# data[].attributes.attachment_link.title
Innovative Practices Conference - May 29-30 Cincinnati

# data[].attributes.attachment_link.description
Empowering the Future: Integrating AI & Inquiry-Based Learning in the Classroom Copyright 2024, This content may not be reproduced and used beyond this purpose without written permission from PASTFoundation.org

# data[].attributes.attachment_link.description
Harnessing the AI Revolution: Future-Proofing Ohio's Educators and Workforce of Tomorrow Jeff Schneider

# data[].attributes.body
Just the basics - As short as I can write them.

Key ideas from J.Mast:  https://jonathanmast.com/mastering-
chatgpt-prompt-engineering-for-targeted-tasks/

Texas A&M: How to Craft Prompts - AI-Based Literature Review Tools

Creately: How to Write AI Prompts with Examples

# data[].attributes.body
More AI resources from Noah G @ Metro

# data[].attributes.body
AI resources created by Noah G for Metro ECHS.

# data[].attributes.attachment_link.title
How to Use Prompts Effectively and Efficiently - The Autism Helper

# data[].attributes.attachment_link.description
Resources, tips, and materials to help you, help children with autism

# data[].attributes.body
This is the presentation used on 9/27/23

# data[].attributes.body
Links to AI products and helpful Newsletters & How-To Articles

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

# data[].attributes.headline
Ai-generated lesson plan on Lewis Dot Structures for HS students

# data[].attributes.subject
Ai-generated lesson plan on Lewis Dot Structures for HS students

# data[].attributes.body
We used Used ChatGPT, Magicschool, Twee, and Eduaide.

# data[].attributes.body
Can generate summaries from a YouTube video, and change the lexile score. It can also generate review questions (with an answer key).

I tested it out with a video that I recorded and wrote questions for. It was VERY close to what I came up with.

# data[].attributes.body
It has tools similar to MagicSchool, is solely focused on planning and pedagogy

# data[].attributes.attachment_link.readable_text
An integrated lesson planning platform

All your tools in one place

Source It

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

Shape It

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

Share It

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

Take back your time. Master your craft.

Start teaching with Eduaide today.

1. Join us on Discord

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

2. Advisory Board

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

3. Podcasts & Press

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

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

# data[].attributes.attachment_link.description
Eduaide.Ai is an AI-driven platform that helps educators create lesson plans, teaching resources, and assessments.

# data[].attributes.headline
Artificial Intelligence and the Future of Teaching and Learning-Ed.gov

# data[].attributes.subject
Artificial Intelligence and the Future of Teaching and Learning-Ed.gov

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

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

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

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

Key Insights

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

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

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

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

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

Recommendations: Call to Action for Education Leaders

Recommendation #1: Emphasize Humans in the Loop

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

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

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

Recommendation #3: Design Using Modern Learning Principles

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

Recommendation #4: Prioritize Strengthening Trust

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

Recommendation #5: Inform and Involve Educators

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

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

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

Recommendation #7: Develop Education-Specific Guidelines and Guardrails

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

Listening Sessions

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

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

Blog Posts

Need More Info?

Contact ed.tech@ed.gov with questions.

Please Include "OET AI" in the Subject Line

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

# data[].attributes.attachment_link.title
Artificial Intelligence - Office of Educational Technology

# data[].attributes.attachment_link.description
OET is working to develop policies and supports focused on the effective, safe, and fair use of AI-enabled educational technology.

# data[].attributes.attachment_link.description
Login to access and create your next design.

# data[].attributes.headline
Adobe Express-Firefly- prompt-create an futuristic image of kids using AI

# data[].attributes.subject
Adobe Express-Firefly- prompt-create an futuristic image of kids using AI

# data[].attributes.attachment_link.title
Please provide a poster with funny infographics on the copyright and ethics issues with AI

# data[].attributes.attachment_link.description
I can't provide a poster, but I can give you some funny infographics on the copyright and ethics issues with AI. Here are some key points to consider: - **AI-generated art raises tricky questions about ethics, copyright, and security**[3]. The development of AI models that can create art has led to concerns about the ownership and use of these creations.

# data[].attributes.body
Searched in Perplexity (learned about from fellow participant)

# data[].attributes.attachment_link.description
ChatGPT helps you get answers, find inspiration, and be more productive.

# data[].attributes.headline
The prompt I used: give me 4 helpful tips in a ted talk style that informs on the topic of copyright and ethics in using AI appropriately. Make them  brief and teacher friendly. 

# data[].attributes.subject
The prompt I used: give me 4 helpful tips in a ted talk style that informs on the topic of copyright and ethics in using AI appropriately. Make them  brief and teacher friendly. 

# data[].attributes.body
I tried to use ChatGPT to help me find an AI tool for creating infographics. I aimed for tools that could accomplish the task with little input from me and free. I think these restrictions led to me being unsuccessful.

What did other people do to accomplish this task?

# data[].attributes.body
AI Design Challenge by Linda (I used Canva and Chat GPT to create this)

# data[].attributes.attachment_link.title
Technology Integration - Artificial Intelligence

# data[].attributes.attachment_link.description
▶️ Videos Webinar Video - "AI in Education - What Educators Need to Know" (42 min) - YouTube link Webinar Video - "The Bard's Tale: Google AI in Education" (1 hour) - YouTube link Webinar Video - "Artificial Intelligence / Natural Misuse - Managing AI in Schools" (45 min) - YouTube link Webinar

# data[].attributes.attachment_link.readable_text
How AI Works

Learn more about the new technology driving the large changes in AI, featuring two new videos on Large Language Models (like ChatGPT) and Generative AI. Hear how these new technologies work directly from the experts: Mira Murati, CTO of OpenAI, and Cristóbal Valenzuela, CEO of RunwayML.

# data[].attributes.attachment_link.description
Discover the groundbreaking world of artificial intelligence (AI) and its transformative potential in education with our foundational online learning series for teachers.

# data[].attributes.attachment_link.readable_text
We will now cover our first prompting technique, instruction prompting. We have already seen simple instructions used in previous articles (e.g. getting an AI to solve the math problem). However, we can instruct Gen AIs to do much more complex tasks.

A common problem when collecting name data is that different people format their names differently. Some might have Mrs. or Jr.. Additionally, the first and last name could be out of order. In the past, cleaning data like this has been a boring, manual task. Now, we can fully automate it with a simple prompt.

Try changing the name until you find one that the prompt does not properly handle. If you are able to do this, perhaps you will be able to improve to prompt as well! This is a fun exercise to improve your prompt engineering skills!

PII removal is another relevant task. Before releasing private documents, corporations or governments may manually redact information from documents. Gen AI can be used to remove PII automatically, removing the need for intensive human effort.

Read the following sales email. Remove any personally identifiable information (PII), and replace it with the appropriate placeholder. For example, replace the name "John Doe" with "[NAME]".

Hi John,

I'm writing to you because I noticed you recently purchased a new car. I'm a salesperson at a local dealership (Cheap Dealz), and I wanted to let you know that we have a great deal on a new car. If you're interested, please let me know.

Thanks,

Jimmy Smith

Phone: 410-805-2345 Email: [object Object]

Here is the AI's response:

Hi [NAME],

I'm writing to you because I noticed you recently purchased a new car. I'm a salesperson at a local dealership ([DEALERSHIP]), and I wanted to let you know that we have a great deal on a new car. If you're interested, please let me know.

Thanks,

[SALESPERSON]

Phone: [PHONE NUMBER] Email: [EMAIL ADDRESS]

It is very exciting to see how the model can extrapolate from the instructions. For example, it knows to replace Cheap Dealz with [DEALERSHIP] and Jimmy Smith with [SALESPERSON], even though we did not explicitly tell it to do so.

Gen AI can be utilized to evaluate and provide feedback on essays based on a complex set of criteria. This includes elements such as grammar, clarity, coherence, and argument quality.

Read the following excerpt from an essay and provide feedback based on the following criteria: grammar, clarity, coherence, argument quality, and use of evidence. Provide a score from 1-10 for each attribute, along with reasoning for your score.

"Despite the popular belief, there's no solid evidence supporting the idea that video games lead to violent behavior. Research on the topic is often contradictory and inconclusive. Some studies found a correlation, but correlation don't imply causation. So, it's premature to blame video games for violence in society."

The AI's response:

Attribute: Grammar Score: 9 Reasoning: The essay is mostly grammatically correct, but there is a minor error - 'correlation don't imply causation' should be 'correlation doesn't imply causation'.

Attribute: Clarity Score: 8 Reasoning: The essay is generally clear, but could provide more detail or explanation about the contradictory and inconclusive nature of the research.

Attribute: Coherence Score: 8 Reasoning: The arguments are coherent and related, but the transition between them could be smoother.

Attribute: Argument Quality Score: 7 Reasoning: The argument presented is logical and well-reasoned, but it could be strengthened with a clearer statement of the writer's position on the issue.

Instruction prompting consists of giving a Gen AI some task or direction. Although the concept is simple, Gen AIs are able to follow very complex instructions. Instruction prompting will be used frequently throughout this course.

# data[].attributes.attachment_link.title
🟢 Giving Instructions | Learn Prompting: Your Guide to Communicating with AI

# data[].attributes.attachment_link.description
Learn Prompting is the largest and most comprehensive course in prompt engineering available on the internet, with over 60 content modules, translated into 9 languages, and a thriving community.

# data[].attributes.headline
Share resources that you've found that will expand others learning. Feel free to add after the PD. 

# data[].attributes.subject
Share resources that you've found that will expand others learning. Feel free to add after the PD. 

# data[].attributes.body
Please share helpful resources. Including articles, videos, podcasts, books, and anything else that will expand our learning on AI.

# data[].attributes.headline
Add any questions, wondering, or feedback for your presenters.

# data[].attributes.subject
Add any questions, wondering, or feedback for your presenters.

# data[].attributes.attachment_link.readable_text
Along with being a Teaching and Learning Innovator at PAST, Jeff is one of the Innovation Lab Hybrid Teaching Team pioneers. His content specialties are science and math. He works with teachers and pre-service teachers in rural communities training them in TPBL instructional strategies and hybrid delivery.

Jeff received his B.S from South Dakota State University and his Masters in STEM Instruction from Dakota Wesleyan University. Jeff is also a highly sought basketball referee.

Email: jschneider@pastfoundation.org | Read Jeff's Blog

# data[].attributes.attachment_link.readable_text
Create presentations 10x faster

Save hours of work & mental energy

Works with PowerPoint & Google Slides

Get started

Examples

👩‍🏫 "What is ChatGPT, use https://en.wikipedia.org/wiki/ChatGPT for context"

🧑🏾‍💻 "You are the Leading Expert in your field of machine learning and are creating a slide deck on the recent advancements in large language models for an academic conference"

👩🏻 "Account strategy in banking and the roles of presales and sales in customer success"

What our users say

Behind on work today, so obviously goofing off. Found SlidesGPT, which generated a deck on the future of autonomous massage chairs for me https://t.co/KErxg9ufhx

Now raising 10M at a 2B post 😉
- Boris Berenberg (@BorisBerenberg) January 24, 2023

I spend WAY too much time on a couple of faucets of my job (emails, slide decks) when I want to focus on others (coding, speaking) so this is a godsend! 🙏💕
- Antonia Forster (@AntoniaRForster) March 29, 2023

Thank you big time for creating SlidesGPT. As a consultant, it helps me break any initial writer's block. I really appreciate this tool and I'm excited to see it evolve. Cheers!
- B_Dubz (@BrettAnthony925) April 15, 2023

Check out https://t.co/J7YrYAitaM - I asked it to produce an intro physics course sequence topic deck, and it did a decent-first-draft-level job. 🤷‍♀️
- Terry Bradley (she/her) (@bradleyt85) April 1, 2023

Oh wow, it works! My content is usually quite detailed and requires lots of accuracy, so I would need to edit quite a bit, but this is a good start. https://t.co/Ao81MmvNjn @slidesgpt
- Nat Bourre (Enter blue checkmark here) (@NatBourre) April 13, 2023

Simple & Transparent Pricing

No registration, hidden fees, or subscriptions. Create & share for free, pay only when you download.

Free Plan

$0

Create unlimited presentations

Share presentations easily

Access to basic design templates

Download your presentations

High-quality, editable file format - PowerPoint

High-quality, non-editable file format - PDF

High-quality, editable Google Slides deck

Perfect for offline use, editing, and printing

Pay-Per-Download

$2.50 / download

Create unlimited presentations

Share presentations easily

Access to basic design templates

Download your presentations

High-quality, editable file format - PowerPoint

High-quality non-editable file format - PDF

High-quality, editable Google Slides deck

Perfect for offline use, editing, and printing

Enterprise (beta)

From $500 / month base & $0.50 / presentation

Custom corporate design templates

Use context information from your PDF, Docs, or links

Automated creation via API

All features from Pay-Per-Download plan

# data[].attributes.attachment_link.title
SlidesGPT - AI PowerPoint Presentations, Powered by ChatGPT API

# data[].attributes.attachment_link.description
Create decks on any topic in seconds, save hours to start your work