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AI in Schools: Cheater or Tutor? | Paul Matthews | TEDxHobart — Transcript

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0:00[Music]
0:04[Applause]
0:04[Music]
0:10I want to introduce you to Jess a year n
0:13student from right here in Hobart now
0:16Jess is a lovely girl but unfortunately
0:18she really struggles at school you see
0:21Jess struggles with the basics things
0:23like reading and writing math she gets a
0:27report card home every year and on it it
0:29says she's a approaching the standard
0:30but in reality Jess is falling further
0:34and further behind with each passing
0:36year she really struggles to do her
0:38classwork she hates putting up her hand
0:40all the time and asking for help and
0:42well because her teachers got 28 other
0:44students in the
0:45room Jess is slipping between the
0:48cracks now friends the thing about
0:50Jess's situation is that it's entirely
0:54preventable Jesse is struggling right
0:56now but we could actually get her to be
0:58a high achiever before the years
1:00out the research shows us that all we
1:03really need for
1:04Jess is one-on-one full-time support
1:08that's all we need Jess needs a tutor
1:11right so if we were able to put our
1:13wallets together our heads together
1:15maybe we launch a crowdfunding campaign
1:18we can get the $80,000 necessary to get
1:20Jess a full-time tutor and that's going
1:23to change the shape of her education
1:25even her life forever
1:30the only catch with that
1:31plan is that in Tasmania Jess's
1:34struggles struggling with the basics
1:37well they're actually really common so
1:39if we zoom out from the person and we
1:41look at the whole problem actually we
1:42don't need to raise $80,000 we need to
1:45raise $80,000 lots of
1:48$80,000 and I actually I don't fancy our
1:51chances of raising 6.4 billion dollars
1:54in our crowdfunding
1:56campaign so while a one-on-one tter full
1:59time support for each of our Tasmanian
2:01students well it would reverse the
2:03fortunes of our struggling education
2:06system it's unfortunately just not
2:08possible this can't be done but what I'm
2:11here to tell you today friends is that
2:12in a world infused with artificial
2:14intelligence we can get many of those
2:16same benefits for our students right now
2:20and today I'm going to show you how so
2:22my name is Paul Matthews and I'm
2:24passionate about helping students
2:26teachers and school communities not just
2:28survive but thrive in a world infused
2:31with artificial
2:32intelligence so education is in My DNA
2:35I'm a third generation
2:38teacher and now I help students teachers
2:41and school communities thrive in an AI
2:43world and I do that as a
2:45speaker I do that as a consultant and I
2:48do that as CEO of my teacher a a tech
2:51company aimed at bringing userfriendly
2:53Ai and putting it in the hands of every
2:56teacher so as you can see I'm really
2:58sold on the possib abilities of AI and
3:02education perhaps as you come here
3:04though you're not
3:06sold perhaps you're a bit of an AI
3:09skeptic maybe you're even a tech skeptic
3:11in general you know you not always
3:13looking up the reviews on the latest
3:15phones you're not buying the newest
3:17watches maybe although you don't
3:19publicize it too widely you think you'll
3:20get through your life just fine without
3:22a smart
3:28fridge if that's you I want to tell you
3:31that even you friend even you should be
3:33excited about artificial intelligence
3:35and education and here's a key idea I
3:37want you to grab this you should be
3:39excited about Ai and education because
3:41the impact is much more exciting than
3:42the tech the impact is more exciting
3:45than the tech the technology things like
3:46large language models and machine
3:49learning neural networks if you don't go
3:51in for that sort of thing that's fine
3:52don't worry about that because I know
3:54what does get you
3:55excited seeing Jess and the tens of
3:59thousands of Tasmanian students like her
4:01succeed at school see friends if you get
4:04excited at seeing Tasmanian students get
4:07better grades have more fun at school
4:10and Foster a love of lifelong learning
4:11then let me tell you you should be
4:13excited about artificial intelligence
4:15and
4:16education so let me show you one of the
4:18key pieces of research that undergirds
4:21my optimism for AI and education so the
4:24idea that we could take a struggling
4:26student and help turn them into a high
4:29achiever
4:30that's not just a nice sounding idea
4:32it's actually based on one of the
4:33seminal pieces of educational research
4:35to come out of the 20th century now in
4:381984 Professor Benjamin Bloom he
4:40published a paper called the two Sigma
4:43problem now in this paper he set out to
4:46find how effective different kinds of
4:49teaching was so he compared a
4:52conventional class with people who were
4:54cheed oneon-one now a conventional class
4:58it's what I had it's probably what you
5:00had it's where there's one teacher and
5:0220 or 30 students right and what did
5:06Benjamin Bloom find when he compared his
5:08conventional class to one-on-one tuted
5:10students well this is what he found and
5:13you can see it on the graph right there
5:14that normally distributed bell curve
5:16that was a conventional class it's
5:19exactly what you'd expect to
5:21see but you can see the curve that's
5:24pushed up to the higher end of the
5:26scale that's the performance of the
5:28tuted
5:30students as you can see the tuted
5:32students it made an eyew watering
5:34difference for them let me give you two
5:37pieces of data to put legs on
5:40that first of all if you're at the
5:43average tuted student just dead average
5:45middle of the cohort you fell above
5:4998% of the conventional class that's an
5:52eyeing
5:53difference second of
5:55all students who were chewed
5:58one-on-one on a standardized test they
6:02perform two standard deviations higher
6:04than the conventional
6:06class so as you can see here oneon-one
6:08tutoring it makes an eye watering
6:11lifechanging two standard deviation
6:14difference in a student's
6:16life now for those of you who've got
6:18your Math's hat on you'll know that a
6:20standard deviation in the math
6:21literature is called a sigma it's called
6:24a sigma and that's why this paper was
6:26entitled the two Sigma problem right two
6:29standard deviation increase in learning
6:32two
6:33Sigma but the real question here is why
6:35was it called the two Sigma
6:38problem what's the big problem with
6:40getting people so much
6:43learning well friends the problem is we
6:47just can't get those eye watering
6:50lifechanging two standard deviation
6:53differences for all our students we just
6:54don't have the
6:55resources so unfortunately for Jess and
6:58the tens and thousands of Tasmanian
7:00students like her the hypothetical
7:02benefits of that kind of approach well
7:03they remain just that
7:06hypothetical that's a two Sigma
7:10problem but what I'm here to tell you
7:12today friends is that in a world infused
7:15with artificial intelligence the two
7:18Sigma problem has become a two Sigma
7:21possibility we can use artificial
7:23intelligence right now to put students
7:25in a more tailored personalized feedback
7:28Rich environment than ever
7:31before of course when AI first came out
7:34or at least when it hit the mainstream
7:35in November
7:372022 the dominant narrative was that
7:39students would use it to cheat I wonder
7:41if you heard that one I certainly I was
7:43in a school at the time Educators were
7:45running around lighting their hair on
7:46fire this is the end of Education this
7:48is the death of learning they
7:50said and because of that knee-jerk fear
7:54response well people just didn't
7:57see that actually AI might be exactly
8:00what we need for our tied teachers and
8:02our struggling students see people just
8:05didn't pick up on the fact that maybe we
8:07could use this new technology to put our
8:09students in a more tailored personalized
8:11feedback-rich environment than ever
8:13before possible of course AI could be
8:16bad of course it could be used poorly
8:19but it could also be fantastic it could
8:21also be just what we need and that's why
8:23I'm working as hard as I can to make
8:25sure AI is a benefit and a blessing to
8:27our students and our teachers
8:31so today friends I want to give you
8:32three simple strategies that we can put
8:34into place right now that will have a
8:37huge impact on Jess and the tens of
8:40thousands of Tasmanian students like
8:43her now the interesting thing you'll
8:45note about these strategies is they're
8:46not brand new ideas they're not big
8:49Innovations they're actually things
8:50teachers have been doing for a really
8:52long time they're things that I did in
8:53my classroom before
8:56AI it's a little bit of a window into my
8:58vision for artificial intelligence in
9:01education it's not about brand new ideas
9:03it's about doing the basics better with
9:06the AI doing the things that we know
9:08work more often for more of our
9:11students and that's exactly what you're
9:13going to see in these three simple
9:15strategies now you know when you engage
9:18with AI and you ask it to do something
9:21for you that's called a prompt now I've
9:24written up prompts for these three
9:26simple strategies that will have a huge
9:27impact they didn't fit on my slide
9:30so you'll note on my last slide I've
9:31actually got a QR code there what I want
9:34you to do when that comes up if you're
9:35able to scan that that'll be on the last
9:37slide you'll be able to download my
9:39ebook that contains a simple framework
9:41for how you can use AI as well as the
9:44prompts for these three simple
9:47strategies so let's dive in now and have
9:50a look at some simple strategies that
9:51will have a huge impact for Jess and the
9:53tens of thousands of Tasmania students
9:55like her the first one is text
9:58differentiation now that's it's a big
10:00phrase but what it means is the teacher
10:03adjusting the readability of a text
10:06maybe reducing the length or the
10:08complexity for people in the class who
10:10don't read so well that's text
10:13differentiation because you see friends
10:15in Jess's year n class there are people
10:18reading at a grade n level and that's
10:20good there are some people who are
10:21reading at a grade seven
10:23level some at a grade five
10:26level some at a grade three level
10:30so if the teacher is handing everyone
10:32the same worksheet and asking them to
10:33read it that's what I like to call the
10:34spray and pray approach you're just
10:36spraying out the same resource to
10:37everyone and you're just praying they
10:39can read
10:41it in a world infused with AI we can do
10:44a lot better for our Learners right now
10:46it really is as simple as a teacher
10:48taking the text that they're going to
10:50read in class you plug that into an AI
10:53tool like chat GPT or my teacher ID and
10:56you say can you please reduce the length
10:58of comple and complexity of
11:00this so they bump it down from a grade
11:02N9 level to a grade seven level say can
11:04you please reduce the length and
11:06complexity further bumps it down to a
11:08grade five level please reduce this to
11:10six simple dot points you've got your
11:13grade three version right there it has
11:16never been easier to make sure every
11:19Learner in our classroom can read what
11:22we're asking them to read that's a
11:25simple strategy but friends it will have
11:26a huge impact it's not a brand new idea
11:29just doing the basics better with
11:32AI the second
11:34strategy that we can put in place it
11:36will have a huge impact is called
11:38retrieval practice let me unpack what
11:40that means we used to think that
11:43teaching a student was all about what
11:44you could put in their head it's like
11:46stuffing a sleeping bag into a sack just
11:48got to put that knowledge in
11:51there what we're realizing now is it's
11:53not so much about what you can put in
11:55although that's really important it's
11:56also really important to draw it out as
11:58well you got to draw that knowledge out
12:00of the student's head and that process
12:02of drawing it out that's called
12:03retrieval practice you see much like a
12:06student needs to practice an instrument
12:08or a sport they actually need to
12:09practice their knowledge as well now
12:13teachers have always used a really
12:14simple quiz for this we use a quiz so
12:16you read something and you get quizzed
12:17on it great way to practice your
12:19knowledge we just don't do it that often
12:21because well those quizzes take a long
12:23time to
12:25create what we can do now using AI we
12:28can allow students to practice their
12:30knowledge without the huge time penalty
12:32on the teachers it really is as simple
12:34as taking the text that you're reading
12:36or the transcript of the YouTube video
12:38that you're looking
12:39at you plug it into an AI tool like chat
12:42GPT or my teacher Aid and you say please
12:45create me four multiple choice questions
12:47four short answer questions four fill-in
12:48theblank questions and you've got it
12:51right there so we can get our students
12:54practicing their knowledge but it's not
12:55costing our teachers their evenings
12:57weekends and holidays
13:00you see it's a simple strategy but it
13:01will have a huge impact it's not a brand
13:05new idea it's just doing the basics
13:06better with
13:09AI the third simple strategy that will
13:11have a huge impact is training students
13:14to get feedback on their work from
13:16artificial
13:17intelligence feedback is crucial for
13:20anyone who's trying to learn anything
13:22right and it's it's a really clear
13:23advantage of a one-on-one tutor over a
13:26conventional class isn't it one-on-one
13:28tutoring it just allows way more space
13:30and time for critique or course
13:32correction or
13:34encouragement as a teacher in a
13:36conventional classroom for many years I
13:38know there are going to be some days
13:39maybe even some weeks or months where
13:42students don't get that tailored
13:44personalized feedback from
13:47us we can train students so that instead
13:50of using AI to do their work for
13:53them they can use it to help them with
13:55their work so instead of saying write my
13:57essay please
13:59they can say well here is my essay can
14:01you please grade it please give me some
14:03feedback about logical coherence and
14:05structure and
14:07vocab now if you're a teacher out there
14:09it's worth saying this this is not about
14:11replacing the teachers absolutely not
14:14teachers cannot be
14:17replaced I always say to teachers
14:19whenever I'm speaking to them AI is not
14:21here to take your job it's here to help
14:22you do a better job fact of the matter
14:24is our students need feedback we're
14:27limited to being at one place one time
14:30and we can put students in that tailored
14:32personalized feedback Rich environment
14:35using
14:36AI so those are three simple strategies
14:39that we could do tomorrow and it would
14:42have a huge impact on Jess and the tens
14:45of thousands of Tasmanian students like
14:48her but if AI is going to be a benefit
14:52and a blessing to us we need to approach
14:53it carefully it's not the sort of thing
14:55we're going to get right by accident
14:56here are two things we have to do first
14:58of all teachers need training and they
15:00need time off they need high quality
15:03professional development and they need
15:04time to be able to learn how to use
15:06these
15:07tools you
15:09see AI is the biggest disruption
15:11education has ever seen it's bigger than
15:14the printing press it's bigger than Co
15:18we can't expect Educators to try and
15:20wrap their head around this off the side
15:22of their desk right AI can't just be
15:24another thing on the long list of things
15:26teachers are trying to get done in their
15:27spare time
15:29we need to give them training and time
15:32off to learn how to use these tools
15:34second of all we have to train our
15:36students to use AI we absolutely have to
15:39the reason for that is when it comes to
15:41AI use in students it's not a matter of
15:44if it's a matter of How It's not if
15:47they'll use it of course they'll use it
15:48they're already using it I see it every
15:50single day AI is everywhere we can't
15:53expect to ban it that horse is bolted or
15:56as I say to my students that toothpaste
15:58is out of the ch
15:59it's out there it can't be put back
16:02in it's not a question of if they'll use
16:04it it's a question of how will they use
16:06it in a way that hurts their education
16:08or helps their education it's that same
16:10idea that's the title of my talk AI
16:13cheater or cheor will it be a benefit or
16:17will it be harmful instead of doing the
16:19work for them we can train students to
16:22use AI to get feedback on their work and
16:25help them in their learning so those are
16:26two things we have to do if we're get
16:28going to get it right teachers need time
16:30off and training we have to show our
16:32students how to use it
16:34well so friends that's my vision for AI
16:38in education it's not about brand new
16:41ideas it's about doing the basics better
16:45with AI it's about simple strategies
16:47that will have a huge impact on
16:50Jess and the tens of thousands of
16:53Tasmanian students like
16:56her you know that today what talking
16:59about Ripple
17:00effects let me tell you something that
17:02you probably already
17:04know education is the meta ripple effect
17:08it is a ripple effect that sits above
17:10every single other ripple effect because
17:12of course it starts in the classroom but
17:14it worked its way out into every single
17:16facet of society and let me tell you
17:19this if we can use AI to do the basics
17:23of Education better do the things that
17:25we know work more often for more
17:27students if we employ these simple
17:30strategies that will have a huge impact
17:32we are going to see one of the most
17:33powerful and exciting Ripple effects
17:36throughout our state our nation and the
17:39world thank you

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