Prompt Library

Creating Math Games Prompt

Amanda Bickerstaff

Amanda is the Founder and CEO of AI for Education. A former high school science teacher and EdTech executive with over 20 years of experience in the education sector, she has a deep understanding of the challenges and opportunities that AI can offer. She is a frequent consultant, speaker, and writer on the topic of AI in education, leading workshops and professional learning across both K12 and Higher Ed. Amanda is committed to helping schools and teachers maximize their potential through the ethical and equitable adoption of AI.

Tara Bachmann

Tara has spent 28 years in Special Education. Tara has always been involved in assistive technology but the last 6 years it has been a full-time position as the Assistive Technology Facilitator in the Park Hill School District. Prior experience includes special education teacher for grades K-12, self-contained and resource. Process Coordinator 5 years Diagnostic Coordinator 5 years. Tara has also presented at Closing the Gap and assist with moderating a Metro AT group in the Kansas City Metropolitan Area. Tara serves as Vice-President on the Sophie’s Run board which is a non-profit organization that provides Assistive Technology to individuals in the Park Hill School District attending area.

I can't believe already our last webinar in our harnessing AI and special education series.

As you know, zoom has to take let you in one by one. So it'll take just a little bit to get, and special education series.

As you know, Zoom has to take like, let you in one by one. So it'll take just a little bit to get everybody in, but say hello in the chat.

If you'd like to get going, where you're from, what you do, we're going to give everybody just about a minute to get started.

And just want to see, yeah, so please say hi in the chat if you want to say hello.

We have a pretty full day, so we actually have 2 special guests today and not just one, so both a practitioner and what I call it a tech builder.

And so really excited to have them with us today. So I think actually TREA, let's get going.

I think it's I think it's a time it's like I said we have a lot going on today.

Hi I'm Amanda bigger staff I'm the CEO of AI for Education. I'm so excited to be with you again and our harnessing AI in a special education series that's been so wonderfully supported by the educating All Learners Alliance.

We have talked about, we started our journey back in 3 weeks ago and it feels like a million years in AI for education world, but we started with What is generative AI in our first session?

Then we looked at how you can use AI for planning. And then last week we went more into the IEP process.

So specifically in and around kind of scheduling communication. And today we're going to be focusing on what we consider to be, you know, the thing that we focused about, we wanted to focus the most time on, which is using generator AI with students in responsible ways.

And so very excited to have you all here today. It's setting the scene as always our first robot of today is that we really want you to get involved.

And so I see a couple people have already started to put some, oh wait, we have the chat as disabled.

So maybe, Dan, can we see if we can just, we can enable the chat? Hold on.

I was wondering, it was pretty quiet all of a sudden, so let's see if we can make sure that.

Let me try. Everyone should be able to. Can we try now? Does everyone try?

Yay, we did it. Okay, technology is super fun. We did it together. So thank you, everyone.

That said hello. I was like, we have such an engaged group. I'm surprised no one's in the chat.

Well, we're very glad to have you all here. And so please do that, say hello, where you're from.

This is an opportunity for you to be part of a community. This is our favorite part about our webinar series is we are a community of practice together.

We want you to prompt with us. We're going to be doing a couple of prompts together, 3 prompts together.

So if you have your chat TT rare ready and raring to go, we will have that. And then also share resources.

We love that. We've seen so many great resources being shared. If you have something that you've done with your students or even a bit of inspiration, please feel free to share that as well.

I also, I want to say like, you know, we have a really strong goal today. Which is that idea that we're going to be exploring best practices.

We're using Geneva AI tools to students special education settings. And if you remember back to we talked about this in the very first session is that students with IPs and 5 or 4 plants have been using these technologies because they are, you know, they've been already comfortable with assistive technology and I think it just makes a lot of sense that some of the successibility work and the ability to interact and natural language or just through speaking or typing has made

a big difference. So that's our goal for a day and I want to bring up Tria who is having some technical difficulty so she's coming in from her iPhone.

But just want to say thank you again for this opportunity to work with you all on this series and you want to give us some words of wisdom as we get started?

Thank you. So much, Amanda. So great to be here. My name again is Trija Cheens.

I am the project director for the Educating All Learners Alliance. But we are so excited to bring you this series and learn along with us across this series and our hope with this is not that we just have this live event but actually that these can.

Be used as resources passed today so that these you can access the recording and you can access the physical resources or digital resources that we have from this from this series.

So really excited to be here and I think that especially with this session as well as all of our sessions in this series.

It really this these are questions that you can start asking and to introduce yourself to this work. So thank you all so much and enjoy the webinar.

Thank you, Tria. Okay. So a couple questions. We definitely have the recordings for these sessions as she has said, we want this to be a support.

We're now up to about 1,670 people that have signed up. We've seen a lot of people join live and then also record.

So, someone from my team will drop that, our YouTube channel and our recordings into the chat so you can see that.

And if you have to leave early, totally okay. This will be recorded in a share tomorrow. So let's get into it.

Okay, I'm gonna start with like we love it. Like what is our practitioner focus for today?

And Tara, hello, Tara. It's coming from a probably cold Kansas City. And so we've already had Julie from Park Hill.

We just happened to have 2 great conversations with amazing special educators and leaders in that district from our work.

And I was just so struck by a conversation we had with Kristen, your colleague as well, about using Generative AI specifically thinking about like Campa Magic with students that are non-verbal.

So I'd love, I'm gonna hand it over to you. I'm gonna stop sharing but I'd love to hear how you do this and I think you might be able to show a bit too.

Yes, I'm gonna demonstrate. So I work with some of the most significant students in the district, not only physical disabilities, but who use communication devices.

So my kids have iPads for communication devices. So if I open a blank canvas, we were able to make connections with children, showing them that what they put on their communication device can create an image.

So I'm obviously not gonna use my communication, but I had a young man who was obsessed about tigers.

So when we he used his device and said tiger. 2 canva. And he then gets a picture.

It takes forever. But what you're gonna see is this is just gonna give him the phase of a tiger.

So then he would, that's not what he wanted. He wanted a tiger with legs. So he was able to come back here.

And on his communication device. He is able to generate what he wants.

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And he created it and then we when we are in Canberra, then he was able to use written expression.

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So he's making the connection between his communication device. Generates an image and then how it is also communicating with something.

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Another example that I have of using the Canva AI is that I have high school students with physical disabilities.

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So a lot of students would think cerebral palsy. And they have these crazy things where they make them go to art class.

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That's real hard to generate art with a physical disability, but with you using AI, we have been able to.

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Generate the type of art that the teachers teaching about, we've been able to teach the different filters and things so they did a whole unit on animated things.

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Well in Canberra the student can pick animated and create something original. And I, my young man with cerebral palsy, he, the first time I showed him how to do it.

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He actually had a tear in his eye because he had never created something original. So those are my 2 examples.

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And it's made a big difference in our district. Thanks, man. I appreciate it.

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Well, Tara, just before you go, first of all, can we just also always say thank you to our practitioners?

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So I've literally been like, do you have 5 min to come hang out with hundreds of people on mine?

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And so I think this is so interesting and the thing that really struck me was that idea of like resilience and like I think you have told 2 stories right you gave you gave the expression but you showed resilience how a student kept going and pushing and starting to make connections they wanted because of that ability to create the tiger that he loved but it wasn't what he wanted.

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What is it?

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Yeah, and then the other end, this ability to be creative and original in a way that was never possible for.

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I think those are really 2 unique use cases. And do you see like, so do you see tools like, the magic?

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Do you see it starting to integrate them more into the district's work?

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I am. I'm actually working with our teachers to show that how kids with disabilities can generate.

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It's definitely in our secondary schools and our therapists are using them a lot. Yeah.

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Hmm, that's great. Yeah, and I think that's where I think. There's a real opportunity with something that is it takes a little bit of time, but it is free.

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So those are used in Canva that are educators. The fact that it is free, I think, is really great.

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And so,

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I would also add Amanda. The thing about AI that has helped us in special education is that it is accessible.

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And the accessibility of it and the fact that I can integrate. You know, I can use voice to text through a communication device.

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And AI still recognizes it. Even though it has more of a robotic. Sound to it, not natural speech, has just been utterly amazing.

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And my students. Students just are feeling like they belong to something through the AI.

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Oh man, I think this is so important. I won't keep you any longer, but I do think that this is something that we have not talked about.

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Like we're all over the AI kind of conversation education and there's so many potential risks and potential, you have to be smart about the usage.

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But something like we're gonna talk about voice technology where a student could create their own voice when they had no voice.

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Yes.

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Oh, I think that is such a mind blowing thing and it's possible today, but to have that kind of control and agency to create where you weren't able to before.

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I think is a really remarkable thing. And I just want to say thank you. Everyone has already said, you can't read it all, I'm sure, but everyone is sending you love from the chat.

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And I just wanna say that like if you're an educator like Pera if you're doing this work, if you're an educator like Pera, if you're doing this work, we want to hear more of it because I think this is why it's so important for us to have practitioner voices center in this moment in time, regardless of if you're in special education, but just in general.

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Oh, thank you.

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So Tara, go do your busy day. We absolutely appreciate you. Thank you. We're gonna send you.

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I'm gonna I'm gonna put my Instagram. I have a professional Instagram where we post all these stories and the things we're doing with technology.

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Okay. Hi, Tara.

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So. Thanks everyone. Have a great day.

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Awesome. Well, I mean, I love how like we really just have people kind of like that that I go like, hey, do you have 5 min and actually happen and our women and A and education meet up this last week too.

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Where Monique is going to be joining us at the end of the piece that we just really love this idea of bringing in real voices.

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So I just said everyone still sends Sarah some good luck because I'm sure she is so busy right now.

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So and if you want to connect with her at her professional LinkedIn, or sorry, Instagram, please do.

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So we're going to keep going that we're gonna roll. We're gonna look at this idea of like we talked about this kind of a bit about choosing the right tool.

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And I know that we have talked about this a lot, but this is your first time or you've been here through the entire series, but we really do always have to think about data privacy and security for students, especially if they're the ones using the tools.

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So by far most of these tools are going to have an age limit between 13 and 18 years old. And so you want to always think about parental permission, especially like, of magic can be really fun and it seems like it would be really appropriate for younger students but we do know that these tools can be biased, they can be a little bit strange and definitely unreliable.

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So you really want to be quite careful in what you do and make sure that you are supporting that student through ensuring that the tools you're choosing have clear data usage and privacy policies.

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Number one, that their FPA and COPA compliant, which is so important to students with disabilities and they minimize data sharing.

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And so like we talked about this before, but using pseudonyms or, you know, anomisations really a good idea as much as possible, especially when students are using it themselves.

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The last piece is like actually starting to work with students. If your students are able to start, you know, thinking through like this application to themselves.

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Having them like come up with their kind of pseudonym, it's kind of a fun thing.

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Like, so for, you know, for my interactions with these tools, I'm gonna have kind of a nickname.

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This is what I'm gonna use and I'm gonna learn that my personal identifiable information is mine and it is important to keep safe and that's a great place to be but we just want you to kind of center that again into this idea of data privacy and security.

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And what we want to do is like, there's not necessarily this idea of like we're not advocating for you to go and throw like 25 tools at your students but what we want to do is think about how you're gonna actually set the stage for your students and then choose an appropriate tool.

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So we're gonna talk about those 2 pieces today. So first is this idea that like we talk a lot about kind of 3 key areas when it comes to working students working with AI in responsible ways.

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One is going to be transparent that we know they're using it and how they're using it.

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2 is that they are being they're verifying they're ensuring if they're going to be submitting something that it is real because we know that Jenny I can make things up.

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Like I thought tiger suddenly was like a fantastical tiger with, you know, 17 arms and weird hands.

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You want to be kind of clear that that's going to be great for our creative piece, but maybe not for something photo realistic.

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And that last piece is originality. For the level of augmentation. And so we want to think is that when you're introducing these tools to students, they should be an extension of the student.

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They should not be a replacement. And so this idea that Tara talked about of a student being able to create art for the first time was a really amazing example.

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This is what student has the thing they wanted to create. It meets is the teachers, the creative art teachers, goals around the style, the, you know, the approach, everything, but it's still his ideas, his focus, and now he's able to control that.

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So I think that's a really important component of this. The second is we need to create guidelines on when and how to use these tools.

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And so we think that like whether you're working with students at, you know, that are going to be able to be self-directed, are you going to need to do more support?

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You know, I think it's very important to kind of always recognize that like there are these kind of important times in which there are these kind of important times in which we are having tools that are available are having tools that are available or not available and make it, especially with students with disabilities, we are having tools that are available or not available.

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And make it, especially with students with disabilities, we need to make it routine. And make it, especially with students with disabilities, we need to make it routine.

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And so we don't want a whole bunch of different rules and like things that are very complicated because we want to really have them focus on responsible use every time.

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So we would say that like if you're working within a school or district with multiple providers and multiple teachers and aids.

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It's a great idea to come together. Again, we talk a lot about this idea of collaborating as special educators.

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And so this is something that I think is really, really important. Is that we're coming together and also identifying which tools and how we'll be using them and if we can limit the number and have them be really focused, that can help a lot in in terms of responsible adoption.

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Some opportunities to work with students, is thinking about talking about the same thing we talked about in our very first session, those kind of limitations and capabilities of the AI itself.

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It could be really interesting if you're doing art to talk about students about copyright and fair use and what is original.

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If you want to get deep, if not, you want to talk about how these tools can, you know, can even show a student.

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I say in that first example, the tiger, you can show a couple of versions where it gets it right.

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With a good prompt and then it absolutely gets it wrong. So you're gonna show the students that this is something that really we need to be cognizant of that they do have limitations and these tools are computing.

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And so that's something that's really important. You always want to review data privacy and of course we have a question in the piece around Jillian, Dillian about the idea of guidelines and consent, I will say that we work with Park Hill District on guidelines and guidance.

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And so the teachers and students and leaders are working together to actually build these guidelines of appropriate use. So that's a really good example of that.

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But getting parental permission is incredibly important with any tool you're going to be using in general with students, but really right now this moment in time with Generative I would really say you know what over rotate like get get that permission make sure it's very clear because that's gonna be something that's really really positive to ensure that everyone is coming from the same understanding of what you're going to be doing.

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So we're going to look at is some ways in which we start thinking about which tools you can create.

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And what we can also do is we're gonna start talking through some of the opportunities that we have.

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So some of the tools that exist and we're going to do some demos. And so what other things we want to think about is the same way with your IP goal setting that we talked about last week, is that we want to make sure that we're matching students not just to goals and objectives and modifications, accommodations, but also the tools they need.

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So starting with this student in the center of this diagram is the idea of what are their strengths, what are their challenges, what are their interests, they have a learning preference, the goals themselves that are coming through that IEP, accommodations and modifications that they need to have and they're comfort level with technology.

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We aren't, we know our students are coming from all different areas across all of these pieces. So for some like Canva Magic with permission might be perfect, but for others maybe we want to go a little bit further in terms of that creation and design and think about something like mid journey.

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And the journey is going to be something that's going to create even more amazing imagery and with a lot more control.

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And the idea is that you might have in some cases the kind of the base level really hits the student and getting them comfortable.

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Maybe they're not have never made that connection before as Tara was saying between their their device and creating.

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Boris the last student this idea of creating like being a creator he might be in a more specific position to start taking on some of these tools that are gonna require more technical skill, but still are gonna be able to be prompted or asked questions in natural language.

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So that's something to consider. We also just want to kind of underline exclamation point this idea, like where could AI augment or support their learning and like how does this going to be done within the students needs zone of proximal developments is going to be really important.

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So going forward, we're going to start talking about strategies. And so the first strategy is we're going to have tools and strategies.

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So in this case for dyslexia and reading death difficulties. And so this is really interesting. We talked about it before, but if you have chat DT on your phone, you're able to talk to it and talk back, for example, but we also see there are a lot of really powerful text to speech and chat bots that are already out there.

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And in fact, speech recognition, something called automatic speech recognition, ASR, is going to be something that's been around for a long time and actually isn't going to be generative AI.

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It's just going to be artificial intelligence or machine learning. And so it's one of the ways in which, you know, if you ever a person that like to take, dictate your, your text messages or have something read to you.

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Those are going to be examples of this technology that's been around for a long time, but what we're seeing is so many good tools that are either using AI and it's this more traditional focus or they're starting to integrate AI, like more machine learning with generative.

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So we're looking a couple here and I so I just want to say thank you to everyone that's kind of putting in the tools that you love using.

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I see the Twin Picks and others. But yeah, please keep putting in if you have great tools, please include those into the chat.

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We love that. But we want to look at as things like natural reader or speechify. We tried to focus, we know that, you know, it's it's a lot of, sometimes as educators we end up having to spend a lot of extra money.

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And so what we're trying to do is trying to focus only on tools that have free versions. So if you have a great tool that's paid, we're not ignoring that at all, but we're trying to keep this as equitable as possible in our conversation.

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But if I could said, if you want to put something into the chat that you really like, and so I think that this is going to be so much like like, you know, there's going to be a lot of things out there that we're not going to mention.

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So I just wanted to clarify that. So I just wanted to clarify that. But, so, so, so, NATIONATION, SPEAKER, 5, are going to be tools that are going to be tools that are going to be really great.

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Essentially, text to voice or voice to text. 11 labs, I'll just point this one out is really interesting because this is actually these voice avatars and and so this is something that's pretty fascinating.

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It's one of the kind of higher growth fastest growing Genera AI technology companies out there.

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It does a really great job of voice cloning very quickly. There are some good things and some bad things.

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You may have heard that there was this big case around robo calling from Biden telling people not to not to vote that went to the to the FTC and now rubber calling with something like 11 labs is illegal.

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Turns out the person that did it was a magician with with something like 11 labs is illegal.

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Turns out the person that did it was a magician, just like, like a guy that did this and it had a pretty negative impact.

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So some cool stuff, but also these are the areas in which we always want to center this back in terms of what's going to be, as ethical as possible.

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Some other ways that you can think about it is using chat bot to adjust the reading level of a text which we look at we looked at last week.

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You can generate comprehension questions, you can regenerate summaries of text, and a lot of different really cool things you can do.

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So what we're gonna do is I'm actually going to, I think, Amanda and my team is going to send this to, to you all in the chat.

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We're gonna be updating so everyone knows we're gonna be updating all of our all of our prompt library which is really exciting so that's a big goal for us and so these new prompts will be in the library.

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As well. So we, we can look at that together, but I'm gonna actually I have a Amanda made me a handy dandy.

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I've got a whole cheat sheet right here. So thank you, Amanda. So I'm gonna cut and paste this in. I'm gonna cut and paste this in.

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I'm always gonna give you a reminder of how to use the tools. And so this is our context window of how to use the tools. And so this is our context window. Remember our context window.

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It's going to be able to respond to my, prompts or my questions and then it's going to use this, training to be able to answer.

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So what I'm gonna do is I'm gonna put this in and it's gonna, so I'm gonna prime it like we always do.

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So act as an expert in the ancient civilizations of the Americas, write a passage of no longer than 300 words.

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Describing, INPAN, Farming, Practices, that, can, be, understood, by, average, sixth, grade, student, the, So I'm gonna hit that button.

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I have is now we can start to see though this is really interesting. So we've given it very, very specific directions, which you always want to do.

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And so we have his introduction, then there's a section on terrorist farming, crop diversity, crop rotation, irrigation systems, and a conclusion.

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And so what I say is like, first of all, like I can give it way more specifics if I wanted to.

00:22:51.000 --> 00:22:53.000

If I wanted to focus on one of these items specifically, we could do that. But it's just a really nice way to get started.

00:22:53.000 --> 00:23:06.000

There are lots of ways for us to kind of riff on this. We can do now create a version.

00:23:06.000 --> 00:23:10.000

With simplified language.

00:23:10.000 --> 00:23:14.000

For our students.

00:23:14.000 --> 00:23:30.000

With reading difficulties. So what I can do now is I have the, I have, I'm gonna say I've used my expert, like I'm the expert at the human loop, I've decided this is good, you'll spend more time than I did because we won't be in front of 300 people on a webinar and what we do though is now I can say I like that and now

00:23:30.000 --> 00:23:35.000

I'm going to differentiate it. So I can see that now we have steps for farming, take care of land and conclusion.

00:23:35.000 --> 00:23:45.000

It's simplified this quite significantly. I now can say things like create 2. Vocabulary lists.

00:23:45.000 --> 00:23:51.000

One for each of the passages

00:23:51.000 --> 00:24:02.000

And what we can do is now we can start to see. So terrace forming, erosion, fertile, and then you can see even this you can start to see that like there are some ones and like so I'd say it's like not gonna be so great I probably want to do a little bit of work.

00:24:02.000 --> 00:24:12.000

I'm making this more. Like a little bit less, a little bit between these 2 spaces, like you have very advanced and then not very advanced, there's probably a space in between.

00:24:12.000 --> 00:24:18.000

But these are examples of how I'm using my expertise and thinking about what we're doing in a sense of, you know, creating, you know, content that's now diverse and differentiated for my students.

00:24:18.000 --> 00:24:31.000

I could use, I could also if I had a really great text I already had. That isn't structured.

00:24:31.000 --> 00:24:33.000

I can add structure to it by like bringing it in cutting and pasting it. But just a lot of really great opportunities.

00:24:33.000 --> 00:24:43.000

And to what we can do here. So this is a great example and there's a question already from someone about co-pilot.

00:24:43.000 --> 00:24:50.000

We're focusing on chat UT 3.5 because of the, you know, the idea that it's pretty freely available.

00:24:50.000 --> 00:25:02.000

If you're using the free page and the free. Excuse me, the, we got there. The free version of copilot, it's also going to be powered by chat GBT as well.

00:25:02.000 --> 00:25:05.000

It's also going to be powered by chat GBT as well. So we would suggest you could do the same thing. So we would suggest you could do the same thing.

00:25:05.000 --> 00:25:08.000

If your school or district has already, so we would suggest you could do the same thing.

00:25:08.000 --> 00:25:09.000

If your school or district has already, purchase you could do the same thing. If your school or district has already, the same thing.

00:25:09.000 --> 00:25:15.000

If your school or district has already, purchase co-pilot for, Word or Excel, the whole Microsoft suite.

00:25:15.000 --> 00:25:20.000

That's a great opportunity too to be able to do some of this work and connect it to the different, the different avenues like PowerPoint. So great question.

00:25:20.000 --> 00:25:25.000

And if you have Q&A, so it's hard for me to follow the chat, but if you do have a question that you'd like me to answer.

00:25:25.000 --> 00:25:26.000

Please put it in the Q&A. We will have time at the end for us to focus on some pieces.

00:25:26.000 --> 00:25:38.000

But if you have something that kind of comes up, I'll always be looking at it. So next section, so we looked at like this idea of text to speech, of simplification.

00:25:38.000 --> 00:25:48.000

Now we're going to look at some tools and strategies for writing support. And so I know as someone that actually it's quite funny, I really struggle with writing.

00:25:48.000 --> 00:25:58.000

It's why we only have one article we have ever written at AI for Education is because I would much rather write a practical resource and try to write a narrative piece.

00:25:58.000 --> 00:26:05.000

So something that I personally struggle with. And so didn't finish my PhD maybe for that reason too the idea of writing a dissertation was really hard for me.

00:26:05.000 --> 00:26:15.000

And so the idea of having writing support for students that have disabilities or like or students that even just really struggle with getting started or the writing process.

00:26:15.000 --> 00:26:27.000

There are a lot of really, really great writing supports out there. You've got your more traditional AI systems that have been around for a long time, like Grammarly and Quill, that are been around for a long time, like Grammarly and Quill, that are now starting to bring in, like generative AI.

00:26:27.000 --> 00:26:40.000

So we've talked about it before, but Quill has about 200 machine learning models that allows it to be able to identify sentence variety and punctuation mistakes.

00:26:40.000 --> 00:26:46.000

But then what we're seeing is that both grammar and krill now have generative AI.

00:26:46.000 --> 00:26:58.000

Incorporated into their systems. In fact, I don't know if you everyone saw this but there was an article last week where someone, a woman in college was actually failed on assignment because she used grammarly.

00:26:58.000 --> 00:27:07.000

And so she was not aware as she thought that Glamour Lee was just a writing tool and was unaware that it was generative and then it got popped by an AI detector, which we know can be a problem.

00:27:07.000 --> 00:27:15.000

So again, always positive, but also some areas in which we have to be aware of. But you have Grammarly, you've got Quill, that Hemingway editor.

00:27:15.000 --> 00:27:31.000

We're going to see so many new writing tools that are going to come up and because this is something that is so interesting for this moment in time is that there's so many people that, so I'm sorry, so many Ed tech providers that are really focusing on reading and writing.

00:27:31.000 --> 00:27:43.000

And writing support because generative AI is natural language. It's really good at understanding language and it's really good at mimicking human language.

00:27:43.000 --> 00:27:50.000

And so this idea of that we're going to see more and more of these is really great and I love that Anna and others have seen are using things like Hemingway.

00:27:50.000 --> 00:27:55.000

It is Lori, it's interesting, you know, because of Grammarly maybe not signing privacy policies.

00:27:55.000 --> 00:28:04.000

There's definitely some, you know, major stuff. And it hasn't really played out yet as to how these schools will be available.

00:28:04.000 --> 00:28:08.000

They've been some question about the slides. We don't provide the slides, but we do provide a one-pager.

00:28:08.000 --> 00:28:09.000

And what we'll do is we'll also make sure to kind of have a follow-up with all the tools that we've talked about and ensure that you get that access to that.

00:28:09.000 --> 00:28:20.000

And so, and Alana, what I'll do is I'll answer that piece more about Grammarly at the end.

00:28:20.000 --> 00:28:27.000

So if you want to pop that question into the Q&A, that would be great. Okay, so there's other ways we can use those that are not just tools.

00:28:27.000 --> 00:28:44.000

We love giving you the opportunity to like see some tools that are directly designed for this this pedagogical frame and our support but then we also like to look at like again ways in which you can use it through a chatbot, whether you really like you said, co-pilot, chat, GBT, Claude is a great writer.

00:28:44.000 --> 00:28:57.000

I actually think Claude is my is the the best writer I think out there but we can use a chat bot for real-time feedback and support for students where they can put their, you know, up cut and paste in their their writing and get some feedback on some things that they know that they may be struggle with.

00:28:57.000 --> 00:29:09.000

You can have it proofread a student text. Or generate ideas and outlines. You kind of see that we look at it from 2 areas here.

00:29:09.000 --> 00:29:16.000

So the first 2 are really focused on kind of after like the process has started and the first looks at the how the process starts.

00:29:16.000 --> 00:29:21.000

So like the idea of on those 2 ends, it's a really great way to implant. Prompt engineering and having kids with permission and training.

00:29:21.000 --> 00:29:26.000

I'm always going to say that to be able to get that feedback and to help get help in those areas in which really are important for them and their process.

00:29:26.000 --> 00:29:47.000

And so what we're gonna do is we're gonna look at. The writing process. Okay, so we've got, okay, I have to say I asked Amanda on my team, which probably just sounds like I'm talking to myself, but I'm Ananda priest who's amazing and I want to say Shout out to Amanda.

00:29:47.000 --> 00:29:54.000

She has been so amazing this entire time all of this content that you see here. She is absolutely shepherded and brought to you all.

00:29:54.000 --> 00:29:56.000

So let's give her a high 5 virtually, but her son is actually setting the inc right now.

00:29:56.000 --> 00:30:08.000

So that's why we have some ink and focused proms today, which we love is like, you know, this is something that she could use with her, her, son.

00:30:08.000 --> 00:30:16.000

But here we go. So I'm gonna do is this is my paragraph. So this is a paragraph that the student maybe even her son wrote.

00:30:16.000 --> 00:30:22.000

And so I'm gonna do is I'm gonna open a new context window. And so this is my paragraph about ancient income farming, helping make it better, give me 3 tips to improving my paragraph, but don't tell me what to write.

00:30:22.000 --> 00:30:31.000

There we go. Talk to me like a sixth grader. Here's my paragraph. They lived on mountains.

00:30:31.000 --> 00:30:37.000

They made terraces like stairs to grow crops. They water the crops with canals. They grew bean potatoes, corn, quinoa.

00:30:37.000 --> 00:30:40.000

They move crops around so soil will not be worn out. So we can see a couple things.

00:30:40.000 --> 00:30:53.000

First of all, we already learned about the income farming from our last prompt. And so now we know some of these things are right, but you can see we've got some some issues around grammar, punctuation, some of the sentence are, you know, run on, etc.

00:30:53.000 --> 00:30:57.000

So we as educators would know that. What we have now is Chatty. Here we go.

00:30:57.000 --> 00:31:02.000

So it says add some details like how are they done? Use the scripted words, connect your ideas.

00:31:02.000 --> 00:31:10.000

Okay, so that's really interesting. Instead of just saying this, you could say that and that makes your writing more vivid.

00:31:10.000 --> 00:31:17.000

Try linking your sentences together. I can say, what about my grammar?

00:31:17.000 --> 00:31:23.000

And we can do is that there's some problems with some punctuation in there. And so they're getting feedback now on this.

00:31:23.000 --> 00:31:29.000

And of course we want them to learn this, but this would be like part of the, I was just, I would think of this as part of the process in which.

00:31:29.000 --> 00:31:37.000

The students not getting it's a right it's right their work what they're doing is they're kind of partnering with us the same way that you would partner with the student.

00:31:37.000 --> 00:31:42.000

You would review, you'd have your, you know, your red PIN or maybe your fun and it's purple and you go through.

00:31:42.000 --> 00:31:44.000

Hey, start marking this up and having conversation about ways to improve that draft. And so think of it in that way.

00:31:44.000 --> 00:31:52.000

We can, there are opportunities to do that, you know, like, okay, so what are some other ways?

00:31:52.000 --> 00:31:58.000

How can I do this? And now I have updated my, piece of writing and I can pick it back into and plug this back into and see if I've improved it and how.

00:31:58.000 --> 00:32:08.000

And I think that's just really, oops, maybe do off. That's really pretty fun is that like we are definitely in a a really cool space and which that feedback is quite interesting.

00:32:08.000 --> 00:32:22.000

And so where you can start to do this work, in the sense of like, you see how we're not, one of the things I've been thinking about a lot over the last couple weeks, especially with this series.

00:32:22.000 --> 00:32:25.000

Is this idea of on-demand support? And we aren't as teachers are not on demand.

00:32:25.000 --> 00:32:49.000

We are, if it's in a school day, we have competing priorities and like in the sense of we might be working with as special educators 10 students at a time sometimes or 5 and even if we're one on one, there are some issues that have come up where there's, you know, talking to a parent or there's something that happens that takes your attention that we actually are not on demand.

00:32:49.000 --> 00:33:01.000

We can't hit that student's need directly all the time. And so the idea that there are some things that we would love to be able to do consistently and with high quality, we can't always.

00:33:01.000 --> 00:33:05.000

And so something like giving students directed feedback on their papers is something that we like to do, but we can't always do.

00:33:05.000 --> 00:33:21.000

So the idea of training students and supporting them and doing it in in ways in which they are structured and responsible, there is that opportunity to create that on-demand, that opportunity where students start to really feel supported.

00:33:21.000 --> 00:33:27.000

And cause you're supporting them, but you're also having them have that kind of support that they get to direct and have agency and directing.

00:33:27.000 --> 00:33:32.000

So that's something that we've been thinking a lot about here at AI for Education. As it decide.

00:33:32.000 --> 00:33:34.000

Okay, next piece we're gonna look at is the idea of Discalcula, which I'm probably saying wrong.

00:33:34.000 --> 00:33:52.000

So if anybody out there, you can you can yell at me in the void since you can't tell me but I probably saying that wrong but students that have you know, cognitive difficulties and delays around math and in numbers.

00:33:52.000 --> 00:33:54.000

We've talked a lot about verbal. We talked a lot about the verbal components and the supports with with AI.

00:33:54.000 --> 00:34:07.000

So far we know that generative AI is not very good at math. And so we want to like kinda consider that, but there are some opportunities like, like, like grade level math, there are some really good opportunities.

00:34:07.000 --> 00:34:24.000

They're also, again, tools that are directly created to support math. So in the case of, you know, we have adaptive instruction and games and we have all the other tools you can use as well.

00:34:24.000 --> 00:34:29.000

And so, Carmigo is really great. To come mego is Khan Academy.

00:34:29.000 --> 00:34:37.000

They have a tool that helps with, I would call it homework help right now, but they're trying to create an intelligent tutoring tool that can help students around their learning math.

00:34:37.000 --> 00:34:44.000

So that's the thing that has come down and costs and I know that there's hopes that this will be something that becomes free and accessible.

00:34:44.000 --> 00:35:00.000

We've got Projji Math, which is a great game. Amanda was telling me about how sometimes kids like to play this adactive math game maybe more than doing other types of work so it's very engaging and a cliche is another example of a way to support students with these kind of AI technologies.

00:35:00.000 --> 00:35:05.000

But there are other things you could do too, like generate customized word problems and put the student at the center.

00:35:05.000 --> 00:35:14.000

How cool is it instead of like Joe with the 10? Watermelons it's you know Amanda with 5 diet cokes I like dye coke a lot.

00:35:14.000 --> 00:35:20.000

But we can create that where there's customized to student need, but also it's that interest level and then engagement as well.

00:35:20.000 --> 00:35:28.000

We can break down word problems and identify necessary operations that need to be done the same way. It's almost like taking the same idea of that writing piece that we did, the feedback, the same way with thinking about like a math problem that's been done.

00:35:28.000 --> 00:35:39.000

We can generate an instructional sequence for us to use, which is a great way to connect back to an IP goal.

00:35:39.000 --> 00:35:48.000

Or we can describe like real world applications for the math that they're learning. And so the math is really interesting because we do mental math all the time and sometimes more higher order math, we very rarely have time to really connect it to to student like interest and the real roles.

00:35:48.000 --> 00:36:07.000

So it's an opportunity as well. So here we go, we have our last demo of the day before we have a couple more slides and then I'm gonna have Monique from Smarticles come up and and share and we actually have a link for this one.

00:36:07.000 --> 00:36:11.000

This is in our prompt library. And so what we're gonna do is we're gonna take this.

00:36:11.000 --> 00:36:18.000

Cut and paste it. I'm going to go to a new context window. And I'm gonna throw it in.

00:36:18.000 --> 00:36:25.000

You're an expert educator, instructional game designer, create an educational math game for fifth graders and focus on multiplication.

00:36:25.000 --> 00:36:31.000

So we can include levels of suitability, including students, Calcula, a comprehensive description in the directions, etc.

00:36:31.000 --> 00:36:33.000

So now we have our multiplication galaxy adventure. Now who does it want to play that? Especially we say it in that voice.

00:36:33.000 --> 00:36:41.000

Students are gonna embark in an interstellar journey both multiplication challenges. This game is designed to engage with great students and bearing abilities and there you go.

00:36:41.000 --> 00:36:59.000

So it's given us the materials needed and so we can look at this and some of this like it's going to be pretty you know generic but we can get more detailed in our prompting and our pre, but we can get more detailed in our prompting and our pre prompting that we're gonna do.

00:36:59.000 --> 00:37:07.000

But you have students that are going to be working around multiplication cards that you can create. And then you'll have plant hopper. How fun is this?

00:37:07.000 --> 00:37:13.000

Okay, this is why I think that this is so cool. Is that we have like I mean, we could do this, but the idea that we're branding every step and that there are things that like you can start to see how they're connecting.

00:37:13.000 --> 00:37:21.000

I think it's just really cool and it's a little bit more disciplinary as well, which is really nice.

00:37:21.000 --> 00:37:26.000

Maybe we could do this in a way that really does more connect with, you know, astronomy as well.

00:37:26.000 --> 00:37:42.000

But here's like, and then we had those adaptations that you have here. And so I think that these are where it gets really interesting and you can you know you can have this where maybe you do this and then you have it build those kind of questions you're gonna be asking and then you go into Canva and you create the cards.

00:37:42.000 --> 00:37:54.000

In a very simple way, right? And you include the cards and you have now the cards for this all have, you know, like the solar system and that these have custom images on asteroids that you've built with Canva Magic.

00:37:54.000 --> 00:38:00.000

And so there are some opportunities to take this now and connect it to other free tools, that can get really interesting.

00:38:00.000 --> 00:38:05.000

And imagine if you do that really well and You have it. Maybe you do have a game that you can use going forward as long as no one throws, you know, like ruins them.

00:38:05.000 --> 00:38:11.000

Throws the cars away or one of those things as well. But I think this is where you can start to see the connections that can be made.

00:38:11.000 --> 00:38:26.000

I'll give an example. I was in a school and and you know Atlanta a couple weeks ago and we were looking at teaching the ABCs to students.

00:38:26.000 --> 00:38:31.000

3 to 5 years old. And usually they would have this opportunity where they would have these kind of cards.

00:38:31.000 --> 00:38:48.000

What we did is that there they had the golden bear. The golden bear is their mascot and they did a big thing around the golden like bear this year around kindness and so we did is we created an ABCs that were directly for the students based on they all had a golden bear, some way shape or form.

00:38:48.000 --> 00:38:58.000

We played with style and it was really really cool but you could also have your students create their own ABC cards or something similar that are really distinct to their interest as well.

00:38:58.000 --> 00:39:11.000

So, really cool that we have all these awesome opportunities to do this. And so this is something the where it gets really interesting in terms of also just accessibility and other services.

00:39:11.000 --> 00:39:19.000

So we know that, you know, we talked about, you know, the landscape of AI is they like, its Gape of AI is actually quite large, right?

00:39:19.000 --> 00:39:30.000

We've had artificial intelligence as a theory. And a field since the fiftys. Is that the idea that we do see the potential for using existing technologies to be able to do this.

00:39:30.000 --> 00:39:39.000

So for example, we already see that there's lookout, seeing AI, Beeline, Google Live, Smyric, which we can look at in a moment.

00:39:39.000 --> 00:39:47.000

These are all going to be automatic speech recognition or voice to text. Some of them I know someone asked about OCR or handwriting essentially.

00:39:47.000 --> 00:40:05.000

There are tools that connect something that's handwritten to voice and in fact you can upload and Gemini and in the GPT 4 and quad something that is drawn and are handwritten and it will be able to parse it unless you have really terrible handwriting, which I do.

00:40:05.000 --> 00:40:19.000

So there are already opportunities within the free tools as well. So lots of really great opportunities for voice to text, text to voice, you know, that that already exists that are getting more powerful based on integrations with General.

00:40:19.000 --> 00:40:33.000

So what we're gonna do is I'm so excited. So if I know we talked about this before, but we have this amazing women in AI education group that's approaching 700 women across 20 time zones and we had our meet up our first meetup of the year last week.

00:40:33.000 --> 00:40:45.000

So I'm gonna call Monique up on the stage to say hello. When Nick was just happening, happened to be in a session in a small breakout room with a man and a priest and I and started talking and I'm like, oh man, do you have 5 min?

00:40:45.000 --> 00:40:52.000

She's giving us more than that, but do you have 5 min for this to share? Because we gave a practitioner voice and we've really privileged that.

00:40:52.000 --> 00:41:03.000

But then now let's actually look at someone that's taken some a high need based on personal experience and expertise and then created something that really is designed to work with students.

00:41:03.000 --> 00:41:07.000

So Monique, do you want to tell us about smartacles in your journey?

00:41:07.000 --> 00:41:15.000

Sure. Is it possible I can share?

00:41:15.000 --> 00:41:16.000

Okay.

00:41:16.000 --> 00:41:19.000

Okay, I'm gonna stop sharing and you should be able to share. There you go.

00:41:19.000 --> 00:41:25.000

Hi everyone, my name is Mooney Coward. I am the founder of Smarticles.

00:41:25.000 --> 00:41:39.000

And we help schools reimagine how we provide speech and language therapy services. And so what we do is we turn Alexa into a personalized communication partner for young learners who struggle with social connections.

00:41:39.000 --> 00:41:48.000

And our flagship skill, which on Alexa they are called skills instead of apps. So you can download our skill with just color together.

00:41:48.000 --> 00:41:59.000

It's a very basic. I called it basic but it's a coloring companion. And what happens is the actual child prints out a coloring sheet and Alexa has her coloring sheet and there's a back and forth conversation about the picture.

00:41:59.000 --> 00:42:06.000

So Alexa asked the child what picture do you want to color? What color do you want to make it?

00:42:06.000 --> 00:42:13.000

I mean what part do you want to color? What color do you want to make it? And so while they're doing that, there's some engagement.

00:42:13.000 --> 00:42:20.000

And my background, I have a heavy tech background, but I have 2 children on autism spectrum. I say children, they're young adults right now.

00:42:20.000 --> 00:42:29.000

But when they were young, my son, his language was very limited by the fourth grade, 3 to 4 to 5 forward sentences.

00:42:29.000 --> 00:42:34.000

And so you can imagine how that would have been for someone that age to not really be able to communicate at the time he took one of my Alexa devices and just started talking to it.

00:42:34.000 --> 00:42:48.000

And what I found is that he would try to, you know, give more words to Alexa because she didn't correct him.

00:42:48.000 --> 00:42:51.000

She didn't say, you know, say this, she just basically said, I don't understand.

00:42:51.000 --> 00:43:02.000

And with that they gave him the freedom to say whatever he needed to say. And parents and teachers, we loved the kids that we teach and we love our children.

00:43:02.000 --> 00:43:19.000

But we sometimes, you know, we can kind of quickly correct or they might feel a level of pressure to perform and so that was all taken away and over time his sentence length increased and he came became more confident in what he was saying.

00:43:19.000 --> 00:43:31.000

And so that's where the premise of what we built today is based on. So as I mentioned before, there's a back and forth conversation and while they're actually coloring apart, they hear stories.

00:43:31.000 --> 00:43:38.000

So we partner with some children book authors. To bring some really vibrant stories to the platform. And so our current version is on Alexa.

00:43:38.000 --> 00:43:50.000

It's a free version. As we add more content, there will be a subscription base. It'll be subscription based at a nominal cost monthly.

00:43:50.000 --> 00:44:16.000

But we're moving more to a at the bottom of version 2 and more literacy and vocabulary focus version of this, there will still be a back and forth conversation, but we're putting more books and we're putting more emphasis on increasing their background knowledge, increasing the vocabulary, and also giving to giving schools a way to actually tell Alexa, tell our app.

00:44:16.000 --> 00:44:27.000

What are some of the goals they want to focus on? So maybe they want increased vocabulary or maybe they want to increase the sentence like or maybe just you know some of the things that are included in the IEP.

00:44:27.000 --> 00:44:44.000

We're working to have that as a part of a dashboard so that schools are gonna just check a box and the AI on the back end in which we are using will be using Chat GPT in order to help us increase our ability to actually meet those goals.

00:44:44.000 --> 00:45:09.000

And so for us, it has been a progress, but we love the opportunity to actually help kids increase their language skills because we know that if they can advocate for themselves, then when as they get older, for them it's more confidence, they can live more independently and that gives not only parents kind of relief, but also for the child level of independence.

00:45:09.000 --> 00:45:10.000

This is great. Well, yeah, sorry. Go ahead.

00:45:10.000 --> 00:45:18.000

And, and last night I'm at the end, I just want to say if you want to contact me, I'll put my information in the chat, but try it.

00:45:18.000 --> 00:45:22.000

It's on Alexa, it's free. And just let me know if you have any questions.

00:45:22.000 --> 00:45:23.000

Okay.

00:45:23.000 --> 00:45:29.000

Awesome. Monique, how great though, and I love, like, it's almost like we connected, we have the 2 bookings, right?

00:45:29.000 --> 00:45:42.000

And I think this idea of that tiger of like going further is like, is it kind of almost like a Lofi version of this where you can find something that the students can feel very confident in right and may enjoy, which is that idea of coloring.

00:45:42.000 --> 00:45:54.000

Yes.

00:45:54.000 --> 00:45:55.000

Yeah.

00:45:55.000 --> 00:45:59.000

But you've done kind of Trojan horse and this like communication skills, a literacy building, the encouragement, the safe space for, and we do want to like sometimes I feel like we do want to step in and help so much that what we can do is we don't give kids the wait time or the productive struggle.

00:45:59.000 --> 00:46:05.000

And so the fact that Alexa is going to just keep asking encouraging questions I think is really cool. So I just want to say thank you so much, Minnie.

00:46:05.000 --> 00:46:19.000

I mean, this is, if you are thinking about moving into Ed Tech or starting something. Monique is a perfect example of finding something that she was perfectly fit to do because of her experience and extra taste and how what you're doing is already making a difference.

00:46:19.000 --> 00:46:20.000

Yeah, thank you for having me.

00:46:20.000 --> 00:46:21.000

So thank you so much, for joining us today. Awesome. Okay, so we're going to finish up.

00:46:21.000 --> 00:46:35.000

I, this is, I cannot believe this is our last session together in this series, but we're sent to do a little bit of a wrap up and then I have we have some questions.

00:46:35.000 --> 00:46:38.000

If you have some questions, we'll do wrap and fire. Amanda answer style. So I'll try to get through as many as possible.

00:46:38.000 --> 00:46:48.000

With the kind of summary we always like, we're gonna come back, we love our spiraling, always think about protecting seed and data.

00:46:48.000 --> 00:46:59.000

It's really, really important for us to do that. We want to make sure we're setting students up for success by setting clear guidelines that are consistent and hopefully very easy to follow and understand.

00:46:59.000 --> 00:47:00.000

We want to make sure we emphasize that AI is something that's an assistant or an extension of their ability.

00:47:00.000 --> 00:47:08.000

And we always want to scaffold and monitor use. And then finally the idea of matching tools to student need.

00:47:08.000 --> 00:47:23.000

So the idea of thinking about that learner profile that IP or 500, and 4 plan thinking about the tools that offer the accessibility that you want to use or and getting good at that.

00:47:23.000 --> 00:47:43.000

What I want to say is that we gave you a whole bunch of list of stuff and we want you to feel confident that you can find a tool that's fit for purpose, but sometimes you could also just find maybe one or 2 tools that you really think have a wide variety of use cases for your students and get real good at those to start because we love this idea of actually scaffolding your own use and not just the use

00:47:43.000 --> 00:47:56.000

of students, right? Not just the idea that you're going to be supporting students. To learn, but like you also can become someone that feels confident and capable in these tools and we do that, you'll be able to better serve your students needs.

00:47:56.000 --> 00:47:59.000

So we're gonna do is we're gonna go to question and answer. For the next 10 min.

00:47:59.000 --> 00:48:06.000

So if you have a question, please put that into the chat. And so I'm going to go to the chat now and I'm going to try to go through the order.

00:48:06.000 --> 00:48:08.000

And so the idea from Jill and, which I know I'm probably not saying correctly, which I apologize.

00:48:08.000 --> 00:48:24.000

I talked about teacher liability webinar 3, absolutely. There are a lot of possibilities in AI and art education for the special needs population.

00:48:24.000 --> 00:48:29.000

So that's really interesting. The problem is, and learning and not about grades, raising the way.

00:48:29.000 --> 00:48:39.000

So I think it's really, I mean, I think this is an opportunity, especially for students with disabilities, that there's a real opportunity to have a refocus on students.

00:48:39.000 --> 00:48:50.000

Actually, learning how to do this, how to visually express themselves, how to even verbally to visually, because this is why it gets really interesting is that with these tools, right, they're actually using natural language.

00:48:50.000 --> 00:48:57.000

So even though they are being creative, this idea of connecting it to being able to verbalize what you really want is really interesting.

00:48:57.000 --> 00:49:02.000

So I think there are real opportunities for having this connection between this idea of like deeper learning with better outcomes.

00:49:02.000 --> 00:49:14.000

Because honestly what happens is and sometimes we have students in these elective classes or even other classes where they would love to be engaged.

00:49:14.000 --> 00:49:18.000

They would love to be working on this stuff on these, but they just don't have the tools, the toolbox.

00:49:18.000 --> 00:49:24.000

So to speak. And so I think that what we're doing with General AI with AI systems is we're opening up the toolbox.

00:49:24.000 --> 00:49:27.000

And I think that this is where it's going to get really, really interesting as we go forward.

00:49:27.000 --> 00:49:29.000

So thank you for your question and being here. I think you've been here for most of the session, so thank you for being live.

00:49:29.000 --> 00:49:39.000

Lauren, I think I talked about this a bit, this idea of OCR, but that's a handwriting.

00:49:39.000 --> 00:49:49.000

So, a history teacher really uses photos of pages for textbook to supplement late reading. So that, there's a said, but there are, you know, this idea that you can upload an a handwriting image to Gemini, Claude, and the paid version of Chat.

00:49:49.000 --> 00:50:11.000

But there are other like free plugins and other tools that do that as well. And so these are opportunities that I think like it's a little bit of search, but if nothing else, you can try it out with Claude if you're in a in the US I think you are you can look at that so I would suggest trying that out Gemini as well.

00:50:11.000 --> 00:50:18.000

The Gemini has been a little bit weird right now, so we can talk about that another day.

00:50:18.000 --> 00:50:25.000

Okay, next question from Marylla. How do you cross check the information? Which strategies would you suggest for students?

00:50:25.000 --> 00:50:35.000

So one of the things I would consider about cross checking is that we we can use, generative AI tools like conversational, like Chat GPT free and others that are not kicked to the internet.

00:50:35.000 --> 00:50:43.000

We know we want to use them in ways in which we're not asking for facts and figures, so to speak, but you can use tolls like perplexity, which is connected to the internet's generative search is what we call it.

00:50:43.000 --> 00:50:52.000

You can look at other tools that are now connected. Gemini, again, as an example, that's the new Google Bard.

00:50:52.000 --> 00:51:02.000

It's connected to the internet. You can actually hit the G at the bottom of Google Gemini and it will kind of search the response and see if it can cross check any of the answers with the search engine.

00:51:02.000 --> 00:51:12.000

So I think in that case we really suggest using the right tool but just being cognizant if I asked for like you know when the you know I don't know when World War 2 started I need to be careful.

00:51:12.000 --> 00:51:21.000

Maybe that isn't going, it's gonna look right, but it's not going to be right because these tools, some of them like chastity the free version is not connected to the internet.

00:51:21.000 --> 00:51:26.000

So that would be my suggestion. And we have some great resources around as well, Mary Ella on our website.

00:51:26.000 --> 00:51:35.000

If how you can also have students think through that like our student use guide. Peg, is there a good tool for creating an outline summary or notes from PowerPoint?

00:51:35.000 --> 00:51:44.000

So this is where co-pilot can be really good, but also clawed again. So Clyde, we can do is upload you a PowerPoint and then have it summarize.

00:51:44.000 --> 00:51:53.000

I've done this live in PDs or I've had it summarized the actual PDM given provide key points for conversation, critical thinking questions and breakout sessions.

00:51:53.000 --> 00:51:59.000

So I would suggest Claude, it's free. It can upload. You can even upload up to like Harry Potter size book.

00:51:59.000 --> 00:52:08.000

It does pretty well. It's a little bit worse at the middle of a big piece of content, but it's a great for a PowerPoint of, you know, 20 slides.

00:52:08.000 --> 00:52:12.000

I would definitely use Claude and I, you know, 20 slides. I would definitely use Claude and I'll just type that into the chat.

00:52:12.000 --> 00:52:24.000

I would definitely use Claude and I'll just type that into the chat, here just in case you like clad is so Alana, I think we talked about it quite a few, but like, so, grammarly was an AI tool, right?

00:52:24.000 --> 00:52:36.000

Like it just wasn't like it was artificial intelligence machine learning, summer to quell. And what happened is Grammarly Go, and I think they have now grammar, like they're working on something like Grammarly voice.

00:52:36.000 --> 00:52:46.000

Are going to be generative AI tools. And what you can do is you can have it rewrite, anything that rewrites what you're doing is most likely going to be generative.

00:52:46.000 --> 00:52:54.000

And so even though Grammarly was kind of a safe space wasn't going to be tagged by a plagiarism detector.

00:52:54.000 --> 00:53:00.000

Now because it's using General AI, it is actually something that can be flagged in AI detection tools.

00:53:00.000 --> 00:53:17.000

And so that's the thing I know that you have. So I think a couple of you share the, the student that was put on probation, but it's just something that I think I talk about this a lot in trainings that it actually isn't that easy to understand what's a generator and what's not.

00:53:17.000 --> 00:53:23.000

And so we have to really kind of think about really opening up the conversation and normalizing this conversation so that we can ensure that.

00:53:23.000 --> 00:53:43.000

Students are able to do this, especially students that maybe are self-starters, you know, that are trying to do this, like we wanna make sure they don't get you know, they don't get in a position where they think they're being ethical but actually maybe they aren't because these tools go beyond just that that level of support but actually start to do it for them.

00:53:43.000 --> 00:53:50.000

So thank you, Alana, for that question. I think I'll have time for like, maybe 2 more.

00:53:50.000 --> 00:53:57.000

So Laura, do you have resources to share that kind of use when talking teachers about AI detectors?

00:53:57.000 --> 00:54:07.000

It's currently a huge topic in my district. We have a great video on our YouTube that has me essentially folding an AI detector very easily at under 5 min.

00:54:07.000 --> 00:54:22.000

We also have a webinar that we did, back in the day where students were to, founders of proof of effort tools, Rumi and Cursive, we're able to fully fold 90% of the time AI detectors with a simple prompt.

00:54:22.000 --> 00:54:33.000

And so we definitely want to to have that like so I would suggest that there's a recent article or research that showed that architectures were only even at the best were only about 90% effective.

00:54:33.000 --> 00:54:40.000

And so there's a lot of good stuff around why we would not want to. Share that.

00:54:40.000 --> 00:54:51.000

So, I mean, I don't know if you can find that if you just search, I think if you just search AI for education, AI detector video, but I mean, if you can just look at that before we end up, that would be amazing.

00:54:51.000 --> 00:54:58.000

Throw in stuff at you right and left. But yeah, so we have some stuff on that. We, we are very strongly.

00:54:58.000 --> 00:55:07.000

AI detectors are not reliable. I, I say that in every single training that we do, and we believe that very, very seriously.

00:55:07.000 --> 00:55:14.000

And so that's simple. So similar to Julianne, Jill. Alan, there we go.

00:55:14.000 --> 00:55:26.000

Question. Okay, so the last thing I guess I'll say. There's the last question, I just say, Heba about this idea of certifications from universities on AI for education.

00:55:26.000 --> 00:55:32.000

Very early stages. We're definitely doing some work to build some seminars to master classes to graduate classes.

00:55:32.000 --> 00:55:43.000

So we can definitely keep in touch on that. But we're gonna see, I think that this universities are just now starting to build AI programs and certifications in general, especially Geneva.

00:55:43.000 --> 00:55:55.000

And so I think that there's it's still pretty early. So a lot of it's kind of self learning, but we were happy, we'll be sharing more of how we can support that self learning, but we were happy, we'll be sharing more of how we can support that self learning as well over the self learning as well over the next couple weeks.

00:55:55.000 --> 00:55:58.000

And so then the self learning as well over the next couple of. Self learning as well over the next couple of weeks.

00:55:58.000 --> 00:56:06.000

And so then the last thing is just the idea of a comeback and I'll bring up our slides for the day because we're gonna, and I'll get TREE to come back on and Amanda, the priest. I would like to see you as well, please.

00:56:06.000 --> 00:56:12.000

I know you're gonna be so thrilled about this. Is that there's that off there.

00:56:12.000 --> 00:56:42.000

You look very happy with me. She loves being the center of attention. You can tell. But we just really appreciate.

00:56:49.000 --> 00:56:53.000

Do you want to say anything about the process?

00:56:53.000 --> 00:56:57.000

Oh, you're on mute.

00:56:57.000 --> 00:57:13.000

This process has been amazing and it's just really highlighted for me like How little has been done so far and how much still remains to be done in these areas like special education and neuro divergence and things like that and how important it is to include.

00:57:13.000 --> 00:57:19.000

That subset of education when we are advocating, you know, for policy development and things like that.

00:57:19.000 --> 00:57:31.000

So it's been a great working with Ela. I've learned so much. I have so many ideas going forward for content, so watch this space because I'm sure we're going to continue to develop awesome stuff.

00:57:31.000 --> 00:57:32.000

So. Thank you.

00:57:32.000 --> 00:57:40.000

Awesome, man. It's actually, so Amanda did a hiring exercise and her higher actually she chose to do on, general AI and special education.

00:57:40.000 --> 00:57:47.000

So it was really great to have the I and special education. So it was really great to have the opportunity and now I'll go to TREA to be able to work with Ela on this piece.

00:57:47.000 --> 00:57:53.000

We have so appreciated the guidance, the the work that we did with you all with the people throughout past and everything that you've done.

00:57:53.000 --> 00:57:59.000

So I just want to say thank you for the opportunity to do this work. And if you'd like to kind of close us out.

00:57:59.000 --> 00:58:13.000

Yeah, thank you so much, Amanda and Amanda. It has been an incredible series and I think listening to you all reflect on it leads to my own reflections as well just thinking about kind of the power and the resources that can come out of these collaborations.

00:58:13.000 --> 00:58:23.000

So it's a really great partnership. With this series, I can't wait for the resources if you're interested any of our viewers and learning more about the educating all learners alliance.

00:58:23.000 --> 00:58:37.000

We have our website there educating all learners. Org feel free to reach out. We have over 140 fantastic partnerships and lots of resources all to support teachers in classrooms and students in classrooms.

00:58:37.000 --> 00:58:41.000

So thank you all so much and thank you for a great series.

00:58:41.000 --> 00:58:50.000

Awesome. Well, okay, the final word. Well, first of all, we couldn't do this without everyone that's part of our community and it's now that it's gotten larger.

00:58:50.000 --> 00:58:57.000

This, we have now had about a thousand people live across, I think it's more than a thousand people live across the 4 sessions.

00:58:57.000 --> 00:59:06.000

We just really, you know, at AI for education, we, the work we do is, for practitioners, like we, believe in the work that you're doing.

00:59:06.000 --> 00:59:11.000

We hope to help and to support the important work that's happening in every school that we can we can support.

00:59:11.000 --> 00:59:23.000

So we should really appreciate the work that you do. Across your own, whether you're an educator, a leader, and a tech professional nonprofit, or just someone that's really interested in how to support students with disabilities.

00:59:23.000 --> 00:59:26.000

So and thank you all for joining. All of these resources are available on the on the site. We will continue to support this work going forward.

00:59:26.000 --> 00:59:31.000

It's hope you all have a beautiful day wherever you are in the world and we hope to see you soon.

00:59:31.000 --> 00:59:42.000

Thanks everybody.