{"id":1495,"date":"2024-06-03T08:45:43","date_gmt":"2024-06-03T16:45:43","guid":{"rendered":"https:\/\/edtechuvic.ca\/ied336\/?p=1495"},"modified":"2024-06-06T10:14:30","modified_gmt":"2024-06-06T18:14:30","slug":"topic-6-technology-community-genai","status":"publish","type":"post","link":"https:\/\/edtechuvic.ca\/ied336\/2024\/06\/03\/topic-6-technology-community-genai\/","title":{"rendered":"Topic 4 \u2013 Technology &amp; Inquiry + Generative AI"},"content":{"rendered":"\n<p><span style=\"font-weight: 400\">We are fortunate that Trevor McKenzie,  and Rebecca Bathurst-Hunt<\/span>, <span style=\"font-weight: 400\">are educators in Victoria BC, have been kind enough to share with us <\/span>tips and guidance about how they use<span style=\"font-weight: 400\"> inquiry-based learning practice and assessment in their high school and kindergarten classes respectively. Both Trevor and Rebecca <\/span>strive to mindfully use technology to assist in creating authentic and differentiated<span style=\"font-weight: 400\"> inquiry learning experiences as well as incorporating Indigenous pedagogy <\/span>in their teaching practices<span style=\"font-weight: 400\">.&nbsp;<\/span><\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignright size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"795\" height=\"790\" src=\"https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/06\/gen-ai-workshop-logo.png\" alt=\"\" class=\"wp-image-4125\" style=\"width:241px;height:auto\" srcset=\"https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/06\/gen-ai-workshop-logo.png 795w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/06\/gen-ai-workshop-logo-300x298.png 300w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/06\/gen-ai-workshop-logo-150x150.png 150w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/06\/gen-ai-workshop-logo-768x763.png 768w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/06\/gen-ai-workshop-logo-600x596.png 600w\" sizes=\"auto, (max-width: 795px) 100vw, 795px\" \/><\/figure><\/div>\n\n\n<p>After a break, we will move on to the Generative AI portion of the class where we will explore ways Generative AI (GenAI) could potentially assist learners with idea generation, editing, multimedia creation and other learning tasks, and consider ethical considerations such as plagiarism, privacy and environmental concerns.  In the hands-on portion, we will explore GenAI tool usage and evaluate their outputs for accuracy and biases. <\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><b>Learning Objectives<\/b><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><span style=\"font-weight: 400\">Describe how the inquiry process can be implemented in your elementary or middle school classroom using a scaffolded approach using technology where appropriate<\/span><\/li>\n\n\n\n<li><span style=\"font-weight: 400\">Describe how the &#8220;See \ud83d\udc40, Think \ud83d\udcad, Wonder\u2753&#8221; technique could be used to facilitate guided inquiries as early as kindergarten<\/span><\/li>\n\n\n\n<li>Understand Generative AI: Define Generative AI and explain its relevance and potential applications in student research.<\/li>\n\n\n\n<li>Ethical Considerations: Discuss the ethical implications of using GenAI in academic work, including issues related to plagiarism, data privacy, and research integrity.<\/li>\n\n\n\n<li>Apply strategies such as prompt design, critical review of terms and conditions, and adjustments to privacy settings to address GenAI ethics and safety issues.<\/li>\n\n\n\n<li>Explore Use Cases: Identify specific use cases of different GenAI in academic settings, such as literature review, idea generation, and data analysis.<\/li>\n\n\n\n<li>Practical Applications: Demonstrate how to use Generative AI tools effectively for research purposes, including tips for generating useful outputs and refining queries.<\/li>\n\n\n\n<li>Evaluate Quality and Reliability: Teach participants how to critically evaluate the outputs of Generative AI tools, including assessing accuracy, relevance, and potential biases.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\"><b>Class Time<\/b><\/h2>\n\n\n\n<p><span style=\"font-weight: 400\">As you watch the following videos, please do the following:<\/span><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><span style=\"font-weight: 400\">Make note of the inquiry-based learning suggestions and tips that you think might be helpful to you in your grade level and in particular your practice as a language revitalization teacher.<\/span><\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Technology &amp; Inquiry<\/strong><\/h4>\n\n\n\n<p><a href=\"https:\/\/www.instagram.com\/tv\/CEF_rbvhBWf\/\"><span style=\"font-weight: 400\">The Habits of the Inquiry Teacher<\/span><\/a><span style=\"font-weight: 400\"><span style=\"font-weight: 400\"> (2-min Instragram Video)<\/span><\/span><\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter\"><a href=\"https:\/\/images.squarespace-cdn.com\/content\/v1\/5a36f91cbce1765b74b18ac1\/1519767528438-6A68IO7K8EKRYPIX2K4T\/ke17ZwdGBToddI8pDm48kBZw6jF4_OvU-ddo_vwqGhp7gQa3H78H3Y0txjaiv_0fDoOvxcdMmMKkDsyUqMSsMWxHk725yiiHCCLfrh8O1z5QPOohDIaIeljMHgDF5CVlOqpeNLcJ80NK65_fV7S1UdkFEsTPAlZXfxmj7cmUh6QA629hmdzxozp9me9n7i4U3WUfc_ZsVm9Mi1E6FasEnQ\/The+Four+Pillars+of+Inquiry.PNG?format=750w\"><img decoding=\"async\" src=\"https:\/\/images.squarespace-cdn.com\/content\/v1\/5a36f91cbce1765b74b18ac1\/1519767528438-6A68IO7K8EKRYPIX2K4T\/ke17ZwdGBToddI8pDm48kBZw6jF4_OvU-ddo_vwqGhp7gQa3H78H3Y0txjaiv_0fDoOvxcdMmMKkDsyUqMSsMWxHk725yiiHCCLfrh8O1z5QPOohDIaIeljMHgDF5CVlOqpeNLcJ80NK65_fV7S1UdkFEsTPAlZXfxmj7cmUh6QA629hmdzxozp9me9n7i4U3WUfc_ZsVm9Mi1E6FasEnQ\/The+Four+Pillars+of+Inquiry.PNG?format=750w\" alt=\"Four Pillars of Inquiry Based Learning - Explore a passion - Aim for a goal - Delve into your curiosities - Take on a new challange\" \/><\/a><\/figure><\/div>\n\n\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=Zoe-Il5Xoo0\"><span style=\"font-weight: 400\">The Four Pillars of Inquiry<\/span><\/a><span style=\"font-weight: 400\"><span style=\"font-weight: 400\"> (2 min)<\/span><\/span><\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Chapter 6: The Four Pillars of Inquiry\" width=\"676\" height=\"380\" src=\"https:\/\/www.youtube.com\/embed\/Zoe-Il5Xoo0?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<h4 class=\"wp-block-heading\">Inquiry in Rebecca Bathurst-Hunt&#8217;s Kindergarten Class<\/h4>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignright\"><a href=\"https:\/\/thecuriouskindergarten.files.wordpress.com\/2014\/10\/see-think-wonder-images.pdf\"><img loading=\"lazy\" decoding=\"async\" width=\"231\" height=\"300\" src=\"https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2022\/03\/see-think-wonder-231x300.png\" alt=\"See - Think - Wonder worksheet\" class=\"wp-image-3349\" srcset=\"https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2022\/03\/see-think-wonder-231x300.png 231w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2022\/03\/see-think-wonder-600x779.png 600w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2022\/03\/see-think-wonder.png 618w\" sizes=\"auto, (max-width: 231px) 100vw, 231px\" \/><\/a><figcaption class=\"wp-element-caption\">Photo: <a href=\"https:\/\/thecuriouskindergarten.blog\/2014\/10\/08\/see-think-wonder-developing-thinking-routines-in-the-classroom\">The Curious Kindergarten<\/a><\/figcaption><\/figure><\/div>\n\n\n<p>Rebecca Bathurst-Hunt, who is a kindergarten teacher at George Jay Elementry School in Victoria, BC often uses &#8220;See \ud83d\udc40, Think \ud83d\udcad, Wonder\u2753&#8221; exercises with her kindergarten learners to help them think more critically about the world around them. Rebecca typically does this by asking her learners to look closely at an object or an idea and then encourages them to ask themselves:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>What do you <strong>see<\/strong>?<\/li>\n\n\n\n<li>What do you <strong>think<\/strong> about that?<\/li>\n\n\n\n<li>What does it make you <strong>wonder<\/strong>?<\/li>\n<\/ul>\n\n\n\n<p>Rebecca typically uses <a href=\"https:\/\/thecuriouskindergarten.files.wordpress.com\/2014\/10\/see-think-wonder-images.pdf\" target=\"_blank\" rel=\"noopener\">paper worksheets and clipboards<\/a> for her young learners so that they can easily go outside to conduct inquiries in nature as well as in the classroom. As most of her learners are not yet writing, she encourages them to draw on their worksheets, and then Rebecca assists by writing a summary of the learners&#8217; stated thoughts on the form.<\/p>\n\n\n\n<p>The video below uses the &#8220;See, Think, Wonder&#8221; technique with Google Slides rather than paper and clipboard, but the concept is the same no matter what media you choose to use as an instructor.<\/p>\n\n\n\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=wI5GqkHDU9I\" target=\"_blank\" rel=\"noopener\">&#8220;See, Think, Wonder&#8221;: A Visual Thinking Strategy using Google Slides<\/a> (2 min)<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"&quot;See, Think, Wonder&quot;: A Visual Thinking Strategy using Google Slides\" width=\"676\" height=\"380\" src=\"https:\/\/www.youtube.com\/embed\/wI5GqkHDU9I?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<p>Using the <a href=\"https:\/\/thecuriouskindergarten.files.wordpress.com\/2014\/10\/see-think-wonder-images.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">See, Think, Wonder form<\/a>, reflect on the image below:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>What do you <strong>see<\/strong>?<\/li>\n\n\n\n<li>What do you <strong>think<\/strong> about that?<\/li>\n\n\n\n<li>What does it make you <strong>wonder<\/strong>?<\/li>\n<\/ul>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"900\" height=\"591\" src=\"https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/06\/Killer_Whales_Hunting_a_Seal.jpg\" alt=\"\" class=\"wp-image-4109\" srcset=\"https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/06\/Killer_Whales_Hunting_a_Seal.jpg 900w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/06\/Killer_Whales_Hunting_a_Seal-300x197.jpg 300w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/06\/Killer_Whales_Hunting_a_Seal-768x504.jpg 768w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/06\/Killer_Whales_Hunting_a_Seal-600x394.jpg 600w\" sizes=\"auto, (max-width: 900px) 100vw, 900px\" \/><figcaption class=\"wp-element-caption\"><em><a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Killer_Whales_Hunting_a_Seal.jpg\" target=\"_blank\" rel=\"noreferrer noopener\">Callan Carpenter<\/a>, CC BY-SA 4.0, via Wikimedia Commons<\/em><\/figcaption><\/figure>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Can you think of ways this type of activity could be helpful to your learners? <\/li>\n\n\n\n<li>What are some pros and cons of using  See, Think, and Wonder activities?<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Inspirational Inquiry-Based Learning Sketchnotes<\/h4>\n\n\n\n<p>Please skim through Trevor&#8217;s wonderful Inquiry-Based learning <a href=\"https:\/\/www.trevormackenzie.com\/exclusive-sketchnotes\/\"><span style=\"font-weight: 400\">Sketchnotes<\/span><\/a>. <span style=\"font-weight: 400\">Trevor uses them to help scaffold the inquiry process for both learners and their parents. As you review the sketchnotes, ask yourself the following questions:<\/span><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><span style=\"font-weight: 400\">Which sketchnotes do you think would be most helpful for your future learners given the grade level you hope to teach?<\/span><\/li>\n\n\n\n<li><span style=\"font-weight: 400\"> At which points in their inquiry process would they be most helpful?<\/span><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Now  Let&#8217;s Talk About Generative AI<\/h2>\n\n\n\n<p>Traditional AI systems recognize patterns and make predictions, like Spotify recommending your next song or a text message predicting the next word. Generative AI uses a type of deep learning called&nbsp;<a href=\"https:\/\/developers.google.com\/machine-learning\/gan\/gan_structure\" target=\"_blank\" rel=\"noreferrer noopener\">Generative Adversarial Networks&nbsp;<\/a>(GAN) to create new content. A GAN consists of two neural networks: a generator that creates new data and a discriminator that evaluates the data. The generator and discriminator work together, with the generator improving its outputs based on the feedback it receives from the discriminator until it generates content that approaches something that meets the need identified in the prompt.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>ChatGPT<\/strong><\/h3>\n\n\n\n<p>Of all the examples of AI in this category, ChatGPT, from the company&nbsp;<a href=\"https:\/\/openai.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">OpenAI&nbsp;<\/a>is by far the most widely known. ChatGPT was built using Large Language Learning models to mimic human language, an extension of the same technology used to predict the text you need to finish a sentence or a word while texting on your phone or writing a sentence in Word. It was trained on vast amounts of data from the Internet prior to 2021 and also by using humans to interact with it and score its responses. Part of the innovation with this tool is that it\u2019s capable of remembering and weighing the importance of ongoing prompts from a user&nbsp;<a href=\"https:\/\/platform.openai.com\/tokenizer\" target=\"_blank\" rel=\"noreferrer noopener\">using tokens&nbsp;<\/a>and refining its answers.&nbsp;In three months the number of registered users went from zero to over 100 million, an adoption speed never seen before in the industry.<\/p>\n\n\n\n<p>But Generative AI produces content, not facts:<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"757\" src=\"https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/03\/chatGPT-1024x757.png\" alt=\"\" class=\"wp-image-3988\" srcset=\"https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/03\/chatGPT-1024x757.png 1024w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/03\/chatGPT-300x222.png 300w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/03\/chatGPT-768x568.png 768w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/03\/chatGPT-600x444.png 600w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/03\/chatGPT-945x699.png 945w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/03\/chatGPT.png 1352w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption class=\"wp-element-caption\">from ChatGPT and Edward Rushton, January 2023<\/figcaption><\/figure>\n\n\n\n<p>Above is an example where someone asked, \u201cWho are the two black presidents of the US?\u201d. And ChatGPT responded \u201cBarack Obama \u2026 and the second black president was\u2026 Donald Trump\u201d. And when it was asked \u201cAre you sure Donald Trump is black?\u201d it responds with \u201cNo, I made a mistake, Donald Trump is white\u201d and then in the very same paragraph says again \u201cTrump was the second black president\u201d.<\/p>\n\n\n\n<p>So what are the limitations of ChatGPT and Generative AI tools in general?<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Large Language Models don\u2019t understand the meaning of the text \u2013 they\u2019re processing language.&nbsp;<\/li>\n\n\n\n<li>They don\u2019t discriminate between sources of information \u2013 you get the fake news along with the rest. ChatGPT 3.5 was trained on information pre 2021 that may be outdated or completely incorrect.&nbsp;<\/li>\n\n\n\n<li>They can generate biased, discriminatory or offensive text \u2013 they have some filters but no ability to think critically about the content and little understanding of context.<\/li>\n\n\n\n<li>They have a bias towards English and Western forms of expression and knowledge \u2013 the source of most of its training data. &nbsp;<\/li>\n\n\n\n<li>About 10-20% of what they produce is not a result of their training \u2013 it\u2019s called &#8220;making stuff up&#8221; or hallucination. It just makes it up by predicting what might be possible given the data they have in hand.<\/li>\n\n\n\n<li>The output can be very bland and formulaic. Large language models tend to rely heavily on commonly used phrases and sometimes repeat cliches and common misconceptions. The result is homogeneous, lacking in local and cultural specificity and without critical insight.<\/li>\n\n\n\n<li>They\u2019re not equally available \u2013 OpenAI has confirmed their intention to keep a version of the tool available for free for now, but they\u2019ve also added a tiered service, where paid users have priority access to enhanced capabilities.&nbsp;<\/li>\n\n\n\n<li>There is an environmental cost to using this much computational capacity. Data centers can consume huge amounts of power and create heat. In Virginia USA, the data center hub of the world, only 1% of electricity comes from renewable sources (Dhar, 2020).<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Other AI Tools<\/strong><\/h3>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignright size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"616\" src=\"https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/03\/soundraw-1024x616.png\" alt=\"\" class=\"wp-image-3989\" style=\"width:422px;height:auto\" srcset=\"https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/03\/soundraw-1024x616.png 1024w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/03\/soundraw-300x181.png 300w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/03\/soundraw-768x462.png 768w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/03\/soundraw-600x361.png 600w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/03\/soundraw-945x569.png 945w, https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/03\/soundraw.png 1391w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption class=\"wp-element-caption\"><em>AI powered music generator Soundraw<\/em><\/figcaption><\/figure><\/div>\n\n\n<p>In addition to generating text, there are also many Generative AI tools capable of generating images, sound, music and video based on text prompts. These vary widely in the quality of their outputs and ease of use but all are similarly trained on huge amounts of data, much of it gathered indiscriminately from the Internet. Like ChatGPT, they can quickly generate content in minutes that might otherwise take many hours and specialized skills to produce. But again, the quality and accuracy of their outputs are mixed. And there are practical, ethical and legal problems with training a machine learning system on data with few, if any, filters.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>AI in Other Tools<\/strong><\/h3>\n\n\n\n<p>Many tools have incorporated AI components to their tools to offer powerful assistance and personalized learning to learners and creators. For example:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/openai.com\/customer-stories\/khan-academy\" target=\"_blank\" rel=\"noreferrer noopener\">Khan Academy<\/a>&nbsp;uses GPT-4 to power Khanmigo, a tool that functions as both a virtual tutor for students and a classroom assistant for teachers.<\/li>\n\n\n\n<li><a href=\"https:\/\/www.canva.com\/newsroom\/news\/safe-ai-in-the-classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\">Canva<\/a>&nbsp;uses OpenAI\u2019s large language models behind Magic Write, a tool to help creators develop text for their graphics.<\/li>\n\n\n\n<li><a href=\"https:\/\/openai.com\/customer-stories\/duolingo\" target=\"_blank\" rel=\"noreferrer noopener\">Duolingo<\/a>&nbsp;uses GPT-4 to run Roleplay, an AI conversation partner that practices real-world conversation skills with learners, and Explain My Answer, which learners can use to gather a deeper understanding of their mistakes.<\/li>\n\n\n\n<li><a href=\"https:\/\/press.edx.org\/edx-debuts-two-ai-powered-learning-assistants-built-on-chatgpt\" target=\"_blank\" rel=\"noreferrer noopener\">edX<\/a>&nbsp;uses GPT4 and GPT3.5 to support digital tools that deliver real-time academic support and course discovery assistance to online learners.<\/li>\n<\/ul>\n\n\n\n<p><em>Source: OpenAI (2023)<\/em><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Ethical Considerations &amp; Academic Integrity<\/strong><\/h3>\n\n\n\n<p>So how does the use of these tools challenge our understanding of \u2018original work\u2019 in education? What do we need to consider as we think about using them in our own work?<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignright size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"512\" src=\"https:\/\/edtechuvic.ca\/ied336\/wp-content\/uploads\/sites\/18\/2024\/03\/CLT1-1536x768-1-1024x512.jpg\" alt=\"Working memory to Long-Term Memory graphic\" class=\"wp-image-3990\" style=\"width:571px;height:auto\" \/><\/figure><\/div>\n\n\n<p>Think back to our discussion in class about Cognitive Load Theory. Using Generative AI is a type of cognitive offloading \u2013 it can be used to offload certain tasks that take up space in working memory. But is it good offloading or bad offloading? This is&nbsp;<strong>the<\/strong>&nbsp;question for both educators and learners. Without the rehearsal involved in developing and practicing new knowledge, nothing is encoded in long-term memory. On the other hand, Generative AI can remove barriers that are irrelevant to the learning task, that take up space in working memory and get in the way of deeper thinking. So whenever you use these tools both as a learner and as a teacher you have to grapple with whether or not this offloading is good i.e., removing barriers to deeper learning \u2013 or bad, i.e. interrupting the learning process. The best place to start is by looking at the learning outcomes.<\/p>\n\n\n\n<p>Another ethical consideration is the source of the platform\u2019s training data. The data that many of these tools are built on includes work that was copyright protected. Text, images and video which were not in the public domain are incorporated, however minutely, into the outputs of these tools. In January 2023, three artists filed a copyright infringement lawsuit against&nbsp;<a href=\"https:\/\/en.wikipedia.org\/wiki\/Stability_AI\">Stability AI<\/a>, Midjourney, and&nbsp;<a href=\"https:\/\/en.wikipedia.org\/wiki\/DeviantArt\">DeviantArt<\/a>, claiming that these companies have infringed the rights of millions of artists by training AI tools on five billion images scraped from the web without the consent of the original artists. In September 2023, the New York Times filed suit against OpenAI, creators of ChatGPT, for using their content as training data without attribution or payment.<\/p>\n\n\n\n<p>Current copyright law does not recognize the right of the person who wrote the prompt to ownership of the content generated by an AI tool. Effectively these are copyright-free as the courts work out who owns the intellectual property generated by these tools. So, submitting confidential or important information or original creative work to these systems while ownership and privacy is unclear could be a very bad idea.<\/p>\n\n\n\n<p>Educational institutions are developing policies around academic integrity and assessment design in the wake of the proliferation of these tools. Like many institutions, UVic\u2019s&nbsp;<a href=\"https:\/\/www.uvic.ca\/students\/academics\/academic-integrity\/index.php\" target=\"_blank\" rel=\"noreferrer noopener\">definition of Academic Dishonesty<\/a>&nbsp;includes \u201cUsing work prepared in whole or in part by someone else (e.g., commercially prepared essays) and submitting it as your own.\u201d Most post-secondary institutions (including UVic) currently consider AI-generated content as \u2018work prepared by someone else\u2019.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">How to Cite the Use of Generative AI in Your Work<\/h3>\n\n\n\n<p>So how do you acknowledge the use of these tools in your work? If you have permission to use Generative AI tools in your work, citations are critically important. Citation standards, such as MLA and APA have improved but need more work to catch up with AI-generated content.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Use Cases for AI Tools<\/strong><\/h3>\n\n\n\n<p>Given the abilities, limitations and ethical considerations, how might you use ChatGPT and other similar AI tools in your own learning and teaching?&nbsp;You can use it to offload some of the cognitive work involved in certain tasks as long as it doesn\u2019t interfere with the core learning outcomes or erase your own voice and ideas.<\/p>\n\n\n\n<p>For example:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Brainstorm ideas.<\/strong>&nbsp;If you\u2019re having trouble coming up with topic ideas, it can suggest ones that you may not have considered yet.<\/li>\n\n\n\n<li><strong>Develop a first draft.&nbsp;<\/strong>As we just saw, the output can\u2019t be trusted on its own, but it can help a writer take the first step toward starting a project by suggesting areas to investigate.<\/li>\n\n\n\n<li><strong>Generate arguments to counter.&nbsp;<\/strong>You can use ChatGPT to provide a list of counterarguments to your thesis statement that you can then refute in your paper.<\/li>\n\n\n\n<li><strong>Check grammar and spelling.&nbsp;<\/strong>AI can quickly scan a piece of writing and give feedback on the technical aspects of writing.<\/li>\n\n\n\n<li><strong>Generate resource lists.&nbsp;<\/strong>It can speed up research and resource gathering for a project by quickly providing a list of resources. (Keeping in mind that it\u2019s drawing on data pre-2021 and makes stuff up 10-20% of the time.)<\/li>\n\n\n\n<li><strong>Generate simple explanations for complex topics.<\/strong>&nbsp;It can be time-consuming and difficult to wade through a lot of information on a topic that\u2019s new to you. ChatGPT can summarize and provide plain language explanations (although these may not be 100% accurate).<\/li>\n\n\n\n<li><strong>Write and debug code.&nbsp;<\/strong>While most programmers find it not very useful for large, complex pieces of code it can speed up development time by producing short pieces of code that can be integrated into a larger project.<\/li>\n\n\n\n<li><strong>Create content in multiple languages.<\/strong><\/li>\n\n\n\n<li><strong>Generate case studies and simulated conversations.&nbsp;<\/strong>As we saw in the example from Breen, this is still a new and developing use.<\/li>\n<\/ul>\n\n\n\n<p>Essentially, text generation tools are good for first drafts, brainstorming, augmenting your research and building a foundation or a scaffold for your work. But when they\u2019re used to avoid the work involved in building foundational knowledge or skills they can inhibit learning and lead to academic integrity problems.<\/p>\n\n\n\n<pre class=\"wp-block-code\"><code>Huge thanks to Dr. Mary Watt for her excellent Creative Commons licensed <a href=\"https:\/\/edtechuvic.ca\/edci337\/2023\/12\/04\/module-5-generative-ai-and-evaluating-content-and-tools-for-learning-mar-17-30\/\" target=\"_blank\" rel=\"noreferrer noopener\">Artificial Intelligence blog post<\/a> (2023) from her UVic <a href=\"https:\/\/edtechuvic.ca\/edci337\/\" target=\"_blank\" rel=\"noreferrer noopener\">EDCI 337 - Multimedia and Online Learning<\/a> course which was the starting point for the GenAI instructional portion of today's Topic.<\/code><\/pre>\n\n\n\n<h2 class=\"wp-block-heading\">Hands-on Lab Time<\/h2>\n\n\n\n<p>Now we will get hands-on with Generative AI. <\/p>\n\n\n\n<pre class=\"wp-block-code\"><code><strong>NOTE: The activities below ask you to use the Microsoft CoPilot GenAI tool with your UVic login credential for the activies, but please use the <a href=\"https:\/\/www.perplexity.ai\/\" target=\"_blank\" rel=\"noreferrer noopener\">Perplexity.ai GenAI<\/a> tool instead.<\/strong> <strong>Perplexity.ai does not require you to login and is more likely to be a tool you could use in your own classroom (after you get permission from your School District technology coordinator).<\/strong><\/code><\/pre>\n\n\n\n<p>Let&#8217;s dive in:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/uviclibraries.github.io\/gen-ai-research\/1-prompt-ideas.html\" target=\"_blank\" rel=\"noreferrer noopener\">Prompt Design &amp; Idea Generation<\/a> (Please use <strong><a href=\"https:\/\/www.perplexity.ai\/\" target=\"_blank\" rel=\"noreferrer noopener\">Perplexity.ai<\/a><\/strong>, not CoPilot)<\/li>\n\n\n\n<li><a href=\"https:\/\/uviclibraries.github.io\/gen-ai-research\/3-critial-review.html\" target=\"_blank\" rel=\"noreferrer noopener\">Critically Evaluate GenAI Outputs<\/a> (Please use <strong><a href=\"https:\/\/www.perplexity.ai\/\" target=\"_blank\" rel=\"noreferrer noopener\">Perplexity.ai<\/a><\/strong>, not CoPilot)<\/li>\n<\/ol>\n\n\n\n<h3 class=\"wp-block-heading\">GenAI to assist you as a Teacher?<\/h3>\n\n\n\n<p>Open up the <a href=\"https:\/\/www.perplexity.ai\/\" target=\"_blank\" rel=\"noreferrer noopener\">Perplexity.ai Generative AI<\/a> tool and then ask it the following questions (along with some of your own if you like):<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>What are the pros and cons of education technology in K-12 classrooms?<\/li>\n\n\n\n<li>Why is my education technology professor asking me to blog?<\/li>\n\n\n\n<li>What are the key issues in primary education in Canada over the next 10 years?<\/li>\n\n\n\n<li>Write a country song about teacher candidates using technology for teaching.<\/li>\n\n\n\n<li>As a new teacher, what are the most important things I need to know to start my career in a successful way?<\/li>\n\n\n\n<li>Provide a rubric for a short story assignment for grade three students.<\/li>\n\n\n\n<li>Write a lesson plan for The BC Ministry of Education, Physical and Health education, <a href=\"https:\/\/curriculum.gov.bc.ca\/sites\/curriculum.gov.bc.ca\/files\/curriculum\/physical-health-education\/en_physical-health-education_k-9.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">physical literacy standards for kindergarten students<\/a>.<\/li>\n\n\n\n<li>Write me a lesson plan for&#8230; [a topic\/subject that you&#8217;re familiar with]<\/li>\n\n\n\n<li>Rewrite the following email to make it more friendly and encouraging: Dear Students, It has come to my attention that punctuality has become a recurring issue for several of you. Let me be clear: arriving late to class is unacceptable as it disrupts not only your learning but also that of your peers. Every interruption from a late arrival steals valuable time from the entire class. I expect every student to be in the classroom ready to learn at the designated start time. Failure to do so moving forward will be noted and may reflect on your participation grade. Consider this email a final reminder to adjust your schedules accordingly. Let\u2019s all show respect for each other&#8217;s time and effort by being prompt. Regards,<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Can we Use GenAI for Student Assignments in British Columbia?<\/h3>\n\n\n\n<p>BC Privacy legislation makes it difficult to get permission use cloud based tools that require students to sign up with personally identifying information without a thorough privacy review process undertaken typically to a School District Educational Technology Corrdinator. Tools like Preplexity.ai would probably be easier and quicker to do a privacy review on because they currently don&#8217;t require a login to use.<\/p>\n\n\n\n<p>In groups of 3 or 4 please discuss the following:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>How do we ensure students&#8217; informal (or non-permitted) use of GenAI on assignments does not create inequities?<\/li>\n\n\n\n<li>Does the use of GenAI short circuit learning objectives?<\/li>\n\n\n\n<li>Do you see any potential uses of GenAI to help you in language revitalization instruction and learning (assuming the tool you want to use passes a privacy review)?<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Learning Pod Time &amp; Homework<\/h2>\n\n\n\n<p>Write your Weekly blog post to document your learning in class and to document progress on your inquiries.<\/p>\n\n\n\n<p>Please use two or more of the following prompts (or make your own critical evaluation of these topics or technologies):<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Critically reflect on the pros and cons of using Inquiries or See, Think, Wonder activities your classroom.<\/li>\n\n\n\n<li>How do we ensure students&#8217; informal (or non-permitted) use of GenAI on assignments does not create inequities?<\/li>\n\n\n\n<li>Does the use of GenAI short circuit learning objectives?<\/li>\n\n\n\n<li>Do you see any potential uses of GenAI to help you in language revitalization instruction and learning?<\/li>\n\n\n\n<li>How can we help our students learn about biases built into GenAI tools?<\/li>\n<\/ol>\n\n\n\n<p>Include the following:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Include an image, video, or other media in your blog post that supports your reflection blog text.<\/li>\n\n\n\n<li>Submit your blog post to the class BrightSpace website.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Other GenAI for K12 Resources:<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.commonsense.org\/education\/articles\/chatgpt-and-beyond-how-to-handle-ai-in-schools\" target=\"_blank\" rel=\"noreferrer noopener\">ChatGPT and Beyond: How to Handle AI in Schools<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.sd67.bc.ca\/apps\/pages\/DesigningforAI\" target=\"_blank\" rel=\"noreferrer noopener\">Designing Instruction &amp; Assessments<\/a> (SD 67)<\/li>\n\n\n\n<li><a href=\"https:\/\/www.oregon.gov\/ode\/educator-resources\/teachingcontent\/Documents\/ODE_Generative_Artificial_Intelligence_(AI)_in_K-12_Classrooms_2023.pdf\">Generative Artificial Intelligence in K-12<\/a> Classrooms (Oregon Department of Education) <\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>We are fortunate that Trevor McKenzie, and Rebecca Bathurst-Hunt, are educators in Victoria BC, have been kind enough to share with us tips and guidance about how they use inquiry-based learning practice and assessment in their high school and kindergarten&#8230; <a class=\"more-link\" href=\"https:\/\/edtechuvic.ca\/ied336\/2024\/06\/03\/topic-6-technology-community-genai\/\">Continue Reading &rarr;<\/a><\/p>\n","protected":false},"author":11,"featured_media":393,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_s2mail":"yes","footnotes":""},"categories":[19],"tags":[],"class_list":["post-1495","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-rich"],"_links":{"self":[{"href":"https:\/\/edtechuvic.ca\/ied336\/wp-json\/wp\/v2\/posts\/1495","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edtechuvic.ca\/ied336\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/edtechuvic.ca\/ied336\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/edtechuvic.ca\/ied336\/wp-json\/wp\/v2\/users\/11"}],"replies":[{"embeddable":true,"href":"https:\/\/edtechuvic.ca\/ied336\/wp-json\/wp\/v2\/comments?post=1495"}],"version-history":[{"count":65,"href":"https:\/\/edtechuvic.ca\/ied336\/wp-json\/wp\/v2\/posts\/1495\/revisions"}],"predecessor-version":[{"id":4150,"href":"https:\/\/edtechuvic.ca\/ied336\/wp-json\/wp\/v2\/posts\/1495\/revisions\/4150"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/edtechuvic.ca\/ied336\/wp-json\/wp\/v2\/media\/393"}],"wp:attachment":[{"href":"https:\/\/edtechuvic.ca\/ied336\/wp-json\/wp\/v2\/media?parent=1495"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/edtechuvic.ca\/ied336\/wp-json\/wp\/v2\/categories?post=1495"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/edtechuvic.ca\/ied336\/wp-json\/wp\/v2\/tags?post=1495"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}