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Transform static sketches into fun animations.

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Create and interact with talking avatars using Generative AI

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Transform photos into AI video presenters at scale. Produce AI-powered, cost-effective videos for training materials, internal communications, marketing and more, at the touch of a button.

videos created since 2021

Experience AI video creation on the go with D-ID's Creative Reality™ Studio Mobile App. Animate faces and create digital people right from your phone, and take your content to the next level. Available now on the App Store and Google Play.

Generate photorealistic AI videos by combining premium presenters or
images and text at the click of a button.

Use the latest generative AI tools to create talking avatars at a click of a button using the Creative Reality™ Studio.

Supercharged with Stable Diffusion and GPT-3, the self-service studio lets you turn your ideas into stunning videos that are personalized, cost-effective and engaging.

Reduce the cost and hassle of video production, at scale, in over 100 languages, with zero technical knowledge.

chat.D-ID is a web app that uses real-time face animation and advanced text-to-speech to create an immersive and human-like conversational AI experience. The free app lets you speak face-to-face with ChatGPT.

D-ID's API is robust, massively scalable and super simple to use - integrate it in just four lines of code. It now also supports streaming generation of talking head AI videos from an image and audio file. Build a whole ecosystem around our platform. The possibilities are endless.

Share your own AI video creations with other community members, ask questions and give feedback, and be the first to know about product updates.

Press Release: D-ID Named A CES Innovation Awards Honoree

Learn more

Press Release: D-ID and Multiverse Partners Join Forces to Bring AI Avatars to Life Globally

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Press Release: D-ID Launches Creative RealityTM Studio Mobile App Enabling AI Video Generation On the Go

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TechCrunch: D-ID's new mobile app uses AI to make videos from photographs

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AdChat DFW: Vantage Innovation Lab Revolutionizes Marketing with Historic AI Voice Activation

Learn more

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D-ID, the leading AI Video Creation Platform, helps you make photorealistic videos using generative AI via D-ID's API or Creative Reality™ studio.

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Use our free detector to check up to 1,500 characters, and decide if you want to make adjustments before you publish.

AI content detection is only available in the Writer app as an API, and is limited to checks of 1,500 characters at a time. Find out more in our help center article.

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Check what percentage of your content is seen as human-generated with this free AI content detector tool. Paste in text or a URL to find out.

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Developed by the University of Cambridge, Write & Improve is a FREE tool that helps every learner to improve their English writing.

Choose from hundreds of tasks at all levels and start writing, or create your own tasks

Submit your writing and get a result linked to the international standard, the CEFR

Get automatic feedback on where your writing may need improvement

Make changes and check again to improve your writing

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Write & Improve is a free service for learners of English to practise their written English. Submit your written work and receive feedback in seconds, covering spelling, vocabulary, grammar and general style.

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Fast drawing for everyone. AutoDraw pairs machine learning with drawings from talented artists to help you draw stuff fast.

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Chat GTP o los desafíos de este siglo: no les tenemos miedo - Esp. Mercedes Escardó

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Chat GTP o los desafíos de este siglo: no les tenemos miedo - Esp. Mercedes Escardó

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¿Qué hacemos con la I.A en la clase de Inglés?

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Share your videos with friends, family, and the world

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Inteligencia Artificial y Ciudadanía Mundial - Daniela Zallocco

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Inteligencia Artificial y Ciudadanía Mundial - Daniela Zallocco

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Inteligencia Artificial y Ciudadanía Mundial - Daniela Zallocco

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Artificial Intelligence & Global Citizenship: Ideas for the ELT classroom

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Artificial Intelligence & Global Citizenship: Ideas for the ELT classroom

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Have life-like conversations with historical figures

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Have life-like conversations with historical figures

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Hello History - Chat with AI Generated Historical Figures

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With the help of modern AI & machine learning, we’ve brought historical figures back to life. Now is your chance to ask the questions you’ve always wanted to ask.

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DALL-E 2: Create realistic images and art from a description in natural language.

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DALL-E 2: Create realistic images and art from a description in natural language.

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Aditya Ramesh, Prafulla Dhariwal, Alex Nichol, Casey Chu, Mark Chen
Engineering, Design, Product, and Prototyping
Jeff Belgum, Dave Cummings, Jonathan Gordon, Chris Hallacy, Shawn Jain, Joanne Jang, Fraser Kelton, Vishal Kuo, Joel Lehman, Rachel Lim, Bianca Martin, Evan Morikawa, Rajeev Nayak, Glenn Powell, Krijn Rijshouwer, David Schnurr, Maddie Simens, Kenneth Stanley, Felipe Such, Chelsea Voss, Justin Jay Wang
Comms, Policy, Legal, Ops, Safety, and Security
Steven Adler, Lama Ahmad, Miles Brundage, Kevin Button, Che Chang, Fotis Chantzis, Derek Chen, Frances Choi, Steve Dowling, Elie Georges, Shino Jomoto, Aris Konstantinidis, Gretchen Krueger, Andrew Mayne, Pamela Mishkin, Bob Rotsted, Natalie Summers, Dave Willner, Hannah Wong
Acknowledgments
Thanks to those who helped with and provided feedback on this release: Sandhini Agarwal, Sam Altman, Chester Cho, Peter Hoeschele, Jacob Jackson, Jong Wook Kim, Matt Knight, Jason Kwon, Anna Makanju, Katie Mayer, Bob McGrew, Luke Miller, Mira Murati, Adam Nace, Hyeonwoo Noh, Cullen O'Keefe, Long Ouyang, Michael Petrov, Henrique Ponde de Oliveira Pinto, Alec Radford, Girish Sastry, Pranav Shyam, Aravind Srinivas, Ilya Sutskever, Preston Tuggle, Arun Vijayvergiya, Peter Welinder

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DALL·E 2 is an AI system that can create realistic images and art from a description in natural language.

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Create Presentation Slides With AI In Seconds | SlidesAI.io

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SlidesAI is an AI-Powered Text To Presentation Tool that summarizes and creates presentation slides from any piece of text/.

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Chatbook: Chat with the characters from The Strange Case of Dr Jekyll and Mr Hyde 

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Chatbook: Chat with the characters from The Strange Case of Dr Jekyll and Mr Hyde 

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Objectives:

Understand the key events and characters in Chapter One

Analyse the themes of duality and repression in the text

Interpret Stevenson's use of descriptive language and imagery

Resources:

Copies of Chapter One of 'The Strange Case of Dr Jekyll and Mr Hyde'

Whiteboard and markers

Handout with questions for discussion

ChatBooks for interactive

Introduction (10 minutes):

Begin by introducing the book and its author, Robert Louis Stevenson.

Provide background information on the Victorian era and the importance of social norms and appearances.

Ask students if they know duality and encourage discussion around this theme.

Reading and Analysis (15 minutes):

Hand out copies of Chapter One and ask students to read it silently.

Please encourage students to underline any descriptive language or imagery that stands out.

After reading, ask students to share their thoughts on the chapter. Who are the main characters? What events take place? What is the tone of the chapter?

AI CHAT interactaction (15 minutes):

Ask for questions to input into ChatBooks, such as:

What is the significance of the contrasting descriptions of the city and Mr Utterson's home?

How is the theme of duality introduced in this chapter?

What is the relationship between Mr Utterson and Mr Enfield

Input the given questions into ChatBooks.

Conclusion (10 minutes):

Facilitate a class discussion of ChatBook answers and encourage students to share their interpretations.

Summarise the key themes and events of Chapter 1 and preview what students can expect to see in the rest of the book.

Please encourage students to continue thinking about duality and repression as they read on.

Please encourage students to prepare questions for ChatBooks - Chapter Two.

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Objectives: Understand the key events and characters in Chapter One Analyse the themes of duality and repression in the text Interpret Stevenson's use of descriptive language and imagery Resources: Copies of Chapter One of 'The Strange Case of Dr Jekyll and Mr Hyde' Whiteboard and markers Handout with questions for discussion ChatBooks for interactive Introduction (10 minutes): Begin by introducing the book and its author, Robert Louis Stevenson.

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Twee – Tweak your lessons with the power of AI

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🤯 Create questions for any YouTube video in just a few seconds😲 Generate dialogues, stories, letters or articles on any topic and for any level😱 Quickly create multiple choice questions, open questions, and True/False statements🤭 Find interesting discussion questions, facts, and quotes by famous people related to the topic🤩 Brainstorm vocabulary related to the topic and create fill-in-the-gap and open-the-brackets exercisesAnd much more!

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Can a neural network learn to recognize doodles? See how well it does with your drawings and help teach it, just by playing.

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Generate AI lesson plans, PowerPoints, and more with Copilot! Use Copilot to breeze through your unit planning and material creation!

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When I first got my hands on Photoshop, I did the most logical thing any other 15-year-old kid would've done: I edited a family photo by swapping everyone's heads onto different bodies. It was the early days of Photoshopping, so my family was blown away. A copy of the photo even made its way onto my grandparents' fridge.

The only problem (other than the creepy head-swapping)? It was painstaking work. It took hours.

Automate art inspiration with DALL·E 2 and Zapier

If you're in the market to edit a family photo (or create an image out of thin air), I have good news: Canva's new suite of AI-powered tools are making design-for all sorts of mediums-way more approachable.

What used to take hours in Photoshop now takes minutes or even seconds with Canva. So, whether you're a graphic design pro or an aspiring creator, read on to learn how Canva's AI design tools are about to make your work easier.

A primer on Canva and AI

Most legacy graphic design software, like Photoshop, was designed with professionals in mind. But Canva is different. It's a graphic design platform that has always focused on making it easy for anyone to create beautiful designs for anything from social media posts to infographics to presentations.

AI furthers this ease-of-use mission for Canva. Take their AI-powered Background Remover tool, for example. Instead of manually dragging a line around the object you want to keep (à la Photoshop), the Background Remover tool lets you delete backgrounds in one click.

Since the launch of Background Remover in 2019, Canva's been hard at work creating more AI tools to supercharge the design process. Earlier in the year, Canva released a flurry of new tools, including:

I've personally tested each of these tools. Below, I'll walk you through what each tool can do, and how you can use each one to speed up your workflow or enhance your creativity.

Exploring Canva's latest AI tools

Before we dive in, it's worth mentioning that many of Canva's AI features-including Text to Image, Magic Edit, Magic Design, Presentations, and Beat Sync-are available to all users for free.

For certain tools, though, Canva gives users on a free plan trial access before requiring a paid upgrade to Canva Pro. For example, free users get a total of 25 queries for Magic Write, while paid users get 250 queries per month. And Canva Translate gives free users a total of 50 pages of translation, while paid users can translate up to 500 pages each month.

The only tools on this list that are exclusively for paid Canva users are Magic Eraser and Background Remover.

1. Text to Image

Text to Image is Canva's answer to generative AI tools like DALL·E 2 and Midjourney, which generate images based on natural text prompts. Simply describe the image you want to see, and Canva will attempt to create it.

Of course, the quality of your results will vary based on the prompts you use. Typically, the more details you provide, the better-especially when it comes to describing your image's style. Stuck on what kind of style you want? Canva also offers one-click styles, like Photo, Neon, Minimalist, Watercolor, Retro Anime, and Dreamlike.

To test out this feature, I gave Canva the following prompt:
"A golden sculpture of a rabbit on a pedestal, sitting on its haunches, red background."
Canva generates a few options to choose from. Of course, if none of the options match what you were envisioning, you can switch to a different style or rewrite your prompt.

On the surface, Text to Image feels like a replacement for stock photos. But it's actually much more powerful than that. For business owners and marketers, Text to Image lets you:

Generate images of products that don't exist yet.

Brainstorm in real time rather than relying on designers to mock up your ideas.

Create viral content with unforgettably unique images.

Text to Image also integrates with Magic Edit in some interesting ways, which we'll explore later in this article.

2. Magic Eraser

Tweaking photos to remove unwanted objects has historically consumed a huge percentage of designers' time. That's why Magic Eraser is an absolute life-saver. It edits, in seconds, what might take designers half an hour or more to do.

Here's how you can instantly clean up your photos using Canva's Magic Eraser:

Select the objects you want to remove from your image, and then click on the Magic Eraser tool. Next, "paint" over your unwanted objects, and let Magic Eraser get to scrubbing.

In the image below, I used Magic Eraser to remove the lamp:

Boom. Gone.

Magic Eraser tends to work best when you're removing objects from uncomplicated backgrounds. For example, before removing the lamp, I tried to remove the two orange pillows. No luck. Magic Eraser left messy graphical artifacts behind.

Even so, this tool will likely become a staple of your graphic design toolkit, especially as it continues to improve over time. Just look at Canva's Background Remover tool, which acts similarly to Magic Eraser. Having only been around for a few years, it's impressively accurate, even with highly-detailed images. Here's what it did to the golf photo below-in just one click:

3. Magic Edit

Magic Edit is the graphic design tool you never knew you needed. With one click and a few words, you can turn one object into another-a bit like a Harry Potter spell.

Take the vanilla birthday cake in the Before image below. I simply highlighted the cake, and then described what I wanted Canva to replace the cake with. In this case, I prompted Canva to change the vanilla cake to a chocolate cake with candles. Presto, change-o!

If nothing else, this tool is immensely fun to play around with. But it has practical functions too. If you're a marketer or designer looking to adapt images for different campaigns, you can quickly:

Change backgrounds from summer to winter.

Customize product photos for different holidays.

Modify the clothes the models in your photos are wearing.

Canva Magic Edit reduces the time needed to go from an idea to a reality, making the iterative design process fast and fun.

4. Magic Write

There are dozens of AI writing tools. But until now, transferring their output into Canva involved lots of copying and pasting.

Magic Write is an AI text generator built directly into Canva, making it easier to generate long- or short-form written content for your social media posts, blog articles, and presentations.

As with any AI-powered writing tool, Magic Write is perfect for brainstorming and getting "unstuck" when you have writer's block. But where the tool really shines is short-form content. Let's say you need to generate posts for multiple social platforms. Instead of spending hours crafting the perfect message for each one, you can let the tool work its AI-powered magic.

Here's an example of an AI-generated Instagram post for a fictional financial services app. To create it-or, really, to let Canva create it-I selected a pre-existing Instagram template, put a few keywords in, and left the rest up to Canva.

5. Magic Design

In the past, creating designs in Canva meant combing through their impressive but overwhelming library of design templates, and then customizing them to match your images, logo, and overall aesthetic. Now, Canva's Magic Design uses AI to flip that formula around, so you can start designing with a nearly-finished product. Simply upload a photo or enter a text query that describes what you need, and Magic Design will generate relevant design templates to match. No more building from scratch.

Considering that Magic Design can build templates for everything from YouTube thumbnails and TikTok videos to presentations and infographics, this AI tool might provides users with more time-saving potential than any other on this list.

To test Magic Design, I dropped in a photo of Honolulu along with the title " 9 jaw-dropping Hawaii travel itineraries." For the style, I selected Travel. From there, Magic Design quickly spun up a buffet of design templates for Facebook posts, Instagram stories, and more.

You can also home in on a specific media type, like Instagram posts, and have Magic Design create multiple templates for that specific media. This way, you can choose the design that works best for you.

6. Presentations

Instant Presentations is a Magic Design feature that lets you generate entire presentations from a single text prompt.

That's right-no more rushing to finish your presentation the night before your big meeting. In a last-minute "dog ate my homework" scenario, you could theoretically generate a simple presentation at 8:59 a.m., and present it, literally, a minute later.

It's worth mentioning that Canva can't generate a full-fledged presentation for you-at least not yet. But it'll take care of the design and your first draft, meaning all you have to do is fill in the gaps with a few extra details (and maybe a few more slides).

To put Presentations by Magic Design to the test, I gave it the same Hawaii-themed prompt mentioned above: " 9 jaw-dropping Hawaii travel itineraries." In less than 10 seconds, it put together a 10-slide presentation complete with an intro slide and slides for each itinerary, including a relevant image, title, and brief description of each itinerary.

The main limitation so far is brevity. Based on my testing, it seems that Presentations by Magic Design are capped at a maximum of 10 slides, and their AI doesn't generate much text. Even so-by outsourcing the first draft of your presentation to Canva, you can easily save an hour or two of presentation prep work. It's a pretty fantastic starting point, if you ask me.

7. Beat Sync

When you watch well-produced Instagram Reels or TikTok videos with audio, you'll notice that the visuals tend to correspond with its accompanying beats. Why? Because viewers are more likely to stay engaged when the visuals match the beat.

Here's the problem: syncing the beat is a tedious process (just ask your 15-year-old cousin). It involves manually tweaking the timing of multiple audio and video clips over and over again.

Beat Sync uses AI to take the pain out of this process while producing a professionally polished end product. With this feature, even amateur creators can "harmonize" their videos in seconds.

As an inexperienced video editor, I found Beat Sync surprisingly easy to use. To test it, I spliced multiple Canva stock videos together and added an audio track. Then I clicked Beat Sync to automatically match my video clips to the rhythm of the music, lengthening or shortening the audio as needed.

8. Translate

With Canva Translate, you can translate your content into multiple languages (134 to be exact), including French, Tagalog, and Xhosa. While there are other AI translation tools out there, having the ability to translate your work within Canva is a serious time-saver.

I asked Translate to change my Hawaii itinerary presentation from English to Spanish. Conveniently enough, it translated my text and automatically adjusted the text size to fit my existing design. Not as conveniently, it only seemed to be able to translate one slide at a time.

As with many of these Canva AI tools, I think the biggest beneficiary of Canva Translate will be social media teams. Just imagine the potential for global reach-with less effort.

The impact of Canva's AI design tools

Given its customizable templates and easy-to-use interface, Canva's strength has always been making design more accessible to non-designers. Now, with this new suite of AI-powered design tools, Canva's taking things to the next level.

Tools like Magic Eraser, Magic Edit, Magic Design, and Beat Sync massively reduce the time investment needed to create content. But an even bigger impact may be enhanced creativity. Tools like Text to Image and Magic Design are transforming the ideation process for designers and non-designers alike. Now anyone can conceptualize an idea and create a proof of concept in a matter of minutes.

So whether you want to speed up your design workflows or you're simply curious about what's possible, the time to test drive Canva's AI features is now-because this suite of tools is changing the design game.
Related reading:

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8 Canva AI tools to improve your design workflow | Zapier

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Whether you're building a presentation or creating graphics for your next social campaign, use Canva's latest AI design tools to quickly create, edit, and enhance your designs.

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Teacher resources for Canva for Education created by Design School.

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Gamma | Best AI Presentation Maker & Website Builder

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Design stunning presentations, websites, and more with Gamma—your all-in-one AI-powered design partner. No code or design experience needed.

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Get instant answers, find creative inspiration, learn something new.

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Mereces Escardó-  Chat GTP o los desafíos de este siglo: no les tenemos miedo

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Mereces Escardó-  Chat GTP o los desafíos de este siglo: no les tenemos miedo

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El avance de la Inteligencia Artificial propone desafíos al trabajo de enseñar. ¿Se puede incorporar como herramienta didáctica o no es más que un "Rincón del Vago" refinado que amenaza con una avalancha de copiados y pegados de internet?
Una primera versión de este artículo fue publicada en Aula Abierta
La docencia me presenta desafíos constantemente. Fuera del aula, me es cada vez más complejo sostener la tarea: hace por lo menos una década que se registra con claridad un cascoteo constante a nuestro trabajo que hace que, ante la catástrofe de la cantidad de docentes recién recibides que dejan la profesión, mi reacción sea "Y sí...". Dentro del aula, el trabajo con adolescentes cuando ya llevo casi tres décadas en docencia me enfrenta con mis limitaciones, mis dudas y el cansancio de años dentro del sistema: les pibis adentro del aula siempre tienen 15, 16 y 17 años; mientras que yo, que empecé con 20, me sigo metiendo al aula, pero ahora con 48.

Este verano apareció un nuevo juego: la inteligencia artificial (IA) en forma del ChatGPT ¹, que se viralizó por sus respuestas demasiado sinceras acerca de cómo las máquinas podrían dominar a nuestra especie y que fue creciendo en popularidad a partir de los usos que le fue encontrando el público al hacerse accesible y ser gratuito. Divertidísimo hacer conversar a Noam Chomsky con Vygotsky, o a Stephen Krashen con Jim Scrivener. Divertidísimo hasta que mi mente docente traslada la herramienta al aula.

Entonces empiezan las preguntas, compartidas con colegas: ¿Cómo asegurarnos la originalidad de la producción de les estudiantes? ¿Apelamos a su honestidad? ¿Proponemos restricciones? ¿Les hacemos firmar un código de honor? ¿Planteamos defensa oral de trabajos aleatoria? ¿Toda la producción escrita pasa a hacerse dentro del aula? ¿Hacemos una prohibición explícita del uso del ChatGPT? ¿Sancionamos el uso de la herramienta? ¿Me tengo que poner la gorra...? Qué fiaca...

Una de las delicias de trabajar con adolescentes (y lo digo sin ironía) es que no da tiempo para encontrar respuestas. Me mantiene alerta, atenta, motivada. Me encanta. Así es que la semana de diagnóstico, 5to año tiene asignada la redacción de un ensayo planteando las ventajas y desventajas de hacer deportes de riesgo. Al lunes siguiente, mis estudiantes preguntan si corregí. No, no corregí. Prometo para el miércoles. Martes, corrijo según promesa. Resultado: sorpresa. Un estudiante -lo vamos a llamar Rodrigo- que no se caracteriza por tener producciones que destaquen, entrega un ensayo impecable.

Justamente por la cantidad de ensayos que he leído en estos años, me he convertido en una especie de lingüista forense de facto: puedo detectar patrones en los estilos lingüísticos de mis estudiantes, reconociendo partes de texto que pueden haber sido escritas por otras personas (hermanes, compañeres, personas random en la web). Esta es una habilidad que muches docentes reconocemos tener. Un superpoder, casi. El tema es qué hacer con esa información, después de todo a veces no es más que un pálpito y, para ser honesta, muchas veces es imposible de probar que el texto no sea de quien reclama su autoría a pesar de que lo sepamos con certeza.

Les pibis adentro del aula siempre tienen 15, 16 y 17 años; mientras que yo, que empecé con 20, me sigo metiendo al aula, pero ahora con 48

¿Entonces qué hacer con esta sospecha? Si nuestro trabajo se limitara a dictar contenidos, todo sería tanto más fácil. Pero, no. Les docentes dictamos contenidos, pero además transmitimos valores y detrás de une estudiante que entrega un texto redactado por otre (humano o no humano) y lo hace pasar por propio, hay une estudiante que no quiere hacer el esfuerzo, que no entiende a la honestidad como un valor, alguien a quien no le sirven nuestras propuestas, pero que tiene claro que para terminar con el suplicio de la escuela tiene que aprobar.

Así que no alcanza con exponer el engaño, imponer una sanción, recurrir a la autoridad. Nop. O por lo menos a mí, en este caso, no me alcanzaba. Es que me olvidé de decir que les docentes además de superpoderes, tenemos mandatos: convertirás toda aquella novedad que pulule por la vida en una herramienta didáctica y, para que funcione, necesitaba que el uso que le diera al ChatGPT tuviera un valor educativo, pero además que lograra resaltar la importancia de los aprendizajes como procesos y la honestidad como valor. Quisiera compartir entonces la secuencia didáctica que utilicé para intentar alcanzar estos objetivos en el 5to año donde Rodrigo decidió hacer pasar como propio un texto generado por el ChatGPT.

***

Empiezo la mañana devolviendo las producciones escritas, como dije: ensayos argumentativos planteando las ventajas y desventajas de practicar deportes de riesgo. Los textos tienen una nota no numérica que, les aclaro, es meramente orientativa y no irá al boletín, ya que el trabajo se trata de un ejercicio en el marco del período de diagnóstico. Registro una mueca de decepción en Rodrigo pero sigo adelante sin detenerme en ella. En lugar de eso, destaco, y estas dos palabras las anoto en el pizarrón, que como resultado del diagnóstico yo puedo concluir que hay mucho interés por aprender y también por aprobar.

Entonces me centro en trabajar en la producción escrita y les propongo hacer un nuevo texto pero esta vez sosteniendo un solo lado de los argumentos: que los e-deportes no son deportes, que es la visión mayoritaria. En este punto, introduzco la novedad: vamos a pedirle al ChatGPT que nos liste argumentos que sostengan lo contrario ². En tiempo real tipeo ³: "Hola, estoy en el aula con mis estudiantes. Elles creen que los e-deportes no son deportes. ¿Podrías darnos tres argumentos que sostengan lo contrario?"

Seguido de esto, leemos los argumentos expuestos por el motor de IA, los comparto a través de Classroom y planteo la consigna: escribir un texto (140-190 palabras) que discuta con los argumentos de ChatGPT exponiendo los motivos por los que consideran que los e-deportes no son deportes, que era la visión predominante.

Les estudiantes trabajan con variado grado de entusiasmo, pero sin excepciones registran la novedad. Rodrigo, que no comparte la opinión mayoritaria, se queja un poco, se retuerce en su banco pero acepta el desafío de tratar de sostener argumentos en los que no cree. Me dice: "No puedo discutir con el bot. Es mi amigo." "Ya sé," le digo al pasar. Mientras escriben, les acompaño proponiendo vocabulario, facilitando traducciones y resolviendo enredos; en fin, hago mi tarea. Primera curiosidad: a diferencia de lo sucedido con el primer ensayo que muches debieron terminar en sus casas, en esta oportunidad todes les estudiantes logran completar la tarea, a pesar de que en ambas ocasiones las condiciones, la temática y los tiempos fueron similares. Hay motivación. Punto para la nueva herramienta.

Una vez que terminan, les pido que identifiquen algunas características de sus producciones; por ejemplo, la utilización de verbos, adjetivos y conectores. Los subrayan con distintos colores para que el impacto visual les permita reconocer la variedad utilizada y si hay mucha repetición. Seguido de esto, le pido al ChatGPT un texto utilizando la misma consigna. Observamos lo que la inteligencia artificial puede escribir y nos enfocamos también en el uso de verbos, adjetivos y conectores. Les pido a les estudiantes que comparen lo que pudieron hacer elles con lo que hace un bot y que seleccionen aquellas partes del texto artificial de las que pueden aprender. ¿El bot usa más variedad de vocabulario? ¿Los conectores son más precisos? ¿Usa términos que conozco pero no tengo presentes?

Bien, hasta acá todo hermoso. El objetivo de transformar al ChatGPT en una herramienta didáctica está cumplido. Punto para la utilización de tecnología innovadora en clase. Falta la otra parte, más difícil, de dejar un mensaje, la parte de la menuda tarea de transmitir valores.

Para intentar esto, en la parte final de la clase, paso el texto generado por el ChatGPT por un detector de plagio especializado. Como era de esperar, el texto es identificado con 94% de probabilidades de haber sido escrito por IA. Luego, utilizo mi teléfono para digitalizar un ensayo escrito por una alumna humana. A este escrito también lo paso por el detector de plagio y el resultado da 0%. La sentencia: el texto ha sido escrito por un ser humano.

Es momento de la reflexión: ¿Qué les parece que detecta este segundo motor? ¿Hay algo que nos hace profundamente humanos y que es inimitable? ¿Además del bot, podemos las personas (les docentes) diferenciar un texto generado por IA de uno de producción humana? ¿Qué es lo que hace eso posible? ¿Qué valor tiene hacer el trabajo? ¿Hace una diferencia en esta dialéctica entre el aprender y el aprobar? En este punto surgen tres palabras clave: cuando el foco está puesto en aprender entonces hay interés, esfuerzo y honestidad. Lo dicen elles. Yo agrego: aprender es para siempre. Punto para la enseñanza-aprendizaje en valores.

Tienen tarea: mejorar la versión del ensayo que escribieron teniendo en cuenta qué pueden aprender del ChatGPT e incorporar al texto propio. La semana que viene tienen que entregar las dos versiones juntas.

En los últimos segundos, me acerco a Rodrigo. No le digo nada, pero dejo sobre su pupitre el resultado que dio el detector de GPT al analizar su texto, aquel que hizo pasar como propio. Él sabe, yo sé y ahora él sabe que yo sé. Termina la clase.

La sensación es de haber logrado algo, aunque aún no tengo muy claro qué. Me recorre una electricidad por el cuerpo. Comparto con colegas la experiencia durante el recreo. Estoy feliz por cómo salió la clase. Pero igual siento que hay que esperar. El rector de la escuela quiere llamar al transgresor, hablar con su padre y su madre, quiere ponerse la gorra y bajar línea. En definitiva, es parte de su rol. Le cuento la experiencia y me promete no intervenir hasta la semana siguiente. Por suerte, tenemos un vínculo de mucha confianza profesional.

Además de superpoderes, tenemos mandatos: convertirás toda aquella novedad que pulule por la vida en una herramienta didáctica

El efecto de la secuencia didáctica no se hace esperar mucho. Rodrigo me escribió el mismo día de la clase por la noche un email que está redactado en un inglés con tropiezos, pero que es enteramente un texto hecho por él. Punto por el esfuerzo. Asunto: "Hey teacher". En su correo, Rodrigo se disculpa por usar el ChatGPT para escribir su ensayo y admite que su única excusa era no querer hacer la tarea. Punto por la honestidad. También me advierte que hay muchos sitios web que permiten evitar el detector de GPT, que convierten los textos generados por IA en textos "humanos". Punto inesperado para la construcción del vínculo. Antes de despedirse, cierra diciendo que disfruta la materia y que quiere aprender más Inglés. Punto por el interés. Todos los puntos para Rodrigo.

***

Los aconteceres de la experiencia de enseñanza-aprendizaje se suceden cada vez más en dos carriles que corren paralelos. Pasaron ya casi dos meses de esta intervención y Rodrigo no volvió a utilizar el ChatGPT para hacer la tarea de Inglés. De hecho, desde ese momento, entrega las tareas a tiempo, de puño y letra, respetando criterios, con errores y haciendo avances. El día de la evaluación escrita al entrar al aula noto una pila desflecada de hojas manuscritas. "Son mis resúmenes" me cuenta. Seis carillas de listas de vocabulario, reglas de uso de verbos, utilizando colores y agrupándolos por categorías. Lo relato y me sigue conmoviendo. Rodrigo aprobó el examen. Apenas, pero lo aprobó y cuando recibió el resultado su veredicto fue "No está mal". En este carril, por el que circulan las experiencias docentes-estudiantes dentro del aula, hay un pibe que aceptó la invitación a aprender.

En el carril de al lado, el de las demandas por fuera del aula, se termina el bimestre a los tumbos, atolondradamente y con infinidad de presiones: capacitaciones no pagas fuera del horario de clase; armado de boletines que, para cada pibi, tiene no menos de 6 o 7 valoraciones (si tenés suerte, si te tocó un mala mano pueden llegar a ser 12) con nomenclaturas oscuras que dicen muy poco y las familias reciben pero no entienden; y nombres nuevos para prácticas antiquísimas: nadie que haya pisado alguna vez una escuela puede desconocer que lo que ahora llaman "Plan de Fortalecimiento del Aprendizaje" no es ni más ni menos que acompañar los procesos para que haya aprendizaje, cosa que se viene haciendo como parte de la tarea desde que la docencia es docencia.

El trabajo docente es cada vez más ingrato. Está de moda hostigarnos, atacarnos, intentar cercenar nuestros derechos, culparnos de todo lo que está mal, mientras se nos deja agotades, sin recursos materiales ni emocionales para sostener nuestra tarea. En el día a día, me siento agobiada por las demandas de las instituciones que buscan contener y cumplir, los discursos políticos que exigen desde intereses muy mezquinos, mis propias resistencias a los cambios y la tentación de la salida fácil de la sanción y la prohibición, que no es más que una voz diabólica inspirada por el cansancio. Y aún así yo, que no soy una docente particularmente excepcional, pude pensar un abordaje para este emergente, que hoy es el ChatGPT pero que quisiera tomar como símbolo de los desafíos a encarar de acá en adelante. Esto es algo que está al alcance de cualquier profesional de la educación y cuando genuinamente se decida mejorar La Educación (así, con mayúsculas) se podrá contar con ese capital humano.

En lo personal, a pesar del acoso del que somos blanco, casi 30 años después de haberme metido en un aula por primera vez, lo sigo eligiendo. No por vocación. La apelación a la vocación es otra gran trampa que sólo sirve para camuflar el destrato. Sigo eligiendo el aula porque sé que podemos estar a la altura de los desafíos de este siglo. Muy muy a pesar de todo, lo que pasa en esa pequeña rendija que se abre cuando algo sucede en el espacio compartido, cuando hay conexión y se arma vínculo, en definitiva, lo que sucede cuando acontece el acto de enseñanza-aprendizaje, eso jamás nos lo va a robar nadie. Punto para la educación de verdad, esa que sucede en el aula, más allá de los discursos vacíos y oportunistas; y más allá incluso de nosotres mismes.

1. El ChatGPT es un bot que utiliza una gran base de datos para producir diálogos o textos según las pautas propuestas por les usuaries. El prototipo vigente se lanzó para ser utilizado abiertamente por el público en general en noviembre del 2022.

2. La escuela en cuestión es una escuela privada de clase media con acceso a una pantalla y wifi dentro del aula.

3. En este punto debo aclarar que la materia que dicto es inglés por lo que ésta es una traducción del texto que efectivamente escribí.

Publicado el 21 de mayo de 2023

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ChatGPT, o los desafíos de este siglo: no les tenemos miedo

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El avance de la Inteligencia Artificial propone desafíos al trabajo de enseñar. ¿Se puede incorporar como herramienta didáctica o no es más que un

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Cite This Webpage

McAdoo, T. (2024, February 23). How to cite ChatGPT. APA Style. https://apastyle.apa.org/blog/how-to-cite-chatgpt

We, the APA Style team, are not robots. We can all pass a CAPTCHA test, and we know our roles in a Turing test. And, like so many nonrobot human beings this year, we've spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT. We've also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we'll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you've used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT "chat" are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications, with ChatGPT-generated text there is no person communicating. Quoting ChatGPT's text from a chat session is therefore more like sharing an algorithm's output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with "Is the left brain right brain divide real or a metaphor?" the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, "the notation that people can be characterized as 'left-brained' or 'right-brained' is considered to be an oversimplification and a popular myth" (OpenAI, 2023).
Reference
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of "What is a more accurate representation?" the ChatGPT-generated text indicated that "different brain regions work together to support various cognitive processes" and "the functional specialization of different regions can change in response to experience and environmental factors" (OpenAI, 2023; see Appendix A for the full transcript).
Reference
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

Parenthetical citation: (OpenAI, 2023)

Narrative citation: OpenAI (2023)

Let's break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is "ChatGPT," so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using "ChatGPT" as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what's being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor "Large language model" in square brackets. OpenAI describes ChatGPT-4 as a "large multimodal model," so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat. For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher's homepage).

Other questions about citing ChatGPT

You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references-four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model's interpretation of them.

We've also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications?

On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.

For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.

We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.

Reference

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

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