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Session 3 AI Based Learning Technologies Fall 2026 — Transcript

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0:00Where?
0:01>> In Whitby, Ontario. That's about
0:05um
0:06It's really close to the Ontario Tech
0:08campus. So, maybe like 20
0:11>> I'm downtown Toronto. There's no rain
0:13here or anything.
0:14>> Yeah, it's just come over and it looks
0:16like a sheet of darkness. You could
0:18actually see the cloud ending and it's
0:21like a line, so it's really strange.
0:26Okay, welcome everybody. Thank you for
0:28joining us. It is the third session of
0:31AI-based learning technologies. It's
0:34good to have you all back.
0:37I'm going to just pause the
0:41the uh reading meeting notes, if that's
0:44okay.
0:50Let me just remove this participant. I
0:52will post the recording after in the
0:56Canvas for you as well.
1:02There we go. Excellent.
1:07Okay, so welcome everyone.
1:09I want to pause and reflect first before
1:12we get started into our session. I've
1:14been looking at all of your posts. You
1:16have a lot of great insights to the
1:18assessment. We've done the prompting
1:21techniques in your application into
1:23using the AI-based learning
1:24technologies. Last week doing some
1:27assessment and considering how you will
1:30be changing your I've seen some of you
1:33have changed some of your perspectives
1:35into how to administer some of your
1:37lesson plans and how to get your
1:39students engaged as well. So, that's
1:40really great with creating AI literacy.
1:44Is there any questions? I'll give you a
1:47moment to ask or anything you'd like to
1:49share about the past week? Any houses
1:52purchased in London from any Grok bots?
2:00>> No, actually I
2:02ran out of the
2:03I guess the tokens that I need.
2:06>> Oh, was it the 7 days?
2:08>> It was supposed to be 7 days, but I
2:10think I used it so much that I
2:12used the maximum usage for it as far as
2:14the trial. So, yeah,
2:15>> Good to know.
2:17>> I have search for Monday. So, if I
2:19decide to, you know, purchase some uh
2:22tokens for whatever,
2:24then I'll be able to find out.
2:26>> You could build an agent alternatively
2:28like in ChatGPT if you do have a a per-
2:31uh uh um
2:33a subscription. So, try building
2:35something similar. Yeah. to set up those
2:38processes.
2:40I try to take advantage of not paying
2:43well whenever I can, so
2:45sharing it it's it's give me some really
2:47good insights. So, yeah, it's kind of a
2:49a nice process to go through that.
2:52>> Yes, and if anyone hasn't tried it yet,
2:54the Grok bot by SpaceX is the level up
2:58from the chatbots where it will
3:02do tasks for you automatically. So, it
3:05will make decisions, but again, I
3:06caution I I ask you to enter with
3:09caution because this is like you letting
3:12loose. It's like letting this beast
3:14loose. And so, even I've been really
3:18slow to adopt this process with small
3:22projects like
3:24book only this one type of meeting in
3:27from my calendar. So, I don't open up my
3:30entire calendar, and I really watch what
3:32it does because even with small
3:34processes, it still has
3:36unintended consequences.
3:39Okay, excellent. Thank you for sharing
3:41that, Tyler.
3:43Um I do encourage you to try different
3:46processes, try different new
3:47technologies. Um but as I said, enter
3:50with caution and use the assessment
3:52pieces that we've been looking at last
3:54week to feel
3:57um
3:58secure and to know where your
4:00information is going.
4:03Can everyone see my screen, okay?
4:05>> Mhm.
4:06>> Okay, excellent. Thank you.
4:09Okay, so before we get started, let's
4:11get the let's go with the land
4:14acknowledgement.
4:16As we gather for our final session, I
4:19acknowledge with gratitude that I teach
4:21from the traditional territories
4:23of the Mississaugas of Scugog Island
4:25First Nation.
4:27To each of you joining from across
4:28Turtle Island and beyond, I invite you
4:30to pause and reflect on the indigenous
4:32lands from where you live and learn.
4:35Learn and live.
4:37This course has explored how AI
4:39transforms education, but true
4:41transformation requires grounding in
4:44responsibility.
4:46As we conclude, let us carry forward
4:48three lessons from indigenous wisdom
4:50that intersect with our work in AI.
4:53The first is interconnectedness.
4:55Like neural networks, all knowledge
4:58systems are linked.
5:00The second is relational ethics. Data
5:03represents people. Treat it with the
5:06care
5:07owed to the community.
5:09And third is long-term thinking.
5:12Build technology for future generations,
5:15not just immediate gains.
5:18Reconciliation is an ongoing practice.
5:20As you apply these AI tools, consider
5:23how your work supports indigenous data
5:26sovereignty. And I've included a link
5:29for you as well that you can see how um
5:32ownership, control, access, and
5:34possession.
5:36And then also whether your algorithms
5:39might inadvertently erase indigenous
5:41perspectives.
5:43And also how to center reciprocity when
5:45deploying educa- educational technology.
5:49In the spirit of closing circles, I
5:50leave you with this. The most powerful
5:53AI will always be attentive intention.
5:57The choice to listen deeply and act
5:59thoughtfully.
6:04And I like to say
6:07to AI and I like to ask the question, to
6:09AI or not? Do you even need to AI or
6:12not? So, in all of your processes,
6:14really reflect on what you're trying to
6:18accomplish with your um students and
6:21whether an AI tool is necessary. And if
6:25you use it, how do you implement that
6:29with um their critical thinking as well.
6:33Okay, so
6:34I do have a small presentation for you
6:37where we'll um review some of the
6:39learning theories, the new modern-day
6:41learning theories, and review a few
6:44tools and resources to make sure you
6:46have um
6:48a good repository and a lot of support
6:53and examples to to use when you're done
6:56this class. So, there's lots of teachers
6:59who have already implemented many
7:02different lesson plans, activities, and
7:05I want to make sure that you have access
7:07to those as well.
7:10In the second half
7:12of our class today, we'll also look at
7:16your presentations. That's my favorite
7:18part, so I'm really excited to see how
7:19you've spent the first couple of weeks
7:22learning your prompting, applying
7:23assessment, and applying all of those
7:26strategies in intersecting your work
7:30in your capstone.
7:32So, just to recap the presentations for
7:36the second half, you will have each
7:39about 5 to 7 minutes of presentation
7:43time and then about 5 minutes from
7:47your peers to ask questions. So in the
7:50question period I really encourage you
7:54as an observer to take down some notes
7:58and really provide some feedback to your
8:00community of practice. Ask a question.
8:03Maybe provide resources or or if there's
8:07something
8:09that you've tried that you would
8:11recommend for them as well. This is our
8:13community of practice so hopefully we
8:15can learn from each other.
8:18In the recording as well, I am limited
8:20in recording so I'm not able to record
8:23within each breakout room as they're
8:26occurring. So in your presentations I'm
8:28going to put you in a breakout room of I
8:31think about five people.
8:33We'll see how many participants we have
8:35and how much time.
8:37Five or six people and then in the
8:42breakout room when I go to each one
8:45the recording follows me. So I apologize
8:48in advance because I know it says
8:51recording in session or whatnot and it
8:53may interrupt you as I pop in.
8:55But thank you for those who I managed to
8:58capture. I will share that information.
9:01I've also opened up a discussion
9:06a discussion post for presentations. So
9:09if you have a link or you'd like to
9:12share your file in the presentations if
9:15you're in an
9:16alternate breakout group and you're not
9:18able to see the other presentations
9:20that's a good
9:22opportunity for you to see other
9:24presentations and also gain feedback
9:26from your peers.
9:29So feel free to post your presentation
9:31in the discussion post as well so that
9:34your peers have access.
9:37Are there any questions about the
9:39presentation?
9:42Okay.
9:43Just to add to that as well,
9:46from your feedback, use that feedback to
9:48finish off your project and then submit
9:51that to Canvas on Sunday.
9:55And then have your discussion posts
9:57updated as well.
9:59If you're having any trouble with any of
10:01those due dates, feel free to connect
10:03with me.
10:11Okay, so I just wanted to
10:13give you these links as well. If you'd
10:16like to follow the presentation, I have
10:17posted it in module three
10:20for you to follow the Gamma session
10:22three presentation.
10:25If you're enrolled in the full program,
10:27you do have access to other courses and
10:31the leadership and interpersonal skills
10:33program.
10:35I think there's 18 micro-credentials
10:37involved in that, but you have free
10:39access to that because you've registered
10:42for the AI in teaching and learning
10:44program.
10:45If you've only registered for this
10:47session of AI-based learning,
10:50um you still have access to a level one
10:53badge for free as well. So, feel free to
10:57explore those modules. Those are really
10:59great to add to your resume.
11:03Another thing I want to add about
11:05the AI program is if you're only in this
11:09course and you're considering taking the
11:11other courses, it's 12 weeks together.
11:15Um and let's say the next session
11:18doesn't fit your schedule. There's no
11:20time frame to take it together. So, if
11:22it doesn't work in your schedule this
11:24semester, you could take ethics next uh
11:28in the winter, for example. Or if winter
11:31didn't work, you could take um ethics,
11:34AI and writing and simulation in the
11:35spring next year to complete the entire
11:38program. So, that's open to you as well
11:40to consider. But, I do want to make sure
11:43you know that you have access to these
11:46uh
11:47to these courses, to this leadership and
11:49interpersonal skills program as that's
11:52included in your um
11:54enrollment in the AI for teaching and
11:57learning course.
11:59We've also come out with a different uh
12:01program for
12:03healthcare professionals. If anyone is
12:05in healthcare and wanted to check that
12:07out, it's helpful for nurses and PSW
12:11ups- upskilling in the digital
12:14workplace.
12:20Okay, so I do want to reflect in looking
12:25at this
12:27new age digital learning theory. So,
12:30this is a modern age learning theory and
12:33there is uh you can find it in module
12:36one. This is by Siemens and he discusses
12:40the theory of connectivism.
12:43And this is really relevant to AI based
12:47learning technologies as
12:49so many of these principles are ever
12:52changing.
12:55So, the principles of connectivism,
12:57um there's eight of them here that
12:59learning and knowledge rest in diversity
13:02of opinions.
13:04Learning is a process of connecting
13:06specialized nodes or information
13:08sources.
13:11Learning may reside in non-human
13:12appliances
13:14as we can see exploring
13:16chatbots and large language models.
13:20The capacity to know more
13:22is more critical than what is currently
13:25known.
13:26And that's because information is
13:28constantly changing.
13:30When I was showing you some of the
13:32chatbots,
13:34um these are creations that I made
13:35earlier this year, and already newer
13:38versions of Chat GPT 6.1 is out. Older
13:43chatbot creations were built on older
13:45models, and so
13:47older models become deprecated. And so
13:50it's up to you to know,
13:52um
13:53I need to change this information, make
13:55it updated.
13:57Nurturing and maintaining connections is
13:59needed to facilitate continual learning.
14:03This is important when we have a group
14:06like this, and you may not have, um
14:10what I encourage you to do after this,
14:14um after this course, is to find groups
14:17on social media, any forums that have AI
14:20teaching and learning, because there are
14:22other educators that can help to create
14:26an uh additional community of practice,
14:30and others who have really great skills
14:32in new technologies like um agentic AI.
14:37And so I do encourage you, even in your
14:40in your groups today, if you wanted to
14:42keep in touch, to exchange um exchange
14:46your email addresses so that you can
14:48connect with each other as well.
14:51The
14:51the ability to see connections between
14:53fields, ideas, and concepts is a core
14:57skill.
14:58And seven, currency, accurate,
15:00up-to-date knowledge is the intent of
15:03all connectivist learning activities.
15:06Like I said, what I knew a year ago in
15:09AI is not really relevant to what's
15:12happening right now. So, knowing what
15:16the current models are is
15:18absolutely important if you're
15:21um creating lesson plans or using these
15:23technologies to share with your
15:25students. So, make sure that you they
15:27have access to the newest models
15:30and the newest information. As we did in
15:33our
15:35breakout activity last week, you you
15:37could see how AI sometimes doesn't have
15:40the most accurate up-to-date information
15:43if it's not connected to the web.
15:47Last year for the principles of
15:49connectivism
15:50decision-making is itself a learning
15:53process. Choosing what to learn and the
15:56meaning of incoming information is seen
15:58through the shifting the lens of a
16:00shifting reality.
16:02While there is a right answer now, it
16:04may be wrong tomorrow due to alterations
16:07in the information climate affecting the
16:10decision.
16:13Has anybody heard of the connectivism
16:14theory before?
16:16>> No.
16:18>> Yes.
16:20>> Yeah, it's a sort of hybrid of like
16:23constructivist theories and just mixing
16:26it with
16:27a digital the digital age and more like
16:31how we're connected right now is these
16:34neural networks. We're not even in real
16:35life, but we're able to learn together.
16:40So, I encourage you to take a look at
16:42module one. The entire
16:45George Siemens connectivist theory is
16:48there for you.
16:50This one is also there and I do like
16:52this
16:53um
16:54article. It's quite lengthy, so
16:58as you go through it and I've looked at
17:00this article
17:02over and over again over the past
17:04decade, but this is a really great
17:07article in the digital age. And one of
17:09the
17:10quotes that really stood out to me about
17:13HCI, which is
17:15human-computer interaction
17:18you have access to the full article
17:20in week one.
17:22According to the activity theory in
17:24human computer interaction,
17:27the use of technology materially shapes
17:30who we are and become.
17:33Technologies do not exist simply as
17:36neutral helpers out there that we pick
17:38and choose from according to the the
17:40demands of some task.
17:43We grow and change in intimate relation
17:46to and with technology,
17:48developing as skilled persons according
17:51to how we learn and use technology.
17:54Our very personality and identity spring
17:58from connectedness to technology. For
18:00example, we become proficient software
18:03developers,
18:04competitive video gamers, and famous
18:06bloggers.
18:08From this connection to technology,
18:10communities of practice and social
18:12networks are defined as we encounter
18:15others through the development of
18:17technology of technologically based
18:20skills.
18:22I have two
18:25questions there that I want you to
18:28to think about
18:30about personal growth and community and
18:32connection. How has using AI technology
18:36influenced your personal growth?
18:39Consider changes in your skill,
18:41confidence, or the way you approach
18:43problems.
18:46And second, community connection. How
18:47has your interaction with AI technology
18:50influenced your connection with others?
18:53Reflect on any communities or networks
18:55you have become a part of through this
18:57journey.
19:03I want to open this up to you to share
19:06anything that you come to think of if
19:09you
19:10have thought of something here. Um, I'll
19:13I'll start this off first. Okay, go
19:15ahead, Andrea.
19:17>> Yeah, thank you. I think um
19:20when I think I'll grow uh in uh knowing
19:23more technologies about uh
19:25I support teachers in the in daily basis
19:28uh on how to use technology.
19:31And that growth
19:32comes from
19:34uh
19:35being able to
19:37to support, to service other teachers,
19:39to help them in the class, to propose
19:41ideas, to work together.
19:44Uh
19:45so, from technology, but
19:47from pedagogy as well, no? To
19:50be able to share my knowledge with them,
19:52and they share my what they're learning
19:55with me in the class.
19:57>> Have you been sharing this AI knowledge
19:59with them?
20:00>> Yes, I've been
20:01>> And what did they think?
20:04>> Well,
20:05I've been trying to say that teachers
20:08that they need to take this course
20:10because I think, you know,
20:12uh it's very very very
20:14uh meaningful uh in terms of critical
20:17thinking. So,
20:20yeah, as we see we saw in the first
20:22class how
20:23uh in one of the readings that we need
20:25to mobilize in in any capacity what we
20:29think about AI and discuss
20:32uh open the floor for different
20:35opinions. So, yeah, I think
20:38uh
20:39I think it's very positive.
20:42>> Thank you, Andrea.
20:44And Neramrit?
20:48>> Yes.
20:49Uh so, I think um
20:52so, AI has actually influenced a lot of
20:55my personal growth. It has helped me a
20:58lot. I mean, uh you know, if I if I look
21:01upon my learning, it has doubled up. I
21:05don't have to now just like, you know,
21:08it has saved a lot of time. I don't have
21:10to go through app to app app to app to
21:13just a compile a minimal work.
21:16I can just do it through the AI for
21:18example, you know, lesson planning,
21:21substitution notes. We have been in
21:23teaching recently. We have been using AI
21:26platform which is known as Chalky.
21:29So, it helps in creating the lesson
21:31plans, your substitute plan. So, you
21:34don't have to worry about anything and
21:36it's it is easy. It has saved a lot of
21:38time.
21:39Apart from it through this course,
21:41I have
21:43I am I have understood a lot of
21:45technologies and I'm understanding in a
21:46very different way.
21:48I'm just you know, the list of those all
21:50the AI technologies you gave. I'm going
21:53to each of those AI things one at a
21:55time. I'm trying to do things on that.
21:58Trying to use them and it is something
22:00very interesting and I'm trying to make
22:02my notes into it so that maybe I will be
22:04using it
22:06further. So, that is personally it is
22:09helping me.
22:10Sorry.
22:11>> That's okay.
22:11>> And this community and connection I
22:13think you know,
22:15like
22:16it's you know,
22:17specifically with kids.
22:19Like you know, it has helped me build
22:21that connection more quicker because
22:23these days you know, if I if I am in
22:26going if I'm meeting with kid from
22:28middle elementary, they're more into AI
22:30and everything. They want
22:32projects related to AI. They don't want
22:35those manual written stuff and
22:36everything. So, you know, it has created
22:38a connectivity and you know, it is
22:40forming a different kind of teaching
22:42teacher student community that is very
22:45interested in that kind of stuff and you
22:47know, they want to learn.
22:48>> Yeah.
22:49>> So, recently we have I have just tried
22:51this AI technology. You know, 3D
22:53printing has been a lot popular in
22:55schools these days.
22:57So, I have been asking my students for
23:00the assignment to
23:02build a
23:03a 3D design using AI technology so that
23:06it can help and we can build a 3D model.
23:09This is something like and it has it has
23:11actually widened the community. Kids
23:12from even other groups want to be part
23:15of this. So it is widening up that kind
23:17of community.
23:18>> And there's something tangible at the
23:19end of that 3D 3D printing for them.
23:22Mhm, that's exciting.
23:23>> Exactly. And that is, you know, funny
23:26when, you know, they they are interested
23:27in those things.
23:29So that is and you know, recently this
23:31assessment thing, you know, I have gone
23:33through that rubric. It was so amazing
23:35and I'm trying to include it into my
23:37assignments.
23:38Um that was a really interesting stuff
23:41like I found it. It is something very
23:43different. Yeah.
23:45>> And I yeah, I definitely
23:48think that the assessment piece is
23:50something that needs to be a little bit
23:51more tangible for educators. What does
23:55it mean? So many times I hear that
23:57question and it is important to utilize
24:00and it doesn't need to be the frameworks
24:02that I shared. If you have a framework
24:04of assessment that works in your
24:06organization, just have a standard
24:08practice where you can perform an
24:10evaluation
24:12before administering a tool into your
24:15classroom.
24:15>> tried different teaching methods within
24:18my classrooms. So you know, there are a
24:20lot of different teaching methods I'm
24:22using like, you know, if I'm doing a
24:24project base or maybe like, for example,
24:26an assignment base or contract base. So
24:29I have those AI rubrics, you know, my
24:32organization don't have per se those
24:34kind of rubrics. Adding those is
24:36something very interesting and it will
24:38add depths to what how students will
24:41perform and it will be interesting to
24:42see how they are doing. You know, I want
24:44to set a percentage of AI usage they can
24:47do.
24:48The integrity and I want to see how
24:49interesting it looks.
24:51>> Absolutely. A little bit of transparency
24:53and it gives them a little bit of
24:54control. I think that helps both the
24:56educator and the students.
24:59>> True.
25:00>> Thank you. Anybody else want to share
25:02your growth process or community and
25:05connection?
25:08Hi Ambreen.
25:10>> Hey, as usual I'll say something but
25:14Um so my growth has been very different
25:17um especially coming from the adult
25:19literacy sector which is I think the
25:22ignored sector out of all the youth
25:25children sectors, right?
25:27Um
25:28just learning about AI how to use it,
25:31the
25:31developing that understanding again
25:34helps me support our program. So even
25:38developing all the materials although
25:40with the help of AI tools, but I think
25:42it came out it gave confidence even to
25:45our sector that oh if Ambreen can do it,
25:48you know, we can do it because it's
25:49she's used AI tools.
25:51Um and and in and I'm in now I'm
25:54thinking of doing PhD to be honest I've
25:56been thinking about it since I you know,
25:59>> Good for you.
25:59>> is make you know, it's like a validation
26:02what I find your course. It's validating
26:04whatever I was I I found out. For the
26:07community I've connected with lots of
26:09other social enterprises where there is
26:13community of practice and we're also
26:14leading a community of practice. So I
26:16think this all comes by experimenting
26:19and just putting yourself on the spot
26:20and trying it out because everybody is
26:23bound to make mistakes.
26:25>> Absolutely and I think that goes back to
26:27the connectivist prin- principles is
26:30when you need to decide you need to know
26:33what information matters at that point.
26:36>> Yeah.
26:37>> Thank you for sharing that Ambreen. I'll
26:39share a quick example with you about
26:41this and this happened actually just uh
26:43this week and let's pre- I have a
26:47daughter I have kids that are in soccer
26:49and yesterday the coach had asked for
26:52new updates to the kids
26:55soccer pictures and he said, "I want a
26:58white background and they have to wear
27:00black shirts. So, upload these new
27:03photos and
27:05a few of the moms said to me, 'Oh,
27:08Jocelyn knows chat GPT. Maybe we can
27:10turn last year's photos and change their
27:12red shirts to black.' So, I sent out a
27:14prompt in the group chat. And all of the
27:17women updated their kids photos using
27:19chat GPT to the black shirts, white
27:21backgrounds. And they thought, "I've
27:24I've I did this with another photo." And
27:26so, they had a new found confidence in
27:29using chat GPT because I sent them a
27:32prompt and told them to update their
27:35kids photos using that if they couldn't
27:37get an updated photo. So,
27:40a little simple example, but the
27:43community of practice were all very
27:45grateful that they could do that really
27:46quickly and found a way to experiment
27:49themselves. So, that's just a small
27:51example to share with you.
27:56Okay, I I know where we we've touched
27:59upon this today. Age-appropriate AI.
28:01This is a really good article. I've just
28:04pulled out some of the key takeaways to
28:07to look over, but I do want you when you
28:09do have time to read over this. I think
28:12um
28:13Esha was talking about it in assessment.
28:16You have like three- to five-year-olds
28:19and I think Embre maybe you had
28:22some younger students.
28:26Age-appropriate AI, it's different. It's
28:28different for everyone. And if you think
28:30about AI now, like it only came out
28:35generative AI has only come out 2 years
28:38ago, November 2022.
28:40But when you think about age-appropriate
28:42AI, what does that look like? Cuz we're
28:45adults. But what does that look like for
28:47the younger generation? The generation
28:49that are digital natives. The generation
28:52that may have never known life without
28:56AI systems. The way that you approach
29:00the pedagogy with younger students is
29:03different because they don't have the
29:06life experience that is without AI
29:09technologies. They're digital natives.
29:12So, some key points that I pulled from
29:14this article, AI use in education should
29:18vary by developmental stage.
29:21K-2 students, kindergarten to grade two
29:24students, often think that AI is human.
29:27Educators should clarify that AI is not
29:29real. So, in the article it talks about
29:32when they ask students about AI, they
29:34kind of gave it a face because they're
29:37used to Alexa. They're used to Siri. And
29:39so, they imagined AI
29:43with
29:44uh
29:45they anthropomorphized
29:48AI. They gave it a persona. Gave it a
29:50human quality. And so, it's important to
29:53approach AI with the younger generation
29:57letting them know that this is a
29:58separate
30:00technology. It is not a human. It's not
30:03real.
30:04Upper elementary students benefits from
30:07AI's role in problem-solving, but they
30:09shouldn't over-rely on it. And so, this
30:12is your opportunity to make sure that
30:15they're having a reflective process in
30:18using AI tools. And seeing I think uh
30:22Tanya had mentioned
30:24um you needed in in your discussion
30:27post. You needed an actual concrete
30:30evidence to show them the output may not
30:33match. It's not accurate. And so, upper
30:36elementary students need
30:38a little bit more skills when they're
30:40looking at problem-solving.
30:43Middle schoolers should not Middle
30:45schoolers should learn AI's limits and
30:48critical thinking.
30:49Middle school AI use must be moderated
30:52due to curiosity and impulse control
30:55issues.
30:56I'm in our
30:58If you're in the AI and writing class,
31:00we'll talk a little bit more about um
31:03some of the
31:05age-appropriate AI when it comes to
31:07writing.
31:09Um but some of the impulse controls
31:11issues that are happening right now with
31:13chatbot use and younger generation. So,
31:17if you look at the age restriction for
31:19chat GPT,
31:21you cannot have an account until you're
31:2313, but you can still bypass that just
31:26by simply changing the year of your age.
31:28And so, you have access to these
31:29systems. A lot of youngsters will do
31:32this.
31:33Um and
31:35one of the examples that I want to share
31:38about impulse control issues is our case
31:40scenario. And so, there are There was a
31:43lawsuit with Character AI that had come
31:46out in The New York Times where
31:5013-year-old had interacted with an AI
31:53chatbot and
31:55in the Character AI chatbot, you're able
31:57to give or to
32:01or to chat with a chatbot in a certain
32:04persona. And this student this
32:0613-year-old had
32:08a Game of Thrones character and was
32:11conversing with this chatbot for a
32:13number of months. And um unfortunately,
32:18the restrictions were lifted off of that
32:20chatbot interaction when looked deeper
32:23into what happened. But the result was
32:26that the 13-year-old had decided to
32:29commit suicide. And that was based on
32:31the advice of the chatbot. So, the the
32:34dearness chat Game of Thrones chatbot
32:37said, "Come with me. Come with me and
32:39you know really manipulated the
32:41conversations to say you know over here
32:44is better. And so the result could be
32:48it could be devastating. That
32:50age-appropriate AI needs to be looked at
32:53from a psychological standpoint as well
32:56with these kids because they're that's
32:58not the only case. There are more cases
33:00that have come up in the past year that
33:03has led to
33:04young teenage suicide as a result of
33:08interactions with chatbot. So
33:10impulse and control issues are
33:14um of prominent um
33:18yeah, it's it's something that we need
33:20to all
33:21um be wary of to ensure that
33:25students are safe.
33:27Teachers should model
33:29proper AI use emphasizing skepticism and
33:33fact-checking.
33:35And I know I've seen that a lot in your
33:37um discussion post talking about
33:39um
33:41looking back on actual sources.
33:44Um cyberbullying risks increase with AI
33:48for high schoolers necessitating ethical
33:51education.
33:54Those are just some reasons
33:56um we should look
33:58into AI a little bit further and
34:02in reference to age-specific AI. So just
34:05remember the age of your students if
34:07you're in um secondary school, the age
34:12that students have access to AI and how
34:15they're using it.
34:18Okay, this is some tools and resources
34:21for you. I want to point you to this
34:25alternative to
34:28website.
34:29This is a really great website that
34:32you can bookmark as well. But, let's say
34:34you're looking for
34:36a
34:39presentation
34:41some type of presentation application.
34:44You can look up
34:46a presentation
34:48application by just simply typing in
34:51presentation, and it can sort out
34:53options for you to choose.
34:55And it will tell you as well
34:57if it's free
34:59what it does
35:01and the platforms to use as well.
35:05So, let's say you want to use uh
35:08let's say Google Slides, but you need
35:11a different type of presentation tool.
35:14So, I type in Google Slides. It will
35:17give me other options
35:20of AI applications that are available to
35:23try.
35:26And I don't use everything. I do browse,
35:30um but I do perform the framework for
35:32assessment on the ones that I like. And
35:35I
35:36I bookmark the ones that have provided a
35:38good result. So, depending on your
35:40project, let's say you needed a
35:41presentation tool to create
35:43presentation, this is a good website to
35:46browse to find alternatives. And so,
35:49it's called AlternativeTo.
35:54Any questions so far?
35:58Okay, I want to give you
36:03a break early so that we have enough
36:05time for our presentations.
36:08So, as I mentioned
36:11it's going to be around 10 to 12 minutes
36:12for each person, 5 to 7 minutes for each
36:14presentation, and about 5 minutes after
36:17for questions from the class.
36:20So, I'll give you a
36:21break so you can get a drink or use the
36:23restroom. And we'll come back in about
36:2610 minutes and we will start our
36:28presentations.
36:34>> Just leave one quick question. Do you
36:35know if we are able to register for
36:40>> Welcome back, everybody.
36:42I hope you had
36:44time to grab a drink,
36:47use the restroom,
36:49and
36:50we are excited for your presentations.
36:53So, let me just
36:56make sure my screen is shared here.
36:57Okay, so for presentations,
37:00I'm going to put you into two breakout
37:02rooms. I'm going to request that one
37:05person in each breakout room be the
37:07timekeeper, just to make sure that we
37:10have enough time for everyone. Um and
37:13before the Just give the person a
37:165-minute mark, so that they know they're
37:18at the 5 minutes and to wrap it up
37:20within a couple minutes. Um so, each
37:23person will have around 10 to 12
37:25minutes. I'll say 11 10 to 11 minutes,
37:28I'll give you. Um and then we'll come
37:31back in the main room. As I said, I'm
37:33going to go to each breakout room and
37:36the recording will follow me. So, I'll
37:39stay for um as much as I can for the an
37:43entire presentation, but as I shift, I
37:44may be interrupting your presentation,
37:47but I apologize in advance, but just
37:49keep going.
37:51Okay, are there any questions about the
37:54presentations before I open up the
37:56breakout rooms?
38:00Okay, so it's 6:50 right now
38:04and I'll give you
38:06There'll be about six people in each
38:09room.
38:10Give you 61 minutes. So,
38:13if again, if someone can volunteer in
38:16each breakout room and uh help keep
38:20track of time.
38:24And sticky.
38:51>> It's okay.
38:53And Brian, you want to do it?
38:55>> It's okay if anybody else wants to do
38:57it. I just have my phone over here.
38:59Except for my own.
39:01>> Oh, yeah.
39:02>> Yeah.
39:04>> Okay, go for it.
39:07>> Well, would you like me to break the ice
39:09and start?
39:10>> Sure.
39:12>> Okay, my name is Sigmund.
39:14>> Um
39:17>> Wait.
39:17>> I
39:18I'm sorry.
39:19And
39:21um
39:22I'm an author of a lot of books and I go
39:24to schools and I talk about reading and
39:25writing.
39:27And I'm also working with uh First
39:29Nations communities on helping their
39:31kids read and write.
39:33So,
39:34one of the things we need that we really
39:35focus on is being
39:37very culturally sensitive
39:39in the First Nations schools.
39:42And
39:44as as you probably know, a lot of kids
39:47are reluctant to write.
39:50And you know, the irony is they're
39:52really good talking.
39:54As soon as you ask them to put it on
39:55paper, they they freeze. So,
39:58here was my beginning of conversation.
40:01Are you able to see this well on your
40:03end?
40:05>> Yep.
40:07>> So,
40:09uh I work in schools
40:11to help kids put words on paper. They
40:12can tell a story but freeze up. Help me
40:14brainstorm three ways to address this.
40:19And
40:21um it gave me three different ideas.
40:25Plus advice that
40:27um
40:28is pretty applicable. Use
40:30school-approved tools, avoid identifying
40:32identification, keep an adult involved.
40:36So,
40:37I asked a bunch of questions.
40:39Um
40:41one of the things was
40:45could you picture character that follows
40:47a fixed set of questions?
40:49And my question was, has it been
40:50commonly done?
40:52So,
40:55it brought me down the road of actually
40:57using
40:58um something
41:02conversation from a kid.
41:05And my first question was, yeah, but
41:06this is dangerous. What kind of
41:09decent protection? And
41:12it didn't give me a satisfying answer.
41:16So, we ended up with First of all, it
41:18gave me, as you can see, I asked for
41:20similar products. I checked them all
41:22out. Nothing seemed to be what I was
41:25looking for.
41:27Then it told me how much I would have to
41:28pay
41:29if I used an AI connection.
41:33And in the end,
41:36after asking a whole bunch of questions,
41:37you can see our long conversation,
41:40it gave me some choices
41:42with
41:44and I I went with an avatar that has
41:47a series of questions it can answer that
41:50is not connected to the internet.
41:53So,
41:54we ended up developing, I'll take you to
41:56my webpage.
41:59Um
42:04So,
42:08we now have a bear. Oops,
42:11it could not load.
42:13I had this ready. Let me try that again.
42:20You can see it says loading your guide,
42:23which is something I don't like.
42:28Uh we agreed we would come up with a
42:30bear.
42:33So, we had an animated bear
42:36that will either speak what you're
42:37reading, let's build a story one step at
42:39a time. There's my bear.
42:42I can listen to the plan by clicking on
42:44hear the plan. I'm not sure if you'll
42:46hear the sound.
42:55>> So, you mean to share the sound? Is We
42:58didn't hear the sound.
43:00>> Okay.
43:00>> You may be able to share it to at the
43:02top. There's like three dots and then
43:05uh in in Zoom.
43:08>> Uh let me see. Share computer sound.
43:11>> Yes.
43:12>> Got you. Thanks very much for that.
43:15>> Uh now I have to put in my password.
43:18How am I
43:24Uh let me try that again. Hear the plan.
43:27>> Hi, I'll help you build a story one step
43:31at a time. First, we'll make a snapshot.
43:35Who is there, when and where it happens,
43:38and what is going on. Then, we'll bring
43:41your story to life. For
43:44>> So, now the students can choose
43:47the next question,
43:50which is
43:52>> When does your story happen? Think about
43:54the time of day, a season, or a
43:57particular moment.
43:58>> Now, I happen to type in
44:01in the morning,
44:02and you can see it shows up on the
44:03left-hand side and saves it to the kid.
44:07They can always also use a microphone
44:08and and answer that way if they want.
44:13Next question.
44:14>> What is happening in your first
44:16snapshot? Tell us what your character is
44:18doing before the story starts moving.
44:21>> The dog is swimming.
44:23And again, they can speak their answer.
44:28And when they've answered all the
44:29questions,
44:31you can see on the left-hand side,
44:34they'll have all their story notes. And
44:36on the right-hand side, they can
44:37actually tell their story,
44:39which will get recorded, and they can
44:41see the words show up in front of them.
44:47Then they can send it directly to their
44:49teacher.
44:51So, the teacher has an email address,
44:52gives it to them.
44:54They make an AI use declaration.
44:57They hit the button that says, "Send my
44:59draft to the teacher."
45:01The teacher sees it, reads it, and can
45:03chat with them.
45:05And then they can go back
45:07and edit,
45:10and do a final draft that they send to
45:11their teacher.
45:14So, the fun part was developing the
45:15avatar, but I didn't like it.
45:18So, I went back to chat GBT,
45:23and started with this question.
45:26Here's my avatar. It doesn't seem
45:28sophisticated. What do we do?
45:30I gave it a link to the website,
45:32and it
45:34oops, gave me
45:36an entire list
45:38of suggestions.
45:40Uh let me see if I can turn this into
45:42one page instead of two.
45:46There we go.
45:50Yes, you
45:51And it said told me it would cost me
45:53like
45:54$10,000, and I said, "Can I do it with
45:56you?"
45:58Right here.
46:00I'm not interested in paying for it.
46:04Yes.
46:06Then it told me what we can work on
46:07together.
46:09And then um
46:12in the end it told me the prompts that I
46:14needed to get started.
46:16So, step two is making a better avatar
46:19to talk to the kids.
46:24And that's what I've been working on.
46:26>> Great.
46:26>> Awesome.
46:27>> Abrem, how do I do for time?
46:29>> Yeah, yeah, times I just Okay. Put it in
46:32the chats.
46:34Times up.
46:35Okay. Thanks.
46:38So, can I ask
46:39>> than 2 minutes. Yeah.
46:42>> So, this this is a website where which
46:44you used WordPress.
46:47>> No, it's on Squarespace.
46:49>> On Square is an AI tool?
46:51>> No, Squarespace is like WordPress. It's
46:53a way to to build a website.
46:55>> I didn't know.
46:56Okay.
46:59>> So, was this something that I I got a
47:02little bit lost. It was this something
47:04that
47:05AI suggested you do or you just went
47:09offside? I I'm I wasn't sure.
47:12>> of both.
47:13>> Okay.
47:13>> I told AI the problem.
47:15>> Uh-huh.
47:15>> We brainstormed and I realized
47:18that if kids can speak their story and
47:21see the words show up on the screen in
47:22front of them,
47:24it would be very encouraging.
47:26>> Okay.
47:27>> And then they can send
47:28>> the age group of these children for whom
47:30you made
47:30>> The one that you saw was um grades four
47:33to eight. But we also designed a
47:35different bear for grades K to three.
47:40>> And you used all AI tools to even create
47:43the avatar?
47:45>> I used AI tool for the avatar. I used AI
47:48to build the website.
47:50>> Okay.
47:50>> So, you can tell you can tell AI what
47:53you want to see on a page.
47:55>> Yeah.
47:55>> It will build a code for you. And you
47:57just put the code into your web page and
47:59it shows up.
48:00>> And you use chat GPT for that to create
48:02the code.
48:04>> And and Claude. I would say.
48:05>> Okay. Okay.
48:07>> Now I should warn you my monthly bill
48:09with chat GPT is about 400 bucks.
48:12>> Oh.
48:14You have the premium version.
48:16>> I do but it's it's well worth it because
48:18I also use it
48:20to do other jobs that I invoice people
48:22for.
48:24>> Okay.
48:25That's good to know. I really like the
48:28it looks gamified if you're
48:31experiencing it like oh I get to
48:34generate ideas. It gives me a place to
48:37start. And so I I think that would be
48:39encouraging with children. Have you Have
48:41you tried it yet?
48:42>> I have sat down with indigenous
48:44educators and they are absolutely raving
48:47about this because
48:49they their kids have great stories and
48:51they come from an oral culture.
48:54>> I think it's fun.
48:55>> Put stories into writing
48:56>> Mhm.
48:57>> is wonderful for them.
48:58>> This is a wonderful
49:00um
49:01way to bridge that gap to get them
49:04involved into getting their stories into
49:06writing.
49:08>> Thank you. I'm enjoying working on it.
49:11>> That looks really great. Thank you.
49:15Okay. Just watch your
49:18Sorry. Just watch your time group. I'm
49:19going to move on into the next breakout
49:21room. Thank you Ambriam. That was
49:23wonderful taking the
49:26um the time there.
49:28Great job Sigmund.
49:30>> Thank you.
49:32>> The next is your Good luck to the next
49:34participants.
49:38You want to go next? You That's what you
49:39wrote in the chat.
49:41>> Yes. Yes.
49:42Maybe providing feedback they'll they'll
49:45they'll consider it.
49:47>> That's a great idea. Thank you for
49:48suggesting that.
49:52>> Thank you.
49:58Any other questions?
50:05I think that's it for me then.
50:08Thanks everyone.
50:11>> Thank you. I could would go next. I
50:13don't know if you want.
50:16Um
50:17I'll share my screen. Let me know if you
50:20are able to see it.
50:22Uh I need a timer because I don't know
50:25hold on.
50:27Where is my
50:30Uh
50:31I posted in the
50:34in our discussion in case you want to
50:37see it.
50:38Any feedback
50:40uh I I really would be appreciate. So
50:45Oh, sorry.
50:47Did the sound go there? Okay. Did you
50:50hear anything? Yeah.
50:52Uh there's something that I can't
50:54>> In Zoom, you can you need to share the
50:56sound. It's the three dots and then
50:59share sound in Zoom.
51:01>> Mhm.
51:03>> If there's sound in your video.
51:06>> Mhm. Okay.
51:07Uh
51:09So
51:11uh I'll tell you a little bit of
51:12background. I'm a pedagogical counselor.
51:14I work with for a college
51:16and it's been a long time that we're
51:19we're thinking with
51:20uh librarian to create a module on
51:24AI literacy for Cégep. We call it Cégep
51:27instead of college at in Quebec City in
51:30Quebec. Sorry, not city in all Quebec.
51:32Uh and so I based on the this this uh
51:38course, I started looking at the
51:41the gap. No, and I put here a little bit
51:43of background on why I'm interested in
51:48it was 2022 when a teacher came and
51:51said, "Oh, somebody you know, some of
51:52the students are cheating. They're using
51:54it a tool you called ChatGPT, I think."
51:58They didn't know. So, that's that's the
52:01the start of the of of all the process
52:03and evolution of AI and in the schools,
52:07no? That changed forever.
52:09So, I tried to look at the challenges
52:11for students
52:14and um
52:15I've been doing some research and
52:17coincidentally is what we heard
52:20from teachers as well. The lack of
52:22awareness and understanding of AI, the
52:24capacity, the accuracy, we saw it here.
52:28Uh over-reliance we have the student
52:31thinking, "Okay, because AI said it is,
52:33you know, the right answer." The
52:35security, we talk about the privacy. Uh
52:38we see more plagiarisms and academic
52:41integrity honest dishonesty episodes.
52:44We saw ethical issues such as bias,
52:47discrimination,
52:49and less collaboration between students.
52:51These are some of the challenges, the
52:54gap that
52:55we can say in in in our C-Sharp system.
52:59Then I I uh
53:01integrated here a survey that was uh
53:04disseminated last uh spring uh 2025
53:08about what the students think uh and
53:12what they like to learn more.
53:14Uh
53:15So, they feel like they need uh they
53:17have minimal technical skills, they like
53:19to learn more. Um I put some also
53:23qualitative that data.
53:26Uh so, the students
53:27uh like to be taught about the ethical
53:31issues.
53:32Um it's important not to say, "Okay, we
53:36cannot use AI." But, it's important to
53:38learn um
53:41how is AI
53:43is working for them?
53:45So, I related this Oh,
53:48uh I have my hands raised. Um I tried to
53:51look for a pedagogical framework that
53:53could be could help me solve this gap,
53:56and I thought about self-regulation
53:58because we want the students to
54:01uh self-regulate themselves, think uh
54:03critically critically
54:06uh about how they're learning,
54:09and
54:09use metacognition.
54:11Uh
54:12so,
54:13I put here about this framework, and
54:16also the
54:18the self-regulated model.
54:20Um and basically, I I asked Copilot,
54:23that was my one of my first
54:25interactions, to create a
54:27a
54:27a graphic that can resume a a module
54:32uh for AI for students
54:35using the self-regulated
54:38uh
54:39framework from uh Zimmerman. Uh so,
54:42basically, um
54:44when we met with the librarian, we said,
54:47"Okay, we want
54:48a a module on AI for the students where
54:53they can uh first set goals, learning
54:55goals, then they do they perform, and
54:58then they self-reflect."
55:01So, we came out with these three uh like
55:03steps in
55:05uh in creating this module about setting
55:08goal, performing, and reflecting.
55:11And then uh
55:12I put here the audience for our module.
55:16Uh
55:17it will be all C-shaped students because
55:19Copilot is asking me, "Okay, what type
55:21of students? Uh first year?" This will
55:24be open to everybody.
55:26Uh it will be a self-paced micro-course,
55:30um
55:31approximately
55:32between 4 and 6 hours, but they could be
55:35flexible. They can take modules,
55:37and then leave and then come back.
55:41Um and one of the interesting thing when
55:44I put all my ideas on Copilot, the first
55:47class that we have we used the prompt
55:49that Jocelyn gave us, is that the one of
55:52the limitation, the risk was that okay,
55:55yes, you want to give the students a
55:56badge at the end, but the badge won't
56:00guarantee that the students really will
56:02change their behavior. They know how to
56:05access AI, they'll know how to
56:07um
56:09think critically. So, uh ChatGPT only
56:12gave me these four modules. Okay, I I
56:15revamped and I uh I had to rewrite uh
56:19based on our objectives, but I added the
56:22fifth module
56:25uh
56:25for the students to self-reflect. And
56:27that was one of the things that I
56:29learned from being AI, that we need some
56:32self-reflection and not only a reward
56:35after they finish the course.
56:37Uh so, these are the tools that I use
56:40basically to brainstorm, to compare
56:43both. Then I use Magic School to
56:45generate documents, I'll show you. Then
56:47I use Gemini to develop some already
56:50resources for the module for the Yes,
56:54oh. So, here you see the uh for the
57:00a rubric that the way they will use.
57:03Uh I use uh Gemini to create it and then
57:08assessment for implementation once they
57:10finish the course.
57:11Every time they take a course, they can
57:13use these to self-assess on any tool
57:16that they use.
57:18And here I put some final
57:20self-reflections as well.
57:23And
57:24uh I made a video also on the history of
57:27AI
57:29and references. So, I have my 5 minutes.
57:34Thank you.
57:35I'll stop sharing.
57:44>> I just wanted to say that I love that
57:46you added the the self-assessment piece
57:48because I think it really um
57:50it helps for for accountability and
57:52making sure that it's that it's
57:53implemented. Um
57:56I I don't know if this is offered at a
57:58lot of post-secondary institutions, but
58:00I definitely think it's an it's an it's
58:02an important tool for for students to
58:04have access to.
58:07>> Thank you.
58:12Any question feedback? I I don't know if
58:15I used the assessment
58:18the way it should be done, but uh let me
58:20know.
58:23>> I just wanted to say this is very timely
58:26hearing about uh AI literacy because uh
58:30just today I had uh someone working in
58:34like I work in a hospital, but we have a
58:35research institute and she reached out
58:38and said uh
58:39you know, Annick, we need to start
58:41providing patients uh we're in a
58:44pediatric hospital, patients and their
58:46families
58:47uh
58:48tools uh literacy tools to learn how to
58:50use AI and especially to
58:53um help
58:55uh them to ask those questions to
58:58clinicians. For instance, how do
59:00clinicians use AI, you know, when uh you
59:04know, evaluating or like, you know, the
59:07data and all of that. So, anyway, I
59:10mean, it's a bit different like, you
59:12know, but the fact that people need
59:15more and more to learn uh the use of AI
59:18uh is is is there. So, great
59:21presentation, Andrea.
59:23>> Thank you.
59:26>> I thought it was great how you had so
59:28many different AI tools to show the
59:30different steps that you had used um
59:34like in brainstorming or in creating um
59:38like even your even Canva for example.
59:42So it's nice to see in your presentation
59:45how you used each tool.
59:48Including the Magic School like for your
59:50surveys. The survey's a good one as
59:52well.
59:53>> Yeah.
59:55I didn't know
59:57that I copied the code
59:59that for the first time in my life and
1:00:01put it in Google Forms and it created me
1:00:04the rubric and I'm like, "What?"
1:00:05>> Amazing.
1:00:07>> I couldn't believe it.
1:00:09For the first time in my life.
1:00:11It never worked.
1:00:13>> Good for you. Look at that.
1:00:16That's great.
1:00:17>> Thank you.
1:00:18>> Have you tried it yet? Has anyone taken
1:00:20the survey or tried your module yet?
1:00:23>> Uh no. That we That's That's the problem
1:00:26with the assessment. That next step we
1:00:28need to develop we use articulate.
1:00:32And uh I'm already working on the on the
1:00:35real text, the real information that the
1:00:37students will get in articulate and then
1:00:41uh you know, colleges they need a lot of
1:00:44approval. It's not
1:00:47The school will need to see it and give
1:00:50feedback. Teachers, we need we need a
1:00:52series of
1:00:54steps.
1:00:56>> Uh yeah, I agree with uh Anne about the
1:00:59time timeliness of this AI literacy and
1:01:02I never really thought of that, Anne,
1:01:04about the patient's literacy to be able
1:01:07to look at
1:01:09what the healthcare practitioner is
1:01:11sharing. So that's an interesting
1:01:14perspective. I haven't thought of that.
1:01:15We've just come up with like how to help
1:01:17the practitioner use digital skills yes
1:01:19or update their digital skills.
1:01:21>> and because like you know, in the
1:01:23hospital we're using AI more and more
1:01:25to, like, you know, for example, in
1:01:26genetics, like, you know, it's a it's an
1:01:30area where AI is used
1:01:33just to, like, you know, there's so much
1:01:34data to go through, like, just to find
1:01:36the anomalies.
1:01:39And so, and more and more we
1:01:43ask, like, you know, we gather more and
1:01:45more data, so we're now being asked,
1:01:48"What do you do? How do you use it?" You
1:01:51know, is my data, like, whatever I'm
1:01:52giving you, is it going to be
1:01:56distributed everywhere?
1:01:59You know, anyway, so lots of uh
1:02:02uh we need to help them engage with the
1:02:04clinicians in this area, so uh yeah.
1:02:07Mhm.
1:02:08>> That's one of the reasons so that that
1:02:10courses um like like you talked about in
1:02:13your presentation are so important
1:02:14because when we did the um the project
1:02:18last week where we had to um get
1:02:19different tools to analyze or summarize
1:02:22an article,
1:02:23my doctor's office uses AI, our vet's
1:02:25office uses AI. I don't know what that
1:02:27summary is saying, and I I I don't know
1:02:30about the training of the person who had
1:02:33who's implementing those tools and
1:02:34whether or not they're thinking about it
1:02:36critically, and those are medical
1:02:37records that that need to be accurate.
1:02:39So, yeah, I think the more tools that we
1:02:42can have and courses like the one that
1:02:44you just presented on that you're
1:02:45creating, um the better because it's
1:02:48there's I think sometimes there's a
1:02:50lacking
1:02:51um in the awareness of of the abilities
1:02:53of what an AI tool can do.
1:02:57>> Thank you.
1:03:01>> I don't mind going next.
1:03:03Um
1:03:05I have to admit, I don't have a fancy,
1:03:08like, presentation, not even a
1:03:11PowerPoint.
1:03:12All I have to show, I'll share my
1:03:15screen, is uh is a Word document and
1:03:18also I'm going to share like you know
1:03:20uh the tool that I've developed. I
1:03:24developed a
1:03:25an agent using Copilot. So that's what
1:03:28I'm going to show to you.
1:03:31But I hope it's okay like if I'm the
1:03:33third person going. Okay, thanks. And
1:03:36I'm going to start my timer. And if I
1:03:40talk and I forget to look at the timer
1:03:43let
1:03:44don't hesitate to move your hands or let
1:03:47me know. Okay?
1:03:48So I'm going to start it.
1:03:51But I haven't I'm going to stop it.
1:03:53Stop. Stop. Stop.
1:03:55I'm not good at multitasking. I'm going
1:03:57to share my screen first.
1:04:01do do do
1:04:06uh
1:04:07number two
1:04:11content only
1:04:15share
1:04:18My goodness. I use
1:04:20Teams all the time now. I haven't shared
1:04:22with Zoom in a while.
1:04:24Okay.
1:04:25So
1:04:26this is my beautiful word document.
1:04:31uh
1:04:32All right. So as I mentioned earlier I
1:04:35work in a hospital. I'm in charge of
1:04:37organizational development and learning.
1:04:40And um
1:04:43Yeah. So same as I think Tanya like who
1:04:47is new to this world of AI like I didn't
1:04:49want to hear about it like quite like
1:04:51you know a couple of months ago even.
1:04:53uh I was like the new shiny thing and
1:04:57like you know thinking about the impact
1:04:59on environment and
1:05:02you know I was like no no. But you know
1:05:05uh I'm also very curious. I'm you know
1:05:09I'm I love learning different things. So
1:05:11I thought you know what, Nick? You want
1:05:12to be part of the solution, not live
1:05:15under the rock and pretend that, uh,
1:05:18you know,
1:05:19it doesn't exist. So, I decided to jump
1:05:22in, and I'm taking actually two courses
1:05:24on AI, uh, right now.
1:05:26Um, and actually, uh, last Friday I had,
1:05:30uh, an offsite meeting with my team, and
1:05:33we looked into how we're going to
1:05:34integrate AI to improve, uh,
1:05:38the process, uh, that we have in place
1:05:41to develop learning solutions at the
1:05:43hospital. So,
1:05:45um, I dove into it.
1:05:48So, within like just, uh, like
1:05:50few weeks, few months, I'm totally into
1:05:53it. Um, I have to tell you also, I have
1:05:55a, uh, background in science and
1:05:57engineering, so I guess like, you know,
1:06:00and I've always done lots of, uh,
1:06:02process improvement. I come from that
1:06:05area, uh, education, adult education
1:06:08was, uh, something I've
1:06:10uh, added to my, uh,
1:06:13my baggage at some point. So, anyway, so
1:06:15it it was intuitive for me to to to
1:06:18start using it.
1:06:20All right. So, the problem, uh, I wanted
1:06:22to solve, uh, using AI was, um,
1:06:27so, we are developing a leadership
1:06:29development program, uh, at the, in my
1:06:32organization, and um, I wanted to adapt
1:06:37the program to, uh, the needs of each,
1:06:41uh, leaders. Everyone comes to
1:06:42leadership with a different background,
1:06:44with a different experience. So, uh, I
1:06:46wanted to do some diagnostic testing,
1:06:50um, some, yeah, assessment, uh, and then
1:06:53that would, uh, lead to, uh, you know, a
1:06:57different, uh,
1:06:58learning path for the different leaders.
1:07:01So, I thought, what what if, you know,
1:07:03we have like 250-ish
1:07:06and more leaders in the organization.
1:07:08So, what if AI could help with that? Um
1:07:12first, I looked at what was already out
1:07:15there, and I found like, you know, uh
1:07:17two uh vendors uh that are doing
1:07:21assessments. So,
1:07:22uh here I have MAP.
1:07:25So, their AI tool is used in their
1:07:29assessment uh platform. So, they
1:07:31basically they do um
1:07:34you know, uh psychometric assessment,
1:07:36but they use AI for the analysis.
1:07:39Uh the second tool that I found was uh
1:07:43Hedrick Immersive. Uh and in
1:07:47in their case, they use uh AI to do
1:07:49simulations, but really the tool is
1:07:51helping them to find out what's the
1:07:54thought process that leaders use when
1:07:56making decisions. So, I was really
1:07:58intrigued with what they were doing. Um
1:08:02but of course, like if we do something
1:08:04uh in my organization, like it's going
1:08:06to have to match uh the needs of our,
1:08:10you know, uh organization. So, um
1:08:13we have developed a competency framework
1:08:17over the last year. So, we want to make
1:08:19sure that we evaluate based on our
1:08:22competency framework.
1:08:24Uh and we have like, you know, what are
1:08:27the for each competency, what are the
1:08:29expected behaviors if you're supervisor,
1:08:32manager, uh
1:08:34director, exec. So,
1:08:38I wanted our tool to uh the the the tool
1:08:41I would develop to analyze the
1:08:43self-assessment. So, like basically,
1:08:45like if I'm the new leader, I would
1:08:47answer questions, you know, and based on
1:08:49the questions, the the tool would tell
1:08:53me, "Okay, you're like in this level."
1:08:55And then to uh continue your uh growth
1:08:59as a leader, like this is the learning
1:09:01path that you need to uh
1:09:04to to take. And AI would make would
1:09:08match that with our current catalog of
1:09:12learning solutions. So, that's the idea.
1:09:17Um so, what I did was well, I sat down
1:09:22and
1:09:24started using Copilot uh
1:09:27with this. So, I've started to ask
1:09:28Copilot and this is my prompt here. Uh
1:09:32please, like I I I fed uh Copilot with
1:09:36our competency framework, with our
1:09:38learning catalog, with, you know, a way
1:09:40a bunch of data to provide some context.
1:09:44And then uh
1:09:45I asked uh Copilot to first create uh an
1:09:50assessment.
1:09:52And then I said I didn't want it to
1:09:53create right away, but I asked Copilot
1:09:56to what would what do I need to do to
1:09:59create this agent that would do what I
1:10:01want to do. So, uh Copilot helped me uh
1:10:05in purple here, Copilot prepared the
1:10:08self-assessment.
1:10:10Um
1:10:12but again, based on all the the data
1:10:14that I uh provided first. So, 10
1:10:18questions and it not only has like it
1:10:22has questions and the rating and all of
1:10:24that. So, haha, I was like, yeah, that's
1:10:26really good. Of course, like, you know,
1:10:28we'll need to review all of this, but at
1:10:30least as a proof of concept, like it it
1:10:32it proved to be
1:10:34um
1:10:35very um
1:10:37uh
1:10:39you know, it made sense, you know, like
1:10:41I I wanted dig uh further. And then, to
1:10:45do the whole thing, that's what uh AI
1:10:48recommended in terms of architecture.
1:10:50So, I use of different tools from uh
1:10:53well, we use Microsoft uh 365, so we all
1:10:56I have all those tools. I use forms and
1:10:58power apps like, you know, quite often.
1:11:00So, it's not going to be too
1:11:02um
1:11:03too difficult. Well, a bit, but anyway,
1:11:06the the the whole implementation will be
1:11:08difficult, but uh
1:11:11it makes sense in in in my head. Anyway,
1:11:14so
1:11:15uh that's what I've been uh doing. I And
1:11:19now I'm going to jump into because I'm
1:11:21looking at the time. I'm going to jump
1:11:22and show you uh what the tool looks like
1:11:25and I tested it
1:11:28myself. So, I create Is it
1:11:33coming here? Okay.
1:11:36Uh all right. So, my agent is called uh
1:11:41beta one, B1 Geo Leadership Growth
1:11:45Guide. So, I don't know how to first ask
1:11:50AI to, you know,
1:11:53to to start. Like, right now when I just
1:11:56go into my tool, well, I can go there
1:11:58and agent I'm going to show you what it
1:12:02says.
1:12:03Okay.
1:12:09So, I wanted to
1:12:11right away ask me a question, tell me
1:12:14what to do, but first it's asking me to
1:12:16prompt something. So, I'm prompting
1:12:17start my assessment. So, if I click
1:12:19there, then it starts.
1:12:22Uh I want to move this here. Do do do.
1:12:25Okay.
1:12:26So, it
1:12:28uh I'm going to start the prompt and
1:12:30then what it's going to do is it's going
1:12:32to start asking me a bunch of questions,
1:12:34but first I need to tell
1:12:36uh AI what I'm what I am. So, I'm a
1:12:39manager and then I will answer the
1:12:42question. So, first I'm going to say,
1:12:45okay, manager and then oops. I'm not
1:12:49angry. I'm a manager. Sometimes I'm
1:12:51angry though. And to this question, I'm
1:12:54going to respond that I'm proficient.
1:12:57And I'm going to give an example. I am
1:13:01good. I'm I'm going very fast just for
1:13:04the demonstration, but um
1:13:07So,
1:13:09that was the first question. And then AI
1:13:13right away
1:13:15tells me
1:13:16give me a follow-up of the the question.
1:13:19And it you know, it brings me to
1:13:22question number two. Anyway, so you get
1:13:25it like if I just go back to what I did
1:13:27earlier because I answered question like
1:13:30answers that made sense.
1:13:34Um so, I went and I hope I
1:13:38this is the right one. Yeah. Okay, so I
1:13:41entered all the questions that the 10
1:13:43questions in my assessment. And at the
1:13:47end
1:13:49uh AI was giving me like you know, a
1:13:52summary of my where I I am in the my
1:13:57growth as a leader. And it also provided
1:14:02uh proposed development priorities. So,
1:14:05where I should be focusing uh to um
1:14:10continue my development and provided
1:14:13some suggestions as to courses I should
1:14:16be taken from our catalog. So,
1:14:20that's where I am right now. That's what
1:14:23I've developed. Uh and I think I'm going
1:14:26to just Well, maybe I should say like my
1:14:30next steps
1:14:31of course like beside like make making
1:14:34it pretty into a presentation and
1:14:36sharing with everyone will be um in
1:14:39terms of implementation and evaluation.
1:14:42Well, for the the purpose of this
1:14:44course, I'm going to do just a quick
1:14:46one, but to to implement in my
1:14:48workplace, it's going to take a little
1:14:50while because it's going to need to go
1:14:51through some like forms of approval and
1:14:54uh
1:14:55um and also because I also want the tool
1:14:58eventually to
1:15:00uh find uh solutions that are not only
1:15:03internal to Chewy, but also courses that
1:15:05exist like in the area. So, because it's
1:15:08going to talk externally, like I'll have
1:15:10to see with uh IS like to make sure that
1:15:15uh I can do that, you know, have uh AI
1:15:18look outside and bring things inside
1:15:21our container.
1:15:23Uh and um
1:15:25and
1:15:27it I like in terms of like just a piece
1:15:30of reflection working uh on developing
1:15:32this,
1:15:33I'm just amazed at the possibilities,
1:15:37you know? Um
1:15:40but I'm both equally amazed and
1:15:44scared
1:15:45uh because
1:15:47uh because it seems so big what this
1:15:51tool can do um
1:15:53and I'm realizing how intentional we
1:15:55need to be. I'm thinking about the
1:15:57future of this planet
1:15:59and thinking how much water, how much
1:16:02energy, how much, you know,
1:16:05uh how much am I using, you know,
1:16:09to do everything and to do what? To be
1:16:12faster at doing all of these?
1:16:16So, anyway, I'm having like
1:16:19in my mind, like I have lots of
1:16:20squirrels uh spinning, spinning, and I
1:16:23have sometimes a whole board meeting
1:16:25happening up there, and right now
1:16:27they're
1:16:28>> Mark, you're at the 11-minute mark.
1:16:30>> Okay.
1:16:31Thank you. So, I'm I'm done. So, I'm
1:16:33going to end it here. Welcome your
1:16:36questions, feedback, suggestions.
1:16:39Going to stop sharing.
1:16:48>> I have a quick question for you, Annick.
1:16:49Thank you. That was a great
1:16:50presentation. A A nice concept that
1:16:52you're thinking about the leaders and
1:16:54how to upskill, upgrade. I've worked a
1:16:58lot in the healthcare industry for um
1:17:00digital upskilling, and I think one of
1:17:03the biggest challenges that I see with
1:17:05the healthcare industry is it with in
1:17:08terms of professional development and
1:17:10timing is that there's no time, and
1:17:12they're tired. And the tie-in here is
1:17:15like how do you
1:17:16im- like improve the outcome of them
1:17:18actually taking courses if it's not like
1:17:21paid or part of their professional
1:17:23development. So, I see
1:17:25the resource recommendation system of
1:17:28your agent, how can you ensure that the
1:17:31recommendations
1:17:33are followed up on or that the
1:17:36instructor, manager, supervisor are are
1:17:39using those recommendations and taking
1:17:40those courses?
1:17:42>> Mhm. Uh there's going to be a human in
1:17:43the loop, so we will we'll pair every
1:17:46leader well in the
1:17:49the planning of the, you know,
1:17:51leadership development program. Like,
1:17:52you know, everyone's going to be matched
1:17:54with a mentor. So, there's going to be,
1:17:57you know, accountability in that way.
1:17:59So,
1:18:00that's how we're going to make sure that
1:18:03you know, there's motivation and there's
1:18:05uh follow-up, if you will.
1:18:07>> I like I like the concept.
1:18:10>> Thank you.
1:18:12>> Okay, how many How many haven't
1:18:14presented yet?
1:18:17Uh Errol still needs to go.
1:18:19>> Three.
1:18:20>> No, I haven't gone.
1:18:21>> Okay.
1:18:21>> There's two of us. Us two.
1:18:23>> Okay. So, just watch the time. I have
1:18:25this at 20 minutes. It will bounce us
1:18:27back at the end to the main room. If we
1:18:29haven't all presented yet, um I hope
1:18:31you're okay with sharing with the group,
1:18:33but just be cognizant of the time. I'm
1:18:35going to go to the other breakout room.
1:18:38>> The others were better. It's
1:18:39>> also have to present. Don't forget about
1:18:41me.
1:18:42>> Okay, awesome. We won't forget about
1:18:44you.
1:18:47>> Yeah, go ahead.
1:18:48>> Go on.
1:18:50To the next.
1:18:52>> Who wants to Should I go? Okay, I I'll
1:18:54go, guys.
1:18:56Um I
1:18:57>> objective provide
1:19:00insights into how first-year students
1:19:02position generative AI as an e-mentor,
1:19:06what students expect from AI-supported
1:19:09mentoring, which mentoring roles they
1:19:11assign to ChatGPT, how students engage
1:19:14with the shape AI-based mentoring
1:19:17interactions.
1:19:18Uh
1:19:20the key questions, how can generative AI
1:19:23support the mentoring needs of
1:19:25first-year university students?
1:19:28Uh
1:19:29the e-mentoring process will continue
1:19:31throughout the academic semester. Uh the
1:19:33initial findings will inform uh further
1:19:36analysis of students' interactions,
1:19:38uh refinement of the e-mentoring
1:19:40approach, future AI-supported mentoring
1:19:43models.
1:19:44Uh at the long-term vision, AI plus
1:19:47human mentors
1:19:50uh successfulity, uh more accessible and
1:19:53continuous mentoring support.
1:19:56And
1:19:57uh
1:19:58I
1:19:59uh planned to uh show my uh data, but I
1:20:03can't share my screen, so I can't uh
1:20:06show my forms and data on you.
1:20:10Um so sorry for this. Uh
1:20:13That's all from me.
1:20:15Thank you.
1:20:15>> Great.
1:20:17>> I have a question. So, when you say
1:20:19e-mentoring, um did you make a specific
1:20:22app for uh on ChatGPT for students, or
1:20:26they're just using the usual ChatGPT?
1:20:29>> No, uh
1:20:30I um
1:20:32I
1:20:33uh showed them to ChatGPT's
1:20:36skills and then I give them an a trick
1:20:40a form
1:20:42how can they use
1:20:45ChatGPT as an e-mentor and how can they
1:20:49write prompt for these and I
1:20:53talk about and we discuss about these in
1:20:56the classroom
1:20:58and then they
1:20:59start to try using
1:21:03ChatGPT as an e-mentor. They are free to
1:21:07ask anything but they know that
1:21:12it is not only
1:21:15question and answers process and they
1:21:18always
1:21:19develop their prompt
1:21:21for ChatGPT
1:21:23becoming
1:21:26a better
1:21:27e-mentor for themselves.
1:21:30>> So you're basically teaching them how to
1:21:31use ChatGPT for as a mentor. Okay.
1:21:34>> And
1:21:36we talk about
1:21:39the
1:21:40best prompt writing.
1:21:42>> Okay.
1:21:43>> Yeah.
1:21:47Sorry.
1:21:49>> I always am afraid that they will over
1:21:51rely on something else to on an AI tool
1:21:54for mentoring as well.
1:21:56If you teach them too much, right? I
1:21:58don't know.
1:21:59>> I looked at
1:22:01answers a little.
1:22:05They also liked it.
1:22:07But
1:22:09some of them
1:22:11feel unsafety about
1:22:14this process.
1:22:19>> Thanks.
1:22:20>> They don't want to share their
1:22:22own ideas their
1:22:24information to
1:22:26ChatGPT.
1:22:28They said some of them.
1:22:35Thank you.
1:22:40>> Any questions?
1:22:46Okay.
1:22:47Uh who wants to go next? Darlene? I
1:22:49Well, okay.
1:22:50>> Okay.
1:22:51>> No, no, go for it, Elena.
1:22:53>> I'll go last. Mine's not great.
1:22:56>> Okay. So,
1:22:58let me I'll keep track of time to see if
1:23:01I can handle both.
1:23:03So, um first of all, I like to be honest
1:23:08with you and there's
1:23:10a reason why I'm taking this course um
1:23:13or class, it's because I do need to
1:23:16develop more confidence in AI. So, I
1:23:19would appreciate if you can uh suggest
1:23:23any
1:23:24potential activity I can include here,
1:23:27cuz when I s-
1:23:28saw your projects, I just feel like I'm
1:23:32being superficial in the use or in my
1:23:36project.
1:23:38Okay, so I really appreciate your
1:23:40feedback.
1:23:42So, my background is I work in one of
1:23:46the largest universities in Costa Rica.
1:23:48I work on a regional campus. I work in
1:23:51different English language teaching
1:23:53programs, specifically teaching research
1:23:56courses.
1:23:58My students uh age range is from 19 to
1:24:0125, approximately.
1:24:05I have
1:24:06my biggest uh challenge right now is
1:24:09that my students are not generating
1:24:11their own writing content. And they're
1:24:13overusing AI to generate their
1:24:16assignments.
1:24:17And um writing is a linguistic skill
1:24:21they need to develop.
1:24:23Um
1:24:25So, basically I feel powerless. Uh but
1:24:28uh then so
1:24:29uh class number one was very insightful
1:24:32about the prompt. So, this is the prompt
1:24:35I created.
1:24:36Um
1:24:38And uh so, basically what I'm saying is
1:24:40my students are not writing or creating
1:24:42their own uh writing homework. They use
1:24:45AI and copy and paste what AI generates.
1:24:49Help me brainstorm three ways
1:24:51I can address this challenge.
1:24:54So, out of the three suggestions given
1:24:56by AI, I went for show me the journey.
1:25:02Um
1:25:03So, basically what it says is that
1:25:05instead of grading only the polished
1:25:08product,
1:25:09um students need to submit small
1:25:12artifacts for the writing process.
1:25:15So, that is like uh
1:25:17how is it that they're using AI?
1:25:20How they are
1:25:22uh using the information, like the
1:25:24interaction, like are they reflecting on
1:25:27the data generated and this process. So,
1:25:31um
1:25:32this
1:25:34This is the first time I heard about
1:25:36Gamma. I don't know if that's the
1:25:38correct pronunciation. So, what I did
1:25:40was to create
1:25:42like um the whole task for my students
1:25:47on this uh what what is it? Website
1:25:50generator? I don't know.
1:25:52So, this is very like this is my first
1:25:54attempt using this platform. So, if it
1:25:56is basic, it's because I don't know how
1:25:58to use it. So, my idea is to share this
1:26:02uh with my students.
1:26:04Uh this is like the guidelines for them
1:26:07to understand what is it that I am
1:26:09expecting.
1:26:11So, I titled it the research writing
1:26:13journey. I
1:26:15provided like um
1:26:18what I think is a clear description
1:26:20saying that this is a process-oriented
1:26:22approach that will guide your academic
1:26:24writing through an AI AI use reflective
1:26:28journal.
1:26:29Uh it aims at making thinking,
1:26:31decision-making, and use of artificial
1:26:33intelligence visible throughout the
1:26:35development of your research report. So,
1:26:38it is like I want to open the
1:26:39conversation in class uh so that they
1:26:42know that
1:26:44they can use AI, but there's a different
1:26:46way to use AI in the writing.
1:26:49Um so, I described here something like
1:26:52you will document selected stages of
1:26:54your work in the form of a reflective
1:26:57journal such as initial ideas,
1:26:59questions, evidence gathering, analysis,
1:27:02drafting interactions.
1:27:04Uh AI may be used as a support for
1:27:07thinking, feedback, or revision, but you
1:27:09remain responsible for the intellectual
1:27:11and interpretative work represented in
1:27:14the final submission.
1:27:16I included an objective
1:27:18um some contribution to learning
1:27:21and then the instructions like what
1:27:23would you do?
1:27:25Well, what would you do?
1:27:27Then, so I described the assignment.
1:27:30Um
1:27:32and then what I did was
1:27:36the entries uh like every entry will
1:27:39have these four
1:27:41uh stages. One is the starting point,
1:27:45what did I initially think, where they
1:27:47record their initial ideas, then
1:27:49development, how did my thinking change?
1:27:53Then, use of AI, how did AI contribute
1:27:56to my process, and the final product,
1:27:58what did I produce? Oh, no, there's
1:28:00another one, sorry, five. Reflection,
1:28:02what can I say about learning?
1:28:04So, the prompts are there for them to
1:28:06generate the reflection.
1:28:09Um
1:28:10I also generated the image by describing
1:28:14how my classes look like.
1:28:16Uh like group work cuz they usually work
1:28:19in groups. So, once I had this, then I
1:28:21have another challenge, which is
1:28:25uh the resources that they have
1:28:27available. So, they have uh the
1:28:29institution provides Copilot through my
1:28:33uh and Google Gemini. But, they prefer
1:28:36to use ChatGPT and Claude. So, this is
1:28:38like this is what they have available.
1:28:41My uh another challenge that I have is
1:28:43assessment. So, uh I use another um
1:28:47prompt
1:28:48to ask AI to help me
1:28:52creating uh
1:28:53a single-point rubric
1:28:56uh cuz I like those rubrics cuz they are
1:28:58not so focused on the final grade, but
1:29:02those rubrics what they do is see the
1:29:05task as an assignment, like as a
1:29:08process.
1:29:10So, this is not the first time I create
1:29:12those rubrics. I've used them before.
1:29:15So, they are more like formative
1:29:16feedback. So, I took the information or
1:29:21what um ChatGPT generated
1:29:25and I created then this uh Oh, sorry. I
1:29:29included the submission guidelines here
1:29:31for students to guide
1:29:33uh the process like I cuz I'm I'm very
1:29:35structured.
1:29:37Um
1:29:38And then So, this is the rubric Sorry,
1:29:40that I created.
1:29:42So, I don't know if you're familiar with
1:29:44these type of rubrics, but um
1:29:47like in the middle, what we have is a
1:29:50criteria. It's perform performance
1:29:53standard and the
1:29:55specifications are
1:29:57AI use and decision-making, reasoning
1:30:00and appropriateness, critical
1:30:01evaluation, ethical and responsible
1:30:03practice, researcher learning and
1:30:06development. Then, on the left column,
1:30:09we have opportunities for development,
1:30:12that is everything that they need to
1:30:13improve. And then, on a more um
1:30:17positive note, is what on the right
1:30:21column, what is already strong, and
1:30:24then, like the extra mile, what went
1:30:26beyond the criteria.
1:30:29Um
1:30:30So,
1:30:32basically, this is what I have.
1:30:35I don't know if you have questions,
1:30:37comments, suggestions,
1:30:40ideas.
1:30:43>> I'm impressed how thorough Excuse me,
1:30:45how thorough this is. Did you enjoy the
1:30:47process of using AI to do it?
1:30:50>> Yes,
1:30:52a lot. I really love using Gamma. And
1:30:56the And honestly, I really appreciate
1:30:59what I learned about prompting
1:31:01engineering or prompt engineering, like
1:31:05I used um in fact, in a workshop that I
1:31:07was with my students,
1:31:09the models that Just Line uh shared,
1:31:14um which I found very
1:31:17useful, cuz it explains students that
1:31:20prompting is important. It is not just
1:31:23And it requires thinking and analysis.
1:31:26>> Yeah, you mentioned confidence, and I'm
1:31:28sure this helped build your confidence.
1:31:31>> Yeah, doing
1:31:32trial and error. Yeah,
1:31:34for sure.
1:31:36>> Um can I ask um a question? I really
1:31:39liked your presentation.
1:31:41Um
1:31:41are you using any AI with students?
1:31:46So, for example, when they're the
1:31:47reflective journal,
1:31:49uh are they using any AI tool? That
1:31:51could be somewhere where you can say,
1:31:53"You know what? Here's a flowchart." I
1:31:55don't know, AI tool.
1:31:57And they can
1:31:58uh use So, they're using AI along with
1:32:01learning.
1:32:02Um then comparative I I find that when
1:32:06they compare their own writing, first
1:32:07writing should be always human. That's
1:32:09what I think.
1:32:10So when they write and then they put it
1:32:12in in in an AI tool, you can just ask
1:32:15them compare and then that's because
1:32:17you see by doing. Mhm. Right? Am I
1:32:20saying it correctly? You learn by doing,
1:32:22right? You learn by doing, sorry. So
1:32:25that's how I learn. I mean, if I can't
1:32:27see, okay, why I why is the teacher
1:32:28saying that AI is not a good thing or
1:32:31it's, right? So maybe that comparative
1:32:33thing could be
1:32:35um
1:32:36could be helpful.
1:32:37>> And then uh what would you suggest
1:32:41as um
1:32:43an AI tool to to work on the journals or
1:32:47to work with the journals?
1:32:49>> I remember I I know I have we have
1:32:51there's an app where you can create
1:32:53flowcharts
1:32:54or even mind mapping. So you can look
1:32:57for some mind mapping AI tools.
1:32:59Where and that's so interesting, too.
1:33:02I mean, I've heard many students say
1:33:04that we didn't know we don't have ideas,
1:33:06but when they start doing mind mapping,
1:33:08that's where the ideas start coming.
1:33:10>> Okay.
1:33:11Thank you.
1:33:15>> And maybe with the journals as well. Oh,
1:33:17sorry, go ahead, Darlene.
1:33:19>> Can I ask a question about that rubric
1:33:21that you showed us?
1:33:23>> Mhm.
1:33:24Sure.
1:33:25>> With did you Was it check marks that you
1:33:27would put in the column? I'm not
1:33:28>> No, is uh comments.
1:33:31>> Okay.
1:33:32>> Mhm.
1:33:32>> Okay.
1:33:36>> Okay.
1:33:38Uh Can I Can I just check how many
1:33:40people need to present still?
1:33:42>> Just Darlene.
1:33:43>> Darlene, okay. We're We're at 5 minutes,
1:33:46so it may cut off and bring you back to
1:33:47the main room. So just be cognizant of
1:33:50that, but if there's uh I think there's
1:33:52a couple of people that still need to
1:33:53present in the other room, so we're
1:33:54going to share that room.
1:33:56So just be wary of the time it may cut
1:33:58you off.
1:33:59>> Okay.
1:34:00>> Okay. I'll stay in this room.
1:34:02>> Okay.
1:34:03Um so,
1:34:05I just I want to start by saying that I
1:34:07started off with a plan of doing one
1:34:11thing and I had to
1:34:13pivot.
1:34:15I I guess I didn't have to, but my whole
1:34:17thing is taking of taking this course is
1:34:19to challenge myself.
1:34:21And
1:34:22um I started off by wanting to
1:34:25create a chatbot for my students.
1:34:27Um I teach adult ESL learners, so they
1:34:31don't get a lot of practice speaking
1:34:35uh English.
1:34:36But many people in my group at the time
1:34:40all were doing the same thing, so
1:34:42I don't want to do that. Um so,
1:34:45I decided to go to plan B.
1:34:49Um
1:34:50So, two things I've I've used
1:34:54Gamma, which I've never used before, so
1:34:57let me see if I can get this working.
1:35:01Uh
1:35:09Okay, 1 second.
1:35:15Is that working?
1:35:19>> Yeah.
1:35:20>> Okay.
1:35:21Thanks.
1:35:22All right. Um
1:35:24so, plan B was
1:35:27something else that has
1:35:30been on my mind. Um
1:35:32the program that I'm in
1:35:35is a 14-week program.
1:35:39So, we each teacher sees the same
1:35:43students
1:35:45for the entire week. So, for 13 hours a
1:35:48week. Uh it's divided up into either
1:35:51four or five segments and we are given
1:35:55weekly um
1:36:00weekly outcomes.
1:36:01Uh that that then we have to parse that
1:36:05out for the week.
1:36:08And you know, we some some teachers are
1:36:10doing it on paper, the planning. Some
1:36:12teachers are doing digital. It's it's
1:36:14kind of a hodgepodge.
1:36:17Um and I some people do part paper, part
1:36:20digital. So I wanted to try and come up
1:36:23with something
1:36:25um
1:36:26Yes, you know, I can't get this to move.
1:36:32There.
1:36:33Um I wanted to try and come up with
1:36:35something digital that teachers could
1:36:38use to plan out their each week for the
1:36:43entire course.
1:36:45Um so
1:36:48Yeah, that's that.
1:36:51Um
1:36:56I already did that part, sorry.
1:36:58I've never used a camera before. So,
1:37:01this was my prompt. Um it's not great,
1:37:05but this was where I started.
1:37:07Uh I said that I wanted to take the
1:37:12weekly outcomes and use an a tool that
1:37:16teachers could use
1:37:19to plan the entire
1:37:21semester.
1:37:23The other thing that I wanted to add
1:37:26um
1:37:27because when we after COVID or during
1:37:29COVID, when we went online, one of the
1:37:31things that
1:37:33I noticed in trying to plan things, it
1:37:35was really difficult if you had a video
1:37:37over here and you had an article over
1:37:39there. So one of the things I wanted to
1:37:41try and and incorporate was in this um
1:37:45planning have being able to link or
1:37:49embed videos
1:37:51um,
1:37:52or websites.
1:37:54So,
1:37:56I started with Copilot.
1:37:59Um,
1:38:01and I asked for
1:38:03simple options.
1:38:07I I did the wheel here because
1:38:11I sometimes feel like I am going around
1:38:13in circles.
1:38:14I do a first prompt, I review that
1:38:17prompt, I revise it, and and I just I
1:38:20feel like I keep going around, and then
1:38:22I kind of get lost. So, I I kept doing
1:38:26it,
1:38:27um, and I actually um,
1:38:30sorry, got frustrated, and I
1:38:35asked if there was a simpler way.
1:38:38Uh, this is something I haven't done
1:38:39yet.
1:38:40Um, but I do plan to I I was using
1:38:43Copilot, but I do want to try the exact
1:38:45same thing, the same prompt, and and the
1:38:48different uh, AI tools.
1:38:51Uh, I haven't gotten there yet. Um,
1:38:55and it I I said, you know, is there a
1:38:57better way? Cuz I was trying Google
1:38:59Slides,
1:39:00uh, Google Docs,
1:39:03and it said Notion.
1:39:05Has anybody ever heard of Notion? I've
1:39:07never heard of it before.
1:39:10Of course you don't, silly.
1:39:13I'd never heard of it before. So, I'm
1:39:15I'm grateful that it popped this up. Uh,
1:39:19I have been working with it. I I know
1:39:21the time is is getting short. So,
1:39:24I was really grateful that I was able to
1:39:27find this. The thing that the outcome
1:39:29for me was the communication.
1:39:33Um, I understand that it's it's a
1:39:35collaborative process.
1:39:37Um, so that's my takeaway.
1:39:40And Notion.
1:39:45I'm I'm stopping because I
1:39:46>> your It's so simple. I mean, it's it's
1:39:49perfect. The language is so good for ESL
1:39:51learners.
1:39:52Um I like your presentation, Darlene.
1:40:00>> Hello, welcome back everybody.
1:40:03Yeah, we just finished off with our
1:40:08presentation. Darlene, you were cut off
1:40:09a little bit there at the end. I don't
1:40:12know where the other group was in your
1:40:13presentations. Has everyone had a chance
1:40:15to present?
1:40:16>> No, not me. I
1:40:20>> Erla, I don't mean to put you on the
1:40:22spot, but we happen to have nine
1:40:24>> Yeah, that's okay.
1:40:26I don't mind, so
1:40:28So, um
1:40:31share.
1:40:34All right, uh
1:40:36and
1:40:38Okay.
1:40:41slide
1:40:44Okay.
1:40:52Okay. And you
1:40:54And you can see my slide here.
1:41:00>> Yep.
1:41:01>> Um
1:41:02Wait a minute. Okay. Um
1:41:06So, my capstone project focuses on
1:41:10Danish vocabulary
1:41:12learning.
1:41:14Um
1:41:17I teach Danish as a foreign language.
1:41:20It's it's mandatory in in Iceland.
1:41:23Um
1:41:25And I am exploring how generative AI can
1:41:29support their learning with out
1:41:31replacing their own thinking.
1:41:34And I have a used the
1:41:37pair or p a i r
1:41:40framework to structure my um project
1:41:45starting with a
1:41:47uh learning problem.
1:41:50Uh and I should mention that um I used
1:41:54chat GPT to help me create those slides.
1:41:59I gave it the content and um ideas from
1:42:03my project.
1:42:05Uh and it helped me design the
1:42:08presentation. And then I reviewed and
1:42:12edited
1:42:13the slides myself, of course. Uh
1:42:16afterwards.
1:42:18So, um
1:42:22um
1:42:25next slide how to delete all but the
1:42:30Okay.
1:42:32Uh the problem I started with is
1:42:35something I often experience
1:42:38uh as a Danish language teacher.
1:42:41Uh many students have a very limited
1:42:44Danish vocabulary
1:42:47both active and passive.
1:42:50Uh even though they have studied Danish
1:42:53for
1:42:54several years before entering upper
1:42:57secondary school. I I teach
1:43:01an upper secondary school.
1:43:04And they uh my students rely
1:43:07very heavily on Google Translate
1:43:11and are often reluctant
1:43:14to try other ways of working with with
1:43:19the language.
1:43:21Um
1:43:24there is also quite a lot of resistance
1:43:27to learning Danish
1:43:30uh
1:43:30in the first place.
1:43:32Uh,
1:43:35uh, so, um, the challenge is not only
1:43:39limited vocabulary, it's also how to get
1:43:42students to
1:43:43uh, engage more actively with, um, with
1:43:49Danish.
1:43:50And become, uh, less dependent on, uh,
1:43:53using those, uh,
1:43:56yeah, dependent on translation tools.
1:44:01Um, and that led me to my main question,
1:44:05uh, how can AI support
1:44:08vocabulary learning without doing the
1:44:11thinking for the student?
1:44:14Um,
1:44:17uh,
1:44:19uh, so, with that learning problem in
1:44:22mind, I used the pair framework,
1:44:26um, to structure my project.
1:44:30Um,
1:44:32my problem formulation
1:44:34became how can I move students from
1:44:38translation dependence toward active,
1:44:42uh,
1:44:43vocabulary learning?
1:44:46Um, and I chose,
1:44:49uh,
1:44:50chat, uh, chat GPT
1:44:53and gave it the role of a structured,
1:44:56uh, vocabulary, uh, coach.
1:44:59Um, the interaction is based on the
1:45:03student
1:45:05trying first,
1:45:07uh, receiving a hint, trying again,
1:45:10self-correcting,
1:45:12using the word, uh,
1:45:15and later retrieving it from
1:45:19from the memory.
1:45:21Um,
1:45:26so, um,
1:45:29uh, this is the part of the actual
1:45:32prompt.
1:45:35Is it in a video here? Yeah. Um
1:45:39I designed I have to show you the pro-
1:45:43show you the prompt.
1:45:45Okay, this is the full student prompt.
1:45:48Uh
1:45:49You are my Danish vocabulary cards, and
1:45:51I'm learning Danish as a foreign
1:45:53language, so blah blah blah.
1:45:55So, uh
1:45:57um
1:46:02I
1:46:03the
1:46:05Where was I? Is it eight? Is it eight?
1:46:08Oh, 12. Okay. Um
1:46:13Uh yeah, I designed this
1:46:15uh
1:46:16I designed this prompt
1:46:19uh so the student would not have to
1:46:21create the prompt themselves.
1:46:24Uh
1:46:25I would give it to them,
1:46:27and they would paste it into a
1:46:30generative AI tool.
1:46:34Um the basic principle is that
1:46:38students should always try first.
1:46:42The AI should not immediately translate
1:46:45the word or provide the answer.
1:46:49Um
1:46:50so uh
1:46:53If the student struggle
1:46:55uh struggles, um the AI first gives a
1:46:59small hint in Danish.
1:47:02If necessary, it can then give uh
1:47:06stronger hint.
1:47:08Uh for example, a synonym, an
1:47:10explanation, or um
1:47:14or the first letter
1:47:16for for instance.
1:47:18Uh
1:47:19If the
1:47:21Yeah, it then asks the student to try
1:47:24again and when possible helps the
1:47:26student notice and correct
1:47:30uh their own mistakes.
1:47:33Um and also want the AI to bring uh
1:47:38difficult words back later on.
1:47:42Um
1:47:47Okay.
1:47:48Uh another important part of the prompt
1:47:51is that the practice can be based on the
1:47:54material the students are actually
1:47:57studying.
1:47:58They can upload a Danish text, a
1:48:00document,
1:48:03a worksheet, or a photo of a text.
1:48:06But before using AI, students would
1:48:09already have read the text
1:48:13and
1:48:15familiarized themselves with the
1:48:17content.
1:48:19Uh the AI is not there to replace the
1:48:22reading. So,
1:48:24or or to explain the whole text for them
1:48:27beforehand. They have to
1:48:29uh
1:48:31know the text and they have uh to have
1:48:34read the text.
1:48:36So, so that's
1:48:39very important. Okay, as a
1:48:42teacher, I would select the target
1:48:44vocabulary
1:48:46uh that I want them to practice.
1:48:49Uh
1:48:52And then AI could uh then use the target
1:48:57vocabulary to create different kinds of
1:49:00practice.
1:49:02Um
1:49:04And it could also use the vocabulary in
1:49:07a new context.
1:49:09Bring difficult words back later and and
1:49:12and so on.
1:49:14Uh so, the AI comes after
1:49:17the initial work with the text.
1:49:21Its role is to help students practice,
1:49:24retrieve, and actively use
1:49:26vocabulary um
1:49:29the they already have encountered.
1:49:34Um
1:49:36so the goal is to help them become more
1:49:39independent in using Danish.
1:49:43Um
1:49:44Okay, what Okay, how how many minutes
1:49:47have I have I left?
1:49:52Okay, I'll see you in the next minute.
1:49:56>> Aha.
1:50:01Uh okay, I don't have time for uh
1:50:05more,
1:50:06do I?
1:50:09Okay, um
1:50:09>> You can wrap it up in in the next
1:50:11minute.
1:50:12>> Yeah, um because I'm currently on a
1:50:14study leave, I haven't tested uh
1:50:19this yet.
1:50:21Um
1:50:23but I tried it myself and
1:50:26and I tested what happened when a
1:50:28student, me, said, "I don't know the
1:50:32word. Just tell me the answer."
1:50:35Uh
1:50:36and and
1:50:38uh and instead of telling me um
1:50:43the the answer, it it gave a hint. So so
1:50:47it
1:50:48works.
1:50:50Mm.
1:50:52And I I
1:50:54I also
1:50:55uh
1:50:56uh
1:50:57discovered a limitation,
1:51:00um
1:51:01important limitation.
1:51:03Uh
1:51:04I cannot prevent that students
1:51:07uh from changing the prompt.
1:51:10They can also start uh another
1:51:14conversation
1:51:16or using another AI tool to get the
1:51:20answer.
1:51:22That changed my thinking
1:51:25to that control is not
1:51:29really the solution. The
1:51:33activity itself has to lead towards
1:51:35independent learning.
1:51:37So I will, of course,
1:51:40you know,
1:51:41the student have to students
1:51:44have to show me
1:51:46what they have learned with
1:51:49with an assessment.
1:51:53Okay.
1:51:54Um
1:51:57So uh
1:52:00yes.
1:52:01Okay. Um
1:52:05So my key question is not whether
1:52:09students use AI, but whether they are
1:52:12still learning. That's the most
1:52:14important
1:52:16thing I
1:52:17I think.
1:52:19So yeah.
1:52:26Yeah. And this is my
1:52:28you know, the full student prompt
1:52:31which I will
1:52:33give it give to them later next year.
1:52:39Probably.
1:52:41>> Thank you, Erla.
1:52:43>> Yeah, thank you.
1:52:44>> I do have a question for you about the
1:52:47um
1:52:48um the Danish vocabulary. Is it Does it
1:52:51speak back or is it a text-based
1:52:53strictly?
1:52:55>> Uh
1:52:56you mean AI or or chat
1:52:59>> Yes, like if the student
1:53:01>> It's text-based.
1:53:03>> Text-based. Okay.
1:53:04>> Yeah, yeah.
1:53:07>> I I don't know if it will work, but um
1:53:09there's a tool called 11 Labs that has
1:53:12text-to-speech.
1:53:14>> Yeah. Yeah.
1:53:15>> And that might help um in some in some
1:53:19instance.
1:53:20But I like I like the
1:53:22the foundation of it with the text and
1:53:25the writing to get the students involved
1:53:28in learning through text and writing.
1:53:30>> Yeah. Yeah.
1:53:32But it has been difficult for for for us
1:53:36Danish
1:53:38language teachers to
1:53:40uh to to teach Danish.
1:53:42>> Mhm.
1:53:43>> Uh yeah. for
1:53:45>> else have comments or questions? Or
1:53:47Sorry, Erla.
1:53:48>> It's it's it's okay.
1:53:55>> Okay, excellent. Thank you for sharing
1:53:56Erla. I really appreciate you
1:53:59sharing in front of the bigger group, so
1:54:01>> Oh, it's yeah.
1:54:03>> Thank you.
1:54:04I just want to wrap it up here. I
1:54:07appreciate um everyone staying a little
1:54:10bit behind.
1:54:12>> So Sorry, how how do you stop sharing?
1:54:15>> Uh that's okay. I will come in here.
1:54:18>> Oh, okay. Thank you.
1:54:19>> There you go.
1:54:21>> I wrote my comment to you Erla in the
1:54:23chat, by the way.
1:54:25>> Okay. Thank you.
1:54:26>> It's not really a comment.
1:54:29>> Mhm.
1:54:31>> Perfect. So,
1:54:32just for everyone, we had a lot
1:54:35>> Yeah.
1:54:37Yeah. Thank you.
1:54:38>> a lot of great presentations, a lot of
1:54:40great comments. If you can post your
1:54:43presentation in the discussion post, so
1:54:45that others have a chance to view your
1:54:47presentation. I know
1:54:49um we were trying to keep on time today,
1:54:51so I appreciate the
1:54:54uh people who were keeping the stopwatch
1:54:56going.
1:54:57And
1:54:59uh
1:54:59again, please post your presentation.
1:55:03Taking a look at future considerations,
1:55:05I won't read all of these, but these are
1:55:08um some questions and some
1:55:10considerations to think about as you
1:55:12move forward with AI-based learning
1:55:15technologies.
1:55:17Next week there is AI and ethics. So, if
1:55:21you haven't uh registered for that
1:55:23course yet, you'll be meeting with Nick.
1:55:25This is a great opportunity to look a
1:55:27little bit deeper into the ethical
1:55:30considerations of using AI technologies
1:55:33and what that looks like with your
1:55:35students as well.
1:55:39There's a small video. I won't play it
1:55:41here, but um it's
1:55:44an it's an app that I used called Our
1:55:47One, and that might be one that you want
1:55:49to explore. It helps you create avatars
1:55:52in videos.
1:55:54And I just made it with the key
1:55:56takeaways. So, when you have a moment,
1:55:58feel free to take uh a view of that
1:56:01YouTube and reflect on these takeaways.
1:56:04So, I want you to remember to reimagine
1:56:07your skills.
1:56:09Explore and experiment with all of these
1:56:12tools and be wary of the information
1:56:14that you're putting into these tools.
1:56:17Cultivate an exploratory mindset and a
1:56:20readiness to learn through trial and
1:56:22error.
1:56:24Again, critical thinking is imperative
1:56:26when it comes to reviewing and
1:56:28reflecting on the information that AI is
1:56:32outputting and the reflective skills,
1:56:35the ethics, and the facts. And that
1:56:38leads us into next week's uh next week's
1:56:41course with Nick.
1:56:43Again, if you have any questions, feel
1:56:46free to send me a note. I do have
1:56:49contact information here.
1:56:52If this is your last class, feel free to
1:56:54connect with me in LinkedIn.
1:56:57Um if this is your last class with this
1:57:00other students and you'd want to get uh
1:57:02their contact info, feel free to reach
1:57:04out and see if that's something that can
1:57:05be shared as well.
1:57:07Again, a reminder to have your
1:57:10discussion posts as well as your your
1:57:13discussion posts on the 12th, I believe,
1:57:15and then or the 13th.
1:57:17Um and then the
1:57:20um capstone, using all the feedback that
1:57:23your peers have given you,
1:57:25and upload that to the assignments
1:57:27folder in Canvas on Sunday.
1:57:31Okay, if you
1:57:31>> Sorry, quick question. Sorry to
1:57:33interrupt. It's silly, but just wanted
1:57:36to ask a little bit about the
1:57:38assignment.
1:57:40Um
1:57:40is it like an essay or like the
1:57:42presentations we kind of showed today?
1:57:45Like What does it kind of look like?
1:57:47>> There's no There's no um
1:57:50there's no word limit. And so I'm
1:57:54opening it up to you to present it in
1:57:57the way that you need to, however that
1:58:00suits you. So I'm not going to dictate
1:58:02how that looks to you. As you saw in the
1:58:03presentations, everyone's um
1:58:06presentation was very different. And so
1:58:08if that is in the form of um like a
1:58:11slideshow or a Word document, that is
1:58:14all acceptable as long as you show the
1:58:17process um using the PAIR framework and
1:58:20the result as well.
1:58:22>> Okay, thank you.
1:58:24>> You're welcome, Isha.
1:58:27Thank you, everybody. I appreciate you
1:58:29spending the time in these past 3 weeks.
1:58:31It's been a a quick journey, but if you
1:58:33are joining me again, I will see you
1:58:36again in AI in writing in the next 3
1:58:38weeks.
1:58:39>> Okay.
1:58:39>> And I'll be joined with Dr. Bill Hunter
1:58:42in that course.
1:58:44Thank you so much.
1:58:45>> you so much. Thank you so much.
1:58:46>> much, everyone. Class is dismissed.
1:58:48Continue to
1:58:50>> Thank you.
1:58:51>> explore and experiment in your AI
1:58:52journey.
1:58:54>> Thank you.
1:58:55>> Thanks, everybody.
1:58:59>> Thank you. Bye.
1:59:00>> You're welcome.
1:59:01>> See you soon. I'll see you
1:59:03in
1:59:044

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