eck-ai-pres-transcript.docx

Really, what we're starting with is thinking about how you can utilize artificial intelligence, or AI, in education at large. When we talk about using this in education, this could be utilizing it as a student currently at Clemson as you are working on your degrees or also thinking about how you can...

Really, what we're starting with is thinking about how you can utilize artificial intelligence, or AI, in education at large. When we talk about using this in education, this could be utilizing it as a student currently at Clemson as you are working on your degrees or also thinking about how you can utilize this as a future teacher or in the workforce, depending on what it is you plan to do. I think as far as an introduction goes, Dr. Layfield covered pretty much everything that needed to be provided there. But I did spend two years on faculty at Clemson and then I in my second year here at Oklahoma State and I teach both undergraduate and graduate coursework. So excited to be able to talk to you all some about this. It's an area that's quickly become an interest of mine and something I've been trying to utilize and try to learn more about. Hopefully, we'll be able to help you think a little bit deeper about what artificial intelligence is and how you can utilize it to your advantage. You see my screen, Okay. Okay, perfect. All right, so the first thing I want to do is just cover a couple general topics or terms that we're going to talk about tonight. Just so we're all clear as to what they are and how I've operationalized them for this class. Ai, or artificial intelligence, by definition, is the ability of a computer or machine to do things that would normally require human intelligence. Ai involves training a computer to think like a human. Now, when you all think about AI, there's probably different things that come to mind. Some of you may think of artificial intelligence in the form of automated tractors or perhaps robotics that utilize AI technology. Those are all training computers to be able to do certain tasks. When we're talking about artificial intelligence tonight, we're going to be talking about it in the form of generative AI, or generative artificial intelligence. This is the class of AI that will generate or create new and original data. This can be everything from developing images, videos, music, text, and a whole lot more as far as what it can do. Some of you may have heard of things like chat GPT or being AI, or Clad or Bing chat, things like that, that are generative AI programs that exist. And there's a lot of other ones out there too. But we're going to talk about a couple of what I would consider to be the larger ones and how you can utilize these to your benefit. The other thing within generative AI, what we consider to be a AI chat bot, or for short, we just call them a bot. This is the actual software program that understands spoken and written human language. It utilizes natural language processing capabilities to be able to allow you to feed information. And then it develops information to spit back at you. You can sit down with a general or a bot and be able to have a conversation, a dialogue back and forth. You can ask questions, it'll respond. It'll ask you questions. It'll prompt additional things. You can prompt it. It can be this whole fairly neat experience as you work through it. As you can probably think, there are some pros and cons to some of this, right? We are providing a computer deeper information, more details, more things that it can utilize to its advantage. Perhaps you've seen movies like Smart House or the old cartoons like the Jetsons, that utilize some of these A I type processes to be able to do common tasks. But we're going to talk about some of the benefits of it and what it can do to hopefully help make your life a little bit easier. There's four primary generative AI tools, technologies that we're going to look at. Dr. Layfield has these links provided for you in Canvas. Chat GPT is going to be one of the first ones. Currently, there's a chat GPT 2.5 not 2.5 it's actually 3.5 Now chat GPT 3.5 or there's chat GPT four. Chat GPT 3.5 is still free. Chat GPT four is a paid service. Depend on which one you used, depends on whether you have the free version or not. The only difference at PT was one of the first ones to really come on board and be publicly available in a learning or trial type situation. Chat PT 3.5 is actually going to be connected the Internet live. It utilizes data from 2021 and previously it uploaded everything that existed in the Internet up until 2021. And that's what it uses its database. If you pay for the new, updated version of Chat GPT 4.0 it is live wired to the Internet. We think about cloud to cloud two is like Chat GPT in the form that it utilizes an existing database and is not connected to the Internet. Currently now Google Bard and Microsoft Edges being chat are both connected to the Internet, utilize actually some of chat GPT 4.0 functions within their own functions themselves. Now these different ones all have pros and cons. They all do some different things. It's really just a preference of what you want to use. I utilize Chat, GPT, Claude two, and Google Bard pretty regularly. I'm not a Microsoft user from the standpoint of I prefer Apple products and I don't utilize Microsoft Edge as a web platform. That's not something I have on my computer. I have downloaded it to play with it a little bit, but I have not used it beyond that. If Microsoft Edge is something that you utilize on your computer, then the chat is actually built into Microsoft Edge and actually works really well as a generative I tool. But each of these have some different things that they can do and really just takes some time for you to be able to play with and work with. They all have versions and paid versions, but everything that we're going to talk about tonight, that the free versions work just fine for now. Just a few housekeeping things as you think about these. The whole goal of generative AI is that it gets smarter as it works. These technologies have continued to get smarter as people have used them. When you feed it information, that information becomes part of its database and it actually then technically owns some of the rights to it. When you go to set up one of these, it'll talk about all of its rights and privacy and everything. But if you are to upload an assignment or upload information to it, information is now part of its database, it now belongs to it, and it can utilize that as part of its search functions. I would proceed with caution with utilizing private information names, whether that be your personal information, student names, names of peers, things like that. Try to keep everything to be anonymous so that you don't have any of those types of details in there. You don't want to be feeding it personal information as E mail addresses, those types of things. Try to keep that stuff out of it. But it can work to help format and do lots of other things. But that would just be one word of caution. As we move forward tonight, you'll have an opportunity towards the end of class to be able to utilize one of these and see how it works, but which one you use is completely up to you. That gives you an idea of what those topics are. Primary generative AI tools are that we're going to look at. How can we utilize this in education? Well, there's quite a few different tools. First and foremost, it's a really smart search engine. You could utilize this just as you would Google, where you would put some search terms in there and it's going to populate a lot of results. But what you can do that you can't do in Google, for example, is you can then provoke it. You can provide additional details. You can ask it to change what it's looking for and things. And it will continue to dig in until it gets exactly what you're looking for. It can generate examples. Perhaps you are looking to be a teacher and you want to develop some type of example case study or some type of scenario for a project. It will generate those for you. You give it some details and we'll talk about how you give it those details but it will develop those examples for you. It will re mix or remaster work that you provide. You could provide some information and it's going to look at it and give you a better way to present it. We've worked with some students that have provided things like a resume or a cover letter to it. Now again, we recommend that they remove their name and private information off of there. But it will reformat things like that to provide additional details and even give feedback on that. It could take an example that you provide it. Maybe you have a scenario or a case study from four or five years ago that needs to be updated. You could give it the case study and ask it to update it to 2023 and it would go back in and update it so that it talks about current relevant terms, relevant dates, more up to date facts and figures that it could put in it. There's also opportunities to engage students in utilizing it, whether that be as you as a teacher, with students you have or with you and your peers in class. But many of you have probably heard of the think pair share method, where we try to get students to think about a topic, pair up with a partner and talk about it, and then share out loud with others. Well, we can actually do that same type of thing with generative AI where two people think about it, they pair up together, converse, then they share those ideas with the AI technology or the bot which then is going to provide additional feedback and additional insight and prompt questions. You can ask the bot for advice, you can ask to give you feedback or give you grading details. If you're working on an assignment for a class and you have a rubric for that assignment, you can actually provide the bot with your rubric and then upload your writing, your actual assignment that you developed and put it in there. And it will give you feedback based on the rubric. It'll give you a grade, it'll talk you through what was right, what was wrong, and give you those different prompts. You can utilize it for task generation. So let's say that you need to send an e mail to a group of parents or peers. You can give it some details and it'll actually generate an e mail for you. You can upload a document or a large file that has a lot of information and ask it to summarize it. And it will summarize the article that you provide. There's lots of great tools that it will do. Now, what we have to be careful of as a student, or as we use this in education, as you all are considering being future teachers, is we have to think about things such as plagiarism and having this be our own work, right? We need to make sure that we are utilizing this as a tool and not to do the work for us. Many of you have turned in assignments on line and Canvas before. I'm sure where teachers have used to turn it in. Tool, where it's checking your work for plagiarism and making sure that you're citing work appropriately and not just copy and pasting from somewhere. Well, those tools now also check for generative AI. What it's looking for is something that is completely developed through an AI platform and not your own work. We can utilize this as a tool, but we're not utilizing it to write assignments and do things for ourself, which is a key piece as we're really thinking about this and how we're going to utilize it. As we think about those different items, we have to think about how we're going to utilize them and what the best way is to look at them. Now I'm going to switch screens here as far as what I'm sharing. Switch over to my other screen here. Now you should see just a blank, a gray screen that says Chat GPT. At the top of it, we do, this is at GPT. This is one of the open AI platforms. And you'll see at the top here it says GPT 3.5 and has the lightning bolt next to it, or GPT four and has the 0. The GPT four is the one that's paid. The 3.5 is still free. So like I said, this works like Google. You'll see that you have this message down here that you want it to work on. You can see that it has some suggestions down here that it'll do for you. Developing codes, giving ideas, create a workout plan. Things like that are things that it will automatically do, but you can think about what it is that you want. We'll just put in something simple here. Develop a scenario for an agricultural education class about plants. Just really simple, detailed. You'll see that it's going to pretty quickly start spitting out information here. Now, I didn't give it a whole lot of details, I just asked for a scenario. Okay. And we can see that it gave me ten items of consideration pretty quickly. It developed a title on exploring plant diversity. And all I asked for it was a scenario. But it looks like it basically developed a lesson plan for me, says it's going to take 90 minutes. It's for high school students. It gives you an objective for the class, the materials that you need, and then breaks down your agenda by an introduction. It's going to take 15 minutes. Plant classification, that's going to take 20 minutes. A hands on activity game, that's going to take 15 Plant anatomy, plant Diversity, another potting plants activity A, QA, and D time for 10 minutes. Some conclusion and reflection gives you a homework assignment and talks about how you as the teacher can evaluate it. Now like I said, this utilizes the information you give it. And it gets smarter as you utilize it and becomes tailored to you. Probably the reason that this developed a lesson plan is because as I've been working with it and trying to learn AI and the way that it works, I've done a lot in the realm of education. When I asked for a scenario, it automatically thought that I was looking for a scenario related to a lesson plan and really thinking about what that looks like. But that's one example of what this can develop very quickly. That's what Chat GPT looks like. Google Bard looks like what you see here. It's a similar type platform where you enter your prompts down here at the bottom and are able to submit them. You'll see that all of these also normally have a plus feature at the bottom or a file feature where you can upload files. If you want to give it a whole file, be able to look at. But for example, I asked this one earlier as an example here, whether or not it could grade essays. It told me, yes, it can grade essays and provide feedback on the following aspects Content structure, grammar, style, evidence, and plagiarism. Whether or not it's original work can also provide suggestions on how to improve the essay. It does tell you that it is still a developmental model and it's not perfect. It may not be able to grade essays as accurately as a human teacher cannot provide feedback on the overall quality, such as whether it's a good or bad essay, but can provide details related to these items above. Again, just by a quick prompt, it's going to start providing some output for you. One of the other ones that we can look at is clawed two. Claude two, again looks very similar. You'll see that you put in your, they call messages to clawed down here. You can provide attachments. And then click Submit. And it's going to provide detailed output as well. That's just a quick look at what some of those different platforms potentially look like. And you'll have a little bit of time to look at them later. But I just wanted to show you them just so you had an idea of what they look like as we are as we go forward thinking about these different areas with what we just did. When you saw the responses that I just developed, I didn't give it a lot of details, right? I just asked it to develop a scenario for plant science. Well, to be able to get additional details, we have to be able to provoke the AI, provoke the bot in a way that is more meaningful. There is a provoking method called Spark SP ARK. Utilizing Spark to be able to prompt or provoke the AI bot utilizes a five step process. The S is situation. First, we have to identify the situation at which we're asking the bot to work out. Then we have to establish what the problem is, let it know what the problem is that we're trying to address. Then we provide it with an aspiration, what do we want generated? What is it that we are looking for? What is our goals of asking the bot? So I didn't provide any details besides the scenario. Well, perhaps maybe I needed to provide more details and ask it to develop a two to three sentence scenario to use as a case study that it needed more details then the results. What do you hope for this to achieve? What do you want it to give you? Do you want a lesson plan? Do you want a 200 word response? Do you want a bulleted list? You have to be specific. It can do all of those things. You just have to tell it what it is that you're looking for. The last piece, the K stands for kismet. The kismet is that element of surprise that's really trying to let the bot utilize its own artificial intelligence to try to just jazz it up a little bit more. Make it a little more exciting than perhaps what you thought of it's thinking outside of the box from what the details are that you gave it. And you can do that or not. If you're looking for something very specific, that kismet is probably not something you're looking for. But if you want to see how, what its creativity looks like, that kismet becomes an important piece. As an example, as we think about Spark, we can develop something. For example, if I wanted chat GPT to generate an e mail for me, okay, I'm going to give it a situation. What I put in there earlier today was that my situation is that I'm an agricultural education teacher at a large high school. I'm preparing my course materials and learning management system to have a successful semester for my students. My problem is that I need to reduce my current workload. And I would like you to create an informative, succinct, and action oriented e mail to prepare parents of my students for the upcoming semester and requirements of agricultural education and FFA. My aspiration is to write a 200 word e mail that introduces parents to the class and encourages them to attend a program overview meeting on August 21. The result I want from this e mail is to convey a favorable welcoming tone. Get 75% of my parents to attend the meeting, feel a level of comfort for the upcoming semester for their students, and create a positive attitude towards me as the teacher and FFA advisor. Then for the Kismet, I said add an element of surprise in the writing of the e mail I failed to think of that will encourage my readers to respond or ultimately attend. I put that into chat, GPT. Here's what it produced. It produced this with less than 15 seconds. Dear parents, I hope this e mail finds you. Well, my name is now. Obviously. I didn't give any details. Right. It doesn't know my name. It doesn't know what school I work for. You'll see that those are in here. But what's your name? And I am the agricultural education teacher and FA advisor at school. Name writing to you today to invite you to our upcoming program overview. Meeting on that's where you would put your date and time. This meeting will be for all parents of students enrolled in agricultural education and FFA. We'll be discussing the following topics, the curriculum, the requirements for FAA membership, upcoming events and activities, how you can support your child's learning. Now, I didn't give it any of those details. Those are things that the bot itself decided were probably relevant to a parent meeting. But this is where you have to come back and adjust that for exactly what you plan to do. I encourage you to attend this meeting so that you can learn more about the agricultural education and FAA programs at school. Your attendance is important to us and we want to make sure that you are fully informed about the opportunities that are available to your child. As a special surprise, I'll be giving away a free FAA jacket to one lucky parent who attends the meeting. That's that element of surprise. That's that kismet that it put in. I didn't give it any details about FFA. I didn't tell that FFA members wear a jacket. But based on its own knowledge, it knows that there are FFA jackets and there's a cost associated with FFA jackets. And that an FFA jacket giveaway may be something that encourages parents to come in. The meeting will be held in room number of the building, please, RSVP by date, so that we can plan accordingly. Thank you for your time and consideration. We look forward to seeing you at the meeting. Sincerely your teacher. Now, could you write an e mail like this? Absolutely. But if you develop a spark situation and are able to have that crafted, you can put that in pretty quick and it develops a pretty good e mail. Now, are there things that I would probably go back and change a little bit, yes. But overall, it's a pretty good e mail. It conveys what I'm looking for with not a ton of information. Really provides you with a great base to be able to start this. Utilizing the bot to generate an e mail is just one example of A way that you could utilize as a teacher or in any other profession that you may find yourself in. But the real key point is you can't totally take out the human element. It's still important. You're still needed to go back in there and check it, make sure it's appropriate. I developed one of these the other day, and the Kismet, the element of surprise that it provided was that I was going to give two parents $150 I don't know about you, but most teachers don't have $300 laying around to be able to pass out to parents as they walk in the room. A couple weeks ago I did, one of these told every parent that it was at the very bottom in a smaller font. But if they read this e mail all the way through and let me know that they read the e mail as they walked in the door, that I was going to give each parent $20 that told me that they read the e mail. Again, not something that I have the money to do. You need to read what it produces. There are potential errors. This one I was pretty impressed with. I thought the FAA jacket was a pretty reasonable giveaway to try to get parents involved. Those are things to think about as you are utilizing the bought or generative AI tool to develop materials and think through utilizing it to your advantage. Any questions on the bot generated e mail before I move to another option, They said they hanging in there pretty good. Okay, thinking about most of you being teachers, one of the things that we're required to do is lesson planning. We have to think about how a generative AI tool could help us in lesson planning. In the top left here, you'll be able to see the prompt that I provided it again. Think about the Sp mentality. I'm an agricultural education teacher at a rural high school, teaching my first course in plant science. My problem is I need to revise my course to incorporate more authentic real world learning opportunities for my students. My aspiration is to provide an authentic learning activity each week. For the next eight weeks, students need to apply higher order thinking strategies. In these activities, please develop eight authentic learning activities with details for the teacher, pretty straightforward as to what I asked them to do. Here's its response here. Eight suggested authentic learning activities for an agricultural education plant science course, plant diagnosis, and what it wants you to have students do crop planning. What it wants you to have students do, a plant experiment, a farmer interview a plant sale garden design a food lab, and a plant debate on the additional details that it provides. Because I asked for details for the teacher to align activities to course learning objectives and standards, develop rubrics to ****** student application of knowledge and skills to connect to real community organizations and experts. When possible, have students present or showcase final products when relevant. And reflect on how activities could continue to be improved each year. And then the bot told me, let me know if you need any other suggestions for creating authentic learning experiences for plant science students. I'm happy to brainstorm more ideas if I was just in a rut and could not figure it out, was struggling to be creative or think about what some of these could do. It will do it for me. Really help. Now, are all of these the best ideas in the world? Probably not. But it was able to provide some ideas and provide eight ideas. At that, it tells you what to think about and how to move forward and what details you need as a teacher. Now we can also take this a step further and I'm going to switch screens here again. Okay, so now we're back in Claude, which is who produced this lesson plan template. And you'll see that I just asked it whether or not it can connect the above, the above outline. Because it told me I needed to align these course objectives to standards. I asked if it could connect the above to agriculture, food, natural resource, or AFNdards. It says absolutely. Here's what it can do. It tells me the plant diagnosis aligns to FNR Standard 0101. The planning lab aligns here. Plant Experiment aligns here, farmer view, garden design, food lab. It talks about all of those that are there. It automatically aligns those with that. We could also ask it to a with next generation science standards. If I need to align it with next generation science standards, it's going to take those ideas and align them with next generation science standards. This is utilizing it just as you would a Google search. You can go into Google and look up Google, the next generation science standards. You can Google the AFN R standards, but the generative AI, that bot is able to actually read through those standards and help make these connections for you. It very quickly helps you to think about where these things connect. Sometimes that's a struggle. Sometimes as a teacher, it's like I don't know what that next step is. I don't know where I need these to connect. But this will help help them do that. This will help you be more efficient with your time. Those eight different activities may take me an hour to sit here and flip through the AFN R standards in the next generation science standards to determine where they align. Well, within less than a minute, I was able to have Claude to develop those for me and think about where they connect. Now I probably want to check that. I probably want to make sure that there is a clear connection there. But it's a great starting place. It points me in the right direction to be able to go look at that. Lesson planning with generative AI is another place that you can easily work through this. It will even take it a step further. We saw chat GPT earlier actually develop a lesson plan outline with those topics. We have to think about how this works and what this looks like. But there's a lot of great resources that can happen as we work through degenerative AI tools. And think about what they mean for us as the teacher. Dr. Yes sir. If you don't, it's a relatively young group. Some of them obviously no standards. Some of the folks may not quite know exactly when we talk about the standards. If you would just give a brief little overview, just a 30 word thing. Yeah, definitely. Basically, the standards are something that's developed on a national level and a state level. Nationally, We have next generation science standards, we have Common Core Math standards, there's National English standards, English Language Arts standards. Then we also have national agricultural standards. That's the agriculture, food, natural resources, or AF and R for short. Our standards that are on a national scale outline what should be taught in the eight different career pathways that we have in agriculture. Plant science, animal science, agricultural mechanics, natural resources, environmental science, ag power and technology. Yeah, they outline what should be taught and what those standards are. Those standards are goals that you should be aiming to reach as a teacher. Then on the state level, the state looks at those national standards and decides what it aligns with for you to be able to teach at the state level. Basically, it's what helps hold teachers accountable. If you are teaching a class on introduction to plant science, there are certain standards that your students should be able to master or achieve. And you want to make sure that you are aligning what you're doing to those standards. This is just a way that that can happen. Thank you. No problem. You just has got a question real quick. Yeah, for sure. Standards more than other class. It wasn't really like, I imagine with me chuckling, You probably know good and well the questions that she's asking Dr. I couldn't hear it so well. She asked, does South Carolina have state standards? So, South Carolina does have state standards for Ag, they're pretty broad and very, very open. As the teacher, you have a lot of flexibility with them because there's not a whole lot defined in them, which can be great and very frustrating all at the same time. Because as a teacher, you want to try to make sure that you're offering a sequence of classes that is going to offer students an opportunity to learn when you don't have a lot of standards to work to, Sometimes it makes it hard for you to determine what gets taught, when or what classes should be utilizing what. In some of the research that I did when I was in South Carolina with Dr. Layfield and graduate students, we had at the time decided that one of the good things to look at or good things to consider is to look at the national standards. The national AFN R standards are a great starting place. Really be able to think about standards and what should be taught in different career pathways. Good question. Thank you. All right. Now I want to give you all a little bit of time to think about this and see how it works. If you'll log into your canvas and open one of the sources, if you have one you've used in the past, just log into that one. If you have one that you want to use one over another, that's fine. Just select one of the generative AI tools. I want you to be able to consider an opportunity for you to implement AI within your specialization area. Think about how this could work for you. Think about how you could utilize it as a resource for class projects and classwork. Think about how you could utilize it related to your future career interests. Think about how you could utilize, related to something in your every day. Life doesn't really make a difference to me as to how you try to utilize the tool. But I want you to think about it either as a search engine, an example generator, the ability for it to remix some work, give advice, generate feedback, generate tasks, or summarize something. I want you to try to develop a spark. So think about the situation problem, aspiration result, and kismet associated with it. We can just see how time goes. But let's try to at least get it to develop one response from the bot. But if you have time, play with it a little bit and try to ask two different questions and see what responses you get. Then I just want you all as a group to be able to talk a little bit and think about some of the different things that it developed for you. As I say that did mention think about how you could utilize it as a student. A lot of this is also going to depend on your individual instructors at Clemson. Rules are related to the use of generative AI tools. At this point in the game, it's up to faculty as to whether or not they support the use of generative as a tool to be able to utilize in their class. Or if they don't want it used at all. If you're thinking about utilizing it for a class, that may be a question to ask your instructor if there's not something in the syllabus already about that. But take a little bit of time if you're struggling with it. I'm happy to answer questions as you work through one or two of these examples. Dr. Field, just out of interest by a show of hands. How many of them have used an AI tool before? Generative AI tool before 1234566 out of the 13 Dr. So about, okay, about half, okay. That said that she used it in high school and got in trouble. Okay. And it's it's one of those things that it's new, so you may ask an instructor about it or a faculty member about it. They go, I don't know what that is or I have no idea. So it's, it's part of that learning process right now, but that's what I've seen, is that students seem to be the ones that are ahead of the curve on this. In the different groups I've presented with, we've been about half that have used it at least once, if not a good chunk using it pretty regularly. See which one did you use? Chat GPT. Okay. Did any of you use something besides chat GPT? Those of you have messed around with it. It was all chat GPT. Yeah, they're going on there trying out some different things. We'll see what your thoughts are. Alexis, you find did you have some success, made you a lesson plan? One of their professors is over in Portugal right now. Dr. I might get my throat cut whenever she gets back for introducing them to this. It's a great starting place. It's a tool to help help fill in those boxes? Yeah. Yeah. Be sure to show that to the ones who are getting ready to student teach you guys. Yeah. Yeah. All two of them. Dr. Veronica. You having some success more? See Veronica wishes she had it when she was a State officer. Dr. I think, you know, earlier when you were having when you asked it if it would allow you to to grade essays and that kind of thing, I just think about, you know, and I don't know that national a faith may have some rules eventually on that, but you know, at least helping for ideas for a kid that's doing a prepared speaking, you know, thing, Of course. Just if nothing else. For ideas, you know. Yeah. So Drake said he used it to revise his essays. Yeah. It does a good job with it. I mean, I I have I haven't used it to actually grade an assignment yet, but I've looked at assignments that I've graded in the past that I've provided a rubric in the assignment. And it is within the same letter grade that I provided those assignments Sure. Previously. So giving it a rubric that I used and uploading the actual student work, it is within the same letter grade. Did you do one by 11 by one? Yeah. Uh huh. Yeah. So silly. Did a equine lesson plan. Veronica, you did probably a goat lesson plan, knowing you professionalism incorporate lesson. Okay, and she's doing a workshop back in Lawrence. Back home. So she's, she's getting some things to which, I mean, this is not anything you're turning into a to a professor, you know? There's nothing that could actually go wrong as far as Yeah. Yeah. Any others who want to kind of share with me so I can tell Dr. Rex some of the things? Is that what you want me to kind of I did do a lesson plan. I gave it a scenario that I was a first year a teacher in a rural high school. And I had a problem with the disconnecting social media with the local farmers about our chapter banquet due to their age. And it gave me a list of ways to be able to get out to the local farm community so that they could attend our banquets, such as direct mail, community meetings, word of mouth posters, flyers, farmer's market. Want to go a different route rather than a lesson plan? That Yeah, but your options, there's so many different neat things. Again, you may not use it word for word. It may not be the perfect thing, but even with that one, you could even then say, what about other ideas, and it'll generate more ideas. You'll also see that at the bottom of most of the pages, like with chat GPT, right above where it says Send a message, where you click the button to send it an option to regenerate. If you click regenerate, it'll use your same prompt again and give you a different response. Basically that just says, I'm not sure that that first one is exactly what I'm looking for and it'll regenerate. A second prompt for you to then look at, you can do that 34 or five times and compare some of the things that it provides you to develop a more expansive list or more expansive resource. Alexis, what did you do? I told told her to make you a flyer cross into its give make a flyer plea in like really good detail. I would I would do out. Uh huh. And his surprise is the first 50 attorney will receive a free limited admission AT shirt. Do you hear that? Do yes. This thing's got end less money, I think. Well, and so that's that's some of the things you got to watch out for is because sometimes it put stuff in there that's not realistic or reasonable, but Uh huh. Uh huh. No. You didn't ask for it, did you? Drake didn't ask for a surprise. Did you guys have some other creative ones? Olivia Carter. I had I did a couple of them. I did two lesson plans. Two lesson plans. As I said, I'm a college student setting out education and finding solutions. Make essay writing easier. Uh huh. Okay. And for the lesson plans or That was just a whole other thing. I did a fun lesson plan for. Animal science. Animal science, Right. In your second of it. Uh huh. And then I did a lesson plan for first fifth grade. Uh huh. Yeah. That's what I did. I did I tried to do a lesson plan for each age group just to see the difference in the middle plan. Uh huh. That's interesting. Did you hear some of daughter. Yeah. That's one of the neat things that it does actually there's a couple out there now that even tag themselves as being teacher I that it's supposed to be for teachers, but I've found that like Chat GPT and Claude two and stuff work, they're a little less clunky right now than some of the ones that are saying that they're teacher AI. But you can provide a lesson plan that you developed and ask it to scaffold your instruction for different learners with exceptionalities. Perhaps you have some students that are really high students or lower level students that you need to adapt to. We'll actually adapt your lesson plan for those and scaffold your lesson plan for those different learners needs. Wow, Jake, did you do anything creative? Uh huh. Uh huh. All right. All right, you guys, lesson plans. Did it give you some good meat? I did a lesson plan about regenerative agriculture and another one, farming in America. Uh huh. And threw some good stuff at you lesson asking for activities to engage a certain age group. And it gave me ten different activities and gave me tips and advice on how to engage. Wow, Yeah, you heard that. Yeah, yeah, yeah. Another thing too is as you're utilized, again, thinking about how we utilize this as a tool. You can also ask it, once it generates something like that, you can ask it for sources and it'll provide the sources where it pulled data from. What I've found is that then you can go to those sources and get additional details to help fill in the blanks on some of these. One thing that I have noticed is that sometimes it makes up sources. It has something that somebody has given it that is not necessarily factual information. It has the ability to make up stuff that's not real. That's why whenever I'm utilizing it, I'm trying to use it to help develop content or something like that. I always ask for sources and I check the sources to make sure that they're real. I've seen it in writing assignments too. If you're utilizing it to help you generate some topics for writing, it will make up references. It'll develop a journal article that exists that fits what you need perfectly, but the journal article doesn't really exist. So you do have to be careful with some of that because it is trying to answer your questions to the best of its ability. And sometimes to do that it goes above and beyond what it should be doing. Yeah, that's fascinating. So obviously those are web based sources. Obviously. That something Yeah, yeah, you can ask to give you, one of them could do it in there right now, like their lesson plans. If you just ask it to provide sources for the content with links, it'll provide a reference list. That's cool, that's pretty amazing we look at it here. Did I get everybody to share overall most of yours? Yeah. Yeah, I think we got the bulk of the Dr. Okay, good. Well, I hope that you found some value in some of this and I'm glad to hear that many of you have used it before. Hopefully you got a little bit more detail and something to think about in a little bit more depth as you utilize it in the future. I think it's a great tool. I think there are things that we need to be leery of. Right? Like as a future teacher, you don't want students utilizing it to do their work for them. We have to think about how we utilize it in a way that still develops meaningful assignments. What, it does not have real world experiences, it does not have personal examples. Those types of things it does not have access to if you are asking students to provide personal examples, when you ask them to do work, if you're asking them to connect it to things that you covered in class directly, it can't do that. It doesn't know exactly what's covered in classes. Really thinking about how you can do that and how you can make that happen, to make it somewhat personalized will help keep students from just utilizing it as a tool to write something for them that you're asking them to turn in. But as a teacher, it can do a lot of really neat things that can help with tasks that you would just typically do. I think about FFA and I think about applications that we fill out for FFA, whether this be proficiency awards, state degrees, American degrees, prepared public speeches, all those types of things have grading rubrics associated with them. You could provide the application and the grading rubric, and it will give you feedback. Is it going to be identical to what's given by a an actual grader to that human that's doing it? No, because there's a human element that's not associated with it. But it should help give you a pretty good idea on perhaps things that you missed or items that you didn't cover.