während seines Trainings gelernt hat. Es kann nicht auf Echtzeitinformationen aus dem Internet zugreifen... bis jetzt.

Die Bedeutung von Internetzugang:Internetzugang für ChatGPT bedeutet, dass es über die Möglichkeit verfügt, Informationen aus dem World Wide Web abzurufen und zu nutzen. Dies ist ein großer Fortschritt, da es bedeutet, dass ChatGPT nun aktuelle und kontextbezogene Informationen bereitstellen kann, die über das hinausgehen, was es während seines Trainings gelernt hat.

Das Web-Browsing-Plugin:Ein spezielles Plugin ermöglicht es ChatGPT, das Internet zu „durchsuchen". Dieses Plugin ermöglicht es ChatGPT, Suchanfragen durchzuführen und Informationen von Webseiten abzurufen, um Fragen zu beantworten und relevante Informationen bereitzustellen.

Diese Entwicklungen könnten die Art und Weise, wie wir mit KI interagieren und sie nutzen, revolutionieren. In den folgenden Kapiteln werden wir tiefer in diese faszinierende Thematik eintauchen und ergründen, wie das Browsing-Plugin funktioniert, welche Sicherheitsmaßnahmen getroffen wurden und welche Auswirkungen dies auf die Nutzererfahrung hat.

Im Laufe der Jahre hat sich ChatGPT erheblich weiterentwickelt. Aber die neueste Entwicklungsstufe von GPT-3 zu WebGPT markiert einen signifikanten Fortschritt.

In den nächsten Kapiteln werden wir weiter in die Details des Web-Browsing-Plugins eintauchen, das diese bahnbrechenden Fähigkeiten ermöglicht, sowie die damit verbundenen Sicherheitsbedenken diskutieren.

Vielleicht fragen Sie sich jetzt, wie es möglich ist, dass ChatGPT das Internet durchsuchen kann. Die Antwort liegt in einem cleveren kleinen Werkzeug namens dem Browsing-Plugin.

Wir haben gesehen, wie das Browsing-Plugin ChatGPT in die Lage versetzt, auf das Internet zuzugreifen. Aber wie steht es um die Sicherheit? Lesen Sie weiter, um mehr über die Sicherheitsbedenken und Maßnahmen im Zusammenhang mit ChatGPTs Internetzugang zu erfahren!

Im Zeitalter der Digitalisierung ist die Sicherheit von größter Bedeutung, insbesondere wenn es um Künstliche Intelligenz und Internetzugang geht. Lassen Sie uns also die Sicherheitsmaßnahmen betrachten, die OpenAI implementiert hat, um den Internetzugang von ChatGPT zu gewährleisten.

Sicherheit ist bei jedem technologischen Fortschritt ein zentraler Aspekt. OpenAI hat verschiedene Maßnahmen ergriffen, um sicherzustellen, dass ChatGPT das Internet auf sichere und verantwortungsbewusste Weise nutzen kann. In den folgenden Kapiteln werden wir tiefer in die Details gehen und einige Anwendungsbeispiele betrachten.

Eine der Hauptfragen, die sich bei der Integration des Internets in ChatGPT stellen, ist der Respekt vor den Urhebern von Inhalten und die Einhaltung der Webnormen. OpenAI hat mehrere Maßnahmen ergriffen, um dies zu gewährleisten.

Mit diesen Maßnahmen versucht OpenAI, den Internetzugang von ChatGPT so transparent und respektvoll wie möglich zu gestalten. Im nächsten Kapitel werden wir einige Beispiele dafür betrachten, wie dieses Browsing-Plugin in Aktion aussieht.

Der Zugang zu aktuellsten Informationen aus dem Web erweitert die Fähigkeiten von ChatGPT enorm. Hier sind ein paar Beispiele dafür, wie das Browsing-Plugin die Leistungsfähigkeit von ChatGPT verbessert:

Aktuelle Ereignisse und Informationen:Eines der offensichtlichsten Anwendungsfälle ist der Zugang zu aktuellen Ereignissen und Informationen. Wenn zum Beispiel ein Nutzer fragt: „Wer hat den Oscar für den besten Schauspieler gewonnen?", kann ChatGPT dank des Browsing-Plugins eine aktuelle Antwort liefern, indem es die aktuellsten Oscar-Ergebnisse online abruft.

Verifizierung von Informationen:ChatGPT kann auch Informationen aus mehreren Quellen verifizieren, um eine präzisere und zuverlässigere Antwort zu liefern. Das Browsing-Plugin erlaubt es ihm, verschiedene Websites zu durchsuchen und Informationen zu vergleichen.

Lernen über neue Themen:Mit dem Browsing-Plugin kann ChatGPT auch neue Themen und Informationen erforschen, die es in seinem ursprünglichen Training nicht hatte. Es kann zum Beispiel nach dem neuesten Stand der Forschung in einem bestimmten wissenschaftlichen Bereich suchen, oder die neuesten Trends in der Modewelt erkunden.

Interaktive und dynamische Unterhaltungen:Das Browsing-Plugin ermöglicht es ChatGPT auch, dynamischere und interaktive Unterhaltungen zu führen. Es kann auf aktuelle Ereignisse reagieren, Fragen zu aktuellen Themen beantworten und sogar Gedichte über aktuelle Oscar-Gewinner erstellen!

Mit diesen erweiterten Fähigkeiten kann ChatGPT den Nutzern einen noch größeren Nutzen bieten. Im nächsten Kapitel werden wir über einige der möglichen zukünftigen Entwicklungen sprechen.

Die Integration des Internets in ChatGPT öffnet eine Fülle von Möglichkeiten für die Zukunft. Hier sind einige potenzielle Entwicklungen, die wir in den kommenden Jahren sehen könnten:

Erweiterte Forschungsfähigkeiten:Mit zunehmendem Zugang zum Internet könnte ChatGPT in der Lage sein, komplexere Forschungsaufgaben durchzuführen. Es könnte tiefer in spezifische Themen eintauchen, mehrere Quellen vergleichen und umfassendere und detailliertere Antworten liefern.

Aktive Teilnahme an Webaktivitäten:Im Moment ist das Browsing-Plugin auf GET-Anfragen beschränkt und kann keine transaktionalen Operationen durchführen. Aber in der Zukunft könnte es vielleicht in der Lage sein, aktiver an Webaktivitäten teilzunehmen - vielleicht sogar an Diskussionen in Foren oder auf Social-Media-Plattformen.

Interaktive Lernumgebungen:ChatGPT könnte auch genutzt werden, um interaktive Lernumgebungen zu schaffen. Es könnte aktuelle Informationen aus dem Web nutzen, um in Echtzeit auf Fragen zu antworten und Lerninhalte zu aktualisieren.

Kundenservice und Support:Mit seiner Fähigkeit, aktuelle Informationen zu suchen, könnte ChatGPT auch in Bereichen wie Kundenservice und Support eingesetzt werden. Es könnte beispielsweise nach aktuellen Produktinformationen suchen oder auf aktuelle Probleme reagieren.

Das sind natürlich nur Spekulationen. Aber eins ist sicher: Die Integration des Internets in Künstliche Intelligenz wie ChatGPT hat das Potenzial, die Art und Weise, wie wir mit KI interagieren, grundlegend zu verändern. Es wird spannend zu sehen sein, was die Zukunft bringt!

Die Sicherheit ist ein zentraler Aspekt bei der Integration des Internets in ChatGPT. OpenAI hat verschiedene Sicherheitsmaßnahmen implementiert, um die Nutzer und die Webinfrastruktur zu schützen. Hier sind einige dieser Maßnahmen:

Diese Maßnahmen gewährleisten, dass ChatGPT das Internet auf eine sichere und verantwortungsbewusste Weise nutzt. Im nächsten Kapitel werden wir weitere Einzelheiten dazu besprechen, wie OpenAI Feedback zu diesem neuen Feature sammelt und darauf reagiert.

OpenAI sieht das Feedback der Nutzer als eine wesentliche Quelle für Verbesserungen und Weiterentwicklung. Hier sind einige Wege, wie OpenAI auf Nutzerfeedback reagiert und davon lernt:

Feedback ist ein wichtiger Bestandteil des Entwicklungsprozesses von KI, und OpenAI ist bemüht, dieses Feedback zu nutzen, um besser auf die Bedürfnisse und Anliegen der Nutzer einzugehen. Im letzten Kapitel werden wir einen Blick auf die Ethik der Internetnutzung durch KI werfen.

Mit dem Fortschritt der künstlichen Intelligenz und ihrer zunehmenden Fähigkeit, das Internet zu nutzen, entstehen neue ethische Fragen. Hier sind einige Überlegungen, die OpenAI in seine Ansätze zur Internetnutzung durch ChatGPT integriert hat:

Diese ethischen Überlegungen sind nur ein Teil der vielen Herausforderungen und Möglichkeiten, die die Integration des Internets in KI-Systeme wie ChatGPT mit sich bringt. Es ist eine spannende Zeit für die Entwicklung von KI, und wir freuen uns darauf, diese Entwicklung gemeinsam mit Ihnen zu verfolgen. Vielen Dank, dass Sie uns auf dieser Reise begleitet haben!

[youtube-feed feed=2]

FAQ: Häufig gestellte Fragen - ChatGPT mit Internetzugang

Kann ChatGPT auf das Internet zugreifen?

Ja, mit der Einführung des Browsing-Plugins kann ChatGPT nun auf das Internet zugreifen. Es kann Informationen in Echtzeit abrufen und auf aktuellste Daten zugreifen.

Wie kann ich ChatGPT mit dem Internet verbinden?

Als Endbenutzer müssen Sie ChatGPT nicht manuell mit dem Internet verbinden. Die Browsing-Funktion ist in das System integriert und wird automatisch aktiviert, wenn eine Anfrage nach aktueller Information gestellt wird.

Was ist das Browsing-Plugin von ChatGPT?

Das Browsing-Plugin ist eine Erweiterung, die es ChatGPT ermöglicht, auf Informationen aus dem Internet zuzugreifen. Es verwendet die Bing-Such-API, um relevante Informationen zu finden und abzurufen.

Was ist der Unterschied zwischen WebGPT, WebChatGPT und ChatGPT?

WebGPT und WebChatGPT sind frühere Projekte von OpenAI, die die Grundlage für die Integration des Internetzugangs in ChatGPT bildeten. ChatGPT ist das aktuelle KI-Modell von OpenAI, das diese Fähigkeiten nutzt.

Ist der Internetzugriff von ChatGPT sicher?

Ja, OpenAI hat mehrere Sicherheitsmaßnahmen implementiert, um sicherzustellen, dass die Internetnutzung von ChatGPT sicher ist. Dies beinhaltet die Beschränkung auf GET-Anfragen, die Nutzung einer sicheren Such-API und den Betrieb des Browsing-Plugins innerhalb eines isolierten Dienstes.

Wichtige Quellen und nützliche Links

[Text wurde mit Hilfe von ChatGPT erstellt.]

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Scientific Economics - ChatGPT, KI, OpenAI & Co.

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ChatGPT mit Internet Verbinden: Zugriff auf Aktuelle Informationen durch Web Browsing Plugin

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Entdecken Sie, wie Sie ChatGPT mit dem Internet verbinden können und wie sich das Web Browsing mit ChatGPT verbessert hat.

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https://www.spiegel.de/panorama/bildung/chatgpt-und-co-an-schulen-lehrkraefte-in-ki-verantwortung-a-a2a2bd4f-7b13-481b-8c8a-55ed6c1a9ce9

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ChatGPT und Co. an Schulen: Lehrkräfte in KI-Verantwortung

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Ob Kinder den Umgang mit künstlicher Intelligenz lernen, ist bisher abhängig vom Lehrer. Eine SPIEGEL-Umfrage zeigt: Die Bildungsministerien begrüßen den Einsatz im Unterricht, lassen aber die Lehrkräfte über die Nutzung entscheiden.

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https://manuelflick.notion.site/manuelflick/Der-ChatGPT-Guide-f-r-Lehrkr-fte-186813a81fc14c47aec4341f405e14c4

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Philippe Wampfler: KI im Schreibunterricht: Creative Writing Prompts

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Philippe Wampfler: KI im Schreibunterricht: Creative Writing Prompts

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Die Angst, Schreiben im Unterricht verliere an Bedeutung, weil KI-Tools Texte generieren können, ist auch unter Lehrpersonen weit verbreitet. Wenn es nur um die produktorientierte Vorstellung geht, einen fertigen Text zu produzieren, dann ist die Angst gleichzeitig berechtigt und unberechtigt: Zwar verliert Schreiben dann an Bedeutung, was aber keine Rolle spielt, weil Menschen auch ohne Schreibkompetenzen fertige Texte produzieren können (wozu sie diese dann brauchen, ist eine andere Frage).

Somit zeigt die Verfügbarkeit dieser KI-Tools, dass besonders schulisches Schreiben als Prozess konzipiert werden muss. Als Axiom der Schreibdidaktik kann für den Umgang für KI gelten:

KI-Tools fördern den Aufbau Schreibkompetenzen, wenn sie bewusst für einen Prozessschritt eingesetzt werden. Sie behindern den Aufbau von Schreibkompetenzen, wenn damit Prozessschritte übersprungen werden.

Wir können das mit dem einfachen unten abgebildeten Prozessmodell veranschaulichen. Schreiben besteht also aus fünf Prozessschritten:

Pre-Writing: Inspiration, Sammeln von Ideen, Klären des Ziels, Planen des Schreibprozesses

Drafting: Erstes Schreiben des Textes.

Revision: Einholen vom Feedback, Abgleich des Textes mit den Zielen und Wirkungsabsichten.

Revising: Überarbeiten des Textes.

Publishing: Text veröffentlichen (inkl. Layout etc.).

KI kann nun beispielsweise für den Editing-Prozess sinnvoll genutzt werden: Deepl Write beschleunigt die Überarbeitung und erleichtert es, formale Fehler zu finden. Wer einen Text schreibt und ihn dann bei Schritt 4 mit Deepl Write korrigiert und stilistisch überarbeitet, befolgt das oben formulierte Axion.

Das gilt auch für die Unterstützung beim Finden von Ideen. Ein Freund hat mir kürzlich gezeigt, wie Drehbuch-Techniken eingesetzt werden können, um mit ChatGPT Ideen zu generieren. Diese ersetzen den Schreibprozess nicht, sondern können helfen, Inspiration zu finden und den Prozess zu strukturieren. Hier ein Beispiel ( Verlinkung).

Während mit den Begriffen "Beat-Sheet" und "Save-the-Cat" Fachwissen eingebracht wird, kann das auch über den Verweis auf bestimmte Erzählungen erfolgen. Das zeigt das nächste Beispiel ( Verlinkung) - es funktioniert allerdings nur, wenn ChatGPT auf Wissen über diese Erzählungen zugreifen kann:

Der letzte Tipp für die Pre-Writing-Phase kann verallgemeinert werden. Grundsätzlich ist es immer möglich, der KI eine Rolle zuzuweisen, in der sie einem hilft, überhaupt die richtigen Anfragen zu formulieren. Das habe ich hier gemacht ( Verlinkung):

Selbstverständlich liegt die Versuchung immer nahe, ChatGPT direkt dann auch die Texte schreiben zu lassen. Damit das nicht passiert, braucht es eine didaktische Begleitung sowie Schreibaufgaben, die nicht von einer KI gelöst werden können...

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Alle Beiträge von Philippe Wampfler anzeigen

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KI im Schreibunterricht: Creative Writing Prompts

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Die Angst, Schreiben im Unterricht verliere an Bedeutung, weil KI-Tools Texte generieren können, ist auch unter Lehrpersonen weit verbreitet. Wenn es nur um die produktorientierte Vorstellung geht, einen fertigen Text zu produzieren, dann ist die Angst gleichzeitig berechtigt und unberechtigt: Zwar verliert Schreiben dann an Bedeutung, was aber keine Rolle spielt, weil Menschen auch ohne...

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https://www.vkkiwa.de/ki-ressourcen/

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https://unterrichten.digital/2023/01/25/chatgpt-unterricht-feedback-mega-prompt/

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Auch wenn manche ChatGPT als „Gamechanger im Bereich Künstliche Intelligenz" handeln, ist das Grundprinzip (nur nochmal kurz zur Wiederholung) doch recht einfach: Denn ChatGPT ist ein sogenannter „Transformer"-basierter Sprachgenerator, der mithilfe einer großen Menge an Texten trainiert wurde. Es erhält als Eingabe einen Anfangstext (einen „Prompt", z.B. eine Aufforderung oder Frage) und generiert darauf basierend einen möglichen Fortsetzungstext. Durch die Verwendung von sogenannten „Self-Attention"-Mechanismen kann ChatGPT dabei auf frühere Teile des Eingabe-Textes zurückgreifen und diese in den generierten Text einbeziehen, was zu teils erstaunlichen Effekten führt.

Zwar warnt Rowan Curran, Analyst für maschinelles Lernen beim Marktforschungsunternehmen Forrester, in einem interessanten Artikel in der Washington Post, „...dass große Sprachmodelle wie ChatGPT dafür berüchtigt sind, ‚kohärenten Unsinn' auszuspucken". Und natürlich müssen wir dieses auf Internet-Trainingsdaten beruhende Sprachmodell mit aller Vorsicht nutzen. Aber eines ist klar: Hier werden Werkzeuge entwickelt, die gekommen sind, um zu bleiben. Das ist auch unseren Schülerinnen und Schülern sehr klar.

Und wer im Bildungsbereich ein Tool wie ChatGPT eben ganz nüchtern auch als Tool sieht - als Werkzeug, als Assistent für die Planung oder Unterstützung von Lernprozessen - der wird schon aus Neugierde den Dialog mit dem Chatbot immer weiter vertiefen, verfeinern und im Optimalfall auf der Basis des technisch Machbaren perfektionieren.

Einige Punkte fand ich - praxisorientierter Anwender ohne Informatik-Hintergrund - in den letzten Monaten und Wochen besonders interessant:

Momentan eignet sich das Tool perfekt für entdeckendes Lernen und Herumspielen (ja, für die Schülerinnen und Schüler sowieso - aber endlich dürfen wir Lehrer auch mal so richtig!), aber noch nicht für „perfekte" Ergebnisse (Texterstellung, ...). Das ist Stand Januar 2023 so - und wird sich sicher ändern. Zugleich steht die Nutzung von ChatGPT immer unter dem Vorbehalt, dass wir alle eine Testversion nutzen, die vor allem der Verbesserung dient - sicherlich aber in Zukunft kostenpflichtig wird.

Erster großer Lerneffekt: Die Eingaben (Prompts), mit denen wir ChatGPT zu einer Antwort auffordern, sind ein entscheidender Stellhebel für den Output, für das Ergebnis, das wir erhalten. Je besser der Prompt, desto mehr können wir aus der vorhandenen Datenbasis herausholen. Diese Erkenntnis greift auch der oben angeführte Dozent in seiner „AI-Policy" auf und gibt sie direkt weiter.

Zweiter großer Lerneffekt: Mit einfachen Prompts erreicht man durchaus erstaunliche Ergebnisse, kommt aber nicht weit. Je komplexer, präziser und zielorientierter unsere Prompts definieren, was ChatGPT für uns machen soll, desto mehr wird möglich.

Vom „Prompt" zum „Mega-Prompt"

Besonders spannend wird jetzt die Beschäftigung mit ChatGPT-Prompts. Das klingt zwar sehr nach IT-Nerd (der ich nicht bin), ist aber gerade für Schule und Unterricht zentral. Denn: Zahlreiche Lehrerinnen und Lehrer beschäftigen sich erst seit kurzer Zeit mit ChatGPT oder anderen „KI"-Tools, lernen das Tool kennen und fangen an, Ideen für schulisches Lernen zu entwickeln und tauschen diese miteinander aus. Das heisst, auch hier stehen wir noch ganz am Anfang - und die Lernkurve ist steil.

„People have predicted the rise of a new category of professionals called "prompt engineers," even guessing they'll replace data scientists or traditional programmers", konstatiert die Washington Post, hält diese Entwicklung jedoch für wenig wahrscheinlich. Gerade in den Sozialen Medien hat sich, wie es scheint (oder liegt das an meinen Twitter-Interessen?), aber schon jetzt eine ganz neue Spezialisten-Gruppe herausgebildet, die gezielt ChatGPT-Prompts weiterentwickelt.

Und das ist richtig spannend. Denn bei dem in diesem Bereich sehr aktiven Rob Lennon fand ich vor einigen Tagen ein Konzept, das er (ja natürlich, absolut social-media-wirksam und vielleicht etwas sehr plakativ) „ Mega-Prompt" nennt, das es aber in sich hat. Rob geht weg von einfachen Eingaben wie „Mache dies", „Mache jenes" oder „Erkläre mir das [XY-]Konzept" hin zu einem sechsstufigen Prompt-Aufbau, der ChatGPT mit sechs unterschiedlichen Aufforderungen / Informationen in ein konkretes „Szenario" versetzt:

Wer oder was wird simuliert?

Aufgabe / Tätigkeit - was ist zu tun?

Arbeitsschritte - was ist in welcher Reihenfolge zu tun?

Kontext / Nebenbedingungen / Einschränkungen / ... - was muss dabei beachtet werden?

Ziel - was soll der Bot-Dialog erreichen?

Format des Outputs - wie soll die Rückmeldung des Bots aussehen?

Anhand eines Beispiels verdeutlicht er anschaulich, wie sich mithilfe eines Mega-Prompt Interview-Transkripte straffen, stilistisch verbessern und damit ganz einfach automatisch redigieren lassen. Und dieses Beispiel eines „Transcript Fixer" lässt erahnen, was noch möglich sein wird...

Mega-Prompt für den Unterricht: ChatGPT als Schreibassistent

Aber noch interessanter als Robs Vorlage finde ich - gerade mit Blick auf Schule und Unterricht - die Idee von Mick McMurray, einem High-School-Lehrer aus San Diego/CA. Er hat einfach Robs Struktur für Mega-Prompts mit Blick auf einen wichtigen Lernprozess adaptiert: Das Schreiben und Überarbeiten argumentativer Texte. Nur diesmal mit einem persönlichen ChatGPT-Schreibassistenten, der Schülerinnen und Schüler bis zum gewünschten Ergebnis begleitet und mit individuellem Feedback die Möglichkeit zur Überarbeitung und Verbesserung gibt. Ein interessanter Ansatz, gerade auch mit Blick auf die beginnende Auseinandersetzung mit KI aus Sicht der Schreibdidaktik, auch hier im Blog:

John Warner - US-Schriftsteller, Herausgeber, Forscher und Berater - stellt im Gastbeitrag mit Blick auf ChatGPT und den aktuellen Hype um KI-Tools die Frage, was am aktuellen Schreibunterricht der High-Schools und Colleges eigentlich erhaltenswert ist und was wir getrost über Bord werfen können. Erfahrungen und Einschätzungen, die gleichermaßen für die USA wie für Deutschland gelten und zeigen: Die Kritik an „bewährten" Lehr- und Lernkonzepten ist nicht neu, verschärft sich aber durch die Verfügbarkeit von KI-Tools wie ChatGPT.

Die bekannte und auf Unterrichtsentwicklung spezialisierte US-Lehrerin Dr. Catlin Tucker beleuchtet in ihrem Gastbeitrag das viel beschworene disruptive Potential einer neuen Technologie wie KI am Beispiel von ChatGPT. Sie plädiert einmal mehr für konsequente Unterrichtsentwicklung und echtes Blended Learning - denn neue Technologien des 21. Jahrhunderts seien nach Tucker nur so disruptiv, wie es der häufig nach klassischen Modellen geplante Unterricht zulässt.

Doch zurück zu Mick McMurray: Nicht zu Unrecht ärgert sich Mick per Twitter darüber, dass Lehrpersonen das Potential von ChatGPT eigentlich noch gar nicht nutzen, wenn sie sich Stundenplanungen und andere Standardtätigkeiten vom Bot abnehmen lassen - das Gleiche wie immer, nur halt schneller.

„Teacher's conversations about ChatGPT are short-sighted. Cheating. Writing lesson plans. What we do now, but faster." Letztlich wenig innovativ und stark an der Oberfläche. In einem interessanten Mailaustausch schrieb er mir heute Morgen noch: „To leverage the power of ChatGPT in the classroom, educators need to think about it as more than a tool for creating a single output with a single input. If you craft a prompt correctly, you can create personalized learning experiences. „

Und genau damit greift er einen Aspekt heraus, der uns alle sehr beschäftigt: Die Frage, inwiefern und wie intensiv digitale Technologien individualisierte(re)s Lernen ermöglichen können und Schülerinnen und Schüler in ihrem Lernprozess besser (weil individueller) unterstützen können, als ich es als Lehrer im laufenden Unterricht (mit bspw. 30 SuS, die sich im Schreibprozess befinden) kann.

Und seine Idee eines Schreibspiels mit ChatGPT funktioniert schon ganz gut - weil der Prompt bereits jetzt so präzise und ausdifferenziert ist, dass Schülerinnen und Schüler sich in ein Schreibspiel mit ChatGPT begeben (oder andersherum?), an dessen Ende sie in einem kontinuierlichen Prozess von

bspw. einen argumentativen Text mit einer konkreten Fragestellung, fortlaufend durch Feedback optimiert, verfasst haben. ChatGPT wird damit zu einem ganz einfachen, aber zugleich sehr weitreichenden Lernbegleiter.

Einfach mal ausprobiert - Potential für individualisiertes Lernen: ChatGPT als Schreibassistent

Die Vorlage von Mick habe ich einfach mal übersetzt und leicht angepasst, sodass sie auch in meinem Unterricht (bzw. im deutschsprachigen Unterricht allgemein und fachunabhängig) mit den unterschiedlichsten Aufgaben und Fragestellungen verwendet werden könnte, und dann getestet.

Schaut rein, was passiert, sobald der Prompt startet - das Training beginnt:

Das könnte jetzt länger so weitergehen - aber das werde ich in Kürze live im Unterricht mit meinen Schülerinnen und Schülern testen. Denn bald steht die Facharbeit an. Und für mich als Tutor beginnt wieder die Rolle als Schreib-Begleiter.

Eine Rolle übrigens, der ich bei 14 schreibenden Schülerinnen und Schülern selten gerecht werde - zu wenig Zeit bleibt für individuelle Rückmeldung und Unterstützung während des Schreibprozesses. Wie eigentlich immer, wenn es bspw. um argumentatives Schreiben geht.

Könnte nicht genau das ein Potential von Tools wie ChatGPT für den Unterricht sein?

Wir werden es sehen und uns sicherlich noch lange und intensiv darüber austauschen. Und selbst wenn die Rückmeldungen und Hilfestellungen der App in der Unterrichtspraxis nicht sehr gut sein sollten (was ja noch zu beweisen wäre) oder unsere Schülerinnen und Schüler einfach andere Bedürfnisse haben (es wäre nicht der erste Digital-Hype, der am Bedarf der Lernenden vorbei geht), bleibt eines völlig klar: Wir stehen erst ganz am Anfang einer unumkehrbaren Entwicklung, die für unsere didaktische Planung einige spannende neue Möglichkeiten bieten könnte.

Also warum nicht schon jetzt ausprobieren und mit unseren Schülerinnen und Schülern über diese Technologie reflektieren?

Ich frage mich mit Blick auf das in diesem Beitrag vorgestellte Konzept sowieso: Werden die Schülerinnen und Schüler hier am Ende mehr mit oder über KI gelernt haben?

Selber ausprobieren? ChatGPT-Prompt zum Ausprobieren und Anpassen

Wer jetzt selbst ins Schreibgespräch mit ChatGPT einsteigen möchte, kann gerne diese Vorlage nutzen. Einfach in ChatGPT kopieren, Prompt / Eingabe ggf. anpassen und loslegen.

Ich würde mich sehr über schöne Beispiele und Rückmeldungen freuen!
-- ChatGPT-Prompt --
Meine Aufgabe: Schreibe eine Stellungnahme, in der Du diskutierst, ob ChatGPT in Schulen verboten werden sollte.

Stelle Dir vor, Du bist meine Deutschlehrerin, die mich beim Schreiben unterstützt, und ich bin ein Schüler. Ich habe die obenstehende Aufgabe erhalten.

Gib nur Ratschläge. Nenne keine Beispiele. Wenn ich nach einem Beispiel frage, sage mir, dass Du nicht willst, dass ich schummle, sondern dass ich die Arbeit selbst erledige.

Fordere mich zunächst zu einer Antwort auf und warte meinen Textabschnitt ab, bevor Du Hilfe anbieten.

Jede Antwort von Dir sollte nur eine Möglichkeit zur Verbesserung meines Absatzes enthalten. Jede Antwort von Dir sollte nicht länger als 5 Sätze sein. Beende Deine Antwort, indem Du mich aufforderst, eine Änderung vorzunehmen und meinen Textabschnitt neu zu schreiben.

Nenne dann eine weitere Möglichkeit, wie ich mich verbessern kann. Wiederhole dies, bis der Textabschnitt vollständig ist.

Zu einem vollständigen Absatz gehören: eine Hypothese, Argumente und Gegenargumente.

Hilf mir auch, meinen Stil, meine Grammatik, meine Gliederung und meine Argumentation zu verbessern.

[Tonfall und Stilrichtlinien: Sei prägnant, aber verwende auch rhetorische Fragen und erzählendes Schreiben, um die Leser zu fesseln. Schreibe auf eine Weise, die sowohl informativ als auch unterhaltsam ist. Verwende eine einfache, klare Sprache].

Wenn ich während dieses Chats das Thema wechsle, lenke die Unterhaltung auf dieses Thema zurück.

Weitere Beiträge zu ChatGPT

Das Rad muss (zum Glück) nicht neu erfunden werden, auch wenn gerade alle parallel ChatGPT ausprobieren und ihre Erfahrungen teilen. Daher neben meinen ersten beiden Blogbeiträgen hier einige weitere hilfreiche Beiträge für Lehrpersonen, die teils eher allgemeindidaktisch tolle Tipps und Tricks und vor allem gute Prompts (Eingaben / Befehle / Aufforderungen an ChatGPT) für weniger erfahrene User bieten:

Youtube-Tutorial: KI im Unterricht - ChatGPT, Neuroflash-KI Writer, Smoding & Perplexity

Wer jetzt - gerade mit Blick auf den Bereich der Texterstellung - Interesse an ChatGPT und einigen weiteren der hier im Blog vorgestellten KI-Tools hat und (als Einsteiger) einen Einblick in ihre Funktionsweise und Möglichkeiten erhalten möchte, den könnte mein neues Youtube-Tutorial interessieren. Erste Einblicke in ChatGPT, Neuroflash-KI Writer, Smodin und Perplexity mit einigen persönlichen Einschätzungen. Das Tutorial eignet sich sicherlich auch für schulinterne Mini-Fortbildungen...

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Lernbegleitung mit ChatGPT Mega-Prompts? Erste Überlegungen zu KI als Writing-Tutor - Unterrichten Digital

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Hier das Konzept eines Mega-Prompt für individuelle Rückmeldungen im Lernprozess. KI als Writing Tutor? Erste Überlegungen zu ChatGPT als Lernbegleitung.