Custom GPT for Learners — Transcript

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1. 0:05as geni tools become more powerful and
2. 0:07more flexible we will continue to see
3. 0:10opportunities for learning professionals
4. 0:12to create highly specialized and
5. 0:15customized environments in the form of
6. 0:17custom
7. 0:18gpts this will allow us to create
8. 0:20environments where learning
9. 0:21professionals can perform specific tasks
10. 0:24and environments where Learners can
11. 0:26engage in knowledge building within a
12. 0:29customized
13. 0:31environment we'll be looking at this
14. 0:33second category of use in this
15. 0:36video there are a variety of ways that
16. 0:39learning designers could use custom gpts
17. 0:42as a resource for learning activities if
18. 0:45we think about the types of interactions
19. 0:47that GPT environments can support we can
20. 0:50get some inspiration for the types of
21. 0:52learning activities that could leverage
22. 0:54a custom GPT for example gpts do well
23. 0:59with basic questions and answers
24. 1:01Learners could ask a question in their
25. 1:03own words and receive a response gpts
26. 1:07also excel at embodying a Persona or
27. 1:10engaging in roleplaying
28. 1:13scenarios and finally when prompted gpts
29. 1:16can also explain their reasoning which
30. 1:18could help Learners drill down into
31. 1:20specific Concepts that they are studying
32. 1:23so let's create a custom GPT environment
33. 1:26that could be used by Learners within
34. 1:28the context of a learning experience
35. 1:30design course now we've taught our
36. 1:33learning experience design graduate
37. 1:35course in face-to-face settings and
38. 1:37we've also taught it online so we'll use
39. 1:40the materials that we developed for the
40. 1:42context of course two in that series
41. 1:45learning theories and
42. 1:47Frameworks this topic is Broad enough
43. 1:49that it gives us the opportunity to
44. 1:51develop a knowledge bank that could be
45. 1:53used for a variety of educational
46. 1:55activities related to this course topic
47. 1:58so let's see how we set up this custom
48. 2:01GPT for our example we've given it a
49. 2:04title learning theories and
50. 2:06Frameworks and we've kept our
51. 2:08description pretty generic this GPT is a
52. 2:11resource for Learners who are studying
53. 2:13learning theories and Frameworks we've
54. 2:16developed instructions for how we'd like
55. 2:17the GPT to operate they are as follows
56. 2:20the GPT acts as a course resource for
57. 2:23Learners who are studying learning
58. 2:24theories and Frameworks to query and
59. 2:26review course material this GPT is
60. 2:29intended to provide a flexible
61. 2:31environment for instructors teaching
62. 2:33about learning design for example the
63. 2:36GPT could be used by students to engage
64. 2:38in higher order thinking skills about
65. 2:40learning design or the GPT could be used
66. 2:43by students in roleplaying activities
67. 2:46such as having a learning design
68. 2:47professional engaged in conversation
69. 2:50about learning theories and
70. 2:53Frameworks we've decided that our
71. 2:55conversation starters will be the topic
72. 2:57areas from the course this provides a
73. 3:00light scaffold or support for Learners
74. 3:02to help guide their thinking about our
75. 3:04course as a whole so these topics are
76. 3:07learning theories motivation theories
77. 3:09learning design Frameworks and learning
78. 3:12design
79. 3:14processes we've uploaded course content
80. 3:17to the custom GPT to provide it with
81. 3:20relevant information about our course
82. 3:23items such as the course syllabus
83. 3:25scripts for videos slides that accompany
84. 3:28those videos and reading that we've
85. 3:30authored to elaborate on course
86. 3:33Concepts okay let's give our custom GPT
87. 3:36a whirl let's start by seeing what
88. 3:38happens when a learner selects one of
89. 3:41the conversation starters we provided if
90. 3:43a learner selects learning theories for
91. 3:46example they receive a synthesis of
92. 3:48information from our course about
93. 3:50learning theories theories such as
94. 3:53behaviorism cognitivism
95. 3:56constructivism and so on
96. 3:59learning designers and Educators could
97. 4:02design a follow-up activity for Learners
98. 4:04to engage in questions and answers in
99. 4:07order to compare contrast and synthesize
100. 4:10ideas across the learning theories in
101. 4:12this course this type of activity could
102. 4:14be useful to Learners as they review
103. 4:16material and preparation for a quiz or
104. 4:19test within the course so now let's try
105. 4:22something a little more complicated a
106. 4:24role playing scenario and in this
107. 4:26scenario the learner will play the
108. 4:28client who is working with a learning
109. 4:31designer who is played by chat GPT to
110. 4:34design an engaging and compelling HR
111. 4:36training on best hiring practices the
112. 4:40client doesn't have foundational
113. 4:42knowledge of learning design theories
114. 4:43and Frameworks so the objective of this
115. 4:46activity could be for Learners within
116. 4:48the course to evaluate how effectively
117. 4:50the GPT responds to clients questions in
118. 4:53a research informed way ultimately the
119. 4:57learning outcome for this activity is
120. 4:59Learners to recognize effective learning
121. 5:02design strategies for engaging with
122. 5:04project stakeholders as the client the
123. 5:07learner could ask something like what
124. 5:10kind of course design would Learners
125. 5:12find motivating we want our course on
126. 5:15best hiring practices to have a high
127. 5:17completion rate in our scenario the
128. 5:20learning designer played by the GPT
129. 5:22provides five ideas and the client
130. 5:24drills down into one of them interactive
131. 5:27content they could say something like
132. 5:30I'm interested in learning more about
133. 5:32what quizzes and polls could look like
134. 5:33in our
135. 5:34course the learning designer played by
136. 5:37the GPT provides examples of what sample
137. 5:40questions could look like and then
138. 5:41offers two implementation tips immediate
139. 5:44feedback is good and you could think
140. 5:46about incorporating discussions the
141. 5:49client responds with a question about
142. 5:51what does a course look like where
143. 5:53Learners are motivated to continue and
144. 5:56the GPT responds with more detail about
145. 5:58how the use of quizzes and polls can
146. 6:00keep Learners engaged in the course
147. 6:03finally the client could ask something
148. 6:05about how will managers know if team
149. 6:07members have learned about effective
150. 6:09hiring practices the learning designer
151. 6:12again played by the GPT provides a
152. 6:14number of options so you could see that
153. 6:17a Learner in this situation could engage
154. 6:19in a lot of back and forth discussion as
155. 6:22the scenario unfolds in a natural way so
156. 6:25this example is intended to give you a
157. 6:27glimpse into the type of learning AC ity
158. 6:30that could be designed using a custom
159. 6:33GPT as a learning designer it is
160. 6:35important to think carefully about the
161. 6:38structure of the activity Educators
162. 6:41could provide Learners with a starter
163. 6:42prompt to set the parameters of the
164. 6:46interaction another thing they could do
165. 6:48is require Learners to explicitly
166. 6:50introduce at least three concepts from
167. 6:53the course in the role playing activity
168. 6:55so in this case the client the learner
169. 6:58asked about motivation assessment
170. 7:00strategies and evidence of learning all
171. 7:02things found within the course and to
172. 7:05extend the activity even further
173. 7:07Learners could be asked to download the
174. 7:09transcript of the chat highlight or
175. 7:12annotate areas where the GPT modeled
176. 7:15research informed learning design
177. 7:17practices and where it did not so to sum
178. 7:20up the creation of a custom GPT creates
179. 7:24new kinds of opportunities for learning
180. 7:27designers and Educators to explore
181. 7:30the key is to provide structure and
182. 7:33specific requirements so that the
183. 7:35activity aligns with learning outcomes
184. 7:38designed and defined for the course