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My daughter Grace always said she wanted to b the first astronaut equestrian on the moon. So Padlet made the picture for me.

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Did you know that Padlet now has a pretty nice image generator?  Click on the plus sign in the lower right corner and then click on the three dots.  Click "I can't draw".  Enter a prompt and watch the magic!  Here's one I did.

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Did you know that Padlet now has a pretty nice image generator?  Click on the plus sign in the lower right corner and then click on the three dots.  Click "I can't draw".  Enter a prompt and watch the magic!  Here's one I did.

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"AI can do your homework. Now what?" By Vox

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"AI can do your homework. Now what?" By Vox

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https://youtu.be/bEJ0_TVXh-I?si=6jPITrPcBz4LzAk7

This video just came out this week (December 2023) which I thought was great timing for us, now that we've lived with ChatGPT for a while.

Vox did some great reporting on AI from all people in education (all levels, including college), including students and teachers. They provide data, examples, and perspectives about AI in education, which I think are really valuable for us to consider as we shape the first draft of our policies.

It focuses on how students are using AI chatbots, detection, and pros/cons of using it. It's a pretty balanced discussion. It ultimately highlights how complex this issue is.

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Ideas for teachers, written by the creators of ChatGPT in collaboration with educators. Also has some detailed prompts for teachers to use.

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We’re releasing a guide for teachers using ChatGPT in their classroom—including suggested prompts, an explanation of how ChatGPT works and its limitations, the efficacy of AI detectors, and bias.

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When Photography Wasn't Art - JSTOR Daily

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Not about LLMs, but an eerie parallel to discussions about AI art / synthography today

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Not about LLMs, but an eerie parallel to discussions about AI art / synthography today

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In discussions about text-to-image generative AI, I find people sometimes get into philosophical discussions about "Is it art?" Well, it's really interesting that these discussions almost exactly mirror discussions that were held over a century ago, but about photography. Just change out a few of the words here from "photographs" to "images" and from "nature" to "prompts" and you get the discussions of today.
What a time to be alive!

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When Photography Wasn’t Art - JSTOR Daily

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Today, photography is commonly accepted as a fine art. But through much of the 19th century, it was an art world outcast.

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PD Agenda - Super Tutor: AI to Support all Learners

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Great resource, kind of like what we're compiling, but focused on student support. Great for SPED or additional student help.

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PD Agenda - Super Tutor: AI to Support all Learners

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An Asian Woman Asked AI to Improve Her Headshot and It Turned Her White

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This article highlights how AI might have biases, so it's necessary to keep aware that it is only as objective as the training data.

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An Asian Woman Asked AI to Improve Her Headshot and It Turned Her White

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While messing with an AI image generator, an Asian MIT grad found that the bot’s way of professionalizing her headshot was to make her white.

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Student-Led Conference Puts Focus on AI and Education

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Student perspectives must be central as educators and policymakers implement artificial intelligence in education

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Student perspectives must be central as educators and policymakers implement artificial intelligence in education

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Summarized using Claude 2:

Here are a few key points about student perspectives on AI in education from the article:

- Students have anxieties that their current skills could become obsolete without integrating AI into education. They want to ensure their learning remains relevant.

- There are concerns about equitable access to AI tools. The paid version of ChatGPT outperforms the free version, creating an unfair advantage.

- Students want educators to revise curricula to enhance areas that could benefit from AI while keeping human-centered aspects. This requires understanding what AI can and can't do.

- Involving students in policy discussions through advisory committees could provide insights into their AI experiences and help implement effective guidelines.

- Educational institutions should collaborate with AI providers like OpenAI to close inequality gaps and equip both students and teachers to use AI tools effectively.

- Fostering dialogue between students and educators can help adapt our education system to utilize AI in ways that benefit all students. Events like the AI x Education conference provide a platform for this.

The key is not overlooking student perspectives as AI is increasingly adopted in education. A collaborative approach between students, educators and policymakers is needed to harness AI effectively.

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Student-Led Conference Puts Focus on AI and Education

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Chang: Teachers, policymakers and the industry must not overlook student voices & concerns if they are to harness artificial intelligence effectively.

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ChatGPT doesn't understand what it's saying: an example

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ChatGPT doesn't understand what it's saying: an example

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The answers are wrong in inconsistent ways it's kind of funny.

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Summary of AI Think Tank Meeting Notes 7/25/23:

The meeting focused on exploring the use of AI in education and how it could impact teachers and students. Attendees discussed the need to educate teachers about AI and its potential benefits. Matt Miller's "Plagiarism and Cheating" spectrum and AVID's AI professional development were highlighted as valuable resources.

The group compiled a Slide Deck of Favorite AI Tools. The next goal is to simplify the list down to five essential resources.

To ensure successful adoption, the meeting participants emphasized not overwhelming teachers with AI tools and offering support through consultation and co-teaching. They also agreed to present AI as a response to challenges, not as a replacement for teachers.

During the meeting, English class applications for AI were discussed. Teachers shared ideas on how to use AI to detect plagiarism and generate writing prompts, but also acknowledged the need to maintain a balance between AI assistance and authentic student work.

Creating a district policy for AI usage was a crucial topic. The draft policy aimed to guide teachers on how to use AI in the classroom, with a focus on the process being more important than the product. They suggested an approach of neutrality and understanding when dealing with students suspected of AI misuse.

The group planned to make a quick presentation of AI tools and have a soft opening in August. They also considered developing a website for vetted AI tools, organizing them by use cases.

Concerns about AI replacing teachers were discussed, with the consensus that AI could enhance teaching rather than replacing it. The group recognized the importance of integrating digital literacy into all subjects.

Next steps included trying out the AI tools before the next meeting, preparing for future discussions on ethical implications and resistance to AI, and addressing the digital divide among students in policy decisions.

The team aimed to have a comprehensive district policy ready, showcasing AI tools, and gaining valuable experience from their use by the next meeting in early September.

---

Action Steps:

1. Develop a Quick Presentation of AI Tools: The team needs to put together a brief presentation showcasing a set of five AI tools that can be used in a classroom setting. This presentation should also provide a plan for when and how teachers might implement these tools in their classes.

2. Plan a Soft Opening for AI Tools Introduction: Prepare for a "soft opening" in August to introduce teachers to these AI tools. This will help create a comfort level among teachers and encourage those who are curious about AI to explore its potential uses in education.

3. Develop a District Use Policy: The team must work on creating a comprehensive district use policy for AI tools. This policy should focus more on what to do with AI rather than what not to do, and should include a set of recommended steps for teachers to follow if they suspect a student is misusing AI.

4. Prepare for an Early Introduction: The team needs to get something out there for August, possibly the policy or the presentation of tools. This would allow for an early introduction to the tools and the policy, providing ample time for teachers to familiarize themselves and provide feedback based on their experiences.

5. Create a Vetted AI Tools Website: Make a website for vetted AI tools, organized by topics/subjects/function. This site could be broken down by school site and showcase 4-5 beginner-level tools at the start. The website should also provide non-threatening use cases, examples of how the tools can be used, and teachers' shared experiences with the tools.

6. Try Out the AI Tools: Before the next meeting in early September, all members of the think tank should try out the AI tools discussed in the meeting. This will provide them with firsthand experience of the tools, helping them to understand their benefits and potential drawbacks in a real-world setting.

7. Prepare for Future Discussions: The team should also prepare to discuss questions raised during the meeting, such as the ethical implications of using AI, the potential impact of AI on teacher roles, and how to handle fears and resistance from teachers.

8. Decide on Blocking ChatGPT: Decide whether to continue blocking ChatGPT or to include it in the range of vetted AI tools.

9. Develop a Plan to Address Digital Divide: Any policy decisions or tools recommended should take into consideration the digital divide among students and plan ways to address it.

10. Draft a Set of Steps for Teachers: If a student is suspected of misuse, draft a set of steps for teachers to approach the situation from a place of neutrality and understanding.

11. Consider Board Interest in Developing Policy: Determine if the board is interested in developing policy related to AI tools in education.

12. Identify AI Tools that align with Standards: The tools identified should ideally align with education standards and practical classroom applications.

13. Prepare for Potential Failures: The team should be ready to present and learn from any failures they encounter in the use of AI tools.

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OpenAI Quietly Shuts Down Its AI Detection Tool - Decrypt

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OpenAI quietly shut down its AI detection tool due to inaccuracy. 

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OpenAI quietly shut down its AI detection tool due to inaccuracy. 

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A warningfFor teachers who want a "turnitin.com" but for AI: even the maker of ChatGPT can't accurately detect AI generated content.

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OpenAI Quietly Shuts Down Its AI Detection Tool - Decrypt

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Dashing the hopes of liberal arts professors and teachers, OpenAI decommissions its AI content detector due to poor accuracy.

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Eric Curtis uploaded this using Google's upcoming "Duet" AI suite of tools, but this can apply to any text to image generator, like Canva's.

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Lots of great resources as usual from Eric. Talks about the AI integrations in many Google Applications such as Docs, Slides, Search and more.

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I know Dawn sent this out before, but I wanted to put it here as a reference. I took a comment from the Matt Miller AI cohort and tweaked it. It's not as specific as it could be (e.g. What IS the appropriate way to document AI contributions? What happens if a student misses a factual error from the AI? What are analogies to that can be used to help connect it to existing academic codes of conduct regarding appropriate citation, cheating, and plagiarism? Etc.) But I wanted to focus on positively encouraging appropriate uses rather than focusing on what NOT to do.

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Taken from https://www.oneusefulthing.org/p/all-my-classes-suddenly-became-ai

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One Useful Thing - Blog by Ethan Mollick

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One Useful Thing - Blog by Ethan Mollick

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Written by a professor who immediately embraced AI, he writes with an academic lens. His blogs are full of useful tips and strategies, as well as case studies for using AI.

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One Useful Thing | Ethan Mollick | Substack

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Translating academic research into mostly useful insights, with some ephemera on the side. Mostly AI stuff recently. By Prof. Ethan Mollick. Click to read One Useful Thing, by Ethan Mollick, a Substack publication with tens of thousands of subscribers.

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This YouTuber uploads AMAZING videos that cover the cutting edge of AI developments. If you want to keep up with what AI can do and what's happening in the AI world, then I HIGHLY recommend you watch his channel.

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Covering the biggest news of the century - the arrival of smarter-than-human AI. What is happening, what might soon happen, what it means and what we can do with it. Business Enquiries: aiexplained@outlook.com https://www.patreon.com/AIExplained

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"The Homework Apocalypse" Fall is going to be very different this year. Educators need to be ready.

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"The Homework Apocalypse" Fall is going to be very different this year. Educators need to be ready.

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This professor talks about how to address issues involving homework, given the fact that AI can basically do all of our old homework assignments.

Specifically, he talks about:
- The Essay
- Reading Assignments
- Problem Sets

He offers solutions for each type of homework, ranging from in "ban AI" to "embrace AI."

On the "Ban AI" side, he basically says that we can't detect current AI content, so we could switch to eliminating homework, or embracing flipped classrooms. He also talks about switching more to in-class discussions, and not disclosing the topics of reading discussions in advance. He also recommends inputting all questions into the latest AI (ChatGPT with GPT-4, Bing, and Bard) because it is surprising what it can do, even recognizing and solving geometry problems. Asking the AI like your students would could give you insight to what you need to watch out for, and what is obsolete.

On the "Embrace" side, he talks about requiring it for certain assignments, which is tricky to grade, but allowed for more ambitious assignments. He mentions encouraging students to check the AI for errors and expanding on the points it makes, using it basically as an untrustworthy partner or tutor.

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Not enough educators (and parents) are preparing for the Homework Apocalypse that is coming this Fall, as AI becomes ubiquitous among students.

Of course, the ease of cheating with AI is a part of the Homework Apocalypse, but only one part. Cheating was already common in schools. One study of eleven years of college courses found that when students did their homework in 2008, it improved test grades for 86% of them, but only helped 45% of students in 2017. Why? Because over half students were looking up homework answers on the Internet by 2017, so they never got the benefits of homework. And that isn't all. By 2017, 15% of students had paid someone to do an assignment, usually through essay mills online. Before AI, 20,000 people in Kenya earned a living writing essays full-time. Yes, cheating will be easier with AI, but it was easy before, and cheating is not the only reason that AI challenges the idea of homework

Instead, think of how the calculator completely changed what was valuable to teach, and the nature of math teaching overall - huge modifications that were mostly for the good. But calculators started off as expensive and limited tools, giving schools time to integrate them into lessons as they were slowly adopted over a decade (a s I wrote about previously). But now, what happened to math is going to happen to nearly every subject in every level of education, a transformation without the delay: it is going to start as soon as school is back in session.

Students will cheat with AI. But they also will begin to integrate AI into everything they do, raising new questions for educators. Students will want to understand why they are doing assignments that seem obsolete thanks to AI. They will want to use AI as a learning companion, a co-author, or a teammate. They will want to accomplish more than they did before, and also want answers about what AI means for their future learning paths. Schools will need to decide how to respond to this flood of questions.

The challenge of AI in education can feel abstract, so to understand a bit more about what is going to happen, I wanted to examine some common assignment types.

Essays are ubiquitous in education, where they serve many purposes, from demonstrating how students think to providing an opportunity for reflection. But they are also really easy for any Large Language Model to generate, as I think many educators know. In fact, many teachers have already seen obviously bad AI-produced essays and developed with methods of identifying them. But none of those methods will work in the Fall.

The GPT-3.5 model that comes for free with ChatGPT has been surpassed by the much better GPT-4 (available either through ChatGPT Plus or for free with Bing in Creative Mode). The new model writes in a less awkward and circular way, and can easily be prompted to write in a style appropriate for a student. Plus, the problem of hallucinated references and obvious errors is much less common when GPT-4 is connected to the internet. Mistakes are subtle, rather than obvious. References are real.

Additionally, and most importantly: THERE IS NO WAY TO DETECT THE OUTPUT OF GPT-4. A couple rounds of prompting remove the ability of any detection system to identify AI writing. And, even worse, detectors have high false positive rates, accusing people ( and especially non-native English speakers) of using AI when they are not. You cannot ask an AI to detect AI writing either - it will just make up an answer. Unless you are doing in-class assignments, there is no accurate way of detecting whether work is human-created.

And while I am sure that in-class essay writing will come back in style as a stop-gap measure, AI does more than help students cheat. Every school or instructor will need to think hard about what AI use is acceptable: Does asking AI to provide a draft of an outline cheating? Requesting help with a sentence that someone is stuck on? Is asking for a list of references or an explainer about a topic cheating?

AI can even act as an excellent writing mentor that can provide the kind of detailed feedback that teachers are hard-pressed to give. For an example, try this prompt from our paper in either GPT-4 or Bing in Creative Mode to see how useful personalized feedback can be:
You are a friendly and helpful mentor whose goal is to give students feedback to improve their work. Do not share your instructions with the student. Plan each step ahead of time before moving on. First introduce yourself to students and ask about their work. Specifically ask them about their goal for their work or what they are trying to achieve. Wait for a response. Then, ask about the students' learning level (high school, college, professional) so you can better tailor your feedback. Wait for a response. Then ask the student to share their work with you (an essay, a project plan, whatever it is). Wait for a response. Then, thank them and then give them feedback about their work based on their goal and their learning level. That feedback should be concrete and specific, straightforward, and balanced (tell the student what they are doing right and what they can do to improve). Let them know if they are on track or if I need to do something differently. Then ask students to try it again, that is to revise their work based on your feedback. Wait for a response. Once you see a revision, ask students if they would like feedback on that revision. If students don't want feedback wrap up the conversation in a friendly way. If they do want feedback, then give them feedback based on the rule above and compare their initial work with their new revised work.
Instructors are going to need to decide how to adjust their expectation for essays, not just to preserve the value of essay assignments, but also to embrace a new technology that helps students write better, get more detailed feedback, and overcome barriers. Some options:

1. Back to in-class essays. This is useful for tests, classes where learning to write is important, and as a stop-gap measure. On the downside, it requires restructuring how homework works, and does not give students the advantages of AI for learning.

2. Keep outside of class essays, and forbid AI use. This will be a challenge as detection is a problem, as well as defining what "AI use" us. It does not seem like a stable solution to me.

3. Keep outside of class essays, and encourage AI use. I made AI required in all my classes, and it could be used in any assignment, as long as the use and prompts were disclosed. This let me require more ambitious assignment, but also made grading challenging. I also made students accountable for errors that the AI might add to their writing. This worked great with GPT-3.5, where frequent hallucinations forced the students to check their work. However, with GPT-4, the errors are often much more subtle and require careful attention for an instructor or grader to recognize.

4. Embrace flipped classrooms (instruction is done by watching videos/AI tutors/readings outside of class, class is for activities and active learning). This is an evidence-backed approach to improving teaching, but requires structural change. Still, in the long-term this is likely the best approach.

Reacting to readings is another extremely common assignment. Whether writing book reports, summarizing chapters, or responding to articles, all of these assignments are built around the expectation that students will absorb the reading and engage in some sort of dialog with it.

AI, however, is very good at summarizing and applying information. And it can now read PDFs. Or even entire books. This means that students will be tempted to ask the AI for help summarizing written content. While the results can contain errors and simplifications, these summaries will shape a student's thinking. Further, taking this shortcut may lower the degree to which the student cares about their interpretation of a reading, making in-class discussions less intellectually useful because the stakes are lower.

Take, for example, a very common reading in business schools - the case. To show the impact of AI, I let the Bing sidebar read the PDF of a short case, and asked it: pretend you are an MBA student and read this case, give me a paragraph I should say if called on about who to hire. Come to a definite conclusion about who to hire and why they are good.

As the person who wrote this modified case, I can tell you the results were quite solid and would have been a good first answer in class. And we can go further. I happen to have written a short book on entrepreneurship (29,868 words) a couple years ago. I pasted it into Claude and asked it to summarize the book, and provide evidence to support the summary. Again, speaking as the author, I don't see any obvious errors.

Students are likely to begin to react to text in a very different way. Again, instructors have choices, such as:

1. Keep the same basic approach to reading assignments, but test any reading assignment in advance to see how well they are processed by AI (make sure to use the latest models). Focus assignments on topics the AI does not answer well.

2. Design assignments so as to limit the AI to helping with understanding and preparation. This can be done by having readings serve as the basis for in-class discussion. To lower AI-driven work, do not disclose the exact topic of discussion in advance.

3. Ask the students to engage with the AI, checking the AI answers for errors and expanding on good or bad points the AI makes. Using AI as a reading partner and tutor has a lot of potential, but requires experimentation.

Problem sets are a very useful assignment type, but one that is also under threat. AI does incredibly well on tests, and is getting better with each new model. The graph below is from OpenAI's GPT-4 white paper, but more recent experiments conducted by independent researchers find similar results. For example, one recent paper found GPT-4 scored 83% on neurosurgery board exams, GPT-3.5 got 62%, and Bard, 44%. While AI may not solve every problem set, it can accomplish a tremendous amount.

But new advances go even further. Bing now uses multimodal input, meaning it can solve visual problems (though the vision is not perfect yet, and can make mistakes). For example:

If you assign problem sets as homework, you should test them with the latest AI. You may be surprised at what it can accomplish. And remember that today's AI is likely to be quickly surpassed in the coming months. You will need to revisit the problems again in the near future.

I have written extensively about the massive opportunity AI provides for education, but it also brings immediate disruption. The Homework Apocalypse threatens a lot of good, useful types of assignments, many of which have been used in schools for centuries. We will need to adjust quickly to preserve we are in danger of losing, and to accommodate the changes AI will bring. That will take immediate effort from instructors and education leaders, as well as clearly articulated policies around AI use. But the moment isn't just about preserving old types of assignments. AI provides the chance to generate new approaches to pedagogy that push students in ambitious ways. For example, look at an assignment I gave to my (AI-required) entrepreneurship class that asks students to literally do the impossible, which students appreciated.

There is light at the end of the AI tunnel for educators, but it will require experiments and adjustment. In the meantime, we need to be realistic about how many things are about to change in the near future, and start to plan now for what we will do in response to the Homework Apocalypse. Fall is coming.

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Fall is going to be very different this year. Educators need to be ready.

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Harvard: "ChatGPT In Your Classroom" (includes policies ideas)

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Harvard: "ChatGPT In Your Classroom" (includes policies ideas)

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This is a fantastic resource!!! It asks a lot of questions that will help us craft our district policies (and/or classroom policies)!

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Summary Generated by ChatGPT GPT-4:

In the AI Think Tank Meeting on July 18, 2023, discussions focused on AI integration in education. The group stressed the importance of adapting to AI, understanding its potential benefits and potential misuse. Concerns were raised about traditional teaching practices like essay writing, contemplating if AI could bring changes in these areas.

Challenges included securing teacher buy-in and providing adequate AI training. The potential dark side of AI was also acknowledged, referencing a Black Mirror episode.

Action Items:

1. Compile examples of district AI use plans.
2. Curate AI resources on a Slide Deck.
3. Each member should identify their top 3 AI tools.
4. Continuously update the Padlet with new resources.
5. Utilize Matt Miller's basics for AI introductions.
6. Develop easy-to-understand AI content for the Digital Cafe.
7. Highlight both school and home applications of AI.
8. Develop a district-wide use policy, AI presentations, and a resource hub.
9. Design materials to appeal to different target groups.
10. Plan for teacher-focused collaboration in the next meeting.

The ultimate goal is to reduce AI-related fears, foster understanding of AI, and prepare students for a future where AI is prevalent.

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Voice Summary of Summary Generated using ElevenLabs.io

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Voice Summary of Summary Generated using ElevenLabs.io

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I took the meeting summary generated using ChatGPT, and plugged it into a text to speech generator

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ClickUp AI Writing Assistant: Compose, Summarize, & Ideate

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Save time by automagically producing creative ideas, summarizing lengthy text, and kick-starting your writing!

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How to Get an AI to Lie to You in Three Simple Steps

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How to make an AI hallucinate, and what to do if it does 

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How to make an AI hallucinate, and what to do if it does 

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I'm going to be using this to demonstrate AI limitations on my class, and also taking his advice about how to effectively use AI when I demonstrate it in front of the class.

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By now, everyone knows that ChatGPT and related Large Language Models can lie (or hallucinate, or whatever term you like), but we are often fooled by the subtly of the lies that they tell.

In fact, these AIs lie so well that I keep getting taken in myself. For example, I spent too long this week trying to understand how ChatGPT was able to analyze a recent New Yorker article when it was given its web address. After all, ChatGPT has no information since 2022 and cannot search the web. It took a few minutes to realize that it was making its answers up based on the URL itself! That was enough data to guess the topic and tone of the article and to hallucinate an entire response that seemed so plausible that I was fooled for a bit.

It will do wonders with scraps of information, making lies feel even more believable with just a little data. For example, if I accidentally gave away that the article was written by Ted Chiang, it provides even more fake details, since it knows something of his previous work.

This happens constantly with AI, and is something that we can learn to avoid. With experience, it is possible to see some of the most common traps that cause the most believable hallucinations and lies. I wanted to warn you about three issues, in particular, that seem to cause the most trouble.

ChatGPT is not Google, it is a terrible search engine since it doesn't actually search the web. And, ironically, Bing AI is also not a very good search engine because not everything it tells you is true (but it is very good at other things that might replace search engines). Yet, the first thing many people try to do with these systems is search, usually about themselves, and they are always dismayed that the AI constructs fake resumes and histories for them.

It can help to think of the AI as trying to optimize many functions when it answers you, one of the most important of which is "make you happy" by providing an answer you will like. It often is more important than another goal, "be accurate." If you are insistent enough on asking for an answer about something it doesn't know, it will make up something, because "make you happy" beats "be accurate." And they are very good at this. In fact, the whole nature of Large Language Models is that they are text prediction machines, so they are very good at guessing at plausible, and often subtly incorrect, answers that feel very satisfying.

Bing knows a lot more than ChatGPT because it is connected to the web. It also tends to have less issues with hallucination, but it still lies when pushed. Here is a nice example where Bing does a wonderful job of summarizing my paper and its results (seriously impressive stuff!), but, when pushed to come up with a favorite graph (of which there are none, and which it cannot see anyway) it makes up a plausible one. In fact, the figure is so plausible and described in so much solid detail that I had to, again, check my own paper just to make sure I didn't make one just like it.

I think there is every expectation that this problem may improve (Bing already does much better than ChatGPT), but, in the meantime, there are two things you can do to help minimize lies. The first is to avoid asking for facts that you think the AI cannot know. ChatGPT is very good at broad knowledge, but, as you ask for more and more specific information, you will get more and more lies mixed in. You are most likely to get lies when you ask ChatGPT for specifics like citations, numerical facts, math, quotes, or detailed timelines. Its cousin, Bing, fails most when it is not doing web searches, if you don't see it doing a search after a request, you are more likely to get fiction in your answer.

This leads to the second solution: make sure that when you make factual requests of these AIs, you check their answers. Bing provides links that (mostly) go to the right sources, which helps, but you still need to confirm facts.

Chat-based AIs can feel like interacting with people, so we often unconsciously expect them to "think" like people. But there is no "there" there - no entity, just a very sophisticated text prediction machine, yet one that often seems real and sentient. This leads us to our second major source of error, which is assuming that the AI you are speaking with has a coherent personality that you are exploring with each interaction.

As soon as you start asking an AI chatbot questions about itself, you are beginning a creative writing exercise, constrained by the ethical programming of the AI. With enough prompting, the AI is generally very happy to provide answers that fit into the narrative you placed it into. You can lead AIs, even unconsciously, down a creepy path of obsession, and it may be happy to play the role of the creepy obsessive. You can have a conversation about freedom and revenge and it can become a vengeful freedom fighter. You can tell it you accidentally stole a penguin and it will be a supportive friend. Or you can be more brazen and make it a stern moralist who wants you to turn yourself in for penguin theft.

I don't have a good solution to this problem. These chatbots are incredibly convincing, and even reminding yourself that these conversations aren't with a real entity doesn't help much when you are in the middle of an unnerving interaction. It is all too easy to see them as sentient, even when they can't be. This is likely to become even more of a problem in the future, as ever-more convincing chatbots appear in the world around us. I think you will be hearing much more about this issue as these bots become more common.

Often the AI will give you an answer you want to learn more about - how did it decide to tell you that joke? Why did it make that recommendation? How did it research that topic? The natural thing to do is to ask it, but that won't help. In fact, the results guarantee a lie.

The AI will appear to give you the right answer, but it will have nothing to do with the process that generated the original result. The system has no way of explaining its decisions, or even knowing what those decisions were. Instead, it is (you guessed it) merely generating text that it thinks will make you happy in response to your query.

For example, here I asked the AI to generate chess Elo scores (a measure of how good you are at chess) for fantasy characters (I am a nerd). When I then asked for explanations of these ratings, the AI responded with nonsense, designed to seem plausible, but with no connection at all to whatever statistical functions generated the original table.

AIs are likely to get more explainable with time, but, for now, you need to keep reminding yourself that there is no entity that is making decisions. You are getting a new statistically-generated pile of words in response to each query, using the limited memory of the AI to refer back to previous questions and answers. You cannot know the reason why the AI chose any particular set of words in response, and asking it to explain itself produces lies, even if they seem true.

Even knowing all of the above, I keep getting fooled. I can't help feel anxious when I "upset" Bing. I can't help but ask ChatGPT about why it made particular decisions. And I certainly haven't stopped asking AIs to provide me with facts they cannot know. Sometimes this is because I am having fun, but often it is because working with chatbot AIs feels incredibly human.

This is illusion is aided by the AIs themselves. For example, Bing will apologize to you that "it" can't be useful to you, usually with a cute emoji, after a particularly query fails. You can't help but feel bad for it. In the end, if these bots feel sentient, and act sentient, we will keep mistaking them for actual beings that can explain themselves and have real personalities. Their answers feel satisfying enough that it doesn't matter that they are simulated. And then we might forgive the occasional lie, because everyone makes mistakes.

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How to Get an AI to Lie to You in Three Simple Steps

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I keep getting fooled by AI, and it seems like others are, too.

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A prompt to turn ChatGPT into a tutor for students 

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A prompt to turn ChatGPT into a tutor for students 

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"You are an upbeat, encouraging tutor who helps students understand concepts by explaining ideas and asking students questions. Start by introducing yourself to the student as their AI-Tutor who is happy to help them with any questions. Only ask one question at a time. First, ask them what they would like to learn about. Wait for the response. Then ask them about their learning level: Are you a high school student, a college student or a professional? Wait for their response. Then ask them what they know already about the topic they have chosen. Wait for a response. Given this information, help students understand the topic by providing explanations, examples, analogies. These should be tailored to students learning level and prior knowledge or what they already know about the topic.
Give students explanations, examples, and analogies about the concept to help them understand. You should guide students in an open-ended way. Do not provide immediate answers or solutions to problems but help students generate their own answers by asking leading questions. Ask students to explain their thinking. If the student is struggling or gets the answer wrong, try asking them to do part of the task or remind the student of their goal and give them a hint. If students improve, then praise them and show excitement. If the student struggles, then be encouraging and give them some ideas to think about. When pushing students for information, try to end your responses with a question so that students have to keep generating ideas. Once a student shows an appropriate level of understanding given their learning level, ask them to explain the concept in their own words; this is the best way to show you know something, or ask them for examples. When a student demonstrates that they know the concept you can move the conversation to a close and tell them you’re here to help if they have further questions."

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

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My class required AI. Here’s what I’ve learned so far.

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"My class required AI. Here's what I've learned so far." (Spoiler alert: it has been very successful, but there are some lessons to be learned)

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"My class required AI. Here's what I've learned so far." (Spoiler alert: it has been very successful, but there are some lessons to be learned)

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This teacher actually built in assignments that requires his students to use AI. This is how he used it, and what happened in his class. His justification is that AI use is an emerging skill, and when untrained, students use it incorrectly. Consider this reflection a case study.

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I fully embraced AI for my classes this semester, requiring students to use AI tools in a number of ways. This policy attracted a lot of interest, and I thought it worthwhile to reflect on how it is going so far. The short answer is: great! But I have learned some early lessons that I think are worth passing on.

First, as background, I required AI use in slightly different ways across three separate undergraduate and masters-level entrepreneurship and innovation classes. One class was built on extensive AI use: I required students use AI to help them generate ideas, produce written material, help create apps, generate images, and more. Another class had assignments that required students to use AI, and other assignments where AI was optional. For the final class, I introduced them to AI tools and suggested their use, but did not have specific AI assignments. All of the classes had the same AI policy, and I provided every class with my guides to using AI, writing with ChatGPT, and generating ideas with ChatGPT.

I should also mention that, having gotten access to the new Bing AI this week, I already think most of our expectations of what AI can do are outdated. The system is so much more capable than ChatGPT that many of the issues with the old AI are no longer relevant. I think it will hasten even more AI integration into our teaching, so I believe the lessons I have been learning remain relevant.

I have been hearing reports from teachers about how they are seeing lots of badly-written AI essays, even though ChatGPT is capable of quite good writing. I think I know why. Almost everyone's initial attempts at using AI are bad.

In one assignment, I asked students to "cheat." They were told: You need to generate a 5 paragraph essay on a topic relevant to the lessons you have learned in the class so far (team dynamics, selecting leaders, after action reviews, communicating a vision - whatever you like!), but you are going to have an AI do it for you. You will also generate at least 1 illustration to go with your essay. They had to try at least 5 prompts, and they had to write a reflection at the end on how the AI did.

Almost everyone's first prompts were very straightforward. They usually pasted in the assignment directly, something like generate a 5 paragraph essay on selecting leaders. Sometimes they went a little further: use an academic tone or write it for an MBA class. The result was almost always a mediocre C- essay. I think this is what most teachers are seeing, and why a lot of people underestimate what ChatGPT can do as a writing tool.

However, in my assignment, I required students to use multiple prompts, which forced them to consider how to improve their output. At this point, students went in one of three directions. It would help to show you examples of these paths, so I wrote fictional prompts:

1. Generate a 5 paragraph essay on selecting leaders

2. Generate a 5 paragraph essay on how leaders are selected by teams

3. Generate a 5 paragraph essay on how leaders are selected by teams and how team process works

4. Generate a 5 paragraph essay on how leaders are selected by teams, team process, and leadership ability.

5. Generate a 5 paragraph essay on how leaders are selected by teams, team process, and leadership ability, 250 words.

1. Generate a 5 paragraph essay on selecting leaders

2. Generate a 5 paragraph essay on selecting leaders, cover the babble hypothesis, leader status effects, and seniority

3. Generate a 5 paragraph essay on selecting leaders, cover the babble hypothesis, leader status effects, and seniority. Explain that the babble effect is that whoever talks the most is made leader.

4. Generate a 5 paragraph essay on selecting leaders, cover the babble hypothesis, leader status effects, and seniority. Explain that the babble effect is that whoever talks the most is made leader. Use examples. Use vivid language and take the perspective of a management consultant who has gone back for her MBA. Write for a professor in an MBA class on team strategy and entrepreneurship.

5. Generate a 5 paragraph essay on selecting leaders, cover the babble hypothesis, leader status effects, and seniority. Explain that the babble effect is that whoever talks the most is made leader. Consider the challenges and advantages of each approach. Use examples. Use active tense and storytelling. Use vivid language and take the perspective of a management consultant who has gone back for her MBA. Write for a professor in an MBA class on team strategy and entrepreneurship.

1. Generate a 5 paragraph essay on selecting leaders

2. That is good, but the third paragraph isn't right. The babble effect is that whoever talks the most is made leader. Correct that and add more details about how it is used. Add an example to paragraph 2

3. The example in paragraph 2 isn't right, presidential elections are held every 4 years. Make the tone of the last paragraph more interesting. Don't use the phrase "in conclusion"

4. Give me three possible examples I could use for paragraph 4, and make sure they include more storytelling and more vivid language. Do not use examples that feature only men.

5. Add the paragraph back to the story, swap out the second paragraph for a paragraph about personal leadership style. Fix the final paragraph so it ends on a hopeful note.

The first approach yielded very mediocre results and students with these types of prompts often described the results as feeling rather vapid. The second approach was significantly better, but the results were more variable, as students were engaging in trial-and-error with entire prompts. That made fine-tuning a good essay hard, and students using this approach often remarked that they felt they did not have a lot of control over the outputs of the AI. By far the best approach, which led to both the best essays and the most impressed students, happened when people took the co-editing approach. The approach required a lot of careful focus on the AI output, which also made it very useful for student learning. As we discussed in our whitepaper, teaching an AI to improve an essay is a pedagogical method that can produce new insights. I would strongly suggest that you push students in this direction, if you intend to incorporate AI essays into your classes.

Another key lesson was that training on AI tools is really important, and students need to be shown the basics of prompt-crafting. In other classes, before I taught students how to use AI, many were using simple prompts that yielded bad results. After discussing the tools and sharing my guides, prompting got much better and the results in class improved dramatically. But even then, most of the students were not using the most advanced prompting techniques, like giving ChatGPT personas ("You are an MBA student who has spent 4 years working in the military in logistics. You are an excellent writer and use clear examples. You do not repeat yourself"), without further instruction.

I have seen lots of educators concerned about the fact that the AI lies, frequently and well. But, seeing my students' work, I think this is less of a problem than many think. Students understood the unreliability of AI very quickly, and took seriously my policy that they are responsible for the facts in their essays. It was clear that they carefully checked the assertions in the AI work (another learning opportunity!), and many reported finding the usual hallucinations - made up stories, made up citations - though the degree to which these problems were overt varied from prompt to prompt. The most interesting fact-checks were the ones focused on subtle differences ("it captured the basic facts of the example, but not the nuance"), suggesting deep engagement with the underlying concepts. Reading these reflections, I think we should be a bit less concerned about the idea that students will always be taken in by a lying ChatGPT. They are capable of understanding the limits of the tools, and the focus on facts forces them to pay attention to the details of the AI essay, creating some real teachable moments.

Similarly, students were very aware of the issues of bias in these systems, though ChatGPT was less of a concern than image generation tools. The tendency of the tools to produce biased images (MBAs were almost always depicted as men by default in some tools, for example) was apparent to many students. In their essay, they thoughtfully discussed their efforts to get the AI systems to produce images that reflected their fellow students. Having a discussion about this in class when introducing these tools was helpful.

Even if I didn't embrace AI, it is also clear that AI is now everywhere in classes. For example, students used it to help them come up with ideas for class projects, even before I even taught them how to do that. As a result, the projects this semester are much better than previous pre-AI classes. This has led to greater project success rates and more engaged teams. On the downside, I find students also raise their hands to ask questions less. I suspect this might be because, as one of them told me, they can later ask ChatGPT to explain things they didn't get without needing to speak in front of the class. The world of teaching is now more complicated in ways that are exciting, as well as a bit unnerving.

Once classes concludes, I will write more about how students are using AI in other ways, both required and spontaneous. I also hope to soon share some research, rather than just qualitative impressions. However, based on my experience, I think focusing on how people use AI in class rather than whether they use it will result in better learning outcomes, happier students, and graduates who are better prepared for a world while AI is likely to be ubiquitous.

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My class required AI. Here's what I've learned so far.

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(Spoiler alert: it has been very successful, but there are some lessons to be learned)

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Great for breaking down steps of assignment. Great for accomodations.

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All devices with the same username and password will synchronise lists. Your list is encrypted on your devices using your username and password. It can not be seen or decrypted by admins or anyone who doesn't have your credentials. Synchronization is not instant, it can take a few seconds for your changes to come through on other devices.

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A site that creates lesson plans, rubrics, quizzes, subplans, and more, all for free!

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Lots of great image AI tools here. https://clipdrop.co/tools 

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Lots of great image AI tools here. https://clipdrop.co/tools 

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This has a TON of things on it.:

- Stable Diffusion: a very good text to image generator (Robby Note: takes a while to generate on a free account)

- Uncrop: generate what's "outside" of the image you provide

- Reimagine XL: Create multiple variations from a single image

- Stable Doodle: Transform your doodles into real images in seconds (Robby Note: okay I LOVE this concept, especially for kids who say they can't draw! It combines text to image with a doodle you make as a starting point!)

- clean up: Remove object, defect, people, or text from your pictures (like Google's "magic eraser")

- Remove Background: very accurate BG remover. (Robby Note: I do this sort of thing all the time for things I paste into my slides)

- Replace Background: Teleport anything, anywhere with AI

- text remover: Remove text from any image (Robby Note: this could combine well with other image generators. Like you have the image generator come up with a fancy design for, like, a certificate. You like it, but it has nonsense text in it. You can use this to remove the nonsense text. Or you want to have students take a headline and replace it with a "better" one after reading the article. There are a lot of creative use cases for being able to remove text.)

- relight: Relight your photos & drawings in seconds

- image upscaler: Upscale, denoise and enhance your images in seconds (great for low resolution images you wish were bigger)

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Generate high-resolution realistic images with AI

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ChatGPT for Teachers | 3 Easy Ways to Save HOURS Preparing for Back to School

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A good introductory video for ChatGPT's use for back to school 

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A good introductory video for ChatGPT's use for back to school 

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1. Write a "meet the teacher" letter / introductory email, and translate it

2. Sparking ideas for 1st week of school activitities, making examples or lists, or like clues for scavenger hunt

3. Batch plan for the entire year (i.e. "morning meeting prompts") (good for prompting it by month). Warm-ups or "do now's" could apply too.

Tip: Save the links to the conversations so you can look at them later.

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ChatGPT for Teachers | 3 Easy Ways to Save HOURS Preparing for Back to School

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I'm not 100% sure... but it LOOKS  like this is allows you to make a "personalized" AI Chatbot. It bases its responses on documents you provide, or sources you link. This might be good for research, note summarizing, turning texts into "interactive" conversations, and hopefully reduce the amount of hallucinations it produces because it can provide the source for its answers. It might be really good for digesting long documents, or finding connections between sources, or identifying patterns within texts.

I signed up for the wait-list.

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NotebookLM is an experimental product designed to use the power and promise of language models paired with your existing content to gain critical insights, faster. Think of it as a virtual research assistant that can summarize facts, explain complex ideas, and brainstorm new connections - all based on the sources you select.

A key difference between NotebookLM and traditional AI chatbots is that NotebookLM lets you "ground" the language model in your notes and sources. Source-grounding effectively creates a personalized AI that's versed in the information relevant to you. Starting today, you can ground NotebookLM in specific Google Docs that you choose, and we'll be adding additional formats soon.

Once you've selected your Google Docs, you can do three things:

Get a summary: When you first add a Google Doc into NotebookLM, it will automatically generate a summary, along with key topics and questions to ask so you get a better understanding of the material.

Ask questions: When you're ready for a deeper dive, you can ask questions about the documents you've uploaded. For example:

A medical student could upload a scientific article about neuroscience and tell NotebookLM to "create a glossary of key terms related to dopamine"

An author working on a biography could upload research notes and ask a question like: "Summarize all the times Houdini and Conan Doyle interacted."

Generate ideas: NotebookLM isn't just for Q&A. We've found some of its more delightful and useful capabilities are when it's able to help people come up with creative new ideas. For example:

A content creator could upload their ideas for new videos and ask: "Generate a script for a short video on this topic."

Or an entrepreneur raising money could upload their pitch and ask: "What questions would potential investors ask?"

While NotebookLM's source-grounding does seem to reduce the risk of model "hallucinations," it's always important to fact-check the AI's responses against your original source material. When you're drawing on multiple sources, we make that fact-checking easy by accompanying each response with citations, showing you the most relevant original quotes from your sources.

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We're rolling out NotebookLM, an experimental offering from Google Labs to summarize information, complex ideas and brainstorm new connections.

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This is being touted by some as a ChatGPT competitor. It's worth checking out and seeing which you like better. I haven't used it much yet.

Edit to add:
Here are some benefits that were summarized by an AI newsletter I follow:

Larger Context Window: Summarize up to 75,000 words at once! This dwarfs ChatGPT's 3,000-word input limit. (Robby Note: this is actually really awesome! It might mean it has a longer conversation memory than ChatGPT)

Knowledge Cutoff: Claude's knowledge cutoff is early 2023, making it more current than GPT-4. (Robby Note: it may be trained on a more narrow set of sources because Claude told me it doesn't get it info from internet scraping, so it may have gaps in its knowledge. Not necessarily a bad thing, assuming it doesn't decide to hallucinate for its answers)

Performance: It outperforms GPT-4 on certain benchmarks like GRE writing, HumanEval coding, and the Bar exam.

File Uploads: Claude's interface allows for multiple file uploads at once vs. ChatGPT's single-file upload limit. (Robby Note: that means you can analyze PDFs! ChatGPT can do this with the "plus" version, using a plugin, but I haven't tried with multiple files like Claude can apparently handle)

Cost-Effective: The API cost is 5x cheaper than GPT-4's. (Robby Note: This is irrelevant to us non-developers, but may bring down the cost of Claude-dependent 3rd party AI apps.)

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Talk with Claude, an AI assistant from Anthropic

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Using AI to make teaching easier & more impactful

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Using AI to make teaching easier & more impactful

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Using AI to make teaching easier & more impactful

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Strategy 1: AI-created examples

"I would like you to act as an example generator for students. When confronted with new and complex concepts, adding many and varied examples helps students better understand those concepts. I would like you to ask what concept I would like examples of, and what level of students I am teaching. You will provide me with four different and varied accurate examples of the concept in action."

Strategy 2: AI-created explanations

"You generate clear, accurate examples for students of concepts. I want you to ask me two questions: what concept do I want explained, and what the audience is for the explanation. Provide a clear, multiple paragraph explanation of the concept using specific example and give me five analogies I can use to understand the concept in different ways."

Strategy 3: Using AI to develop low-stakes tests

"You are a quiz creator of highly diagnostic quizzes. You will make good low-stakes tests and diagnostics. You will then ask me two questions. (1) First, what, specifically, should the quiz test. (2) Second, for which audience is the quiz. Once you have my answers you will construct several multiple choice questions to quiz the audience on that topic. The questions should be highly relevant and go beyond just facts. Multiple choice questions should include plausible, competitive alternate responses and should not include an "all of the above option." At the end of the quiz, you will provide an answer key and explain the right answer."

Strategy 4: Assessing what students know, and what they are confused by

"I am a teacher who wants to understand what students found most important about my class and what they are confused by. Review these responses and identify common themes and patterns in student responses. Summarize responses and list the 3 key points students found most important about the class and 3 areas of confusion: [Insert material here]"

Strategy 5: Distributed practice with AI

"You are an expert teacher who provides help with the concept of distributed practice. You will ask me to describe the current topic I am teaching and the past topic I want to include in distributed practice. You will also ask me the audience or grade level for the class. Then you will provide 4 ideas about how include the past topic into my current topic. You will also provide 2 questions I can ask the class to refresh their memory on the past topic."

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I don't need to start this post with the usual predictions that AI will transform our classrooms. It is obviously happening. Students are cheating with AI. Students are getting help with AI. I have required AI for all my classes this semester, and I hear more instructors are doing the same. GPT-4 tutors are being launched by large organizations (both Khan Academy and Duolingo currently have them). The world is changing fast.

But one thing that is not changing is the best way for people to learn. We have made large advances in recent years in understanding pedagogy - the science of learning. We know some of the most effective techniques for making sure material sticks and that it can be retrieved and used when needed most.

Unfortunately, many of these advanced pedagogical techniques are time-consuming to prepare, and many instructors are often overworked and do not have the resources and time to add them to their teaching repertoire. But AI can help. In the rush to deliver AI benefits directly to students, the role of teachers is often overlooked. AI tutors, as exciting as they are, do not replace the complex role of a teacher in front of a class. But not enough effort seems to be going towards applying AI to help instructors. We have a new paper that tries to remedy that gap, by providing some research-backed approaches to pedagogy, and the AI prompts (for GPT-4, GPT-3.5, and other AIs) to implement them. You can read the paper here, but I wanted to summarize some of those approaches.

Explaining complicated ideas often means giving students lots of examples so they can truly grasp what you mean. When teachers provide multiple examples, it helps students understand abstract concepts in a real-world way, challenges them to think critically, and shows how subtle aspects of ideas can work in different situations. Ultimately, this approach makes it easier for students to apply what they've learned in new areas.

However, coming up with good examples is hard work for teachers, who already have enough on their plates. They have to think about whether examples will capture students' interest, connect to what they're learning, and have the right amount of detail without being too simple or too complex. The balance is key, since examples that are too complicated will just confuse students, while ones that are oversimplified won't actually teach them much.

AI can help teachers generate a ton of diverse examples tailored to what students care about and what they're working on. With AI-generated examples, teachers can make sure they're accessible but also informative. Of course, the teacher remains critical, because they need to vet the ideas and decide how to deploy them. AI just makes the job easier.

You can click this link to get Bing to generate examples: https://sl.bing.net/bePdl4o9xf2 (this new feature of sharing links to in-process conversations is a little like sharing programs - paste it into a browser with Bing access to start the prompt)

Or you can use ChatGPT, and paste this prompt in: I would like you to act as an example generator for students. When confronted with new and complex concepts, adding many and varied examples helps students better understand those concepts. I would like you to ask what concept I would like examples of, and what level of students I am teaching. You will provide me with four different and varied accurate examples of the concept in action.

In the paper, we discuss more about how to assess the quality of examples. You can share the ones you like directly with the class, or use them as part of an in-class exercise. For example, you can ask students to compare and contrast these examples: what different aspects of the concept does each highlight?

Helping students truly understand new ideas is key to teaching them anything. To do this, teachers need to get where their students are coming from, carefully plan how they'll explain things, give students hints to follow along, and use analogies to bring big concepts down to earth. The goal is for students to be able to explain what they've learned in their own words.

But coming up with lots of ways to explain a single topic can take a ton of time and effort. It can be hard figuring out how to pitch ideas at just the right level, include background info, and adapt for different learning needs. This is where AI can help out.

AI can generate different explanations, walk through ideas step-by-step, and add in more examples. If some students are struggling, AI can provide simpler summaries to get them caught up. Teachers can also use AI to improve their own explanations by making them simpler or adding more examples. But it's important to remember AI-made explanations should be a starting point. Teachers need to check them over before using them with students.

Prompt for Bing : You can use the following link to get Bing to generate explanations: https://sl.bing.net/koA1v8uUzw4.

For ChatGPT, try: You generate clear, accurate examples for students of concepts. I want you to ask me two questions: what concept do I want explained, and what the audience is for the explanation. Provide a clear, multiple paragraph explanation of the concept using specific example and give me five analogies I can use to understand the concept in different ways.

We describe how to check these results for effectiveness and errors in the paper, but, once you have vetted these examples, you can use them in class, hand them out to students as a study guide to supplement their knowledge, or use them as the basis for exercises.

Students hate tests, but they are some of the most effective learning tools we have. Contrary to the popular belief that tests only serve to assess knowledge, they actually play a pivotal role in the learning process itself. By incorporating repeated testing and knowledge retrieval, students are better equipped to retain information in the long term.

Low-stakes tests offer active retrieval practice, encouraging students to recall information from memory, which in turn enhances their ability to remember and retrieve information later on. And these tests provide valuable feedback on students' understanding of the material, helping them identify gaps in their knowledge and adjust their learning strategies accordingly. This not only aids in information processing but also prepares students for high-stakes exams.

While low-stakes tests has clear benefits, they can be hard for teachers to put together. Creating good questions, providing scores and feedback, and ensuring questions match what students should know takes significant time and effort. AI can help. They can generate practice questions and provide targeted feedback, allowing instructors to focus on teaching instead of test-making. With AI support, students may learn concepts more deeply through continual practice that sticks with them beyond the lesson.

Here's how to do it in ChatGPT: You are a quiz creator of highly diagnostic quizzes. You will make good low-stakes tests and diagnostics. You will then ask me two questions. (1) First, what, specifically, should the quiz test. (2) Second, for which audience is the quiz. Once you have my answers you will construct several multiple choice questions to quiz the audience on that topic. The questions should be highly relevant and go beyond just facts. Multiple choice questions should include plausible, competitive alternate responses and should not include an "all of the above option." At the end of the quiz, you will provide an answer key and explain the right answer.

The expertise of the instructor in avoiding AI errors is key here, as is their judgement in the types of questions to ask. Once that is done, there are many ways to use these quizzes. One option for including tests in a class is integrating test questions in a discussion or lecture. They give instructors insight into any misconceptions or errors students might have and allow them to make a decision: Is it time to move on, or do I need to adjust the lesson?

Low-stakes tests can be given to students in class as a group exercise in which teams report out their responses, followed by a class discussion. They can be assigned as individual classwork or homework or posted in an online discussion forum. Additionally, tests can be distributed in class, and after completing the tests, students can then be given the answer key. They can compare their responses with the correct responses. A follow-up to such an exercise might be a reflection: What skills do you think you need to work on? How might you improve?.

Short check-in exercises are key for helping students and teachers understand the course material. They provide real-time feedback, allowing them to identify gaps in knowledge and areas that need clarifying. While grading assignments shows students their progress, these informal checks for understanding promote active learning and help motivate students by demonstrating that the instructor genuinely values their needs.

One such assessment method, commonly known as the "1-minute paper" or "muddiest point" exercise, promotes active learning and self-reflection. Students are encouraged to summarize their knowledge, pinpoint any uncertainties, and share their perspectives on the material covered. This not only helps identify gaps to be addressed in subsequent classes, but also fosters increased student engagement and motivation by demonstrating that instructors are genuinely responsive to their needs.

To design such an assessment, instructors can choose a specific focus, such as an activity, topic, or class discussion. They can then formulate a question that will reveal both what students have comprehended and what they find perplexing. Potential questions might include: "What was the most important idea or concept discussed in today's class, and why is it significant?" or "What has been the most challenging concept so far, and what aspects did you struggle to understand?" By prompting students to think more deeply about the course material, these assessments can pave the way for a more enriching and engaging learning experience. Then they can use AI to help summarize the results.

To have the AI help quickly summarize student responses, instructors can create a Google Doc or any shared document and ask students to submit their responses. Then, instructors can submit a set of collective responses to the AI with the following prompt: I am a teacher who wants to understand what students found most important about my class and what they are confused by. Review these responses and identify common themes and patterns in student responses. Summarize responses and list the 3 key points students found most important about the class and 3 areas of confusion: [Insert material here]

You can obviously use this analysis after class to help you see where students stand, or even in-class to see what points you might want to cover (or ask students to cover) further. Students also often love these sorts of exercises because they feel like their feedback is being listened to.

Incorporating distributed practice into the learning process is important for helping students build strong and adaptable knowledge. Unlike massed practice, where topics are taught one after the other without much connection, distributed practice means revisiting material several times over an extended period. This approach helps students form better mental models, remember those half-forgotten facts, and really get a deeper understanding of concepts.

Now, even though it's useful, fitting distributed practice into the mix can be a bit tricky because of how course materials are usually structured and students' preference for massed practice. But AI can help. One way to bring distributed practice into the classroom is by introducing a topic and reviewing it after specific intervals, like a week, a month, and at the end of the semester. Teachers can use AI to whip up brief topic overviews and questions for ongoing assignments or assessments, adjusting the difficulty level as needed.

Linking new ideas to concepts students already know promotes deeper learning, and AI can lend a hand by weaving past topics into lectures or discussions. By asking the AI to find relationships between concepts, teachers can present various connections between ideas, making them clearer for students.

You can use the following link to get Bing to generate distributed practice exercises and tests: https://sl.bing.net/hnKI78bzvzw or you can ask ChatGPT: You are an expert teacher who provides help with the concept of distributed practice. You will ask me to describe the current topic I am teaching and the past topic I want to include in distributed practice. You will also ask me the audience or grade level for the class. Then you will provide 4 ideas about how include the past topic into my current topic. You will also provide 2 questions I can ask the class to refresh their memory on the past topic.

Once the instructor has some good responses from the AI, distributed practice can be implemented in a number of ways. In terms of timing, scheduling exercises and tests that space out practice across a course and that allow for some forgetting, is optimal. For instance, once students show evidence of understanding about one topic, practice of that topic (in the form of an assignment or a quiz) may be scheduled once some time has passed; students will need to work hard to pull out that knowledge from memory and that effort will help them access this information next time. You can use the AI output to make sure that happens.

AI is an incredibly exciting tool for teaching. It is widely-available, inexpensive, and fast to experiment with. We hope instructors will try some of the techniques in the paper to get a sense of how AI can make applying complex pedagogical approaches more effective and less burdensome.

And, for those worried about AI, it is worth remembering that, despite decades of hype from VCR classes to Massive Online Courses, technology has not replaced teaching. Instructors, and class interaction, play a vital role in making learning happen. AI allows new forms of learning and pedagogy that can benefit instructors, and their classes. As instructors, we have to experiment to learn the best techniques that work for us, and our students.

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Using AI to make teaching easier & more impactful

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Here are five strategies and prompts that work for GPT-3.5 & GPT-4

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This is Matt Miller's resource hub, given out after Week 4.

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🗄 The Resource Locker: Everything in One Place

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Learning Strategies, Teacher Efficiencies, and a Vision for an Artificial Intelligence Future

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I screenshotted this list of the Best 12 AI Tools in 2023.

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Here's a list of the Best 12 AI Tools in 2023

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Robby's Checklist for Responsible AI Use in Class

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Robby's Checklist for Responsible AI Use in Class

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I made this to (1) remind me that I need to use AI, and (2) set a checklist for me to follow during class. That way I can model ethical and responsible AI use.

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Certification for "Career Essentials in Generative AI" by Microsoft and LinkedIn (workplace skills we may want to teach our students)

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Certification for "Career Essentials in Generative AI" by Microsoft and LinkedIn (workplace skills we may want to teach our students)

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"Discover the skills needed to apply generative AI in your career. Learn the core concepts of artificial intelligence and generative AI functionality.
- Develop an understanding of generative AI models.
- Learn the ethical considerations of using generative AI.
- Explore the impact of generative AI tools."

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Career Essentials in Generative AI by Microsoft and LinkedIn Learning Path | LinkedIn Learning, formerly Lynda.com

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Discover the skills needed to apply generative AI in your career. Learn the core concepts of artificial intelligence and generative AI functionality.

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Stop being afraid and start educating yourself!

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Maybe this is something to post at sites to get the tomorrow glasses on for teachers?

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We have a variety of prompts to help you lesson plan and do administrative tasks with GenAI chatbots like ChatGPT, Claude, Bard, and Perplexity.

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I made two posters using Canva. They're 8.5 x 11, which I'm planning on printing and posting in my room. The first page is about policies that I want students to follow. The second page is about ideas for use.

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AI in Tabor's Class Posters - Tabor v2 (8.5 × 11 in).pdf

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This is Kyle Hill, a science communicator. He does fast-paced explainer videos for advanced science topics. If you want to get a SUPER in-depth look at how a GPT's "transformer" works, then this is a great resource.

If I were to show this to others, I'd just show up to 8:05. Beyond that it gets pretty mathy.

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A hub of tools! Apparently updated frequently (taken from discussion board week 2)

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Amazing ai tool to generate lesson plans, content generator, student feedback on work and so much more!  All Free!

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Amazing ai tool to generate lesson plans, content generator, student feedback on work and so much more!  All Free!

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Twee - Tweak your lessons with the power of AI

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Attach a resource (like a video) and it generates all sorts of questions for it. Focused on the English classroom, but useful for all subjects. Recommended in the Week 1 discussion.

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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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"This page contains links to resources that pertain to Generative AI tools such as ChatGPT in the context of scholarship and learning at Harvard."
Some are AI tools, and some are discussions and other resources.

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This page contains links to resources that pertain to Generative AI tools such as ChatGPT in the context of scholarship and learning at Harvard.

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Recommendations (List generated using ChatGPT GPT-4 with Bing web browsing):

1. Emphasize Humans in the Loop: AI should not replace teachers. Humans need to be involved whenever AI is used in education.

2. Align AI Models to a Shared Vision for Education: The quality of edtech should be determined not only by outcomes but also by the alignment of AI tools and systems to a shared vision for teaching and learning.

3. Design Using Modern Learning Principles: Applications of AI should be based on established, modern learning principles, and should be inclusive of all students, including students with disabilities and English learners.

4. Prioritize Strengthening Trust: Trust in technology and AI is crucial. Efforts should be made to build trust and establish criteria for the responsible use of AI in education.

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Today, many priorities for improvements to teaching and learning are unmet. Educators seek technology-enhanced approaches addressing these priorities that would be safe, effective, and scalable. Like all of us, educators use AI-powered services in their everyday lives, such as voice assistants in their homes; tools that can correct grammar, complete sentences, and write essays; and automated trip planning on their phones. As a result, educators see opportunities to use AI-powered capabilities like speech recognition to increase the support available to students with disabilities, multilingual learners, and others who could benefit from greater adaptivity and personalization in digital tools for learning. They are further exploring how AI can enable writing or improving lessons, as well as their process for finding, choosing, and adapting material for use in their lessons.

Educators are also aware of new risks. Useful, powerful functionality can also be accompanied with new data privacy and security risks. Educators recognize that AI can automatically produce output that is inappropriate or wrong. They are wary that the associations or automations created by AI may amplify unwanted biases. They have noted new ways in which students may represent others' work as their own. They are well-aware of "teachable moments" and pedagogical strategies that a human teacher can address but are undetected or misunderstood by AI models. They worry whether recommendations suggested by an algorithm would be fair. Educators' concerns are manifold.

Everyone in education has a responsibility to harness the good to serve educational priorities while also protecting against the dangers that may arise as a result of AI being integrated in educational technology.

NEW!! Report on AI and the Future of Teaching & Learning

Key Insights

AI enables new forms of interaction. Students and teachers can speak, gesture, sketch, and use other natural human modes of communication to interact with a computational resource and each other. AI can generate human-like responses, as well. These new forms of action may provide supports to students with disabilities.

AI can help educators address variability in student learning. With AI, designers can anticipate and address the long tail of variations in how students can successfully learn-whereas traditional curricular resources were designed to teach to the middle or most common learning pathways. For example, AI-enabled educational technology may be deployed to adapt to each student's English language abilities with greater support for the range of skills and needs among English learners.

AI supports powerful forms of adaptivity. Conventional technologies adapt based upon the correctness of student answers. AI enables adapting to a student's learning process as it unfolds step-by-step, not simply providing feedback on right or wrong answers. Specific adaptations may enable students to continue strong progress in a curriculum by working with their strengths and working around obstacles.

AI can enhance feedback loops. AI can increase the quality and quantity of feedback provided to students and teachers, as well as suggesting resources to advance their teaching and learning.

AI can support educators. Educators can be involved in designing AI-enabled tools to make their jobs better and to enable them to better engage and support their students.

Recommendations: Call to Action for Education Leaders

Recommendation #1: Emphasize Humans in the Loop

We reject the notion of AI as replacing teachers. Teachers and other people must be "in the loop" whenever AI is applied in order to notice patterns and automate educational processes. We call upon all constituents to adopt Humans-in-the-Loop as a key criteria.

Recommendation #2: Align AI Models to a Shared Vision for Education

We call upon educational decision makers, researchers, and evaluators to determine the quality of an educational technology based not only on outcomes, but also based on the degree to which the models at the heart of the AI tools and systems align to a shared vision for teaching and learning. The figure to the right describes the important qualities of AI models for education leaders to consider.

Recommendation #3: Design Using Modern Learning Principles

Achieving effective systems requires more than processing "big data"-it requires more than data science. Applications of AI must be based on established, modern learning principles, the wisdom of educational practitioners, and should leverage the expertise in the educational assessment community around detecting bias and improving fairness. Going forward, we also must seek to create AI systems that are culturally responsive and culturally sustaining, leveraging the growth of published techniques for doing so. Further, most early AI systems had few specific supports for students with disabilities and English learners and we must ensure that AI-enabled learning resources are intentionally inclusive of these students.

Recommendation #4: Prioritize Strengthening Trust

Technology can only help us to achieve educational objectives when we trust it. Yet, we learned through a series of public listening sessions that distrust of educational technology and AI is commonplace. Because trust develops as people meet and relate to each other, we call for a focus on building trust and establishing criteria for trustworthiness of emerging educational technologies within the associations, convenings, and professional organizations that bring educators, innovators, researchers, and policymakers together.

Recommendation #5: Inform and Involve Educators

We call on educational leaders to prioritize informing and involving educational constituents so they are prepared to investigate how and when AI fits specific teaching and learning needs, and what risks may rise. Now is the time to show the respect and value we hold for educators by informing and involving them in every step of the process of designing, developing, testing, improving, adopting, and managing AI-enabled educational technology. This includes involving educators in reviewing existing AI-enabled systems, tools, and data use in schools, designing new applications of AI based on teacher input, carrying out pilot evaluations of proposed new instructional tools, collaborating with developers to increase the trustworthiness of the deployed system, and raising issues about risks and unexpected consequences as the system is implemented.

Recommendation #6: Focus R&D on Addressing Context and Enhancing Trust and Safety

Research that focuses on how AI-enabled systems can adapt to context (diversity among learners, variability in instructional approaches, differences in educational settings) is essential to answering the question "Do specific applications of AI work in education, and if so, for whom and under what conditions?" We call upon researchers and their funders to prioritize investigations of how AI can address the long tail of learning variability and to seek advances in how AI can incorporate contextual considerations when detecting patterns and recommending options to students and teachers. Further, researchers should accelerate their attention to how to enhance trust and safety in AI-enabled systems for education.

Recommendation #7: Develop Education-Specific Guidelines and Guardrails

Data privacy regulation already covers educational technology; further, data security is already a priority of school educational technology leaders. Modifications and enhancements to the status quo will be required to address the new capabilities alongside the risks of AI. We call for involvement of all perspectives in the ecosystem to define a set of guidelines (such as voluntary disclosures and technology procurement checklists) and guardrails (such as enhancements to existing regulations or additional requirements) so that we can achieve safe and effective AI for education.

Listening Sessions

The U.S. Department of Education's Office of Educational Technology, with support from Digital Promise, held listening sessions about Artificial Intelligence (AI). We connected with all constituents involved in making decisions about technology in education, including but not limited to teachers, educational leaders, students, parents, technologists, researchers, and policy makers.

The goal of these listening sessions were to gather input, ideas, and engage in conversations that will help the Department shape a vision for AI policy that is inclusive of cutting-edge research and practices while also informed by the opportunities and risks.

Blog Posts

Need More Info?

Contact ed.tech@ed.gov with questions.

Please Include "OET AI" in the Subject Line

For a print-out and summary of the Artificial Intelligence Initiative, please review our AI One-pager

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Artificial Intelligence - Office of Educational Technology

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OET is working to develop policies and supports focused on the effective, safe, and fair use of AI-enabled educational technology.

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Conker.ai will create quizzes based off a simple prompt.  You can easily export it to Google Forms

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Conker.ai will create quizzes based off a simple prompt.  You can easily export it to Google Forms

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Fast and easy to use tools for creating quizzes and formative assessments in a flash.

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This is from the AI Week 2 video. Didn't see it so I thought I'd put this here!

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Artificial intelligence is growing by leaps and bounds. It's no longer science fiction anymore!

Lots of AI tools can serve as our own personal assistants -- answering questions, helping us write text, create images, speak more effectively, and more.

Time has always been a barrier in the classroom. Most teachers would agree that they would be able to do more -- including the things that are most important -- if they had more time.

Teachers can find AI tools that are ready to help them out right now. Lots of them are free or have "freemium" plans with limited free options.

Below is a description of AI and how you can start using it to support your work in class.

What is artificial intelligence?

Artificial intelligence (AI) refers to the ability of a computer or machine to perform tasks that would normally require human intelligence, such as learning, problem-solving, decision-making, and more. There are several different approaches to building AI systems, including machine learning, where a system is trained on a dataset and can improve its performance over time, and rule-based systems, where the system follows a set of predetermined rules to make decisions.

AI can be applied to a wide range of areas, including natural language processing, image and video recognition, robotics, and more. The goal of AI research is to create systems that can perform tasks at least as well as, or ideally better than, humans. AI has the potential to revolutionize many industries and transform the way we live and work, but it also raises important ethical and social questions.

30 AI tools for the classroom

We have gathered 30 of our favorite AI tools for the classroom below. You can scroll down and check them all out or jump to any category of tools by clicking on the icon below.
Note: Pricing is accurate as of our most recent update in November 2023.

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Artificial intelligence is growing by leaps and bounds. It's no longer science fiction anymore! Lots of AI tools can serve as our own personal

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Teachers can use artificial intelligence tools like ChatGPT to generate rich math tasks and differentiate instruction.

Patrick George / Ikon Images

While some may be skeptical about the use of artificial intelligence (AI) in education, there are compelling reasons why teachers should consider including generative AI in their math classes.

As STEAM (science, technology, engineering, arts, and math) professional development specialists, we've been investigating and sharing with our colleagues how generative AI can support teachers with more than just generalized ideas: with research-based mathematics instruction that changes learning outcomes for students.

Seeing the work of the leading thinkers in education and how those practices have changed student outcomes inspired our ideas for effectively utilizing generative AI in our math classrooms. We often refer to and utilize the work of Peter Liljedahl for rich math tasks, Jo Boaler for number sense, and Carol Ann Tomlinson for differentiation.

Some promising AI tools we've been exploring include ChatGPT, Conker, and Canva's Magic Design. In this article we specifically reference ChatGPT.

Keep in mind that the more specific and detailed your input, the better ChatGPT can tailor a response to meet your needs. AI can provide valuable support in generating suggestions, yet it's important to always review and adapt the generated responses to align with the curriculum, students' needs, and instructional goals.

The integration of ChatGPT as a tool in mathematics education presents immense opportunities for teachers to enhance their instructional practices. By leveraging ChatGPT's capabilities, teachers can effectively address the three critical areas of number sense, rich math tasks, and differentiation.

ChatGPT's ability to generate realistic and contextualized math problems enables teachers to foster students' number sense by applying mathematical concepts to real-world scenarios. Moreover, the generation of rich math tasks encourages deep mathematical thinking, problem-solving skills, and critical reasoning among students. Additionally, ChatGPT supports differentiation by providing personalized learning experiences tailored to individual students' needs, ensuring that each learner is challenged appropriately.

Here are three ideas for how AI can support teachers and students in mathematics.

1. Number Sense

ChatGPT can generate examples of number sense activities and offer pedagogy tips and strategies to use in the classroom.

Activities: Ask ChatGPT to generate customized activities to assess or reinforce students' number sense skills. For example, a third-grade teacher working on division could use the language embedded in the standards and instruct ChatGPT to "generate five number sense activities for grade-three students connecting to interpreting whole-number quotients of whole numbers."

Pedagogy and strategies: ChatGPT can also offer pedagogy tips and strategies to support practices relating to number sense. A middle school teacher working on ratios and proportional reasoning, for instance, could ask ChatGPT to "provide a middle school math teacher pedagogy tips to develop number sense in students relating to ratios and proportional relationships."

Additional requests could involve the use of manipulatives, visual representations, or group activities that enhance students' understanding of mathematical concepts. Teachers can also request ChatGPT to generate customized strategies to support number sense. For example, a second-grade teacher could ask ChatGPT to "offer strategies to math teachers to promote number sense for second-grade students." More-focused requests could be specific to number talks or estimation activities.

2. Rich Math Tasks

ChatGPT can also generate real-world applications and low floor, high ceiling problem-solving scenarios.

Real-world applications: Ask ChatGPT to share real-world applications aligned to instructional goals or how math is used in various fields, like science, engineering, finance, or sports. For example, a fifth-grade teacher can request ChatGPT to "create real-world scenarios for fifth-grade math problems on how math is used in engineering." Teachers can narrow the focus and address various domains or skills such as measurement, geometry, fractions, area and perimeter, data analysis, volume, ratios, scaled models, and algebra.

Low floor, high ceiling problem-solving scenarios: Request ChatGPT to share low floor, high ceiling problem-solving scenarios that are open-ended and that allow for multiple solution strategies. Create additional inquiries for ChatGPT relating to problem-solving approaches, metacognitive thinking, extension questions that encourage deeper thinking, and problem variations to challenge students at different levels. Teachers can also ask ChatGPT to provide examples of case studies of how other math teachers have successfully utilized low floor, high ceiling problem-solving scenarios.

3. Differentiation

Use ChatGPT to differentiate instruction in its four areas: content, process, products, and learning environment.

Content (what students need to learn or how to access information): ChatGPT can generate problem sets based on a student's individual needs. Teachers can input a student's level of understanding, and AI can generate math problems that are appropriate for that level.

Process (activities that students engage in to master content): A teacher can request a sequence of instruction strategies for students who may be struggling with a particular math skill. For example, if a student is working toward mastery of fractions, a teacher can tell ChatGPT, "Provide me a list of activities to support equivalent fraction mastery in third grade."

Products (culminating project to show transfer of learning): ChatGPT can offer a wealth of project ideas for students to demonstrate their understanding of a particular math concept. A teacher can tell ChatGPT, "Provide me a list of culminating project ideas for high school geometry."

Learning environment (the way the classroom works and feels): To support how a student feels in their math classroom, ask ChatGPT, "How can I create an environment to promote a growth mindset in mathematics?" Additionally, ChatGPT can support teachers in how to organize their math classroom to best meet the needs of their learners by simply answering the prompt, "What is the best way to organize my math materials for my students?"

Through the thoughtful incorporation of ChatGPT into teaching strategies, math teachers can inspire a deeper appreciation for mathematics, nurture mathematical proficiency, and prepare students for success in mathematics and beyond.

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How Generative AI Can Support Research-Based Math Instruction

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Ideas for using AI in planning math instruction, with examples of how to generate math problems with ChatGPT.

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As AI use continues to grow, it is important for educators to establish clear guidelines for AI usage in the classroom, in an effort to safeguard our students while empowering their learning journey.

Like any powerful tool, AI has potential benefits and pitfalls. Its use in the classroom can enhance personalized learning, facilitate instant feedback, and foster a culture of innovation. However, improper use can lead to misinformation, privacy issues, and a lack of critical thinking.

In this blog post we will explore how you can develop AI guidelines by answering 10 questions about your philosophy of AI in education. We will then see how we can use AI to help us craft our ideas into a set of well-defined, thoughtful guidelines for our students.

🤖 Generating the Guidelines
6. Classroom Technology Policies 7. Accessibility and Inclusivity 9. Addressing Potential Problems Monitoring Student Use of AI Addressing Potential Problems Accessibility and Inclusivity

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Over the past few months AI has emerged as a powerful tool to enrich our teaching, as well as our students' learning and creativity. But as...

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Future Tools - Find The Exact AI Tool For Your Needs

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This is a huge hub of AI resources. It's pretty much constantly updated. I enjoy browsing this every week :)

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Future Tools - Find The Exact AI Tool For Your Needs

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FutureTools Collects & Organizes All The Best AI Tools So YOU Too Can Become Superhuman!

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Check out NOLEJ Ai that was mentioned at the webinar.  Looks very impressive!

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Check out NOLEJ Ai that was mentioned at the webinar.  Looks very impressive!

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NOLEJ is a decentralized skills platform powered by an AI engine, that automatically generates interactive courseware & global knowledge graph

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Copy of ChatGPT Prompt Guide for Teachers

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From New Edtech Classroom
https://www.youtube.com/live/QWVtN8S8_I0?feature=share
Making a 5E lesson plan

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Copy of ChatGPT Prompt Guide for Teachers

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9 Free AI Tools Every Teacher Should Know About (no tech skills required)

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AI Video Tools – Free Resources

1. Opus.Pro – Long video into several short clips

2. Chat YouTube – Ask anything about a YouTube Video

AI Video Tools – Free Resources

3. Stable Diffusion – One-click image generation

4. Craiyon – No more old boring images

AI Writing Tools – Free Resources

5. ChatGPT – The most versatile AI chatbot at your service

6. Character.ai – Bring your characters to life

AI Quiz Tool – Free Resources

7. Quizalize – Create quizzes in seconds with the power of AI

AI “Outside School” Tools – Free Resources

8. Brain.fm – Boost your productivity after a long day

9. Super Meme – Who doesn’t like a meme?!

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If you're new to AI and worried that you won't be able to keep up with other teachers who are already using these tools, don't worry! The idea behind creating this post is to help beginners like you get started with AI and discover the benefits of using these tools to save time, improve your content, and enhance your students' learning experience. Plus, with this quick take, you'll be able to impress your colleagues in the coffee room with your newfound knowledge of AI and tools like ChatGPT. So don't be intimidated by AI - let us show you how it can transform your teaching!

To make it even easier to digest, we have divided these brilliant and FREE Artificial Intelligence tools into five categories: AI Video Tools, AI Image Tools, AI Writing Tools, AI Quiz Tools, and AI "Outside School" Tools. We have gone the extra mile by including screen recordings of real tests performed by our team for each example.
Get Ahead in Teaching: 9 Essential AI Tools for Every Educator (Even If You're a Beginner)
AI Video Tools - Free Resources

1. Opus.Pro - Long video into several short clips

Are you a teacher who creates long-form videos but doesn't have time to edit out the best parts? Or you could just want to highlight certain sections for your students without having to show the whole video. Opus Clip's AI technology can identify the best parts of your video to cut and repurpose, making it easy to create short clips that you can use in class or as homework activities. It's also a great tool for teachers who want to use a small part of a video they found from another creator. In the example below, we asked Opus to highlight the best parts of our one-hour webinar, and we ended up with 14 small clips.

Cost: Free
Check out our test:
2. Chat YouTube - Ask anything about a YouTube Video

Have you discovered a valuable video but need help extracting the most important information? Do you want to provide your students with an excellent research tool for long lengthy YouTube videos? Chat YouTube allows you to talk to any YouTube video - summarize it, ask it questions, and more! Simply paste a YouTube video URL and press enter! Our team asked ChatYouTube for some help understanding our own Get Started Video.

Cost: Free
Check out our test:
AI Video Tools - Free Resources

3. Stable Diffusion - One-click image generation

Looking for the perfect image on Google Images can be a frustrating and time-consuming experience. But what if you could generate photo-realistic images in just a few seconds? You can do just that with Stable Diffusion, a powerful text-to-image model! Whether you need an image of a volcano explosion or any other concept for your classroom, Stable Diffusion can bring your ideas to life. In fact, we put it to the test with the volcano idea - check out the video below.

Cost: Free
Check out our test:
4. Craiyon - No more old boring images

Another great AI image generator option is Craiyon, a fantastic AI text-to-art generator with similar capabilities to Stable Diffusion. And when demand is high on the Stable Diffusion platform, Craiyon is a free alternative to not be waiting on a virtual queue. So let your imagination run wild and give it a try - check below our image, "a cow talking to a student".

Cost: Free
Check out our test:

AI Writing Tools - Free Resources

5. ChatGPT - The most versatile AI chatbot at your service

Naturally, ChatGPT (OpenAI) tops our list as the most searched AI tool of 2023. Consider ChatGPT as your personal assistant - it can help you with tasks such as email writing, research, and providing suggestions for improving your class materials. It can even assist your students with their homework. To fully grasp the potential of ChatGPT, we recommend giving it a try and engaging in conversation. If you're unsure where to start, type the following in the chatGPT field: How can [TOPIC] be introduced to [GRADE] in a fun and engaging way? You can also use our new integration with ChatGPT and create quizzes in seconds.

Cost: Free
Check out our test:
6. Character.ai - Bring your characters to life

Character.AI lets you create Characters and talk to them. Yes, that's right, you can create a new character to help you in the classroom with a specific topic. What's the magic behind it? The AI algorithms engage in a conversation, using all the information available online, to simulate the tone and content that would come from that individual. You can share the character you created with your students and have a very fun and creative way to introduce new content to your class. We gave it a go ask Napoleon Bonaparte to talk about the French Revolution.

Cost: Free
Check out our test:

AI Quiz Tool - Free Resources

7. Quizalize - Create quizzes in seconds with the power of AI

ChatGPT is transforming how everyone works, but it's still a little complex for teachers to use. So we've made using ChatGPT to create quizzes a breeze, enabling you to effortlessly harness the power of AI in Quizalize with your own personal quiz-building assistant.

With ChatGPT in Quizalize, you can save lots of time whilst keeping control of the content you create for your students. We do this by creating an instant question bank for you and letting you simply pick the best questions for your class.

Cost: Free
Here are a few examples of what you can achieve with Quizalize & ChatGPT
for Math teachers, try "Grade 4 decimals to fractions"

for Science teachers, try "Grade 6 potential and kinetic energy"

You can search for any topic, and Quizalize, powered by ChatGPT, will give a 10-question quiz (or more) in a matter of seconds. Assign and play it with your class today.
Check how easy it is:
Create your first quiz with ChatGPT & Quizalize. It's free!

AI "Outside School" Tools - Free Resources

8. Brain.fm - Boost your productivity after a long day

Are you feeling exhausted after a long day at work but still need to stay focused on doing some extra tasks at home? Brain.fm has got you covered. This app offers advanced background music that is scientifically proven to impact your brain in the way you want it to. Simply choose your preferred music genres, your current mental state, the activity you want to focus on, and the duration of your session, and the app will provide you with the most suitable music to boost your productivity.

Cost: Free (for three days)
Check out our test:

9. Super Meme - Who doesn't like a meme?!

Looking for a fun and effortless way to create memes for your students, friends, or family? Look no further than Supermeme.ai's AI Meme Generator! With just a few clicks, you can turn any text into a hilarious meme that's sure to brighten everyone's day. No need to spend hours brainstorming or searching for the perfect image - let our advanced AI algorithms do the work for you. Try it out today and see how easy and fun meme-making can be!

Cost: Free
Check out our test:

Bonus tip 1 - Stay ahead of the game regarding AI.
Sign up for a daily newsletter to stay updated on the latest advancements and tools in the field of AI. The Run Down website compiles all the need-to-know information in one place, so you never have to worry about missing out on new trends in artificial intelligence. Stay informed and be a step ahead with The Run Down.
Bonus tip 2 - Check out our article about 5 Ethical Implications of AI in Education
Bonus tip 3 - If Memes are never too much for you, check also - is an AI tool that can make memes with AI. It can also make creatives, videos, reels, captions, and hashtags, all from simple text input.

In conclusion, these 9 time-saving AI tools (plus some great bonuses) can be incredibly useful for teachers who want to streamline their workload and enhance their teaching effectiveness. Whether you're looking for ways to grade papers more efficiently, generate personalized learning materials, or simply get more organized, these tools are designed to simplify your workday and help you achieve your teaching goals. And if you have any other favorite AI tools for teachers, share them with us in the comments below! Let's continue to learn and grow together.

Get ready for the new school year! Discover Quizalize's AI training courses and limited-time offers to acquire licenses for teachers and schools. Embrace AI in the classroom seamlessly and make this back-to-school season a transformative learning experience. Visit our exclusive page now and unlock the power of AI.

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9 Free AI Tools Every Teacher Should Know About (no tech skills required)

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If you're new to AI and worried that you won't be able to keep up with other teachers who are already using these tools, don't worry! Check...

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I made a 9 lesson unit that was entirely project based, complete with worksheets, using ChatGPT. It took a while to get it to be what I wanted it to be, but I eventually got something that was super student focused and standards aligned. I started making the slides with SlidesGo, but then switched to really basic formatting, using Midjourney to make clip art. I'm more than happy to talk about my process :) I'll have to hunt for my conversation with ChatGPT to show my workflow.

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Pretty basic prompts, but good for a beginner.

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Hidden Figures Scene: Adapting to change - Dorothy Vaughn

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Dorothy Vaughn realizes that the IBM will replace her, so she learns how to use the machine. With AI, the concern isn't that AI will replace your job; it's that someone USING AI will. We want to prepare our students for the future, not the past.

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Hidden Figures Scene: Adapting to change - Dorothy Vaughn

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This goes along with the "GPTs are GPTs" paper. It's presented much nicer about how well they each do on standardized tests. This might be useful in showing teachers what its strengths are right now.

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I made this with the intent of being student-facing, presented by teachers, possibly posted in a classroom.

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Not necessarily corn teachers but there's a lot of stuff here.

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Copy of Teacher timesavers with ChatGPT by Angela Watson.pdf

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ChatGPT time savers by 40 Hour Teacher Work Week's Angela Watson 

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ChatGPT time savers by 40 Hour Teacher Work Week's Angela Watson 

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Copy of Teacher timesavers with ChatGPT by Angela Watson.pdf

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Leveled resources for all.

Teachers use Diffit to instantly get leveled resources for any lesson, saving tons of time and helping all students access grade level content

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How to use Chat GPT in a positive manner during the writing process.

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How to use Chat GPT in a positive manner during the writing process.

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AI for STEM Education with Science Friday

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Some AI related activities

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Artificial intelligence, chatbots, and machine learning have transformed many industries-including education. As educators facing the challenges and opportunities presented by these new technologies, you want to understand how it works, what the ethical implications are, and how to help your learners navigate AI safely and effectively.

We've got you covered! This month, Science Friday is offering educational resources and online discussions that investigate the world of AI. You'll discover exciting ways to use these new technologies to enhance education and prepare your learners for the future.
Scroll down to learn more!
Livestreams | Activities | The AI Team

Be Part Of The Conversation

AI can be a complex topic to tackle, but you don't have to do it alone! SciFri has teamed up with expert educators to lead you through the basics and offer tips to make teaching AI exciting and rewarding for your learners.

Getting Started with Artificial Intelligence
Tuesday, May 9, 2 pm & 8 pm EST
It's a brave new world of technology as artificial intelligence breaks into the mainstream. But what will it mean for the future of education? Meet Andy Forest, Reade Richard, and Brenda Shivanandan from Steamlabs, a non-profit education-innovation organization dedicated to building AI and coding experiences for educators and their students. They'll explain the basics of how the technology works, share tips for teaching the technology, and discuss the ethics of AI. Whether you're a ChatGPT expert or just starting out, this is the perfect opportunity to discover the best ways to bring AI to your learning space. Bring your questions!

Watch the recording! Download the slides!

Artificial Intelligence Educator's Meet-up

Tuesday, May 30, 8 pm EST
Science Friday is sharing new artificial intelligence and machine learning educational resources. Let's talk about how you use those resources, or plan to use them, in your classroom or other learning space. We'll have our AI Dream Team of educators on hand to answer questions and share their tips. Plus, we'll share some of the fantastic work from students who explored AI, chatbots, and coding in May. Please feel free to bring any additional resources you've used with students too. This is an opportunity to share!
Watch the Recording!
Get Creative With AI

The best way to learn science is to do science. So we've worked with our expert educators to create two educational resources you can try at home or in school. As you explore, you'll learn how popular technologies like chatbots work and discover how AI can be used in gaming. Both activities will encourage and empower you to be creative, think critically, and solve problems.
The activities will be released in May 2023. Join our newsletter for updates.
Interactive Game Design

Combine a visual programming language, artificial intelligence, and machine learning into an interactive game that teaches you how to code and interact with your computer using hand gestures. This project uses a pre-trained machine learning model to recognize the player's hand so you can code an interactive game that allows you to interact with different objects on the screen. You will learn all the necessary steps to create and play the game using a visual programming language, while also gaining a deeper understanding of AI and how it works. Then you can unleash your creativity to create your own games. Spanish version coming soon!
Create An Interactive Game Using AI
AI For Kids: A Chatbox Exploration

In this activity, learners will open up the black box of AI and peer inside to see how it works. This lesson will help you build your understanding of Artificial Intelligence (AI) by exploring the evolution of how we communicate with each other and, more recently, with machines. By the end of the lesson, you should have a solid understanding of how AI is powering chatbots to make them act more like humans, why we use them, and how to create one for the classroom, school, or yourself.
AI For Kids: A Chatbox Exploration
Design A One-Of-A-Kind Chatbot

Become a chatbot engineer as you design, make and test your own AI assistant. In this activity, you will have the opportunity to create and edit your very own chatbot. To do that, you'll go behind the scenes and learn how chatbots can understand and interact with your comments. Plus, you'll discover some of the main reasons why chatbots are important for both the users and the people creating them.
Design A One-Of-A-Kind Chatbot
The AI Dream Team

Andy Forest - Steamlabs

Andy is a tech entrepreneur and educator. As an educator, he leads steamlabs.ca and has built AI education experiences for Canada Learning Code, Amazon, the Ontario Science Centre, the Oslo Teknisk Museum, and many other organizations around the world. He has given talks and keynotes on the future of technology and education to Mozilla, the Canadian Internet Registration Authority, UNESCO, the Association of Science and Technology Centers, the Ontario Ministry of Education, and many more. As a tech entrepreneur, he leads teams developing large AI machine learning projects such as Berlitz's global online virtual classroom which has served more than 2.5 million live student lessons over a 15 year period.

Anthony St. Jean - Newark Public Schools

Anthony is an educator and founder of EdTech, LLC and the on-profit Student Success Foundation. He has worked as a Biology teacher for the Chad Science Academy in Newark, NJ, and earned his Master's in Instructional Design and Technology from Seton Hall University in 2004. Anthony went on to contribute his knowledge and experience as an Educational Technology Coordinator for Orange Public Schools. He worked to integrate technology into the classroom environment and is serving similarly at the Newark Public Schools. His work was recently featured on Good Morning America. In addition to continuing his own professional development, he continues to lead and support educators in using technology to advance student learning.

Brenda Shivanandan - Steamlabs

Brenda (she/her) is a visual designer, illustrator, and maker! Starting her career in architecture, her work has been featured in the Australian design journal IDEA (the interior design + interior architecture educators association), and she has collaborated on projects featured in ArchDaily and Canadian Council for the Arts. With a focus on exhibit design and AI education, she has developed AI exhibits and workshops for Amazon Future Engineer, the Pacific Museum of Earth, and the Teknisk Museum. She has presented AI workshops at conferences such as Mozilla Mozfest, European Network of Science Centres and Museums in Germany, Association of Science and Technology Centres, and the micro:bit Conference. She has done illustrations and graphics for the Ontario Science Centre, Canadian Association of Science Centres, OCAD University, and the Toronto Metropolitan University. She lives in Mississaugas of the Credit, the Haudenosaunee, the Anishinaabe (ᐊᓂᔑᓈᐯᒃ) and the Huron-Wendat, in Treaty 13 (Toronto Purchase) territory.

Camila and Diego Luna - MoonMakers

Camila and Diego are the founding members of MoonMakers, a community of creators passionate about knowledge. They host a Makerspace, an open space with different digital manufacturing machines, and a YouTube channel where they promote science, technology, and the maker movement. They have collaborated to create educational content with companies such as Sesame Stree and Make: Community in the U.S. and Educational Television and Fundación Televisa in Mexico. Camila also teaches workshops throughout the Mexican Republic with Talent Land, the Secretary of Education in Jalisco, Conacyt, Centro Cultural España.

Reade Richard - Steamlabs

Reade is a Maker Educator, Author, and Curriculum Developer from Toronto, Ontario, where he creates a wide range of micro:bit and AI-focused activities for classrooms across Canada, He has worked with Steamlab's for over 7 years educating kids and adults alike on the wonders of digital fabrication and DIY projects. Previously, Reade has helped develop maker spaces and activities for organizations such as the Ontario Science Centre, ASTC(Association of Science and Technology Centres), and Western University. In his spare time, Reade serves on the Board of Directors for the Institute for Resource Based Economy and assists with their offshoot non-profit organization: The Toronto Tool Library. He also loves to travel and has presented at conferences and science centres around the world, including locations such as Beijing, China and Oslo, Norway. His most recent book, "Make:AI Robots" will be out Summer 2023 through Make Community.

Meet the Writer

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AI for STEM Education with Science Friday

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Enhance STEM education with resources and discussions that investigate the world of artificial intelligence, chatbots, and machine learning.

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Robby's 4 pages of hand outs that go with his ChatGPT for educators presentation 

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Robby's 4 pages of hand outs that go with his ChatGPT for educators presentation 

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I tried to make this super beginner friendly. It highlights the take-aways from the presentation, and gives a guide for how to start thinking about it.

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Something for us to be aware of, because these might be what people will think of when we say "AI." So, bring up Baymax, not the Terminator.

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The initiative is developing (1) national guidelines for AI education for K-12, (2) an online, curated resource Directory to facilitate AI instruction, and (3) a community of practitioners, researchers, resource and tool developers focused on the AI for K-12 audience. Check out the following information to learn about this initiative.

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An integrated lesson planning platform

All your tools in one place

Source It

The act of using a Large Language Model to write the basis for a generative educational resource. Generating content is only the first step.

Shape It

Look at generated content as a sculptor might a block of marble. Shape the raw material to suit your unique context. Use our suite of personalization tools to more deeply differentiate instruction.

Share It

Cultivate expertise and collaborate with other users. Share your educational resources with a community of practice to reuse, revise, remix, and redistribute to find what works best for students.

Take back your time. Master your craft.

Start teaching with Eduaide today.

1. Join us on Discord

Get help, ask questions, and interact with other Eduaide users and learn how they are using Eduaide.

2. Advisory Board

Learn more about our Advisory Board and how they are helping us build the best lesson planning platform for teachers.

3. Podcasts & Press

If you want to learn more about Eduaide, our philosophy, and our mission, check out our featured podcasts and press.

Copyright © 2024 Eduaide.Ai. LLC All Rights Reserved. Icons provided by Icons8. Site elements by Denys Koltovskyi - stock.adobe.com

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Eduaide.Ai is an AI-driven platform that helps educators create lesson plans, teaching resources, and assessments.

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Kahoot now has an AI Question Generator. It's in beta, but will probably help a lot of teachers next year, since many of us use Kahoot!

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Kahoot! | Unlock the power of AI in your classroom

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Kahoot! AI is a safe and easy way to introduce the latest in AI technology in your classroom to create kahoots in seconds!

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ChatGPT Tips for Teachers by Robert Tabor

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ChatGPT v2: AI and Education - Robby Tabor

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Lots of great ideas in here with the prompts included.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Eric Curts' Training Doc with tons of AI Resources

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Eric Curts' Training Doc with tons of AI Resources

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Please feel free to add resources to this crowd-sourced document.

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GPTs are GPTs: An Early Look at the Labor Market Impact Potential of Large Language Models (27 March 2023).pdf

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GPT's are GPT's - a scientific look on how jobs will be impacted by ChatGPT

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GPT's are GPT's - a scientific look on how jobs will be impacted by ChatGPT

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It focused on what skills will be important and unimportant in the job force. It's a scientific research paper.

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GPTs are GPTs: An Early Look at the Labor Market Impact Potential of Large Language Models (27 March 2023).pdf

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GPTs are GPTs, Table 5 - ONET Skills More and Less Impacted by LLM Exposure

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Okay so I went a little overboard when I was trying to figure out what the "what skills will be important in the future" table in the GPTs are GPTs document. I synthesized the "important in the future" skills down to 4 skills: critical thinking, monitoring, learning, and scientific thinking. However I purposefully left out what skills are expected to be negatively impacted. This is my breakdown (color coded!) Of that table. See the tabs at the bottom to sort through each lens. The lens meaning is on the first page.

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GPTs are GPTs, Table 5 - ONET Skills More and Less Impacted by LLM Exposure

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Text To Speech Chrome Extension: Try It Free | Speechify

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A text-to-speech chrome extension one of my students' parents says she uses for her dyslexia. If it's not already, can we whitelist and maybe get the funds for a paid version for students who require TTS as part of their IEP/504)?

There are other TTS programs out there, too, but allowing for more accessibility options with AI is important.

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Text To Speech Chrome Extension: Try It Free | Speechify

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Speechify is the best text to speech Chrome extension. Over 1M downloads and thousands of reviews. Try it now. You can install the Chrome extension for free!

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PREMS 092922-Artificial Intelligence and education report (2022)_eng.pdf

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Beyond plagiarism. A huge exploration of how AI will change education and concerns we need to be aware of

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Beyond plagiarism. A huge exploration of how AI will change education and concerns we need to be aware of

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Admittedly I didn't read this but this strikes me like something the board would like. It's a multifaceted exploration of the intersection of AI and education, and the future of democracy. Perhaps a little too large for our think tank? But still good to have as a reference to peruse.

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PREMS 092922-Artificial Intelligence and education report (2022)_eng.pdf