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Focusing on "Evidence of Leanring" in teh Age of AI

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Focusing on "Evidence of Leanring" in teh Age of AI

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The Obstacle is the Way author Ryan Holiday likes to say, "Belief in yourself is overrated. Generate evidence."

In learning, evidence is how we see a demonstration of understanding and acquisition of skills.

We've always had an evidence problem in most education settings, but now with Generative AI able to create "evidence" in a matter of seconds, we are at a crossroads in what acceptable evidence of learning actually looks like.

Looking to have students generate evidence inside your LMS by answering discussion or quiz questions? Coursology.io is an AI-powered Chrome extension that will solve and answer all of these in a matter of seconds.

Looking to have students write a research paper, properly citing sources etc? Jenni.ai is an AI-powered tool that 10x the speed and accuracy on these types of assignments.

Math problems for HW? Khanmigo and Photomath.

Science lab reports? ChatGPT, boom, done.
We could go on, but I think you get the point. The world has changed, and here we are, once again, as the ones who will have to be adaptable and flexible enough to evolve our practices for 2023 and beyond.
The Silver Lining

The silver lining in all of this is that good education practices are still good education practices.

Learning hasn't changed. However, how we plan learning experiences and gather evidence of learning is going to be different moving forward.

This post is set to focus on one of the biggest reasons we look for evidence of learning: Transfer.

Transfer is one of the most important topics in education, that we rarely talk about. We know it matters, we design entire curricula with the goal of transfer, but in the daily grind of teaching and learning, it can often be months without a conversation about transfer.

What is transfer? Here is how authors Julie Stern, Krista Ferraro, Kayla Duncan, and Trevor Aleo define it in their book, Learning That Transfers: Designing Curriculum for a Changing World.

Learning Transfer: Using our previous learning to understand or unlock a completely new situation.

This is generally the goal of education: Not to "prepare" our students for something that we can foresee, but instead, help them to prepare themselves for situations neither of us could predict.

Can We Really Design Learning That Transfers?

The answer is a resounding yes. However, even with that emphatic YES, this work can only be done intentionally. The authors argue that not only can we teach for transfer, but we can also do so while teaching "less":

What if we selected the most powerful, transferable, organizing ideas from our curricular documents, and anchored everything we explored in those concepts? Could this help educators turn off the conveyor belt of "covering" an endless list of objectives while also ensuring students are prepared to tackle topics they encounter without a teacher's guidance? Yes, it can. We can both teach less and prepare our students to tackle more.

To do this, we can use a simple framework for teaching concepts and their connections. Enter the ACT: The Learning Transfer Mental Model.
ACT is a powerful way to reframe the learning process (all images from Learning That Transfers

Step 1: Design learning experiences that help students acquire knowledge of single concepts.

Step 3: Transfer those concepts and connections to new situations.

What Strategies Can We Use to Promote Transfer?

The authors do a fantastic job of breaking down some questions we can ask to develop transfer strategies in their book:

1. Recognize the concepts that apply: Which concepts are at play in this situation?

2. Engage prior understanding of the conceptual relationship: What do I already know to be true about the relationship among these concepts? What specific examples support my understanding?

3. Determine the extent to which prior understanding applies: What makes this new situation different from the situations I've seen in other learning Does what I understand about the relationship between these concepts apply to this new situation? Which parts of my prior understanding transfer and which don't?

4. Modify and refine understanding based on the new situation: How has transferring to this situation refined or reshaped my thinking? (Stern et al., 2017)

Along with these questions, we can focus on seven shifts that also help develop transfer throughout the learning process:

Evidence of Learning in an AI World

Author Jay McTighe has long-been one of the leading advocates for authentic performance-based assessments. In books and articles from 1998, 2008, 2013 and even as recent as 2017 McTighe offered a look into the real reason we should generate a variety of evidence:

Traditional types of assessments offer sufficient ways of measuring students' knowledge and basic skills. For example, we can use multiple choice or fill-in-the-blank test items to gauge students' knowledge of historical or scientific facts. Authentic tasks are like the game in athletics. While the players have to possess knowledge (the rules) and specific skills (dribbling), playing the game also involves conceptual understanding (game strategies) and transfer (using skills and strategies to advantage in particular game situations). Assessing what matters must include assessing performance in a "game" in addition to tests of requisite knowledge and skills. However, to properly assess conceptual understanding, long-term transfer, and other complex skills, we need greater use of authentic, performance-based measures in which students are asked to: 1) apply their learning to a new situation, and 2) explain their thinking, show their reasoning, or justify their conclusion.

That bolded line above may not be true in today's world as those types of low-level assessments and assignments are just the type of task that Artificial Intelligence loves to answer.
It's why "playing the game" is so important.

If I coach a player in basketball, I can see if they can do dribbling drills, shooting drills, passing and rebounding drills in practice. Yet, I truly understand their level of skill and understanding when they are playing the game doing all of these at once in a real environment.

Similarly, that basketball player can take what they learned in those drills and games and apply them when playing other sports such as lacrosse, soccer, or hockey-which would be transfer. McTighe takes a step further on what we are looking for in these types of authentic assessments that enhance learning:

This list explains why I (McTighe) am an advocate for expanding the use of authentic tasks and projects in schools. Such assessments offer more than just another way to measure student achievement. Like the game in sports or the play in theater, authentic performances are motivating to learners. They give relevance and purpose to learning, and they underscore the need for practice. Authentic tasks also influence teaching. Coaches recognize that their job is not to simply "cover" the playbook play-by-play and teach individual skills. They understand that knowledge and skills are in service of larger ends, and that their role is to prepare players for authentic transfer performance in the game. Performance-oriented teachers in all subjects understand this role as well.
Next Steps

A few important lessons I've been reminded of since diving back into Stern and McTighe's work.

1. We already know what quality evidence of learning looks like. Everything that worked 10 years ago still works today. What doesn't work is the rote, low-level type of assignments and assessments that never promoted transfer.

2. Training around AI should not be focused solely on using AI tools, or how to handle students using AI to cheat. I'm not saying it isn't important, however, when we focus on authentic tasks and assessments that enhance learning, we'll worry less about AI's role in doing student's work for them.

3. Evidence may look different in 2023 and beyond. It doesn't always have to be big EPIC authentic learning. It often is small, simple changes.

Instead of 20 math questions, just answer three, but screencast yourself going through the problems and talking about your thinking in each step. Instead of writing a 5-page paper at home, write an 11-minute essay in class, use AI to revise it for HW, then share what changes you made and why in a short presentation.

Maybe I should have titled this post, "Focusing on Transfer in An AI World" - but to be honest, it takes a lot of time to plan around transfer as the ultimate goal for learning. We all want to get there, but along the way, focusing on authentic ways to showcase evidence of learning may be the best way to lay the building blocks for transfer, again, and again throughout the year.

The Obstacle is the Way author Ryan Holiday likes to say, "Belief in yourself is overrated. Generate evidence."

In learning, evidence is how we see a demonstration of understanding and acquisition of skills.

We've always had an evidence problem in most education settings, but now with Generative AI able to create "evidence" in a matter of seconds, we are at a crossroads in what acceptable evidence of learning actually looks like.

Looking to have students generate evidence inside your LMS by answering discussion or quiz questions? Coursology.io is an AI-powered Chrome extension that will solve and answer all of these in a matter of seconds.

Looking to have students write a research paper, properly citing sources etc? Jenni.ai is an AI-powered tool that 10x the speed and accuracy on these types of assignments.

Math problems for HW? Khanmigo and Photomath.

Science lab reports? ChatGPT, boom, done.
We could go on, but I think you get the point. The world has changed, and here we are, once again, as the ones who will have to be adaptable and flexible enough to evolve our practices for 2023 and beyond.
The Silver Lining

The silver lining in all of this is that good education practices are still good education practices.

Learning hasn't changed. However, how we plan learning experiences and gather evidence of learning is going to be different moving forward.

This post is set to focus on one of the biggest reasons we look for evidence of learning: Transfer.

Transfer is one of the most important topics in education, that we rarely talk about. We know it matters, we design entire curricula with the goal of transfer, but in the daily grind of teaching and learning, it can often be months without a conversation about transfer.

What is transfer? Here is how authors Julie Stern, Krista Ferraro, Kayla Duncan, and Trevor Aleo define it in their book, Learning That Transfers: Designing Curriculum for a Changing World.

Learning Transfer: Using our previous learning to understand or unlock a completely new situation.

This is generally the goal of education: Not to "prepare" our students for something that we can foresee, but instead, help them to prepare themselves for situations neither of us could predict.

Can We Really Design Learning That Transfers?

The answer is a resounding yes. However, even with that emphatic YES, this work can only be done intentionally. The authors argue that not only can we teach for transfer, but we can also do so while teaching "less":

What if we selected the most powerful, transferable, organizing ideas from our curricular documents, and anchored everything we explored in those concepts? Could this help educators turn off the conveyor belt of "covering" an endless list of objectives while also ensuring students are prepared to tackle topics they encounter without a teacher's guidance? Yes, it can. We can both teach less and prepare our students to tackle more.

To do this, we can use a simple framework for teaching concepts and their connections. Enter the ACT: The Learning Transfer Mental Model.
ACT is a powerful way to reframe the learning process (all images from Learning That Transfers

Step 1: Design learning experiences that help students acquire knowledge of single concepts.

Step 3: Transfer those concepts and connections to new situations.

What Strategies Can We Use to Promote Transfer?

The authors do a fantastic job of breaking down some questions we can ask to develop transfer strategies in their book:

1. Recognize the concepts that apply: Which concepts are at play in this situation?

2. Engage prior understanding of the conceptual relationship: What do I already know to be true about the relationship among these concepts? What specific examples support my understanding?

3. Determine the extent to which prior understanding applies: What makes this new situation different from the situations I've seen in other learning Does what I understand about the relationship between these concepts apply to this new situation? Which parts of my prior understanding transfer and which don't?

4. Modify and refine understanding based on the new situation: How has transferring to this situation refined or reshaped my thinking? (Stern et al., 2017)

Along with these questions, we can focus on seven shifts that also help develop transfer throughout the learning process:

Evidence of Learning in an AI World

Author Jay McTighe has long-been one of the leading advocates for authentic performance-based assessments. In books and articles from 1998, 2008, 2013 and even as recent as 2017 McTighe offered a look into the real reason we should generate a variety of evidence:

Traditional types of assessments offer sufficient ways of measuring students' knowledge and basic skills. For example, we can use multiple choice or fill-in-the-blank test items to gauge students' knowledge of historical or scientific facts. Authentic tasks are like the game in athletics. While the players have to possess knowledge (the rules) and specific skills (dribbling), playing the game also involves conceptual understanding (game strategies) and transfer (using skills and strategies to advantage in particular game situations). Assessing what matters must include assessing performance in a "game" in addition to tests of requisite knowledge and skills. However, to properly assess conceptual understanding, long-term transfer, and other complex skills, we need greater use of authentic, performance-based measures in which students are asked to: 1) apply their learning to a new situation, and 2) explain their thinking, show their reasoning, or justify their conclusion.

That bolded line above may not be true in today's world as those types of low-level assessments and assignments are just the type of task that Artificial Intelligence loves to answer.
It's why "playing the game" is so important.

If I coach a player in basketball, I can see if they can do dribbling drills, shooting drills, passing and rebounding drills in practice. Yet, I truly understand their level of skill and understanding when they are playing the game doing all of these at once in a real environment.

Similarly, that basketball player can take what they learned in those drills and games and apply them when playing other sports such as lacrosse, soccer, or hockey-which would be transfer. McTighe takes a step further on what we are looking for in these types of authentic assessments that enhance learning:

This list explains why I (McTighe) am an advocate for expanding the use of authentic tasks and projects in schools. Such assessments offer more than just another way to measure student achievement. Like the game in sports or the play in theater, authentic performances are motivating to learners. They give relevance and purpose to learning, and they underscore the need for practice. Authentic tasks also influence teaching. Coaches recognize that their job is not to simply "cover" the playbook play-by-play and teach individual skills. They understand that knowledge and skills are in service of larger ends, and that their role is to prepare players for authentic transfer performance in the game. Performance-oriented teachers in all subjects understand this role as well.
Next Steps

A few important lessons I've been reminded of since diving back into Stern and McTighe's work.

1. We already know what quality evidence of learning looks like. Everything that worked 10 years ago still works today. What doesn't work is the rote, low-level type of assignments and assessments that never promoted transfer.

2. Training around AI should not be focused solely on using AI tools, or how to handle students using AI to cheat. I'm not saying it isn't important, however, when we focus on authentic tasks and assessments that enhance learning, we'll worry less about AI's role in doing student's work for them.

3. Evidence may look different in 2023 and beyond. It doesn't always have to be big EPIC authentic learning. It often is small, simple changes.

Instead of 20 math questions, just answer three, but screencast yourself going through the problems and talking about your thinking in each step. Instead of writing a 5-page paper at home, write an 11-minute essay in class, use AI to revise it for HW, then share what changes you made and why in a short presentation.

Maybe I should have titled this post, "Focusing on Transfer in An AI World" - but to be honest, it takes a lot of time to plan around transfer as the ultimate goal for learning. We all want to get there, but along the way, focusing on authentic ways to showcase evidence of learning may be the best way to lay the building blocks for transfer, again, and again throughout the year.

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Focusing on "Evidence of Learning" in the Age of AI - A.J. Juliani

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The Obstacle is the Way author Ryan Holiday likes to say, "Belief in yourself is overrated. Generate evidence." In learning, evidence is how we see a demonstration of understanding and acquisition of skills. We've always had an evidence problem in most education settings, but now with

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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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AI in Teaching (article from ISU Center for Excellence in Learning and Teaching

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AI in Teaching (article from ISU Center for Excellence in Learning and Teaching

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Artificial Intelligence (AI) in Teaching and Learning – Center for Excellence in Learning and Teaching

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AI (Artificial Intelligence) in Teaching

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Fairmont Teacher Trips for using ChatGPT

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Fairmont Teacher Trips for using ChatGPT

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Fairmont Teacher Tips for Using ChatGPT for Lesson Planning and Student Feedback

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Guidelines for Teachers regarding the use of ChatGPT, April 2023

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AI For Teachers - Generait | Your AI Toolbox

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AI For Teachers | Over 20 AI Teachers Tools + Create your own tool if it doesnt yet exist! Watch the video now

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An integrated lesson planning platform

All your tools in one place

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Take back your time. Master your craft.

Start teaching with Eduaide today.

1. Join us on Discord

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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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App.twee.com - Use AI to make video quizzes

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App.twee.com - Use AI to make video quizzes

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

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Overwhelmed by the ever-growing list of AI tools? No need to stress - we've done the work for you! Our blog rounds up the latest and greatest innovations, organised specifically for teachers.

Given that around 2000 new AI tools were launched in March alone, it's nearly impossible for teachers to stay updated on the latest and greatest tools. After all, we want AI to lessen our workload, not add to it with constant innovations. To help, I've compiled a list of the best AI tools for teachers, categorised and summarised below. Stay tuned for more blog posts where I will be testing and comparing these tools, but for now, this serves as a landscape review!

Disclaimer: Please be aware that the list of tools below is not exhaustive and is based on recommendations, online research, and other blogs. I have been given some free trials to access the tools listed and try them out. I will continue to update and expand the list as new tools become available. If you come across any other helpful tools that I may have missed, please do not hesitate to share them with me. Recognising the risks of using AI, bias, copyright, GDPR, and other related policies and procedures is also essential. I highly recommend reviewing my previous blogs on these topics before diving in. Lesson Planning and slide decks
Writing lesson plans can be so time consuming, but these tools make it easy. Whether you need help developing resources, creating activities, or designing slide decks, these innovative tools will help streamline the process and save you time.
Marking and Report writing
With so much to do as a teacher, marking and report writing can often feel like a chore. However, AI tools can help alleviate some of this burden by automating these tasks. Keep in mind, though, that using these tools may require sharing pupil data, so it's important to be aware of the risks and follow your school's policy on data privacy.
Admin and Organisation
Wish you had a personal assistant to take control and help you with organisation, well these AI tools claim to help you to do that. From diary planning to writing emails - check them out!
Adaptive Tools
We all want our pupils to be able to access our lessons and enjoy the learning but sometimes there are barriers that prevent this, so why not check out these AI tools which are improving pupils access to learning.
Personalised Learning
In an ideal world, teachers would have sufficient time to customize every lesson according to the unique needs and interests of each student. However, this is often not the reality! So why not try these AI bots who claim to do that for you...!
Chat Bots
With the widespread use of Chat GPT in the news, it's safe to assume that chatbots need no introduction. Here our some of the ones we found that could be useful for teachers:

Chat gpt - open AIs chat platform that is now integrated into many other products including Microsoft.

Bard - Googles chat gpt eqivielant.

Poe - App based chat bot but this one claims to be faster than all the others!

Andi - A chatbot designed for children to use, claims to have more guard rails to protect against bias and inappropriate content, so if fully tested could be used in class.

Creativity
Want to inject some more creativity into your lessons? Then look no further than this list of AI tools !

Canva - free online design software that has some AI powered features, make quick posters and presentations using their range of templates.

Stable Diffusion - Text to image software that will create any image based on your description or prompt.

Dall.e - Type in a description of an image and it will create 6 options of images you can use - part of open AIs offerings.

Scribble diffusion - Turn your sketch into a refined image using AI - I can see many pupils loving this!

Scribble Dibble - Similar to scribble diffusion but this is an app that allows you to take a picture of a drawing and turn it into a refined image

Research / Academic Writing
Decided to embark on your masters or MPQ journey? Or simply want to stay upto date with the latest subject research? Then these AI tools are for you.

Elicit - Dont be scared by the name ! This tool allows you to enter your research question and it will suggest articles for you that are relevant from 175 million papers

Paperpal designed specifically for academic writing it will help you to proof read and redraft your work.

Scholarcy summarises any article that you need to read into interactive flashcards or quick summary documents to make academic reading faster

Chatpdf - Allows you to upload a research paper and ask it questions and it will generate responses from the paper!

Scispace - combines the last two tools by summaring the research papers you upload and allows you to ask them questions !

Lateral - helps speed up reading by converting your documents into short snippets - like a highlights reel!

With new tools coming out each week I am sure there are many great ones I have missed, drop me a comment below with your favourites!

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Overwhelmed by the ever-growing list of AI tools? No need to stress - we've done the work for you! Our blog rounds up the latest and greatest innovations, organised specifically for teachers. Given that around 2000 new AI tools were launched in March alone, it's nearly impossible for teachers to stay updated on the latest...

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This curriculum is an introduction to ChatGPT. It begins with students exploring their own creative process by writing stories together. Through a series of teacher-led activities they are introduced to ChatGPT, what it is and how it works, and the process ChatGPT uses to generate stories and human-like dialogue.

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As educators, we all know and appreciate the importance of the rubric in providing quality student assessment and feedback. But actually creating a solid rubric that's clear, aligns with the curriculum, and is well-structured can be daunting and, let's be real, time consuming. If you're like me, rubrics are perfect for overthinking. I'll build one, and then continue to refine and adapt to "improve it," in hopes of making it airtight. But then, I look at the clock to realize hours have passed. Can this be avoided? Yes. Thank goodness! You can create a rubric with ChatGPT in less than a minute and free up precious time for other priorities. Remember though, ChatGPT's response will never be 100% perfect for what you need. Editing, reviewing, and revising will be necessary, and you may need to test out tweaks to prompts. But it's a great head start!

Let's take some time to:

1. Review information about rubrics.

2. Check out an editable prompt for generating a rubric with ChatGPT.

3. Walk through the process in ChatGPT to see how it's done.

4. Take a look at an example ChatGPT-generated rubric.

5. Try it out step-by-step.

Why Are Rubrics Important?

Before we get into ChatGPT, let's talk about rubrics. A rubric is a tool that clearly lays out assignment expectations for students. Rubrics generally have four parts:

1. Task description: Briefly outline the task to be performed by students.

2. Scoring and scale: Provide a numerical and descriptive scale for levels of development.

3. Criteria or Components: Lay out the components/categories of the assignment on which students will be evaluated.

4. Descriptors: Define and describe what work at each level of development looks like and the criteria aligned with your curriculum standards.

According to Berkley Center for Teaching and Learning, rubrics help both teachers and students. For teachers, rubrics assist with clarity when it comes to feedback and expectations. With clear expectations, students can focus on what is required of them instead of asking for clarification. Reviewing scored rubrics can also help teachers pinpoint any gaps in learning and adjust instruction accordingly. A good rubric provides consistency and can reduce grading time as well. For students, having defined expectations means less need for questions and reworking and more time for working. It can also give students the opportunity to self-reflect and peer-reflect during the revision of their work using the criteria defined in the rubric.

How Can ChatGPT Help Build Rubrics in Minutes?

ChatGPT is a powerful AI language model that has the capacity to complete a multitude of tasks based on human prompts. With regards to rubrics, if we provide ChatGPT with the necessary information in a clear, detailed, and defined prompt, this AI can assist in quickly developing a well-crafted rubric aligned with learning objectives. But keep in mind you will need to closely review, edit, and revise the ChatGPT-generated rubric, as you are the expert and responsible party for any grade and feedback you give your students. ChatGPT is just, as I like to call it, a brainstorming buddy.

A Template for Generating Rubrics

Here is the editable prompt template I created for ChatGPT-generated rubrics. Feel free to use this template to input your own information for generating a rubric specific to your needs!

To create a rubric with ChatGPT using the editable prompt, you will need to provide the information noted in bold within the prompt template.

1. Your role

2. Task description

3. Grade level

4. Skills, standards, goals, or objectives

5. Scoring scale

6. Criteria/components

Here is an example of how your prompt might look with the information completed:

ChatGPT will generate the descriptors and table for you! Here's what this will look like in ChatGPT:

Amazing, right? Now, let's walk through this process step by step!

The Rubric-Generating Process

First, we will gather the information needed to create a solid ChatGPT prompt. At first, this may seem like a lot, but it's usually taken from information you already have that can be copied and pasted. I like to copy it into a Google Doc while I'm preparing my prompt, finalizing my prompt in the doc before pasting it over to ChatGPT.

As an example, I will be creating a rubric with ChatGPT for an 8th grade English writing assignment, but keep in mind you can do this for any grade. First, I'll compile everything I need for the prompt, and then, I'll show you the ChatGPT-generated rubric. Here we go!

Step 1: Curriculum Alignment

My example assignment will be a persuasive writing assignment. First, I identify the learning objectives, skills, or standards you'd like students to master. For my example, I will use Common Core State Standards for writing and language, but you can use any standards or objectives that align with you assignment! You can also use specific skills or benchmarks outlined in your curriculum or even use "I can" statements based on standards. I copy and pasted the skills straight from the Common Core website, and it took me less than five minutes.

Step 2: Task Description

You'll also need to provide ChatGPT with a description of the task you'll be giving to students, which you will include on the final rubric. This gives the AI additional context. I will use the following description in my prompt:

For our 8th grade English unit on persuasive writing, you have chosen a topic on which to write an argumentative essay. Write your paper based on the expectations taught and reviewed in class and outlined in this rubric, which will be used to evaluate your essay. You may use the example essay attached for reference as an exemplar.

Step 3: Rubric Scoring and Scale

For my rubric, I will use the following points and scoring scale to outline levels of skill development. Here are some additional scales you can consider from The Harriet W. Sheridan Center for Teaching and Learning at Brown University. Your scale and scoring choice is up to you! If you want to use points, be sure to include them.

Beginning (1 point)

Developing (2 points)

Proficient (3 points)

Exemplary (4 points)

Step 4: Rubric Criteria

Based on the Common Core State Standards I've aligned with the task, I will be evaluating the following components of the assignment. These are taken directly from the standards I have chosen for the assignment (and would be taught and reviewed in class). NOTE: It is very important that the criteria/components align with the language and overarching concepts in the standards you chose to assess. If they don't align, ChatGPT will not generate as expected.

Step 5: Rubric Descriptors

For this step, you don't need to do anything! This is included in the prompt template and will be generated for you by ChatGPT.

Step 6: Prompt ChatGPT to Generate the Rubric

Here is the final prompt I gave ChatGPT using the editable prompt template and my assignment-specific information. You'll find my customizations to the template in bold, and it took me about 10 minutes to find, copy, and paste my information into the prompt template.

NOTE: When you paste in the prompt, the formatting will be removed. This does not impact the results generated by ChatGPT.

Take a look at what happens when ChatGPT is given the prompt. It's amazing. Less than one minute!

Step 7: Format and Review

Here is an unedited version of what ChatGPT generated for me based on my prompt, and I was able to copy and paste this into a Google Doc for further editing. When you paste the rubric from ChatGPT, it does keep the table format. Yet another time saver! ChatGPT for the win here, folks.

Once you have your initial rubric, it's time to review it, revise, it, and edit it carefully to make sure it meets your needs. You can also share it with colleagues to get another set of eyes for additional feedback. And, you can always ask ChatGPT "How can I improve this rubric to make it more specific, clear, and detailed for students?" and see what happens!

Ready to try it out? Here is a walk-through to guide you in creating a rubric for a grade 6 science project.

I hope you find this template helpful in creating rubrics for your students (and getting a little more time for yourself). Is there another template you'd like to see? Let me know in the comments! And if you give this template a try, I'd love to know how it goes for you.

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Five AI Tools to Try (May 2023)

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Get an editable prompt template and create a rubric with ChatGPT in less than one minute! Watch it work its magic in an example video.

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What is ChatGPT? | ChatGPT Explained in 2 Minutes 

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What is ChatGPT? | ChatGPT Explained in 2 Minutes 

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What is ChatGPT? | ChatGPT Explained in 2 Minutes 

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What is ChatGPT? | ChatGPT Explained in 2 Minutes For BEGINNERS.

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Make Your Teaching Life EASIER with ChatGPT

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Make Your Teaching Life EASIER with ChatGPT

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ChatGPT for Teachers - Doing an hour of work in 6 minutes!

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8 Helpful Everyday Examples of Artificial Intelligence

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8 Helpful Everyday Examples of Artificial Intelligence

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If you looked up the term "artificial intelligence" on Google and found your way to this article, you've used (and hopefully benefitted from) AI. If you've ever taken an Uber or had your phone auto-correct a misspelled word, you've used AI. Artificial intelligence seems to be everywhere, but what exactly is it? How does it impact our everyday lives for the better? While the applications of AI are seemingly infinite, here are 8 examples of artificial intelligence we use every day.

What is Artificial Intelligence?

Before we can identify how artificial intelligence impacts our lives, it's helpful to know exactly what it is (and what it is not). The Oxford Dictionary defines artificial intelligence as:

"The theory and development of computer systems able to perform tasks that normally require human intelligence, such as visual perception, speech recognition, decision-making, and translation between languages."
The Oxford Dictionary of Phrase and Fable (2 ed.)

Essentially, artificial intelligence is the method by which a computer is able to act on data through statistical analysis, enabling it to understand, analyze, and learn from data through specifically designed algorithms. This is an automated process. Artificially intelligent machines can remember behavior patterns and adapt their responses to conform to those behaviors or encourage changes to them. This is a brief definition and there is certainly a lot more that could be said about what AI is.

The most important technologies that make up AI are machine learning (ML), deep learning, and natural language processing (NLP).

Machine Learning is the process by which machines learn how better to respond based upon structured big data sets and ongoing feedback from humans and algorithms.

Deep Learning is often thought to be a more advanced kind of ML because it learns through representation, but the data does not need to be structured.

Natural Language Processing (NLP) is a linguistic tool in computer science. It enables machines to read and interpret human language. NLP allows computers to translate human language into computer inputs.

8 Examples of Artificial Intelligence

Here is a list of eight examples of artificial intelligence that you're likely to come across on a daily basis.

AI has drastically improved traveling. Instead of having to rely on printed maps or directions, you can now use Waze, Google, or Apple Maps on your phone and type in your destination.

So how does the application know where to go? And what's more, the optimal route, road barriers, and traffic congestions? Not too long ago, only satellite-based GPS was available, but now, artificial intelligence is being incorporated to give users a much more enhanced experience.

Using machine learning, the algorithms remember the edges of the buildings that it has learned, which allows for better visuals on the map, and recognition and understanding of house and building numbers. The application has also been taught to understand and identify changes in traffic flow so that it can recommend the route that avoids roadblocks and congestion.

2. Facial Detection and Recognition

Using virtual filters on our faces when taking pictures and using face ID for unlocking our phones are two examples of artificial intelligence that are now part of our daily lives. The former incorporates face detection, meaning any human face is identified. The latter uses face recognition through which a specific face is recognized. Facial recognition is also used for surveillance and security by government facilities and at airports.

3. Text Editors or Autocorrect

AI algorithms use machine learning, deep learning, and natural language processing to identify incorrect usage of language and suggest corrections in word processors, texting apps, and every other written medium, it seems. Linguists and computer scientists work together to teach machines grammar, just like you were taught at school. The algorithms are taught through high-quality language data so when you use a comma incorrectly, the editor will catch it.

4. Search and Recommendation Algorithms

When you want to watch a movie or shop online, have you noticed that the items suggested to you are often aligned with your interests or recent searches? These smart recommendation systems have learned your behavior and interests over time by following your online activity. The data is collected at the front end (from the user) and stored and analyzed through machine learning and deep learning. It is then able to predict your preferences, usually, and offer recommendations for things you might want to buy or listen to next.

5. Chatbots

As a customer, interacting with customer service can be time-consuming and stressful. For companies, it's an inefficient department that is typically expensive and hard to manage. One increasingly popular artificially intelligent solution to this is the use of AI chatbots. The programmed algorithms enable machines to answer frequently asked questions, take and track orders, and direct calls.

Chatbots are taught to impersonate the conversational styles of customer representatives through natural language processing (NLP). Advanced chatbots no longer require specific formats of inputs (e.g. yes/no questions). They can answer complex questions requiring detailed responses. In fact, if you give a bad rating for the response you get, the bot will identify the mistake it made and correct it for next time, ensuring maximum customer satisfaction.

6. Digital Assistants

When we have our hands full, we often resort to ordering digital assistants to perform tasks on our behalf. When you are driving, you might ask the assistant to call your mom (don't text and drive, kids). A virtual assistant like Siri is an example of an AI that will access your contacts, identify the word "Mom", and call the number. These assistants use NLP, ML, statistical analysis, and algorithmic execution to decide what you are asking for and try to get it for you. Voice and image search work in much the same way.

Social media applications are using the support of AI to monitor content, suggest connections, and serve advertisements to targeted users, among many other tasks to ensure that you stay invested and "plugged in".

AI algorithms can spot and swiftly take down problematic posts that violate terms and conditions through keyword identification and visual image recognition. The neural network architecture of deep learning is an important component of this process, but it doesn't stop there.

Social media companies know that their users are their product, so they use AI to connect those users to the advertisers and marketers that have identified their profiles as key targets. Social media AI also has the ability to understand the sort of content a user resonates with and suggests similar content to them.

8. E-Payments

Having to run to the bank for every transaction is an enormous waste of time and AI is playing a part in why you haven't been to a bank branch in 5 years. Banks are now leveraging artificial intelligence to facilitate customers by simplifying payment processes.

Intelligent algorithms have made it possible to make deposits, transfer money, and even open accounts from anywhere, leveraging AI for security, identity management, and privacy controls.

Even potential fraud can be detected by observing users' credit card spending patterns. This is also an example of artificial intelligence. The algorithms know what kind of products a user buys, when and from where they are typically bought, and in what price bracket they fall.

When there is an unusual activity that does not fit in with the user profile, the system can generate an alert or a prompt to verify transactions.

Final Takeaway

These examples of artificial intelligence show why AI is talked about everywhere; it's used everywhere. Nearly every part of our day is touched by AI. We might get a new coffee suggestion when we go to mobile order. Instagram might show a new video while you're on your lunch break. Google Maps gets you to dinner at a new restaurant. The list could go on forever, but these 8 examples of AI show what it is and how we use it.

This article was originally published on May 5, 2020 and was updated on December 22, 2021.

Author

Contributors

Guest writers are IoT experts and enthusiasts interested in sharing their insights with the IoT industry through IoT For All.

Guest writers are IoT experts and enthusiasts interested in sharing their insights with the IoT industry through IoT For All.

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8 Helpful Everyday Examples of Artificial Intelligence

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If you looked up the term "artificial intelligence" on Google and found your way to this article, you've used (and hopefully benefitted from) AI. If you've ever taken an Uber or had your phone auto-correct a misspelled word, you've used AI. Artificial intelligence seems to be everywhere, but what exactly is it?

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Five ways to prepare writing assignments in the age of AI

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Five ways to prepare writing assignments in the age of AI

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Kristin Van GompelEd.D in Education; Customer Engagement

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Five ways to prepare writing assignments in the age of AI

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Learn how you can approach AI proactively and create writing assignments that incorporate this rapidly evolving technology.

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Perhaps the first thing teachers, students, and just about anyone who has used Chat GPT thinks is,

"Oh no, we're in trouble. What will happen when kids figure out they don't have to write their paper -- that Chat GPT can do it for them."

After I share the information with you in this post, you'll be even more concerned, but perhaps will find some ways that you can work with students until we have AI to help us with this problem (which will be used by education when it is invented.)

The Problem of Plagiarism and Chat GPT is Acknowledge by Open AI

If you listened to Steve Dembo in yesterday's post, you'd learn that Chat GPT is still not as good as a human in many cases. Perhaps this is why Open AI produced the Educator Considerations for Chat GPT. They state in this paper

"We recognize that many school districts and higher education institutions do not currently account for generative AI in their policies on academic dishonesty. We also understand that many students have used these tools for assignments without disclosing their use of AI. Each institution will address these gaps in a way and on a timeline that makes sense for their educators and students. We do however caution taking punitive measures against students for using these technologies if proper expectations are not set ahead of time for what users are or are not allowed."
Open AI "Educator Considerations for Chat GPT"

Using Text Classifier from Open AI

Then, they recommend this tool AI Text Classifier. So, I decided to test it out on something I knew was initially drafted by Chat GPT. What answer did it give me?

Using Chat GPT 3.5 from Open AI

OK, so it says it wasn't AI-generated. But when I paste the text into the GPT 3.5 chat, I get the answer on the exact text I pasted into AI Text Classifier as being written by Chat GPT. Strike one against the AI Text Classifier, or is it a false positive for Chat GPT?

Using Chat GPT 4.0 from Open AI

So, then I pressed it forward. I went into Chat GPT 4 and pasted in the same paper, and asked if it wrote the paper. This is the answer I received from GPT 4

Observations and Applications for Detecting Student Chat GPT Use

So, either Chat GPT has a multi-personality disorder or is only trained to recognize its own algorithm. So, for example, Chat GPT 3.5 (which was used to write this paper as the open free version) can recognize Chat GPT 3.5, and Chat GPT 4.0 is trained to recognize itself.

I also had a student who took a paper he had written two years ago. He pasted it into Chat GPT 3.5, and it said it wrote the paper. When he pushed back, the algorithm quickly backed down and said it could be wrong.

Recommendation:  If you're looking at student work, I recommend pasting it into Chat GPT 3.5 and Chat GPT 4.0. However, you cannot rely on this alone, as there are confirmed false positives and false negatives. All it seems to detect is possible algorithm use.

AI Detection Services

So, next, let's look at some of the popular AI detection services. We'll look at the results of my sample, which was generated by Chat GPT and partially edited, and discuss some recommendations and questions we need to ask as we move forward.

GPT Zero

So, first, I went to GPT Zero and pasted it into the text. As a result, I received a significant portion of the highlighted paper and received this response. Again, even here, they state that you need a "holistic assessment of student work." More on that later.

CopyLeaks AI Content Detector

Copyleaks AI Content Detector is pretty awesome. After you paste the words in, you move your cursor over the text and can see what likelihood percentage it is that it was written by a human versus AI Bot. So, when I moved my mouse over part of the text, I received this comment.

Then, when I moved my cursor over most of the paper, I received this response.

So, this is a much better tool than the next option below because it treats sections of the text independently.

Writer AI Content Detector

So, some apps like Writer's AI Content Detector will tell a person what percentage of the paper says it was human created according to the algorithm. This particular site encourages humans who use AI to generate their content to make it seem more human so that search engines won't punish it for AI-generated content. (Sorry, bloggers. You can't get easy content by letting Chat GPT do the work for you.) So, let's look at how this responds.

AI Generated Content That Has Been Edited

I pasted part of the paper from above which had been generated by Chat GPT and then was edited somewhat, and this was the response I received.

So, this number is even higher than the previous stating that 83% is human-generated content. Note that it was drafted by Chat GPT and altered. So, it is reasonable to expect students also to use these tools.

Slightly Edited Chat GPT Generated Content at the End of the Paper

Then, I pasted in the end of the essay which had been slightly edited but was pasted directly from Chat GPT, and this was the response I received.

Recommendation: Different portions of the paper may be edited differently. Instead of pasting the entire paper into a detection tool, you should use a tool that highlights suspicious portions like AI Copyleaks detector. Tools that create an overall percentage may not tell you the true story about content.Considerations: This also might influence our policies that we have as sometimes the revision of papers using AI bots might cause a detector to say that a paper was written by AI, when in reality it was written by a human and revised by AI.Questions to Discuss: And, isn't Grammarly AI? Is revision by Grammarly considered different than revision by Chat GPT? Also remember that Chat GPT in combination with Quillbot might be a challenging combination to break. However, that said, in the end, if we want good writing, do we consider if a student does all of this work to do good writing that they can produce high quality "original writing" by AI to get them to where we want them to be? Is the purpose good writing or understanding of content or both? Do we consider students with learning difference in written expression in a different category? Do we want them to use tools to help them express themselves better?

AI Content Detector

So, now we're about to see concerns with aggregating data. I pasted the paper into Crossplag AI Content Detector which says "Originality has a new threat and this is the solution." I got these results with the same paper I had used all along.

So, now I took in the part that was a direct cut and paste and received an 18% human above. In this case Crossplag doesn't do much better and says this portion of the text is mostly human written.

Sapling AI Content Detector

So, then I headed over to Sapling's AI Content Detector. I paste the WHOLE paper in and get a different result.

So, here's a different tool with a different algorithm. However, if you scroll down the page, they also have a disclaimer that should alarm us.

Content Detector.ai

I looked at ContentDetector.ai and pasted in the content. The result - 78.6 AI!

GPT Radar

So, GPT Radar touts itself to be "the best GPT detector." I pasted in the same content. And, you guessed it... a totally different result.

Winston.AI

So, an academic solution, Winston.AI says it is the best for academics and education. Not so, according to my results.

Recommendation: Use many tools. Realize that the AI bots are rapidly evolving. You may have false positives and false negatives. We have to go further. You cannot discipline a student on the basis of an AI detector alone.

What's Next?

So, we know now that we're not going to have an accurate tool. The tools will conflict with each other. If you base your decision on just AI checkers, you're setting yourself up for a fall. There will be a wealth of tools that will disagree with you. So, you need to go to the next level. Here's where I've started.

Check the Grade Level

Use the Hemingway app or another similar app to look at the grade level of the paper. Even better, look at the grade level of other papers turned in. You should see a pattern. It does make sense that at some point, a company will invent AI that gets to know a student's pattern of writing and will be able to give an indicator of the likelihood that a student wrote something.

Recommendation: Remember that students can ask Chat GPT to write at a certain grade level. This is not always going to be an indicator, but if you see a fourth grader writing at a doctoral level, which may be a strong indicator for you.

Know Your Students

Remember how the apps are talking about holistically looking at student work? You have to know them. Their style. Their work. How do they write?

Recommendation: You have to relate to educate. Now more than ever. Sometimes they should write on paper in class. Have many writing samples, drafts, and outlines. Writing as a process is teachable but if you are hands off and just look at the final paper, there may be issues.

Talk to Your Students

I've been teaching for twenty-one years. I've seen parents, siblings, friends, girlfriends, and boyfriends write papers for students and even papers purchased on the Internet. The time-tested method is to sit down and talk to a student about their paper. (Of course, this hinges upon moving rapidly on grading. If you wait, they could argue (possibly rightly so) that they have forgotten what they wrote about.)

Talk to them about word choice and vocabulary. Talk to them about content. You'll have to rest on more than just one word they don't know.

Recommendation: Consider writing into policies that all written work can and will be "spot checked" with conversations about the written work. Then do it. It is good to have conversations anyway about work as part of teaching. This isn't about gotcha moments and catching students but more about gotcha moments where students show they have understood the concepts you're teaching and they're learning.

Be Proactive

As I said on Day 2, Chat GPT is the fastest-growing software in history. Listen to what Steve Dembo did with his class, the policies they wrote, and their conversations. Discuss policies with parents and students.

Now is the time to have a meeting with your Language Arts department. You will have an issue before the end of the school year - guaranteed. You already have issues and don't know it. And how you react is essential. I know often schools may want to wait and deal with this over the summer. You don't have time.

You could have some handwritten papers. You can flip your classroom. You can *gasp* discuss Chat GPT with your students. I have.

Recommendation: Start the conversations with your team now. Have teachers start using Chat GPT to learn to recognize the output. There is a pattern in what it writes.

Update policies relating to the use of AI tools. Disclose the use of AI tools when you use them. For example, I check everything with Grammarly, but I have not used Chat GPT in this article except to check the paper of concern.

There's also a privacy concern. Open AI reserves the right to read chats. Nothing HIPPA-related or IEP-related should be pasted into chat GPT if there is a risk of disclosing private information. Strategic information, personal information, and student information should be kept out of Chat GPT. I know some educators who have used it to help write hard emails to parents. If you're using names of people or specific instances, this is a very bad idea. Can Chat GPT and other AI tools help us revise: Yes. Are there times we should keep the information out of an AI tool: Yes. Other tools like Notion may have more privacy supports than Chat GPT.

Recommendation: Update policies to include acceptable AI usage for both teachers and students. Include a requirement to disclose. Include what information may not be pasted into a Chat GPT post. Understand that AI is being built into many tools, so other AI tools (like Notion AI) may be acceptable to use while Chat GPT may not. You're going to have to do some checking on the policy of the site you use. Be clear about which tools you allow and what type of information can and cannot be used in them.

Why Don't You Just Block It?

Well, wouldn't that be nice? Except you can't. AI writing tools are being built into everything. Coming to Google Docs and Microsoft Word soon. Students will need to use these tools and indeed there are many uses, which I'll be writing about as we go through these 80 days of AI (this is only Day 3!)

In my opinion, it is a mistake to block Chat GPT. There are many positive uses for this tool. But at this point, the disruption to our writing programs will be significant among students with integrity issues. (I've talked about the integrity gap before.)

Writing Helps Us Learn

I have so much to learn. When I need to learn, I write.

And therein is the importance of writing. I have learned far more about this topic by writing about it than I would have if I had just read. Which is why good writing can and always should be part of a good education.

How we move forward will be a challenge.

And now to my final recommendation.

Recommendation: True experts don't exist on this topic. What I'm posting today about these tools could change tomorrow. Education in a world of AI will take work, conversations, comparing notes, and some policies at the highest levels to help us move forward.

We have many opportunities and many conundrums. We don't have them in the fall, we have them now. I hope that as I share what I'm learning that it will help some of you who follow these posts as you're working through these issues.

But please, contact me via Twitter or email me at vicki at coolcatteacher dot com and share with me what you're learning, what you disagree with, what you know and what will help me. Is there any other tools or topics that a classroom teacher like me needs to learn? Please share!

Happy day 3 of 80 Days of AI and HI. Can you see how much human intelligence is needed?

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What Do I Do If I Think Chat GPT Wrote my Student's Paper?

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Perhaps the first thing teachers, students, and just about anyone who has used Chat GPT thinks is, "Oh no, we're in trouble. What will happen when kids figure out they don't have to write their paper -- that Chat GPT can do it for them."

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Get Started with Chat GPT Prompt Engineering

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“Show Your Work”: How to Use Mind Mapping to Avoid Cheating with ChatGPT - edWeb

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Discuss and demonstrate how mind mapping can be a vehicle for promoting the ethical use of ChatGPT in any project or assignment.

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News about the IB: Why ChatGPT is an opportunity for schools

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News about the IB: Why ChatGPT is an opportunity for schools

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Click here: Why ChatGPT is an opportunity for schools

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AI in the Classroom: Exploring Chat GPT in Education

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AI in the Classroom: Exploring Chat GPT in Education

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In this episode we are talking about our initial thoughts and reactions to chat G B T.

Mm-hmm. We're gonna talk a little bit about what this might mean for education and how we can start to think about using it in our own classrooms.

Let's get started. This week Katie and I are chatting about chat, G p T. So this is like such a hot topic right now in education on Twitter. Like everywhere I look, that's all I see.

Yes. And even in schools right now, like I know a lot of my colleagues are, it's a very heated debate with respect to chat G B T. So um, it's interesting how it's going to affect education and even the way we teach, so, We thought we'd tackle this topic today.

At least start to tackle it because I Oh, wow. I'm, I'm actually really impressed and, and we'll get into some of the reasons later about why I'm impressed with it, but I can see lots of applications for this particular tool, especially for teacher.

Yeah. No, I think that. It's fascinating how you can put in such a simple prompt or, or detailed prompt and what Chappy Chat G p t can do with it.

So if for some reason you don't know what chat G B T is, essentially it's an AI chat bot, and so you can have a conversation with it and it will give you response. Kind of like a human, and you can, you can create new chats and you can talk about specific topics and get information back from it. So it's like talking to another human being.

Yes. Another human being with access to a whole heck of a lot of knowledge and more than humans can actually carry

a very smart human being. Then, sorry,

go. Yeah. Highly intelligent But yeah. So let's start talking about what we're hearing because there's loss between Twitter colleagues everywhere. What are you hearing about chat G P T and AI in education?

I think the first place that I'm sort of hearing, and a lot of educators are immediately going to is, oh my goodness, this tool is here. The kids are gonna.

Yeah, I like that. It's true. It's, it's all about cheating and it has, I, I kind of laugh because, well, I think that we're looking at the final product versus the process, and, and it makes me wonder why we're valuing the final product more than how they got there, if that makes.

now one of our colleagues uh, Jamie Mitchell, was on cbc, I wanna say morning show. I forget exactly what, what it's called. I did listen to his bit though, and really enjoyed the discussion cuz they did talk about that question of, well, why do. students actually feel the need to cheat, and I think we need to get down to that root cause, right? Of why are they cheating in the first place? And so some of the things that came up was like, pressure, pressure from parents, from peers. Grades is another big one. Getting into post-secondary programs. So, you know, our, our students are under, I think, a lot of pressure and that's where some of. I don't know, desire to, to cheat comes from.

Yeah. it's this pressure to perform, right? We're a performance-based culture where it's all about getting the highest grades, emphasis on grades, not necessarily building of skills. It, it is that grade-based focus in education that is putting that, that. Pressure to cheat and, and to use this type of a tool to create for them.

So I, I also hear my colleagues in hallways, like whenever they're huddled around and they're talking about chat, g p t, like that's the hot

One of my colleagues in a staff meeting said if they can write an essay using ai, why are we assigning essays?

I love that.

So your laugh is quite indicative of how controversial that statement was, and the range of, of reactions that resulted But I mean, it's a good question. Like if, if that's, if, they can use a tool to create an essay, why is that our focus?

yeah, that's so.

And so I think there's ways that I, I think AI is going to have a big impact on education and, and I'm hoping it will shift the way we look at education and the way we look at the skills we are trying to develop and what outcomes will look like in our classrooms.

I think you hit the nail on the head earlier, Katie, when you. We need to shift that focus from final product onto process.

We need to know that they know how to find the evidence and analyze. works. It's not about do you know how to build an essay? Like I think back to when I was in high school and undergrad and do you remember all those writing guides on how to properly reference and cite sources and creating those bibliographies? Like we don't do that anymore. But for the longest time, like I remember doing assignments in high school just on sighting. like we need to move with the times, like utilize. The technology and recognize that it's not really about that memorization and that end product. It, it's about using the tools we have, but building like that analysis and those skills to be able to think through.

Now one thing to keep in mind with chat g p t is it doesn't always spit out the right information. It is based on a database from 2021 and be before, at least currently, as we're recording this podcast. So that's what it's based on. And so the, the big issue is it could spit out something that sounds great, but that the answers are not always right. So you could ask it to write you a 1000 word essay, but unless you go through and take that critical lens and retwe it and re sort of write it and add in your, your own background knowledge into there. it's uh, it's a good starting place. Maybe it's an idea maker. It's not necessarily the final product. Like you wouldn't just take something from chat g p T and just use it. I, I guess, is where I'm trying to get to, and I think this links back really nicely to what we've been talking about with why don't students like school and Daniel will income's book in that, yeah, you got this, but you still need your background knowledge to be able to take that critical lens to whatever it's spitting out for.

now one thing, so I don't have an account and we'll get into that in a moment as to why I don't. But um, one thing that um, a lot of teachers are talking about is the more specific you get in your prompt, like you can tell them word count. You can tell them to integrate quotes from certain sources, like you can do a whole bunch of different things. So the more specific and detailed you are, the more specific and detailed the output is, which, in a lot of ways scary. But um, it, it is interesting that if you keep it general, it will shoot out something very general, but it can get more detailed.

Yeah, I came across a Twitter thread. I'm just gonna pull it up here so that um, so that I can talk about it. And it, it did talk about the specificity of what you actually put in, in terms of asking chat g p T for. it, it is a Twitter thread about side hustles for, for teachers. So like, like the context of of the thread itself is kind of not really relevant here, but the, the second tweet of the thread says you gotta prep the machine to become your personal coach. So you prep it, it's an acronym. to help us remember what we need to do. So you prompt. you tell it it's role, you be explicit, and then the parameters. Um, So you prompt it with like the scenario. You then tell it what role it's going to take you. Then add in your specific criteria and details along with any specific parameters, like a 100 word counts or something like that. So the more specific you can get with your prompts, the better stuff you get back.

but in some ways, having students use this as a way to see how those general prompts start and how to get more specific, like that's, that's a skill in and of itself, like to be able to provide specific communication for a, for a specific purpose.

Oh yeah. I mean that, that's an amazing skill. I'm learning a lot. Now I do have an account and we'll get into why I do have an account in a, in a little bit, but I've been learning a lot about how to really hone my skills about what I'm asking it, and I started off with some very sort of like generic kind of questions and now I'm realizing. If I, if I add these things in and get even more specific, I'm getting better stuff back from it.

And so then that, to me, that's a transferable skill because then when you're communicating with other people for a purpose, you know the language, you know how to ask those questions to get the details you need. So I actually think that in some ways this is an excellent tool that we can help students use and actually see results. to their thinking and how it improves as they go.

And I think we're kidding ourselves if we don't think that any like industry is not using this tool. For example, I have come across so many posts and different things on Twitter threads, stuff like that about how to use chat, G B T. to do search engine optimization for your websites, for blogging, for like so many pieces. And you know, a lot of, a lot of the best advice. It does start with, you know, prompting and getting your ideas from it, but then taking that and then making it your own. Especially because one of the things in their policies somewhere is you can't take it word for word and use it to make money from it. You have to use it maybe as an idea. You have to give credit to chat g p t for creating the ideas for you. Like it's, it's another source essentially that you do need to re.

Yeah. And I've heard that uh, YouTuber, so you can put in prompts and stuff for ideas on, on creating a YouTube video, but apparently there are some. some sort of like, there's an AI program where it does look at YouTube videos to see if it's being created by ai and so you can't get profits from those as well. and that to me is also fascinating cuz that's, that's pretty intense that it can notice that it's something that AI created.

I think over the next five years, like we're gonna see a massive explosion of ai and it, it is going to shift the landscape in education.

So the question becomes how should that shift education in our own classrooms? And it's an excellent question that I don't have necessarily answers to because I have no idea how it's going to affect my classroom. I mean, I think in some ways, I teach language, which is a skill-based course, and you, you can't really hide the fact that you can't speak or read or write. So in some ways I think it will affect me less, but it will certainly affect my English language learners in mainstream courses where they're tired of getting poor marks because they're being marked unfairly for grammar and spelling and things that aren't being explicitly taught. So in many ways, I.

I think.

my, my English language learners can greatly benefit from knowing how to use AI such as chat. Chat, G B T.

So I think we need to come back and answer the question. Katie, why do you not have an account

I blame my school board um, It's actually not a bad thing. It's actually a good thing, and I'm glad that it's making me question things. So instead of skirting around it, I'm just gonna explain. So. in my school board, they started this whole like software catalog and, and looking at data that programs and apps and tools that are online based collect and, and what they require require in order to have an account. And so, I know it probably sounds silly, but I don't like the idea of providing my phone number. to chat g p t in order to make an account and when reading through their privacy policy, because I am one of those people now, apparently I didn't like that it collected so much data, like it does collect my phone number, my IP address, the name of my device geographically where I'm located, like the, there's a lot of data that it, I just didn't feel comfortable.

It's funny because we were, we were on recording a previous podcast episode. I don't know, a couple weeks ago, and we were talking about Chappy, G P T and both of us were very hesitant about signing up because of the phone number. And then we started digging into the privacy policy and, uh, It, it did give me pause for quite a while as well. Now that being said, I have decided to to just jump in anyway because I had heard that instead of clicking on the signup button, you could click on the login button and log in with your Google account. So my thinking was, okay, well maybe I'll use my work account because then it's only got like work information there and it's, it's helping hide some of. Hopefully my, my personal information. So that was sort of one piece of reasoning that I used, but then when I did click on that, it still asks me for a phone number. But by that point I had just gone too far that I'm like, whatever. It can have my phone number. It does text you for a verification code. I, I figure. If I'm not, if I'm still not comfortable after a while, I can always delete my account and hopefully, I, I guess you could probably email them and ask you to de them to delete your information from the server if you were really, really uh, concerned about it. But I, yeah, I gave in

Yeah, I still haven't. And I know that probably sounds crazy in a world of technology, but I'm becoming more wary, especially with two-step authentication where requires a phone number. Um, I try to avoid that because like if my computer gets stolen and it's linked to my account and my phone number in general, cause I'm, I'm an Apple user, it just

Just makes me a little bit

uncomfortable.

I'm just waiting for the next flurry of whatever scamming phone calls that I get to my te my, my cell phone. Like I'm just waiting for more of them because I feel like they are gonna sell that off to third party data. I don't, I don't know if they do, I don't think they mentioned that in their privacy policy, but like, I don't know. Sometimes I feel like there's a correlation.

Yeah. I unfortunately agree. I do worry about that, but so yes, so I still haven't caved. I don't know if that's good or bad, but um, I'm following a lot of the discussion online and with colleagues. And so I think that actually also helps me think more about whether I want it or not. And we'll kind of see how that goes. And, and I'm not ready yet.

now I like, I, like I said, I've been playing around with chat G P T and I can see this as a really awesome tool for teachers for sure. because I think this is a great place to generate ideas or get a first draft of something and getting something done quickly. So for example, one of the prompts I gave it, this was one of the first ones I did, is I'm like, oh, I wonder, so I'm like, write a 10 question worksheet on story geometry problems. And I kept it generic. Like I, I should have had more specific parameters. spits out 10 questions for me. Then I ask it, provide an answer key to all the questions, and it spits out all the answers. So you know, something like that. If you just need to make a really quick worksheet, practice set, whatever on the fly, it's such a great starting place. Like you don't have to start from scratch. And I think that's, that's what I'm starting to realize about chat. G B T is. this is the idea maker. This is the the place you can go where you're like, oh, I'm stuck and I just need something to start from.

Yeah, I think it's a good place for idea generation. and, you know, giving it some prompts I know that a few educators have put in, like, create a lesson plan. based on this, this, this with an assessment and stuff like that. And it's hit or miss because I think the way we teach and the lessons we deliver are, are not automated. They're not artificial. They're based on us as human beings and, and, and our personality and what we put into them. It's a good way to get some I ideas going, but I would never actually, I think, execute something that was created by ai because I like, from the feedback I've been seeing, you still need that human component.

I agree. I've put in some prompts like that too, and sometimes, yeah, you do, you do get some really generic kinds of things back from it, but if you're asking the right questions and you're prompting it with the right sort of things, it can be great to generate ideas. So, for example, I've done some stuff with the podcast for this and I, I thought this was really neat. One thing that Katie and I really struggle with sometimes, and we'll sit here on our call like for half an hour afterwards, going, okay, what do we call this episode? And uh, sometimes it's pretty agonizing, but I just kind of put in for one of our past ones, like, you know, write a podcast episode title for an episode about, Mastery learning and what we're changing for semester two. So I think that was, that was a couple of episodes ago, and so it gave me one and I'm like, okay, that only wrote me one, so I'm like, write a few more for me. And we didn't use any of those, but like, just the fact that it's seeing all of those different options has sparked ideas for me and it's like, oh, I never thought of it that way. So then I write my own based off of it.

Yeah. It's one of those things where you struggle to get ideas and you don't know where to start, and so you need some examples or some sort of inspiration to get you going and, and so we kind of struggle because we always gear towards. The same words are the same terminology, and we're trying to avoid that. And we've done so many episodes now that we're like, no, it's too similar to that one. And so it, it's kind of neat to have that prompt and that inspiration to change it up a bit and to see what other language we could use that perhaps we may not think about.

I think it could be fun for generating activities where you also create something in the AI and then you have your students analyzing it in class. So I'm thinking, for example, we have a lab we normally do towards the beginning of the year for any of our grade nine students, where we give them a really bad procedure, like poorly written procedure and get them to do the lab and then. You know, it doesn't go as as great. Everyone gets different results. It's just for like making Play-Doh or, or slime or something like that. And it all turns out different. And then we have the discussion around, why the procedures poorly written, but you could use chat G B T to generate a few poorly written procedures. Right? And then it's that challenge. And you could add the challenge in there of like, Hey, let's let's beat the AI. and make it better,

Yeah. I like that. And so some of the ways that I think it may affect classrooms is I think some teachers are going to be seeing a return to pen and paper, Because of that fear, right? And, and using planners for projects and actually looking at those plans and those rough ideas and, and what kind of built into that final product more. And I think that's a great thing.

I do fear though, that then it will become, and, and I've seen this in past practice, where everything has to be done in the classroom under teacher supervision and very like scrutinized and timed, and so that kind of worries me because thinking requires. time, it requires creativity. Sometimes it requires a tool like this to spark ideas for you. So I worry that it's going to go back to a place that's, I don't know, a little bit too structured.

yes and no. So I never let my students do homework because I know not everybody can, and it's an equity piece for me. And so for them to do work in class to me is a win because I don't want them to feel the pressure to go home and do it. But you can still say you can use AI to help you generate idea. and then you can use that in your analysis of the ideas. So did this make sense for the assignment we're doing? Or how can you build off of that to make it your own? Like, I think there's ways to incorporate the AI and, and the technology to let them improve a, and make it better and make it their own. I don't think it has to be like crazy structured and, and taking away that creativity component and that brainstorming component.

No. And that, that would be my hope, right? Is that it doesn't go to that place. But I have seen that in practice where it becomes almost like if you're working on a project, it's like a test and you walk into the room and you could hear a pin drop because they're not allowed to talk to each other. It has to all be timed under, you know, specific constraints and you can't do your best thinking that way.

No. And if you require accommodations and you're doing timed activities and timed brainstorming, like, what about, what about the students that require a bit more time to process? Like, what are we, what are we doing here? So I, I think that there's some education that needs to be done for educators to help them know how. Embrace it because guess what? We're not going backwards. We're only moving forwards. But also how to really use it. How can you get your students to effectively use it if you, if they want to use it, can't be required because you could never make a student put in their phone number. To me, that's very terrible. But if students want to try it of their own volition by all.

I think another uh, sort of big area that's gonna really come to for forefront is media. and being able to take information, look at it, understand those, the sources, understand is is this true or not? And so there's gonna be, those shifts towards, I guess, more of an analysis lens than it really is about just generating that factual kind of knowledge. And it's, it's gonna be something that we are going to have to continuously talk about with our students and talk about the use of these tools and how we can use these tools wisely and how we shouldn't be using these.

I almost see a neat activity depending on the course. Being like asking a question, like I could see even for a grade 11 or 12 law class in Ontario, can you do this? Is it legal? And then, you know, finding the answer, but then going back and checking. So learning how to do proper internet searches and looking for sources that can be verified and, And finding credible sources. So I, I think that there are some really neat things we can do with it to incorporate into our lessons. I don't know, like even if we just project an AI window and do the search, if, if teachers want to create an account, I, I think that there could be some. neat conversations and research skills that that are resulting from that?

I guess one other thing to note then is under 13 they should not be creating accounts. It is allowed for students over 13, but again, it's gonna depend on your board policy. And I cannot see our board saying yes to this

no. Not based on what they're collecting. Absolutely not.

yeah. I wouldn't say yes to it,

No. And, and if a student doesn't have a cell phone, that's the other thing, right? Because you need that verification method. So I, I think we have to be wary in how we use it in classrooms and, and asking students to use it. Like, I don't, I don't, feel comfortable with that. But if a teacher wants to project and show a question in that process I think that's a good way to use.

I think so too. Or challenges for beat the bot.

Yeah. Yeah. I like that.

Too bad there's not a weekday that starts with a bee cuz it can be beat the bot birthday

birthday. That's awesome.

Beat the Pop Friday.

Yeah. Oh yeah. That's awesome. I like that. Or Boder day, Boder day instead of Saturday. Come on. But that's the, that's not a weekday, but no, lots of fun. So I think there's some great things we can do. Healthy dose of skepticism and making sure we protect our identities and information online. And, and yeah, it's, it's going to change the shape of education. So, buckle up, get ready.

And I think we've only scratched the surface today, so we are gonna revisit chat g p t in future episodes. So uh, yeah, if you've got ideas, questions, about chat, g p t, make sure you reach out to us. So on that note, we are gonna wrap up our chat g PT conversation here for today. And so any of the links or resources we talked about here today, you can find it in our show slash one 14. That's edu G A l s.com/one 14.

And if you like what you heard today, then feel free to share it with a colleague or a friend. And don't forget to subscribe on your favorite podcast app so that you don't miss out on any future content.

And if you've tried chat j PT yet, or you have thoughts, ideas, questions, anything, you can go on to our flip at edge gals.com/flipgrid and leave us a video message there. Or you can go onto our website@edugals.com and leave us a written.

Thanks for listening and see you next week.

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AI in the Classroom: Exploring Chat GPT in Education - E114

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In this episode we are talking about our initial thoughts and reactions to chat G B T. Mm-hmm. We're gonna talk a little bit about what this might mean for education and how we can start to think about using it in our own classrooms. Let's get started.

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Is ChatGPT helping students cheat? Common Sense Explains

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Is ChatGPT helping students cheat? Common Sense Explains

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Is ChatGPT helping students cheat? Common Sense Explains

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Why this teacher has adopted an open ChatGPT policy

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Why this teacher has adopted an open ChatGPT policy

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Ethan Mollick has a message for the humans and the machines: can't we all just get along?

After all, we are now officially in an A.I. world and we're going to have to share it, reasons the associate professor at the University of Pennsylvania's prestigious Wharton School.

"This was a sudden change, right? There is a lot of good stuff that we are going to have to do differently, but I think we could solve the problems of how we teach people to write in a world with ChatGPT," Mollick told NPR.

Ever since the chatbot ChatGPT launched in November, educators have raised concerns it could facilitate cheating.

Some school districts have banned access to the bot, and not without reason. The artificial intelligence tool from the company OpenAI can compose poetry. It can write computer code. It can maybe even pass an MBA exam.

One Wharton professor recently fed the chatbot the final exam questions for a core MBA course and found that, despite some surprising math errors, he would have given it a B or a B-minus in the class.

And yet, not all educators are shying away from the bot.

This year, Mollick is not only allowing his students to use ChatGPT, they are required to. And he has formally adopted an A.I. policy into his syllabus for the first time.

He teaches classes in entrepreneurship and innovation, and said the early indications were the move was going great.

"The truth is, I probably couldn't have stopped them even if I didn't require it," Mollick said.

This week he ran a session where students were asked to come up with ideas for their class project. Almost everyone had ChatGPT running and were asking it to generate projects, and then they interrogated the bot's ideas with further prompts.

"And the ideas so far are great, partially as a result of that set of interactions," Mollick said.

He readily admits he alternates between enthusiasm and anxiety about how artificial intelligence can change assessments in the classroom, but he believes educators need to move with the times.

"We taught people how to do math in a world with calculators," he said. Now the challenge is for educators to teach students how the world has changed again, and how they can adapt to that.

Mollick's new policy states that using A.I. is an "emerging skill"; that it can be wrong and students should check its results against other sources; and that they will be responsible for any errors or omissions provided by the tool.

And, perhaps most importantly, students need to acknowledge when and how they have used it.

"Failure to do so is in violation of academic honesty policies," the policy reads.

Mollick isn't the first to try to put guardrails in place for a post-ChatGPT world.

Earlier this month, 22-year-old Princeton student Edward Tian created an app to detect if something had been written by a machine. Named GPTZero, it was so popular that when he launched it, the app crashed from overuse.

"Humans deserve to know when something is written by a human or written by a machine," Tian told NPR of his motivation.

Mollick agrees, but isn't convinced that educators can ever truly stop cheating.

He cites a survey of Stanford students that found many had already used ChatGPT in their final exams, and he points to estimates that thousands of people in places like Kenya are writing essays on behalf of students abroad.

"I think everybody is cheating ... I mean, it's happening. So what I'm asking students to do is just be honest with me," he said. "Tell me what they use ChatGPT for, tell me what they used as prompts to get it to do what they want, and that's all I'm asking from them. We're in a world where this is happening, but now it's just going to be at an even grander scale."

"I don't think human nature changes as a result of ChatGPT. I think capability did."
The radio interview with Ethan Mollick was produced by Gabe O'Connor and edited by Christopher Intagliata.

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'Everybody is cheating': Why this teacher has adopted an open ChatGPT policy

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Ethan Mollick has a message for the humans and the machines: can't we all just get along? After all, we are now officially in an A.I. world and we're going to have to share it, reasons the associate professor at the University of Pennsylvania's prestigious Wharton School. "This was a sudden change, right?

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"These prompts can help get your wheels spinning as you think about how you might use ChatGPT to accelerate your workflow (as a teacher) this school year."

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ChatGPT Is Coming for Classrooms. Don't Panic

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ChatGPT Is Coming for Classrooms. Don't Panic

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"...teachers should neither ban ChatGPT nor embrace the technology without question. She advocates for her profession to “critically appropriate” the technology and find more creative ways to collaborate with it."

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

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

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

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

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

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

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ChatGPT Is Coming for Classrooms. Don't Panic

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

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7 Ways Chat GPT Will Impact Education Positively

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7 Ways Chat GPT Will Impact Education Positively

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Part 1: What are some of the possible impacts of AI tools like Chat GPT on teachers and students? (here)
Part 2: How do I prevent cheating and plagiarism when tools like this exist?

Part 3: How do I talk to my students about Chat GPT?

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7 Ways Chat GPT Will Impact Education Positively (2023) - Amanda Write Now

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AI tools like Chat GPT will change education. Instead of getting caught up in fear, let's focus on the potential positives.

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Turnitin announces AI writing detector and AI writing resource center for educators

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Turnitin announces AI writing detector and AI writing resource center for educators

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Turnitin announces AI writing detector and AI writing resource center for educators

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OAKLAND, Calif. - February 13, 2023 - Turnitin has successfully developed an AI writing detector that, in its lab, identifies 97 percent of ChatGPT and GPT3 authored writing, with a very low less than 1/100 false positive rate. The company plans to add this functionality to its core writing integri…

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Presented by Laura Ogando, Program Manager, Digital Literacy & Inclusion, New York City Department of Education (NY); and Tammi Sisk, Education Technology Specialist, Fairfax County Public Schools (VA)
Moderated by Tali Horowitz, East Coast Education Director, Common Sense Education

Sponsored by Common Sense Education
Watch the Recording Learn more about viewing the live presentation and the recording, earning your CE certificate, and using our new accessibility features.
Watch Laura Ogando from the New York City Department of Education and Tammi Sisk from Fairfax County Public Schools for a lively discussion on the implications of artificial intelligence in the learning experience. They share their districts' approaches as well as how to address some of the primary concerns-and possibilities-of ChatGPT. Together, they consider the viewpoints of the key stakeholders through the lens of a digital dilemma and thinking routine.

This recorded edWebinar is of interest to K-12 teachers, librarians, school and district leaders, and education technology leaders.
About the Presenters
Laura Ogando began her more than 13-year career in the New York City Department of Education (NYCDOE) as an elementary school special educator. It was in her role as a special educator that Laura became an advocate for using technology to bring equity and access to all learners. After her time in the classroom, she worked in her school's media center as a digital literacy specialist, where she designed and developed her own curriculum that brought together digital literacy, computer science, and project-based learning. Currently, Laura is the Deputy Technology Director, Digital Accessibility and Citizenship at the Manhattan Division of Instructional & Information Technology (DIIT). She has been training teachers, in the DOE and around the country, in accessibility, Google tools for education, and digital literacy and citizenship. Laura holds various edtech certifications-Google Level 1 and 2 Educator, Google Innovator, BrainPOP Educator, Common Sense Media Ambassador, and Apple Teacher. She has presented at local conferences within the NYCDOE, at ISTE, and with various international organizations. Laura is a proven leader who has given workshops at Lehman College and has delivered numerous professional development opportunities at various school districts.
About the Moderator
As an educator, Tammi Sisk passionately invests her time and energy in creating and facilitating experiences that allow people to use technology for social good and with empathy, ethics, and a sense of individual and civic responsibility. She is an instructional technology specialist at the district level for Fairfax County Public Schools with an M.Ed. in instructional technology. Educating teachers, students, and parents about digital citizenship is an area of passion and focus. Tammi is a member of ISTE and VSTE. Outside of her workday, you'll find her doing yoga, skiing, gardening, hiking with her English Bulldog, and traveling.
Learn more about viewing the live presentation and the recording, earning your CE certificate, and using our new accessibility features.
Tali Horowitz is the East Coast Education Director at Common Sense, where she works with educators and families to empower kids to meaningfully harness the power of media and technology for learning and life. She partners with state-level organizations, school districts, and community organizations to help integrate Common Sense Education resources. She provides educational leadership through consultation with school districts, professional development (both in-person and virtual), and conference presentations. Tali has been an educator for 20 years. Her passions include helping educators and families effectively navigate the digital world and building cultural competency. She has worked in a variety of educational settings, including as an elementary school teacher in the New York City Department of Education and the San Francisco Unified School District. In 2013, she received a Fulbright Fellowship to research culturally responsive pedagogy in New Zealand. In her free time, she loves face-to-face interactions with friends and family.

Join the Digital Learning & Leadership community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view recordings of previous programs to earn CE certificates.

Common Sense Education develops high-quality digital citizenship programs and digital teaching resources, providing educators and students with the digital learning tools they need to harness the power of technology for life.

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Join presenters for a lively discussion on the implications of artificial intelligence in the learning experience.