 OTAN Outreach and Technical Assistance Network. So welcome. We are cheerleaders for AI and we believe it's those kinds and it's going to rock our world. My name is Susan Gair. I'm from OTAN. I'm a subject matter expert, if I can say. And thank you for coming. This has been a remarkable journey as we've learned more about AI and what's been happening this particularly since November and so we wanted to share what we've learned with you, and so that you can get excited to. I'm a retired baby teacher, but I love OTAN and I'm still there so. Hi, I'm Christie Reyes. I'm a subject matter expert with OTAN and an ESL teacher. Well, thank you. And I'm an ESL teacher with Maricosta College. I just finished my 25th year. I know I'm still walking. I retirement is ways off unfortunately. Um, but I, um, you probably started seeing right after the first of the year, if you read news at all. This like, oh, chat. Oh, my God, she's shooting plagiarizing. But the way we view it is like, oh, my gosh, this is the same thing people, you know, people, you know, thought of when students started using their cell phones in class and my great mentor here is like, students are going to use them anyway. So how can we, how can we wrap our arms around this and make it part of what we do like using calculators math you know how long that took. Yes. Um, probably without even knowing it, you probably have AI in your life already. Have you ever been using your email and you start typing something and it kind of predicts what your height that is AI. If you have an iPhone that you scan your face to enter. That is AI. We are surrounded by AI and more, you know, there is this list and then the resources that we'll share of I get this email, we've just added 83 more AI tools this week. It's exploding. So we're just going to talk about a couple. Okay, just a couple today, just to get to wet your appetite. And we're going to let you know right now that we love it. So we hope to convert you. Yes, yes. So I think this is okay. So this is what we're going to do today. We're going to look at chat GP T3 and we're going to show you how wonderful it is for you and your students. We're going to look at Dolly too. Do you know about Dolly too? We're going to look at that because that is a, we don't have to worry about copyright. It's open source and it makes pictures. They're not always the perfect pictures, but it gets better. AI gets better the more we use it. Yes, I've been taught that one. So yeah, and then we're going to have some comments and questions. That's what we're planning today. The next slide is the next slide. So I think that you, that's me. Okay. All right, so this is the official definition. Chat GPT is an AI artificial intelligence text generator tool that can answer questions, write content and develop conversations and dialogue. It is a natural language tool to respond to with choosing prompts. That was not final. I don't know what that means. Make sure you talk to the computer because they can't hear you. Yeah. Thank you. All right, this is what I was able to plan. It's certainly making a big splash quote to chat GPT is scary that we're not far from dangerously strong AI says Elon Musk, who was one of the founders of open AI before leaving. Also, adding that this is the fastest growing. What do we call it technology tool. They were able to get more than a million users in the first five days. So it's explosive. And the thing is, this is in my conversation. So you can type something in it'll respond, respond, it responds. And we can go. So it's very, very cool. All right. Yeah, and one thing I would add it's not Google. So you know when you search Google. I'm almost starting to hate Google. You search and what are the first results for about a page to scrolling ads. Right. And, you know, so you're clicking finally find something that might be useful you have to click on it, you have to read it you have to synthesize that is that quite what let me check the next one, whereas chat GPT it's not, it's not searching Google for you. It's not, it's not using an algorithm to grab things from the internet. It's not just fed data, not just from the internet, but from, you know, it does translations, different languages even. So some data was fed to it by people and machines, not just from the internet, but all kinds of sources. We're going to see the limitations in a moment. If you search for something on chat GPT that happened yesterday. No, because there was a cut off. But since now Google is coming out with bar. If you've heard that, which will be integrated with chat GPT and being of course, Microsoft has poured millions. Well, I don't know, maybe even billions of dollars into it and now with being maybe you saw, there was a reporter about two weeks ago, you saw that in the news that he was playing with being and he said this was the most disturbing thing, how being was like being flirtatious and things with it, but it is fed by human content content right so we as its artificial intelligence. We, when we don't get the response we want it learns from us. So that's why you need to keep working with it and the important thing is asking the right prompts, just like with Google. You know you don't put in the right search you don't quite get what you're looking for you regenerate the content with the right prompts and that's called prompt engineering. How can you even get there well. Everybody's like what is this is this is this an app. No, it's a website. You just go to chat GPT we have the link here, and you I just created an account with my group you know link it with my Google account. Don't worry about privacy, you know, come and rest me if you want to. Um, that you know it you can link it with your Google account or you can create an account with an email, and then you just go in and you ask it a question, and it will give you some responses you don't get quite what you want. You don't start a new query, you just ask it. Can you please modify that to tell me this. It's very simple to use free, but because it's got so many people really anxiously and excitedly interested in it. Sometimes when you go on, you can't get in immediately. So they just came out with a $20 a month subscription I would never pay for that I I mean, maybe once at a very high volume time I tried to get in and it gave me like about a minute and said our servers are very busy right now or something and I was able to get in pretty quickly. I've written so. And I found that I'm at, if I say 25 questions to be a 25 question meeting up page and place on the blocking horse better. You'll do fine but if you say 50 questions. If it cycles and then it hangs out. And it just kind of puts this you're asking for too much information. Yeah. This was a prompt that we put into chat GPT and the prompt was describe a principle that you applied to your life, explain what this principle means to you, and how you have applied it to your life. And this was actually a prompt that I had for my students in Afghanistan that they were going to write a paragraph about this and so I put it in because I wanted to see what the output would be and this is what I mean. And this is key for the whole thing that teachers worry about cheating. This is not a human being. This is a checkbox. This is AI, and it'll always tell you, I don't have personal experience. What your students need to do in their essays is include personal experiences, and you will never have to worry about them cheating with AI. Because it says right here, I don't have personal experiences or emotions, but I'll describe a principle that could be applied to one's life. If you get a paragraph like this, you'll know it's chat GPT because there's so you got to get your students changing the way they write they need to put in their personal experience. They need to put in their emotion, they need to put in their feelings, and then then you will take it, you know what I use that I use it to help frame me what I want to say. I don't think that's cheating. Maybe some of you do, I don't know, but I don't. And so then I take the frame, and I can put in my own personal experiences, I can put my own emotions in there, and I have a piece of writing that's pretty dark. It's a lot easier than starting from scratch where you don't even know where to go from. So that this is the one thing I want to show you. This cannot do that. Okay, it will never be able to do emotion or personal experience. So as long as you ask your students to input that into their writing, you won't have any cheating problems. Yes. It will correct your grammar for you if you ask it. I'm going to put in your room and ask you first to make your own comment. I write this, and it will give you feedback on your writing. And it's pretty good to see that. You can also ask them to write in the BPA or in their writing. Okay, we'll try to do this. Because we don't have to do that. Yes. So that's, this is the thing that when I did that, and I saw that would send that to me that I don't have that I said that's it. I'm just going to have my students make sure they put always enough to have a personal experience, always have to have a sense. And have them include class discussions to reference class discussions would be another way. There are a few and Debbie's going to be talking specifically to using it for writing, but there are there are a few. I think some of you might know will. It's a great website for students to practice grammar and things will along with another organization created a chat GPT checker. And because at first turn it in comm said they couldn't check for it but now even turn it in comm said they can, and then a college student who's a programmer, he created a tool, but you want to be really cautious, right. What, you know what if you did run it through students turn in a piece of writing you run it through one of these chat GPT checkers, and it pops up saying that it's majorized. AI it would say AI written by AI, I mean and you went and accused a student of that. And it's not true. And it's not true, right. So that's why we really need to rethink how we teach writing, we're really going to have to do that. And I also put in my students writing I put it in, I put it into four different AI checkers, and randomly they said it's AI is not AI is AI is not AI so that's not really a good thing. We're underestimating our students and our students need to know how to use AI. Yes, I just saw an article about, go ahead. I haven't seen that happen. I mean, I don't know it's so new. I haven't seen it happen yet, but I'm even careful with turn it in because I don't trust turn it in 100% either so I look at the turning in if you click on it, it'll show you what I think are copied. And then I just checked that in that really copied or is it just, you know, student rephrasing something. So on your chat. Oh, they can't hear the questions. Okay, so we'll just have to repeat the question. Yeah, we'll repeat the question. Sorry. So, what was the question. It's really my original writing. Does it then become a published song. Yeah, so just turn it in dot com take your own writing and turn it into a published something but I don't know the answer. So, yeah, does anybody here teach the higher level writing that you use turn it in dot com. Turn it in dot com. Yeah, right. Yeah. Turn it in dot com. Turn it on dot com. We're told will tell you that you've plagiarized yourself. You. Okay, so let's just go back and go back to how we can use AI. And so I have generated a whole bunch of ideas of ways that we could use a number one if you can generate conversation questions for students and have the students answer the questions and I will respond to you have a natural conversation partner. You can generate dialogue with target grammar and vocabulary and situations relevant to your students lives. It is an incredible tool for speaking problems for writing and grammar you can teach students about different registers. You can teach them summarization and paraphrasing, and you can generate model paragraphs and essays for your students. And I want to say something about the summarization and paraphrasing. I teach my students, and I'm working with students in Afghanistan. I teach them to use Jack chat GPT but to cite it that they used it. And that way I know that they're using some form of chat GPT and I think if we just teach them how to cite it, that will be better than saying don't use something that they're going to use. Are you suggesting that they use chat. Why not. I mean, they're going to use it. Okay, so you might as well come to terms with we have to change the way we teach. Well, if you ask chat GPT, how to cite it, it will tell you, they will give you the format to put it in paper. Okay vocabulary, you've got your students with a vocabulary list, they can put that list and get cat GPT and will generate a full bunch of sentences for the vocabulary that your students need to know. So you can have them write have cheap chat GPT right sentences with the vocabulary that you taught them. I think that's a fantastic tool for students to see the way vocabulary is used in practice. Yeah, but then how do you distinguish like if I, if I see a student, okay, that are on to. We're going to, I want everybody to come up with an idiot. I can tell that half of them have just Google was common idiot, because they come up with the same ones. It's like, I can tell their original thoughts or something that's in there. And then how do you, how do you have the sequence, I would rephrase the way I have that activity and perhaps give them context for the idiot, and make them work, look at videos from a certain time. So that it's not just why open. I think if you give more parameters, you'd have better look there. Materials development, you already know that there goes reading comprehension questions you can put in a reading, it will generate all the questions for you plus the answers. You can do that that's saving you time as a teacher right. And the last one is instruction, it will give you a good ideas for ways to approach a topic that you wouldn't think about approaching. It's an amazing tool for teachers. I've put in like a whole bunch of stuff like I was doing this, it was called language and thinking class, and I had to compare Martin Luther King Birmingham speech with somebody else. I had no relationship with each other, but I put it into chat tpt, it gave me the framework for the relationship. And then I put my own experience and say, Okay, Martin Luther King said, and in my experience blah blah blah. But you know, so it's even the first question. Yeah, and I think I just want to go back to one thing is, thank you mentioned something about having students get answers to questions they have. Like Wikipedia. Well, they should not just trust chat tpt. It lies. Yeah, it does lie sometimes it's not 100% accurate. It's misinformed, it's misinformed because it's been fed human data and we're misinformed sometimes. So we'll talk again, it does have a lot of biases, a lot of the AI does. So, you know, one thing I did, and I've seen in different groups that I'm the serves and things. So it will write a lesson plan, it will write a rubric. I mean, it's going to save us a lot of time so these are really teacher uses first of all, how we're going to use it, have students use it that's that's kind of not really been widely talked about as much, but it saves us tons of time by the some of these uses. We're going to talk about. Yeah, we will talk about it. Like for vocabulary. I don't know if any of you teach the academic word list. And there's a website that I, I like to use is called the academic word list highlighter and I'm popping in some text. This will do that for you to you just put in a text and you ask it to separate out the academic word list works with definitions with sample sentences, there's my vocabulary lesson. Because I'm always having to think oh what what's a sample sentence that I can you know help students, you know, as a frame for them to use about themselves. It's going to save us just a whole bunch of time. Really, really. Um, you know, I think textbook writers. This is one, are a little bit nervous, because sometimes there is a content that I want to teach but I'm not finding the textbook. I'm not finding something online but it's not at the level written for my English language learners. I can copy and paste it in there from the Internet and ask it to write it in a simpler language form. And Susan mentioned register, how many times do our students, you know, send us an email it's like, mm, you know that that's not quite how you should be addressing an instructor. So, going to student uses would be really having students use it to learn how to express themselves more formally and academically. Okay, so again, student uses shorter brainstorm. Not not as many things happening because of the fear but we shouldn't fear it. But if you do teach English language learners, for example. And I don't know I don't know the occupations and life experiences of all my learners, but occasionally they tell me I need to go to talk to X, I need to talk to my kids teacher about this problem I need to talk to my boss about this co worker. I don't know how to say it. Sometimes I don't know how to say it. Okay, I don't, I don't know all of their workplaces. We can help students learn how to use it by putting in a prompt, write a conversation for me in formal language, asking my boss to change my work schedule, and it will create a conversation for them. So, a dialogue. So, generating dialogues for all kinds of difficult conversations whether it's a job interview. I know those common job interview questions but they may have changed from the last time I learned about all of that. So, and maybe my students applying for a job as a mechanical engineer how can I know the questions for that. I have no knowledge in that field, students could go there and ask chat GPT to generate a list of come of inter job interview questions for a mechanical engineer, and it will come up with questions for them, specific to their career area or their job. So that's one. Okay. Another way that we can start to help students use this tool is just to generate ideas. I'm sure you do this as part of the writing process or when you're having students do a project where you have them work together to generate ideas and sometimes it can come out really fantastically and other times you're just like, Do I have to tell you the ideas because they're not going anywhere. This could be another tool to help them further their brainstorm list of generating ideas whether it's for a writing assignment or a project, for example. You have, well writing and grammar. How many of you do teach writing. Oh my gosh do you spend, you know at the lower levels it's a little bit like you're teaching beginning ESL it's very formulaic. My name is fill in the blank copy it right. But once we get to the higher levels of writing whether that's paragraph or essay. It's a lot of hours of work isn't it. First you're giving feedback on content, and then again feedback on content then taking that revision I was in a session earlier today where someone said their student revised something nine times. And I was thinking, Oh my goodness, my classes are only weeks long. How we can cut out the middleman just a little bit, but a little bit. So students paste in a paragraph they've written and first, you know going with the writing process content first. How can I make this better. Okay, then secondarily, what grammar errors do I have in this what punctuation errors, but not it's not just going to correct. We, the we can train students to ask chat GPT to locate the errors and explain. Does this mean our jobs are going to be obsolete. I hope not I don't think so. I don't think so. Okay, I don't think so, because of the human element students still need to be taught how to write. They still need to be taught how to write. Yeah, we'll try to get to that yeah. I, we were worried that if we tried to get you all on chat GPT that you would get that message that, oh, come back later because too many people are using but we'll try to get to that at the end yes. What else do we have a writing and grammar I talked about. Do you use rubrics when you teach writing. So, here's something that Debbie's going to be talking about, but you know, the blank page can be so intimidating. And students need models. Do we have time to write models maybe you have some tried and true writing lessons we have those model, you know, pieces of writing, but that's not always realistic. Well, what we can do in the beginning stages of teaching writing is to ask students put in a prompt and see what you come up with. Now compare chat GPT's prompt with this rubic. And how would you improve chat GPT's work. I'm really starting to think about critically about what is good writing. Okay, let me see what else do we have here for writing and vocabulary. You know, sometimes students, I assign them to do some work with vocabulary and they're having to look at multiple websites. They go to a dictionary to get the definition they go to the source calm. Sometimes if it's idioms I like them to look up the etymology where did this come from, you know, the story behind it. They don't have to go to multiple websites, they can get it all in one place. Okay, with sample sentences as we were talked about. It does translations pretty well I saw a gentleman who teaches English in Japan. He put in a very long YouTube video talking about this, and he put in all kinds of asking it for translations and it came out really well he said in Japanese. My husband is a native English speaker and I had him check our Spanish speaker and sorry. And so I put in, please explain something like an idiom raining cats and dogs in Spanish and give me an example. He did it very well, even in Spanish. Now, you know, I tell students at teaching English language learn, you need to kind of like back off from just translating, but there's a translation tool that not just gives a word for word translation gives gives it in a context with examples. Okay. A couple more things here. Great sentences. You know when I'm teaching vocabulary, I always the research shows the students can use the vocabulary to in speaking and writing about themselves. They will retain those new words better. So I always the beginning at least give them a sentence frame because they're not sure but then I back off, but they could use that as a resource to come up with some sentences about how to write a text or to write a story with some new newly learned vocabulary and learn learning in general. I mean, you've probably seen through the pandemic, when we went to online instruction we kind of brought in new students into our programs who work all the time, or have no time, and so they can study online. Right. So this is their little study buddy cat GPT it can be a conversation written conversation on body it can be a tutor for them, a language partner, and often in class, we do this activity think pair share. Okay. What I've seen some recommend is think pair. So let's chat GPT. Let's pair again and then share. It can be sort of like something to give that expand their ideas out. And if they're, if they're not coming up with ample ideas for whatever the conversation topic is. So those are just some things. I mean this is going to be exploding for students I think I don't know do your students know about this tool. Very few. Right. So, go ahead, Marcy. You put like, compare and contrast, like, and then create in a five paragraph essay or something. And then basically it's kind of the split mindset with chat GPT. It's hard to say. Where, then you have a student create the graphic organizer fill in the graphic organizer from the right. Yeah, usually we have to do that, the graph organizer. So you know you're using it, they're using it so then have them use it and deconstruct it in a different way. I don't know if everybody in Zoom heard that Marcy said she saw an idea of using chat GPT to generate the writing content and then go back and deconstruct from that to to kind of analyze giving students the analytical skills to see how things are organized and put together. Is that kind of. Yeah. All right Debbie. Oh, okay. So how do you start. Remember to talk to the. This, yeah, this. But not too close because then the pictures but all right. You're going to have to talk to the music. Because if you don't some notes on some don't and there's going to be an element. So just include you guys so let's include discuss it have the students express in their own words the benefits and risks. I'm co construct the norms for use how do they think it ought to be. How do they think that it might be beneficial. And then there's going to be things that are not negotiable. I have very clear expectations if they've used chat GPT. They need to outside. Okay, something like that whatever it is, but and then give them examples. So they're very clear on. This is a kind of a paradigm shift where what was before, and what is after. If we do not prepare them. Then what have we done. If everyone else in the workplace is using it and every place ever other place, but yet we're not going to. It's like, it might hide my school. And thank goodness you don't know where it is because. He has his door you must not use your cell phone. Let's not use your calculator. You must not do chat. And how to make it a tool for them, because think about it, doesn't everybody need a tutor, and wouldn't it be nice that everybody can get the explanations that they need and help they need. And then we can have guidance and so they still learn how to how to learn how to use it. Right. Yeah, the next slide. All right. I'm going to be featured. The reason I got this job today was because these two were so excited for all the ESL things that you can do with it. And because of course you're free to go and they're doing the cheating. And then next year is, well, are they going to learn how to write. And then we know that GP chat GP T has biases because the data that was put in had biases. And so are we just generating that being to it, or even fault information. Okay. But now it's looking benefits. We can include the students in the assessment process. They can be part of the learning of what they're supposed to be learning that they recognize it that they can put it into chat GP T and then they can evaluate it. And the rubric idea. We can also change our teaching practices. There was a time, not that long ago, where we use peer review, where we use primary sources, chat GP T doesn't have that yet. So we can do that. We can go back to teaching the Socrates. So we can, we can think through how we can each in a different way. We can recognize and train AI to reject inappropriate requests. That'll be a time that will take a little time. But for me, this was the most important one. When my students leave my classroom, I want them prepared for the world out there. And if I haven't prepared them. Then I did my job and chat GP T is with us. And it's been with us. How many of you use granular. Is that cheating. It depends on who's taking the class. And just one thing, you know, I don't know if anyone here. You're the social media manager at your school for maybe your school has a Facebook, an Instagram account. That's it. That was a pretty new job, right. There's going to be a new job for most companies where they're going to be the chat GP T sort of generator. That's a new job that our students will need to train for. So, how they can use it. Yeah. This is from the Matt Miller, right. Yeah, it's that text. Yeah, and he posts some interesting questions, but I thought we should look at it. Okay, so this is doing created at the bottom this is bought created at the top. And which of these would you consider cheating, which of these is relevant to our students future, and which of these would you use in your work as an adult. So, now you evaluate, which of these would you accept which student plugs prompt into AI copied the response and submitted it. Okay, I created a response the student read it, edited it, adjusted it and submit it. Student created multiple AI responses, use the best parts edited and submitted. Student wrote main idea AI generated a draft and offered feedback to a group. Student consulted the internet AI for ideas and wrote one simple or the student wrote all the assignment content without consulting AI or the internet. But that's been pretty reasonable you can sit there you can see the places that you could fashion, and maybe people are getting chat GPT a part of the process. Okay, okay let's go to the next slide. Now, on the left, you see the traditional writing process. And if we write, we're going to have research is at that point that we research after we figured out what our topics going to be, we draft it, we revise it, and we edit and proof it. That's the tradition. This was created by Glenn and climate, and this is uses a space framework and so it's a space, so set the directions was the audience. That's the idea that you're trying to, to use what kinds of things you want to step to prompt this is the P, create the prompt for the AI. And step three, assess the AI output. Step four, curate the AI generated text, maybe you've had to go back and ask AI again, modify the little things a little and you can take to put them, but you're curating. Okay, then the final one is to edit the combined human and the AI. Isn't this what we already do. I mean, honestly, don't you look at Google and get some ideas and maybe change the words a bit and use that in your writing when you're writing about something that's unfamiliar. What makes me so excited about this is our traditional way of writing is already traditional. And we need to look at the future. And this is a beautiful process where critical thinking is involved. It's no more there's more engagement. Yeah, much more engagement in the process, this way, then. Well, I don't know, you could do it either way you're still engaged and it's faster. Yeah, but you're going to also like might get better right. Yeah, and then you can that's why we're better right. Yes, you have, we have to give them models anyway, right. Right. Out of between. And it starts leave the draft and then it happens some more. And I'm not writing worried about my grammar and stuff like that. They're fixing it for his that cheating. So, he said that editing the process of editing, I'm writing, he's writing a book the process of editing is that there is the editors are doing the grammar checks and the punctuation check right. You're not doing it and that question is, is that cheating, but I've seen some books that have been edited and still have errors. Yeah, good point. There's a lot more. And the topic is that one and two because they helped me found very effective and you know, I learned to do less than that. Yeah. Find some, you know, who went by the presentation on the web. Here they really have to find their enemies and otherwise. I think there's also talks with audience, because a lot of my students that wasn't something they didn't understand that they're going to not talk to the boy traditions and they're going to be lost. They could get that, but the other things not they, they were able to so you can see assignment and say okay now it's generated for this, or now it's generated for that. And so they can actually began to see the differences. Or don't tell them a scenario. They bring me back. So we have some comments in the chat. I've seen posts by people who asked it to pretend to be a person with certain characteristics and it made up experiences that it had. Yeah, and that's part of the prompt engineering is, you know, you ask it to play the role of whatever person. And that's the kind of language that it will give you as well. And, you know, right, right, right a text asking my boss in the form of Shakespeare, it will do that. Yeah. It says, another question we have is just chat GPT speaks Spanish. As I said, yeah, I think that the translations is very, very good. Yeah. Let's see what's the other content. Let's see what else I think that's it. Oh, there was one more question or comment here about writing. Can I find it. Let's see. Sorry. Let me find it. Online people if you have a question or you want to make a statement feel free. What else there was one more. Um, you have to have clarity in your own writing before a copy editor will fix your errors. Yeah. Yeah. Good point. Okay, I think that's it. Yeah. If I give them a topic, they're going to get stuck in this rabbit hole. Yeah, and they can, they can actually say, tell me about a culture. Excuse me, sir, in the back because we have people online when you're talking, they can't hear anything. Um, so I forgot where I was going. But, um, oh yeah, cultural experience. It doesn't, it doesn't do personal cultural experience. So, because it's not human. And so there are things that the students are going to have to supply in order to make it a good piece of writing. So yeah, we'll do that. That's great. So before you go on, so it only tells you what you know, and then it makes it so that it is constable by somebody that you're turning it into. If you walk out on the field and you be an English rock and you don't know what that brought in. It'll never know what a rocket is you'll have to put kind of rocket is so there's your, you're making something presentable. This is, this is more for a priest and somebody or answering in your class vocabulary. Once they you give them the word. Now they know it exists. People still don't know what they don't know. And I can't fix that in this format. So how do we, how do we get them to pass what they don't know to try to say these are the things that are out there. Maybe I mean I'm, I'm kind of trying to figure out. This is amazing for history, sociology, medical facts, but some different diagnosis point frankly wouldn't be good for identification some curious where we fit that into instruction. You. That's where that's where we will never be obsolete because it cannot do some things that only we can do more years. It can write code. It can. Exactly. Yes, it can explain what's wrong with your code if it's take the bugger jobs if we do our jobs well, it is not going to take away our jobs. You have to change because of what you said yeah I mean when you don't know what you don't know you need someone to tell you what you don't know. Exactly. And so the first three paragraphs were, and the fourth paragraph and he said, but that's pretty good wasn't it he said he had to write it in the style of him, and he put the name he said they probably won't have it, but they nailed it. And then he discussed how he views this and the purpose and the change. Yes, there will be jobs lost. There's it's inevitable that happens every time in history when there is a ship. There will be job loss. We just pointed out that there'll be jobs gain. Yes, there will be jobs. Yes, correct. There will, and that's, that's where we have to help our students, so that they are. Okay. All right. So here's some work around. Okay. And again, some of them may appeal and some of them are you going on. Okay, you could have students that are required to use in class insurance that you can see not there. So they can use it. They have to revise the work in response to the instructor's feedback. Okay, so you need it because you change this or that. Okay. Site all sources fully. I have a question. Yes. If there were changing to based on teachers respond, they can put changing this place. Absolutely. They can do that. Okay. You'll do that. Yes, it will. You can also put it in and have chat. And it will save all your previous requests and chat GPT so it knows you. And it knows that you already asked that question. You can assign a format. Oh, I cast presentations, verbal presentations with a Q and a to check for depth of understanding. Okay. You could use profit from that are focused on current information. Remember this. The information stuff. The data bill. Now they have put another day to dump in sure, but for right now you could use yesterday on the news or local. What's happening locally here, you could be sponsored here with that. And I liked this one. Because there are built-in biases because the information is put in. Play the game of fact fiction bias and bias, you know, and have them use and find the bias. So I thought that was, yes. You were, you were missing your piece of this as an administrator who spent 100 years supervising and coaching teachers. I saw that there was a white divide between the quality of questions that teachers asked. This will force the teachers to revise their questions. We can take a quick example of what their question will result with the media feedback, not waiting for a whole class. Yeah, this is required something. That's true. We're preparing them, but there will be changes. I would just kind of argue at that point if you change the way of providing the instruction, and they have to go through all these crazy workarounds to get a final product that we can't distinguish from a regular person, then you succeed anyways. Yeah, because they figured out how to help us. I like Marcia's content. Students who plagiarize are going to plagiarize. We just have to tell them you're not going to learn by doing that. Don't you tell students that by copying, you're not learning, and that's not going to serve you well. Later on. Yeah, right. Yeah. Great point. I'm going to wrap up chat GPT I think now, and just remember the results have biases, and these biases are quite easy to see. So, you will, you would want to work with that on your students. The information is not current. Absolutely not her and may not be accurate students who know that for those things as stated in the samples paragraph from chat GPT as a language model AI I don't have personal experiences or emotion. I don't have a principal that could be applied in one's life. And then I think it's the beauty of chat GPT gives you a framework, and you add your personal experience. I don't know if you all saw on the news. Oh my gosh this is this is a really do not do the school shooting them University in Michigan. I'm not kidding. I'm not kidding. So, here's where it was well written, but don't we want to talk about the ethics there with our students. Yeah, I think that could be a great. It's about the kind of skills that are required to write your stuff. Originally your original idea for mind your own experience. Yes, formula, they're in the critical thinking skill set that I feel like it's going to be lost, but it might just be lost. The way that the math skills were lost but they came out with scientific calculators they might just be something that live general population. Is there a mathematician to know how to do that now. I believe that it's lost. I mean, I don't believe that I believe that we're using it differently. And, and maybe what's lost is not needed. So, you know, it's just like, I don't know I like, I know kids learn their multiplication, but they still use a calculator. There's an age old discussion and even the testing systems now allow people to use calculated because they need to be faster. They need to be better. And this is, so we're going to move on to the graphic part of. So, this is Dolly to. And I don't know if you know about Dolly to it's an image generator. It will generate any image that you ask it. It's open, you can use the images that are generated without citing them just say you got it from Dolly to and in case you're interested, the name honors surrealist artist Salvador Dolly, and the pics are over. So just to show you our images, we entered. Show us an image from Wally in the style of Dolly, and show an image of Dolly in the style of pics are so you can this is the debate though the Supreme Court. If you're following, they're coming up with a decision about artists rights. And people would I have the right to use some vango-esque type of artwork and put it my name on it and sell it. So it's it's quite debatable we're going to talk about that. But not anymore right after what 1920 after 1920 copyright right but okay. Sure, what I love about these generators is that when I'm looking for an image to to demonstrate a concept to my students. I go into an art generator and describe exactly the image that I'm looking for and it'll generate something very close to what I need. I spend all that time searching the Internet for that particular image, because my my ESL students, they relate to graphics, or then graphic images much more than they relate to text. Yeah, I mean and you finally find the image that you love and it's copyright. You know, like yeah so you can you want an image. I saw one. It's a chair in the shape and cover color of an avocado. If you want to create that it will make it for you right. Yeah, it's also an opportunity for activity for the student to go in and make a description of something that they want to see. They're making pictures with their words, or they're at their mounting pictures, using their words, as I think that's very powerful. It is. This is my favorite one. He has to be by typing in the promise. You type in a word prompt. So you can have a picture that you have, or a picture that you take outside generate images is my dog. This is the original right here. And then I asked it to generate different images, like my dog. Because I was using this the first time I suddenly discovered how little about art I did, because I needed to know an artist like somebody. Yeah, so in something about what there are look like to know I was going to even like it. Before I could ask the right question. He doesn't have to be in the style of it. You can just. Yeah, yeah. One word really quick. Christina. Some of the people images look really weird. Kind of like her dog's mouth right here. And if you're not specific, you're only going to get white folks. Okay, there's the bias. Okay. So the more she was you. The more it's going to generate crops that you want to see. So we keep asking for your specific pictures. Then it will learn to generate. So I created a chat GPC. And I take a word problem. Let us know. Smiling. I should just see the math. Well, there's so much AI out there, there's probably a better tool for you actually. But I have a teacher, she's in the show, but she's teaching aircraft. Aircraft students, the maintenance of aircraft. And she has pictures of aircraft, but they're popular, but she puts the picture into the league and she gets a similar picture of the aircraft that she can use. Well, maybe that's where the Supreme Court is trying to make a decision. It's similar to music. Remember music. Napster. Remember Napster. They figured out a solution. Right. Artists now get paid for their music. Not very much. But endorsements. He's endorsed. You have to blow it up. We can't ignore it. I'm kind of an old person. I'm on the right of the sea. I've, I've heard of that, but haven't checked it out yet. So you just put text and it will create a slideshow for you. Great. And it created a slideshow for you. Tom, T, O, M, E. Very formulaic, you say. Yeah. You could do chat Jbt first. Then you use dali. Okay. Oh, Christina. Okay. So how teachers can use it? Susan or Debbie? You can take the first three. And who owns the images? The person who generates the image owns the images at this moment, whether that will change with Supreme Court justices or whatever. I don't know, but it's not the art generator that owns the art. No, no, it's you. It's your idea. If you looked it up, it says the user who generates the image owns the image, generated. So you don't decide it in your presentation? No. That's cool. Yeah. So there we go. How many times are your students creating a presentation and they're not finding a photo? They can use it to create images customized to specific to their needs. You know, when you have students do projects and things, right? What else? Other student uses. Students could enter vocabulary work to get an image, you know, something different than Google images. Students, we could use this for writing prompts as well. How often do you use an image for writing? And do you want it to be really original? It was actually after credit my daughter. She's a Gen Z. She came up with this idea. She's been using a different image generator mid-journey, if you've heard of that. And she said, why don't you do this, mom? Have students write a description, put it into chat GPT, get some correction, then put it into Dolly and see what image it generates from their description. And then you give that image to a different student. Hey, look at this image. Now you write a description of that image and they compare their works. Oh, I know. I like that. I'm going to be trying that this summer. So all kinds of student collaborative writing. These are the limitations a bit. Do you want to go over this? We have like 20 seconds. Thank you, Bob. No, not yet, but they'll make it. Back at the university, I'd describe the pictures are very white. That's what I want to say. Can you put in the description? Yes. Yes. Something interesting. So keep asking. Keep changing your prompts until you get my could be. Social issues such as stereotyping, racism, sexism, and parent. Some quality issues as Christy mentioned about the way people love it. A lot of pictures we couldn't use. We're thinking about the artist, right? The artist who has spent a lot of time doing drawing. What's going to happen? What is the intellectual property game? This is stuff we have to think about. Right now, you can't use it commercially. I don't think any commercial product can use AI. We should identify our image. I always believe inside everything. So I don't care if it's anything else. I still try because it doesn't hurt. We don't really have time for this. So maybe today at dinner, you can reflect on your own if you're eating all by yourself or if you're joining dinner mates, you can discuss the power of chat GPT and Dali, how you're going to use it in your instruction. Go, Debbie. Read that last sentence. With power. AI will be in your class. You have a choice. Either you're in charge or your students. Let's make a vlog. Thank you.