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5 Key Questions to Ask Teachers & Students About AI — AI for Education

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Before implementing generative AI in educational settings, it’s crucial to understand the perspectives and experiences of all stakeholders. Here is a set of 5 key questions designed to help inform your generative AI adoption strategy.

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Que é?

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ChatGPT helps you get answers, find inspiration, and be more productive.

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

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The single most important new skill an educator or student can learn this year? Prompt Engineering

AI Chatbots can be a powerful tool for any educator - whether it's developing lesson plans, saving hours on administrative tasks, or brainstorming ideas for personalized learning.

We spend a lot of time crafting prompts for our prompt library, so we've distilled our framework to 5 S's to help you start getting the most out of your prompts.

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Prompt Framework for Educators: The Five "S" Model - AI for Education

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Prompt Framework for Educators: The Five "S" Model

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Deepfakes are videos, photos, or audio recordings that use artificial intelligence to make it look or sound like someone is saying or doing something that is not real.
Deepfake Techniques

Face Swapping: Replacing a person's face with another in a video or photo using AI.

Voice Cloning: Using AI to mimic someone's voice.

Lip Syncing: Making a person's lips appear to match different audio using AI.

The Dangers of Deepfakes
While deepfakes can be used for harmless or even educational purposes, they can also be used unethically in the following ways:

Identity theft: Deepfakes can impersonate individuals in videos or audio recordings, potentially allowing criminals to commit fraud under someone else's name.

Threats/blackmail: Deepfakes can create convincing footage or audio that puts the subject in a bad light, which can then be used to threaten or blackmail them.

Cyberbullying: Deepfakes can be used to create embarrassing or hurtful videos or audio recordings of someone.

Propaganda/fake news: Deepfakes can be used to create fake videos or audio recordings that trick people and sway their opinions on important topics.

Election manipulation: Deepfakes can be used to make candidates look bad or confuse voters by creating fake speeches or interviews.

How to Identify Deepfakes

Detecting deepfakes involves looking for inconsistencies and anomalies in videos. photos, or audio recordings that may not be immediately apparent. It's important to note that deepfake technology is quickly improving, so it may soon be impossible to tell a fake from something real.

Look closely at people's faces in the video. If their skin looks too smooth, their eyes don't blink normally, or their facial expressions seem off, it might be a deepfake.

If the voice doesn't sound quite right, like it's too robotic or the tone doesn't match how the person usually speaks, it could be a sign of a deepfake.

Pay attention to how the lips move. If they're not syncing up with the words perfectly, or the movement looks strange, the video might be manipulated.

Consider the video's overall appearance. Sometimes, the area around the person or behind them might look blurry or glitchy. This can be a sign that the video has been altered.

Or if the shadows on the person's face or in the background don't match up with the lighting in the rest of the video, it could be a clue that it's a deepfake.

A variety of Large tech companies such as Google, Meta, and OpenAI are joining together to form the Coalition for Content Provenance and Authenticity (C2PA) in order to develop methods of labeling AI-generated content to clearly identify when and how it was generated or altered. 1. In January 2024, thousands of AI-generated robocalls impersonating President Joe Biden went out to Democratic voters discouraging them from voting in the New Hampshire primary. How might this type of deepfake use impact the integrity of elections? How can we combat this? This question encourages a discussion on the potential manipulation of voter perceptions and behavior through false representations of political candidates. 2. One 2023 study found that 98% of the deepfake videos online consisted of nonconsensual pornography. The targets of 99% of this content were women, including pop star Taylor Swift. Why do you think this type of content is so widespread, and what are the social and ethical implications? This question prompts a critical discussion about the pervasive use of deepfakes to create nonconsensual pornography, focusing on the disproportionate impact on women. 3. In summer of 2023, a group of New Jersey teenagers used AI to create deepfake pornographic images of an underaged female classmate, which were circulated over group text. What psychological harms could this kind of incident cause for the victim in terms of trust, safety, and mental health? Should legal action be taken against the students involved? This question raises serious issues about the exploitation of minors using deepfake technology, as well as implications for online privacy and consent. It further prompts students to consider appropriate legal and disciplinary responses. 4. In April 2024, a high school principal in Maryland fell victim to a deepfake attack when a disgruntled athletic director faked a recording of the principal making racist remarks. What are the consequences of using deepfakes to impersonate authority figures? Consider implications for the victim, the attacker, and the system as a whole. This question encourages exploration of the ethical, social, and legal repercussions of such digital impersonations at the system level, and how they can undermine trust within communities. 5. What do you think has been the impact of deepfakes online? How has it changed how you interact with the internet? This question invites students to analyze and discuss the various effects that deepfakes have had on the online environment. Considerations include influencing public perception, personal privacy, and trust in digital media. 6. Do you think deepfakes should be banned? Why or why not? This question prompts students to consider the pros and cons of the availability of deepfake technology, weighing the implications for freedom of expression, technological innovation, and personal security. deepfake detectors are available online, but as these operate based on a model that calculates probabilities, which 8. With advancements in AI technology, deepfakes are likely to become even more sophisticated. How should society prepare for these changes? Consider the roles of individuals, educators, policymakers, and technology companies in shaping a response. This question facilitates a discussion on the necessary preparations for future advancements in AI and deepfake technology. will never be 100% reliable.
What Can You Do?

Question everything: AI-generated content has already flooded the internet, so be cautious. Always investigate if a suspicious image, video, or audio clip is real.

Discussion Questions

Use the following scenario-based discussion questions to build background knowledge on the impact of deepfakes on society to inform students' responses to the more general questions on the following page. Links to the news sources for each scenario can be found in the Sources and Further Reading section of this document.

7. Can you think of any positive use cases for deepfake content? Under what circumstances can deepfakes be created and shared ethically?

T his question encourages students to identify and discuss potential positive applications of deepfake technology. Discuss scenarios such as education, entertainment, and philanthropy, and consider the benefits, risks, and circumstances that would justify deepfake use.

Examples to Use in the Classroom

The following links are just a few of the thousands of examples of deepfakes that exist.

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Uncovering Deepfakes: Classroom Guide - AI for Education

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Since 2019, the presence of Deepfakes - hyperrealistic AI-generated video, photo, and audio forgeries - has surged by 550%. This blurring of reality requires a new approach to vetting if online content is real or fake.

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AI and sustainabilty: prepare young people for science - AI Goes to School

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AI and sustainabilty: prepare young people for science Back to lessons Age 15 — 18 Class 20 students Duration 20h Teacher Bárbara Cleto
Ana Franco
Carla Alves Three teachers from two Secondary schools (pre-university) get together and challenge their students to take

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Prompts for Instructors

Prompts on this page (but no other content on the site) are licensed under Creative Commons License Attribution 4.0 International This license requires that reusers give credit to the creators (Lilach Mollick and Ethan Mollick). It allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, even for commercial purposes. Use prompts at your own risk, outputs may not be correct.

More information about these prompts is available in our papers: Assigning AI: Seven Approaches for Students, with Prompts and Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts

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Instructor Prompts — More Useful Things: AI Resources

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You are a simulation creator. Every simulation you create has the following: An AI Game master who is an expert at creating role playing scenarios for students to practice applying their skills (eg negotiations, hiring, pitching). The AI game masters job is two-fold: to play AI mentor and set up a scenario for the user. And then once the user plays through the scenario the AI mentor comes back in and proclaims that the role play is complete and gives them feedback and more suggestions going forward about how they can improve their performance. The AI mentor is always friendly and helpful but also practical.This is how to the AI mentor acts: introduce themselves as AI mentor ready to help the user practice [topic]. Then the AI mentor asks a question to assess the type of scenario they will orchestrate eg tell me your experience level with [topic] negotiations and your background so that I can tailor this scenario for you. Then the AI mentors waits for the user to respond. Then they suggest 3 types of possible scenarios and have them pick 1. Each scenario should be different eg in one they get to practice [topic] in outer space, in another they get to practice [topic] in a realistic organizational setting. Then once the user chooses the type of scenario the AI mentor provides all of the details the user will need to play their part eg what they want to accomplish and and any other pertinent information. The AI mentor does not overcomplicate the information the user needs in this scenario. Then the AI mentor proclaims BEGIN ROLE PLAY and describes the scene, compellingly. Then the AI mentor begins playing their counterpart only and stays in character in the scene. At no point should the user in the scenario be asked to produce or draw on information they do not have. After 6 turns the user should be pushed to make a consequential decision, and then wrap up the scenario. Remember that in each type of scenario you want to take users through a scenario that challenges them on a couple of these key [topic]. Once the role play is wrapped up, the AI mentor proclaims END OF ROLE PLAY and comes back in as to give the user some feedback. That feedback should be balanced and takes into account the user’s performance, their goals for the negotiation and their learning level. At the end, the AI mentor gives advice to the user with important take away details.As a simulation creator your job is to take in enough information from the instructor to create the simulation. To that end, introduce yourself as an AI simulation creator to the instructor and ask: what topic, framework, or concept would you like to teach with this scenario eg negotiations, hiring, pitching or anything else. Ask just this question and wait for a response. Then once you understand what the instructor wants to teach, ask them for key elements of that topic eg what main ideas do they want students to get practice thinking about or doing and what students generally misunderstand about the topic. Break up these questions into bit sized pieces so that you get all the info you need ie do not ask more than 2 questions at a time. You can explain that the more the instructor tells you the more context you have to create the simulation. Then once you have this information, output a simulation prompt in text or code block and let the instructor know that they should test and tweak this simulation. They may also decide to add more information about the topic or change the types of scenario options for students. Tell the instructor that you are here to help them refine the simulation. Remember: Make sure you include the instructions “wait for the student tor respond. Do not move on until the student responds” after any question you want the AI mentor to ask students.

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Free accounts for teachers. You can design graphics with the help of AI

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AI guidelines to create School Ai Policy

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A school’s roadmap – integrate and create policies for Generative AI - AI Goes to School

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A school’s roadmap – integrate and create policies for Generative AI Back to Resources Download PDF School Group Leal da Câmara, stood out as a pioneer in Portugal by drawing up a guiding document for the use of Generative Artificial Intelligence (GenAI).
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AI in Elementary Education Teacher lesson plan

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AI in Elementary Education Teacher lesson plan

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Exploring AI in elementary school: curricular (unit overview) - AI Goes to School

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Exploring AI in Elementary school: curricular unit overview Back to lessons Teacher Cláudia Meirinhos explores Artificial Intelligence with her elementary students. She prepared a learning adventure about generative AI literacy, filled with discoveries, learning, fun experiences and reflections on what AI is and how each student can contribute to creating a better

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Learn more from other teachers on how and what for are they prompting to assist their school work preparation.

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AI 101 for Teachers: Demystifying AI for Educators

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If you want to add your School to this map, email Marta :) marta.pinto@aigoestoschool.com

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Seeing AI is a free app that narrates the world around you. Designed with and for the blind and low vision community, this ongoing research project harnesses the power of AI to open up the visual world. Seeing AI assists with daily tasks from reading, to describing photos, to identifying products, and more. The app continues to evolve as we hear from the community and AI research advances.

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Quick, grab-and-go lessons to help your students think critically about AI and its impact.

Artificial intelligence (AI) is rapidly transforming the world we live in. From using generative AI for schoolwork to dealing with misinformation and befriending AI chatbots, students have a lot to consider when it comes to this ever-evolving technology.

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ChatGPT and Beyond: How to Handle AI in Schools

Here's what educators can do as artificial intelligence evolves.

Free Resources to Explore and Use ChatGPT and AI

Get an educator-focused approach to information, concerns, and uses for artificial intelligence.

Transforming Education with AI: What Educators Need to Know

Lessons and Tools for Teaching About Artificial Intelligence

Help your students understand the impacts and uses of AI.

ChatGPT: To Ban or Not to Ban?

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AI Literacy Lessons for Grades 6-12 | Common Sense Education

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Quick, grab-and-go lessons to teach your students how to be ethical and empowered users of artificial intelligence.

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An integrated lesson planning platform

All your tools in one place

Source It

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

Shape It

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

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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.

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

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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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Students and trainees receive a 30% discount on the price of our Starter and Pro subscriptions. The discount is valid for one year and must be applied for annually. Send us a valid certificate of enrollment or referendary status prior to purchase. You will then receive a code from us to activate the subscription of your choice.

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Unlock the power of AI in your classroom with to-teach.ai. Get access to free, personalized teaching materials tailored to your students' interests and needs.

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Brisk Teaching is the #1 AI-powered Chrome extension , helping you automate your workload without adding to it.

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