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**Learning Activity: AI in Sound Production**

**Title:** Exploring the Synergy: AI and Sound Production

**Objective:** To introduce college students to the emerging role of AI in sound production, enabling them to harness AI tools and integrate them into their audio projects.

**Description:** In this hands-on activity, students will delve into the world of AI-enhanced sound production. They will:

1. **Introduction to AI in Sound:** A brief lecture on how AI is revolutionizing the audio industry – from auto-tuning to sound mastering and even sound design.
   
2. **Demo Session:** Exposure to AI-based sound editing software. Students witness a live demonstration of how AI can modify, enhance, and produce soundscapes.

3. **Practical Exercise:** Students receive raw audio clips and are tasked with using AI tools to improve and modify these clips. They will work on tasks such as noise reduction, auto-tuning, and auto-mastering.

4. **Creative Challenge:** Using an AI sound design tool, students create a unique soundscape or short piece of music. This encourages exploration and understanding of the AI's capabilities and limitations.

5. **Discussion and Reflection:** Students share their AI-enhanced audio projects. This is followed by a discussion on the ethical implications, benefits, and drawbacks of using AI in sound production.

**Outcome:** By the end of the activity, students will have a foundational understanding of how AI can be used in sound production, practical experience with AI sound tools, and insight into the broader implications of AI in the arts.

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Hello, create short description of learning activity for using AI in sound production for college students.



**Learning Activity: AI in Sound Production**

**Title:** Exploring the Synergy: AI and Sound Production

**Objective:** To introduce college students to the emerging role of AI in sound production, enabling them to harness AI tools and integrate them into their audio projects.

**Description:** In this hands-on activity, students will delve into the world of AI-enhanced sound production. They will:

1. **Introduction to AI in Sound:** A brief lecture on how AI is revolutionizing the audio industry â from auto-tuning to sound mastering and even sound design.
   
2. **Demo Session:** Exposure to AI-based sound editing software. Students witness a live demonstration of how AI can modify, enhance, and produce soundscapes.

3. **Practical Exercise:** Students receive raw audio clips and are tasked with using AI tools to improve and modify these clips. They will work on tasks such as noise reduction, auto-tuning, and auto-mastering.

4. **Creative Challenge:** Using an AI sound design tool, students create a unique soundscape or short piece of music. This encourages exploration and understanding of the AI's capabilities and limitations.

5. **Discussion and Reflection:** Students share their AI-enhanced audio projects. This is followed by a discussion on the ethical implications, benefits, and drawbacks of using AI in sound production.

**Outcome:** By the end of the activity, students will have a foundational understanding of how AI can be used in sound production, practical experience with AI sound tools, and insight into the broader implications of AI in the arts.


Thank you. I will try to rephrase: please list the key aspects of a brief lecture on how AI is revolutionizing the audio industry. Please keep it short and for university students familiar with key terms.


Of course! Here's a succinct list of the key aspects for a brief lecture on AI's impact on the audio industry, tailored for university students familiar with industry jargon:

1. **Automated Mixing and Mastering:**
   - Introduction to AI-driven tools like LANDR and iZotope, which can automatically mix and master tracks based on learned algorithms.
   
2. **Audio Restoration:**
   - Highlight AI's role in noise reduction, click and pop removal, and audio cleanup. Reference tools like RX by iZotope.
   
3. **Sound Synthesis and Generation:**
   - Exploration of AI models that can generate entirely new sounds or emulate existing instruments, altering timbre and style.

4. **Voice Synthesis and Modification:**
   - Discussion on AI's capability to replicate, modify, or even create human-like voices. Mention tools like Descript's Overdub and OpenAI's Muse.

5. **Music Composition:**
   - Introduction to AI platforms like AIVA and Amper Music that can compose original pieces in various genres.

6. **Audio Classification and Analysis:**
   - Insight into AI's role in categorizing and tagging massive audio datasets, useful for sound libraries and streaming platforms.

7. **Adaptive Game Audio:**
   - Exploration of AI's role in real-time audio modification in gaming, ensuring adaptive and responsive soundscapes.

8. **Personalized Listening Experiences:**
   - How AI-driven algorithms on platforms like Spotify and Apple Music curate playlists and recommend music tailored to individual preferences.

9. **Real-time Translation and Transcription:**
   - Discussion on AI tools that can instantly translate or transcribe spoken language, facilitating global communication.

10. **Ethical Implications:**
   - Brief touch on potential concerns such as deepfake voices, copyright issues in AI-generated music, and the balance between human creativity and automation.

Each of these aspects provides a snapshot of AI's transformative influence on the modern audio industry.

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I am a high school teacher. I teach technology. I want to design a learning activity on the topic of digital transformation. It should take 30 minutes. There should be an introduction by the teacher, followed by group work in groups of a maximum of 4 people.

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https://chat.openai.com/share/05c18aab-7ddd-4c34-aa11-3d8b795fde05

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Certainly! Here's an outline for a PowerPoint presentation, a quiz, and a dynamic activity for your training session on European Project Management and fundraising for social innovators in the educational sector:

PowerPoint Presentation Outline:

Slide 1: Introduction

Definition of European Project Management

Importance in the educational sector

Slide 2: Key Elements of European Project Management

Understanding the European context

Identifying stakeholders

Partnering & collaboration

Compliance with European standards

Slide 3: European Funding Opportunities

Overview of available funds

Targeted sectors and themes

Slide 4: Tips for Successful Fundraising

Understand your project's impact

Building a compelling narrative

Demonstrating sustainability

Slide 5: Application Process

Research & documentation

Writing the proposal

Evaluation criteria

Slide 6: Post-funding Project Management

Reporting & compliance

Achieving deliverables

Ensuring project sustainability

Slide 7: Case Study

Present a successful educational project funded by the EU

Highlight challenges and strategies used

Slide 8: Conclusion & Q&A

Recap main points

Open floor for questions

Quiz:

1. Which is NOT a key element of European Project Management? - a) Identifying stakeholders - b) Understanding American politics - c) Partnering & collaboration - d) Compliance with European standards

2. Name one of the most common European Funding Opportunities for the educational sector. - Open-ended

3. What should you emphasize in your fundraising proposal to increase chances of success? - a) Project's potential for profit - b) Project's impact and sustainability - c) Personal connections - d) The number of pages in the proposal

4. What is essential post-funding? - a) Ignoring deliverables - b) Not worrying about reporting - c) Achieving deliverables and maintaining compliance - d) Applying for another grant immediately

Dynamic Activity: 'Project Pitch'

Objective: To allow participants to brainstorm and create a pitch for an innovative educational project that can be potentially funded by the EU.
Instructions:

1. Divide participants into groups of 3-5.

2. Give each group a topic or sector within education (e.g., "Digital Learning", "Inclusive Education", "Sustainability Education").

3. Each group has 30 minutes to brainstorm an innovative project idea related to the topic and prepare a 3-minute pitch.

4. Pitches should include:

The project's name

Its objective/mission

The target group

Potential impact

Why it should receive EU funding

5. After the brainstorming session, each group presents their pitch.

6. After all pitches, conduct a brief feedback session, discussing the strengths and weaknesses of each pitch and how it might fare in a real EU funding application scenario.

Remember to adapt the materials according to the prior knowledge and experience of your audience. Ensure that the interactive elements, such as the quiz and activity, are paced well within the two-hour timeframe. The dynamic activity in particular fosters collaborative learning and simulates the process of conceptualizing and proposing a project, which can be very beneficial for hands-on learners.

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Updated 4 months ago by Max Evans

Padlet allows you to post images and videos from your device, webcam, or the internet. Here's how:

Create a new post

Any image or video posted to a padlet must be added through a post.

Begin by setting up a new post in your padlet by clicking the "+" icon, double-clicking anywhere on the padlet, or tapping "C" on your keyboard.

Upload an image or video from your device

To post an image or video that is stored on your device, click the green file upload icon on the left side of the new post window.

Clicking this icon will open a new window where you can select the desired file from your device.

You can also drag and drop a file from your desktop onto the post window.

Once the file loads in your post, click Publish to complete the post.

To post an image from your webcam, click the green camera icon.

To post a video from your webcam, click the pink horizontal ellipsis (...) button on the right side of the post window

To search and add an image from the internet, begin by clicking the orange image search icon on the right side of your post window.

Why do my videos take so long to load?

If you are having trouble uploading your videos, we recommend uploading them first to a Youtube channel and then pasting the links into your padlet. For more information on posting images/videos to a padlet, please see here.

Why can't I record audio or video on my phone?

Mobile browsers may not support audio, video, or screen recording. Download the padlet app to use these features on your phone.

This will open a search window where you can scour the internet for the perfect photo, video, GIF, song, or any other kind of link.

Decide what file you want to search for by selecting from the tabs underneath the search bar.

Select the file you want to add to your post and don't forget to Publish!

This will open a new window with lots of options for file uploads. Click the Video Recorder Icon on the top right.

This will open your webcam. You may have to allow permission for your browser to access your webcam.

Use your webcam to take a video that will show up in your post.

For either image or video, remember to click Publish to complete the post.

This will open your webcam. You may have to allow permission for your browser to access your webcam.

Use your webcam to take a photo that will show up in your post.

Upload an image or video from your webcam

Webcam images

Webcam videos

Upload an image or video from the Internet

FAQs

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This is how to post an image or video on a padlet.

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Selection of AI examples form DigComp 2.2

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Selection of AI examples form DigComp 2.2

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"...the confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society. It is defined as a combination of knowledge, skills and attitudes." (Council Recommendation on Key Competences for Life-long Learning, 2018).

DigComp identifies the key components of digital competence in the five areas and 21 specific competences summarised in the figures above. The framework also describes eight proficiency levels, examples of knowledge, skills and attitudes, and use cases in education and employment contexts.

See the DigComp Framework document for the description of the 21 competences and this infographic to read about the key features of the eight proficiency levels.

What is DigComp for?

The DigComp project is implemented by the Joint Research Centre on behalf of the European Commission. It began in 2010 and, since then, awareness has steadily grown among Member States of DigComp as the EU-wide framework for framing digital skills policy, and developing and measuring digital competence.

DigComp has remained central to EU objectives of enhancing digital skills of the whole population. DigComp is an important tool to support the EU's Digital Education Action Plan 2021-2027, which in turn contributes to the Commission's priority ' A Europe fit for the Digital Age' and to Next Generation EU.

DigComp is used for multiple purposes, such as designing competence assesment tools, creating training courses and materials, and identifying professional digital profiles, in the contexts of employment, education and training, and social inclusion (see DigComp Implementation Guides for concrete examples).

Being digitally competent - a task for the 21st-century citizen

DigComp 2.2 (March, 2022) is the fourth iteration of the framework. The first version was published in 2013. Updates to DigComp reflect the evolving nature of digital competence.See DigComp Governance for a brief description of the previous framework versions and links to the reports.

The integrated DigComp 2.2 framework provides more than 250 new examples of knowledge, skills and attitudes that help citizens engage confidently, critically and safely with digital technologies, and new and emerging ones such as systems driven by artificial intelligence (AI).

The second part of the publication gives a snapshot of the existing reference material for DigComp consolidating previously released publications and references.

The annexes include a specific appendix on Citizens interacting with AI systems and on Remote/Hybrid work. Annex 4 is made available following the digital accessibility guidelines as creating accessible digital resources is an important priority today.

To join DigComp-related Communities of Practice (CoPs):
There are two CoPs to support implementation of DigComp in Member States - the DigComp CoP and the Digital Skills Certification CoP.

Both of these are hosted by All Digital, which offers different interest points on DigComp from policy, research, education and training to employability and human resources development, inclusion projects and others.

DigComp CoP and Digital Skills Certification CoP hosted by All Digital.

The CoPs are free and open to all stakeholders to join.

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The Digital Competence Framework for Citizens (DigComp) provides a common understanding of what digital competence is. It also provides a basis for framing digital skills policy.

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Examples of KSA in Session 2 (pertinent to Levels 3-4)

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Examples of KSA in Session 2 (pertinent to Levels 3-4)

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KEY EXAMPLES  in Session 2

AI 38. Knows how to incorporate AI edited/manipulated digital content in one’s own work (e.g. incorporate AI generated melodies in one’s own musical composition). This use of AI can be controversial as it raises questions about the role of AI in artworks, and for example, who should be credited. (3.2)

AI 60. Aware that AI-based technologies can be used to replace some human functions (e.g. customer service), which might lead to some job losses or reallocations, but that new jobs might be created to address new needs. (2.4)[1]

AI 73. Open and curious towards today’s emerging technologies and applications (e.g. reads reviews about Virtual Reality, gaming, AI) and intentionally discusses about their use with other people. (5.4)

KNOWLEDGABLE USERS OF AI-DRIVEN APPLICATIONS

AI 45. Aware that everything that one shares publicly online (e.g. images, videos, sounds) can be used to train AI systems. For example, commercial software companies who develop AI facial recognition systems can use personal images shared online (e.g. family photographs) to train and improve the software’s capability to automatically recognise those persons in other images, which might not be desirable (e.g. might be a breach of privacy). (2.2)

AI 16. Aware that AI systems use statistics and algorithms to process (analyse) data and generate outcomes (e.g. predict what video the user might like to watch). (1.3)

AI 55. Aware that AI systems are typically developed in English-speaking contexts which means that they might work less accurately in non-English contexts. For example, AI-based automatic translation systems work better with often used languages (e.g. English to Spanish) than less used ones (e.g. Slovenian to Finnish). (2.5)

CRITICAL AND SAFE USERS OF AI-DRIVEN APPLICATIONS

AI 31. Weighs the benefits and disadvantages of using AI-driven search engines (e.g. while they might help users find the desired information, they may compromise privacy and personal data, or subject the user to commercial interests). (1.1)

AI 48. Aware that AI algorithms might not be configured to provide only the information that the user wants; they might also embody a commercial or political message (e.g. to encourage users to stay on the site, to watch or buy something particular, to share specific opinions). This can also have negative consequences (e.g. reproducing stereotypes, sharing misinformation). (1.2)

AI 39. Knows that the processing of personal data is subject to local regulations such as the EU’s General Data Protection Regulation (GDPR) (e.g. voice interactions with a virtual assistant are personal data in terms of the GDPR and can expose users to certain data protection, privacy and security risks. (4.2)

AI 72. Has a disposition to keep learning, to educate oneself and stay informed about AI (e.g to understand how AI algorithms work; to understand how automatic decision-making can be biased; to distinguish between realistic and unrealistic AI; and to understand the difference between Artificial Narrow Intelligence, i.e. today’s AI capable of narrow tasks such as game playing, and Artificial General Intelligence, i.e. AI that surpasses human intelligence, which still remains science fiction). (5.4)

********************
NEW COMPETENCES in Session 2:

2.2 SHARING THROUGH DIGITAL TECHNOLOGIES
2.4 COLLABORATING THROUGH DIGITAL TECHNOLOGIES
2.5 NETIQUETTE
3.2 INTEGRATING AND RE-ELABORATING DIGITAL CONTENT
4.2 PROTECTING PERSONAL DATA AND PRIVACY
*********************

[1] A discussion of the “replacement” issue regarding teachers can be found in the JRC report by Vuorikari, R., Punie, Y. and Cabrera Giraldez, M, Emerging technologies and the teaching profession, 2020.