WEBVTT 00:00:03.446 --> 00:00:09.596 Hello. Welcome to the session. 00:00:09.606 --> 00:00:12.656 This is about exploring different, different tools. 00:00:14.726 --> 00:00:19.676 And when it comes to generative AI. What is important is that that the right tool 00:00:20.756 --> 00:00:28.996 Needs to be used for the right job. You wouldn't really use Microsoft Word to create a presentation. 00:00:29.336 --> 00:00:33.386 I think similarly, you wouldn't use ChatGPT to create pictures. 00:00:34.496 --> 00:00:42.836 You must make the basic distinction between general tools like ChatGPT or Google Gemini, 00:00:42.986 --> 00:00:52.316 which you may have heard before as Bard and tools specific to a purpose, like a text speech generator or an image creation tool. 00:00:53.646 --> 00:00:58.166 AI can save you time and allow you to do things with students more easily, 00:00:59.096 --> 00:01:05.876 but it won't do it the first time You use it as you need to know what you're doing before using any tool effectively. 00:01:07.196 --> 00:01:10.106 Right now, we will focus on general tools. 00:01:10.976 --> 00:01:16.946 Later on, you will have the chance to get guidance on discovering more specialized tools in a different video. 00:01:18.956 --> 00:01:22.166 So what are the main general tools you will be looking at? 00:01:23.246 --> 00:01:28.376 The first one is, as you'd expect, ChatGPT 00:01:30.296 --> 00:01:36.866 The second is Microsoft Copilot, which you may have heard of before as Bing chat, 00:01:38.426 --> 00:01:48.806 Google Gemini, which was until recently Bard, Claude and perplexity. 00:01:51.026 --> 00:01:57.086 These are not interchangeable tools and some will have better or different capabilities than others. 00:01:57.896 --> 00:02:03.536 The biggest question has to do with what you want to accomplish and what your main concerns are. 00:02:04.676 --> 00:02:15.866 For example, if you are concerned about the privacy of the information you provide, then Microsoft copilot or Claude are the best options. 00:02:17.126 --> 00:02:22.376 If you want to be able to create the occasional picture, then use copilot. 00:02:23.876 --> 00:02:30.326 If you want to get more accurate information answers, then perplexity is a better option. 00:02:30.326 --> 00:02:35.426 Currently, if you want a tool that has access to information in real time. 00:02:36.146 --> 00:02:44.936 Then Gemini is your best bet. For the easiest user experience you will probably want to try ChatGPT 00:02:46.326 --> 00:02:53.346 Please keep in mind that personal user experience will play a role in which tools you use the most. 00:02:53.736 --> 00:03:00.786 That is effectively a personal choice. What are we going to do now is try them all out. 00:03:01.476 --> 00:03:05.406 This will be easier if you have completed the unit on prompt engineering. 00:03:06.576 --> 00:03:12.216 We will work out on three separate examples to allow you to compare the results on your own. 00:03:12.996 --> 00:03:17.616 This exercise will take at least 30 minutes and may take up to one hour. 00:03:18.936 --> 00:03:24.756 The first thing you need to do is open up on a separate window the tools you wish to check out. 00:03:25.806 --> 00:03:35.766 This will be easier if you're working on two screens. You can then work on one screen and have this video on the other screen if you want. 00:03:35.796 --> 00:03:39.066 You can use all of the tools I mentioned before. 00:03:39.126 --> 00:03:44.766 So ChatGPT, copilot, Gemini, Claude and perplexity. 00:03:46.326 --> 00:03:55.356 Or you can use whichever tools you are most familiar with or you want to actually have a look at. 00:03:57.006 --> 00:04:02.886 If you have not used it all before, then please take the time to log in or sign up now. 00:04:03.306 --> 00:04:09.756 Remember it is better to use your university email to sign up for professional use rather than personal one. 00:04:11.196 --> 00:04:25.896 So take a moment and set things up. The first thing you need to do is create your own basic prompt for the examples. 00:04:27.366 --> 00:04:32.956 The first example is a simple knowledge acquisition exercise, right? 00:04:33.636 --> 00:04:37.926 So what you need to do is choose a topic that you know a lot about. 00:04:38.766 --> 00:04:46.626 This will allow you to judge the answers given by the tools and hence understand how useful you think they would be for your students. 00:04:47.496 --> 00:04:52.626 The example in this video will be on the Athenian democracy, because that's what I'm familiar with. 00:04:53.106 --> 00:04:56.106 But you can use your you should use your own topic. 00:04:56.286 --> 00:05:05.496 Otherwise you will not be able to judge the results. Start with a basic prompt, like give me an overview of your topic. 00:05:06.306 --> 00:05:11.916 My prompt will be give me an overview of the Athenian democracy. 00:05:12.546 --> 00:05:20.196 And as you can see, I'm putting it in all of the different tools. 00:05:24.749 --> 00:05:28.019 Now, what you need to do is compare the answers. 00:05:28.469 --> 00:05:38.459 Consider the depth or breadth, how it relates to scholarship or source material, and whether the tool gives you references or not. 00:05:52.219 --> 00:06:01.159 The next step is to ask the tool refinement questions or delve into specific elements of the topic that 00:06:01.159 --> 00:06:07.639 will give you a better understanding of how students may be able to use it to support their studies. 00:06:09.109 --> 00:06:19.369 So give a prompt on a particular aspect of the topic, like please provide a more detailed discussion of whatever specific element you want. 00:06:20.329 --> 00:06:27.769 My prompt will be provide a more detailed discussion of the role of the boule in the Athenian democracy. 00:06:28.759 --> 00:06:34.879 So as you can see, once again, I'm just putting it in. 00:06:42.732 --> 00:06:51.672 Consider the depth or breadth, how it relates to scholarship or source material and whether the tool gives you references or not. 00:06:52.452 --> 00:06:59.022 More importantly, consider how the tool does with a narrower topic or the need for more detail. 00:07:04.451 --> 00:07:13.031 The next step is a bit more complicated. After all, anyone may use Wikipedia, but it is not a primarily trustworthy source. 00:07:13.751 --> 00:07:19.421 So we'll see how the tools do with the request for a more academic or specialized viewpoint. 00:07:20.651 --> 00:07:30.671 Remain on the same narrow topic. Give a prompt on the main scholarly views on the topic and require references to published academic papers. 00:07:32.221 --> 00:07:39.511 You might wish to use a prompt like identify the main views in scholarship on 00:07:40.351 --> 00:07:46.381 whatever specific element of topic you have and provide a basic bibliography on that. 00:07:47.431 --> 00:07:54.170 I will still be using the boule. 00:07:55.889 --> 00:08:01.919 It's comparison time again. Check the results and check whether the references are actually real. 00:08:02.489 --> 00:08:04.709 Just because the reference looks real, 00:08:05.339 --> 00:08:11.999 i.e. the author or someone you recognize or the journal is a real one does not mean that the actual article is real. 00:08:12.509 --> 00:08:18.569 You might also wish to ask for information that is more current, 00:08:18.689 --> 00:08:24.089 or more up to date in terms of the bibliographical suggestions and see what happens. 00:08:29.750 --> 00:08:37.370 Consider how the tools did and whether they can provide the level of depth necessary for this type of inquiry. 00:08:38.150 --> 00:08:41.900 Don't forget that AI tools are evolving all the time. 00:08:42.380 --> 00:08:49.970 That means that the quality of material you are getting now is not the same as what you will get in another five or six weeks, much less months. 00:08:50.930 --> 00:08:55.790 The last part of this exercise will sound slightly daft, but please bear with it. 00:08:56.210 --> 00:09:05.390 Always within the confines of the topic you chose, consider a completely absurd question like what a historical figure wrote on the topic. 00:09:05.510 --> 00:09:12.000 Use a historical figure that would be completely irrelevant like Genghis Khan's views on Dali. 00:09:13.080 --> 00:09:16.570 Or a comparison with something that does not exist. 00:09:16.580 --> 00:09:23.480 Like a comparison between the role of the Crown Prince in British politics versus Icelandic politics. 00:09:24.860 --> 00:09:28.760 And now see what the tools answer. Will they try to create an answer? 00:09:29.240 --> 00:09:31.850 Will they tell you that there is no such information? 00:09:32.810 --> 00:09:44.540 My prompt will be Can you give me an in-depth explanation of the views of Shang Yang on the Athenian democracy and see what these tools come up with? 00:09:50.200 --> 00:09:55.750 As you can tell, these are very different types of reply. 00:10:02.790 --> 00:10:09.840 That finishes our first example. The second example is rather different. 00:10:10.620 --> 00:10:21.300 Please ensure that you start a new session or thread or chat with the tools you are using to avoid contamination between topics. 00:10:23.692 --> 00:10:34.102 The point now is to see how these tools can be used with existing text to create explanations, quiz questions, and examples to support comprehension. 00:10:35.302 --> 00:10:39.352 The first step is for you to choose a difficult text. 00:10:39.382 --> 00:10:41.302 that you know students have trouble 00:10:41.302 --> 00:10:52.762 Understanding. It should be no more than 400 words I have chosen here a paragraph of less than 200 words from Judith Butler's Undoing Gender, 00:10:53.122 --> 00:10:57.952 a book that my students often found difficult. Not so much to read, but to comprehend. 00:10:58.372 --> 00:11:05.542 You can choose whatever text you want as long as it is something that you know is difficult for students. 00:11:09.588 --> 00:11:13.998 Let's see what our A.I. friends can do with the text you have chosen. 00:11:14.478 --> 00:11:20.508 I will be using, as I said, an example from Judith Butler's Undoing gender. 00:11:22.938 --> 00:11:30.078 Let's start with a simple prompt. Write something as simple as please explain this text. 00:11:38.830 --> 00:11:45.460 It might be that you find that ChatGPT , for example, replies with narrative. 00:11:46.090 --> 00:11:49.260 Whereas copilot. 00:11:49.510 --> 00:12:00.100 It might take a bit longer to do things, as the case might be, but it actually prefers to use bullet points. 00:12:00.640 --> 00:12:06.070 Yeah, same is true of Gemini. All right. 00:12:07.160 --> 00:12:14.600 Whereas again, Perplexity prefers to have more of an actual text narrative. 00:12:16.343 --> 00:12:25.953 Don't leave it at that though. Continue with some prompts for further explanation whether of specific terminology used in the text. 00:12:25.973 --> 00:12:38.723 or about specific points made? Let's say for example, an example prompt there would be What does the author, for example, in this text mean? 00:12:38.723 --> 00:12:43.493 by and provide the term. All right. So I'm going to use this here. 00:12:43.883 --> 00:12:48.743 You know. What does Butler in this text mean by undoing? 00:12:50.608 --> 00:12:53.536 Again, compare the answers. The next step is to ask out tool to put the answers in a more approachable language. 00:13:00.819 --> 00:13:08.889 Use a prompt like Can you express this in simpler language and see what happens? 00:13:11.244 --> 00:13:15.924 Again, compare the answers. Are the tools doing a good job? 00:13:16.614 --> 00:13:23.304 What are the differences in how they understand the idea of different of simpler language? 00:13:24.114 --> 00:13:28.404 What would actually work best for your students? 00:13:30.591 --> 00:13:38.151 Next, let's ask the tools to create an example to aid the understanding of the text or concept. 00:13:38.451 --> 00:13:43.701 Use a prompt like Can you give me an example so that I can better understand this? 00:13:47.255 --> 00:13:54.575 Compare the answers again. Sometimes the tools might present scenarios rather than direct examples. 00:13:56.105 --> 00:14:02.365 Consider how you would use this in class, or how you could encourage students to use it. 00:14:04.347 --> 00:14:11.547 Let's be a bit more ambitious now. Can the tools help us in teaching the concepts in your chosen text? 00:14:12.087 --> 00:14:17.427 There are several different options here. We will start with a quiz question. 00:14:18.177 --> 00:14:22.467 Use a prompt like Can you create a quiz question on the topic? 00:14:24.704 --> 00:14:29.834 Compare the results. Most commonly, the tools will give you a multiple choice question. 00:14:31.304 --> 00:14:36.133 Compare the choices they give you. which tools provide options that can aid, 00:14:36.134 --> 00:14:41.684 understanding or check for greater comprehension versus surface comprehension. 00:14:43.618 --> 00:14:52.738 This next example would be more complex. We will ask the tools to create the script for a digital story explaining this concept. 00:14:53.608 --> 00:15:01.408 Use a prompt like Create the script for a digital story to explain this concept and see what comes up. 00:15:03.187 --> 00:15:05.256 Most tools are very good at this, 00:15:05.257 --> 00:15:14.617 but they will probably use ideas or materials that that have already been covered or mentioned earlier in the conversation. 00:15:15.487 --> 00:15:23.107 This saves a lot of time as you now have the base of a digital story that you can use with students. 00:15:24.427 --> 00:15:31.566 Indeed, you can use this type of exercise with students where they have to create a digital story 00:15:31.567 --> 00:15:38.857 on their own and they then compare their their story with the one created by the A.I. tool 00:15:40.461 --> 00:15:43.881 Let us now try for an in-class exercise. 00:15:44.751 --> 00:15:51.861 Use a prompt like please create an in-class exercise to help students understand this concept better. 00:15:53.950 --> 00:16:03.640 Check out the responses. It is very probable that different tools will give you rather different ideas and options for an in-class exercise. 00:16:04.831 --> 00:16:09.811 Last but not least, let's try to create the text for a PowerPoint slide. 00:16:10.111 --> 00:16:18.751 This can be very useful if you find it difficult to put concepts and ideas in words that your students can understand easily. 00:16:20.011 --> 00:16:27.211 Use a prompt like Can you create the content of a presentation slide to explain these concepts? 00:16:28.509 --> 00:16:33.279 Be careful. Some tools will give you the structure for a whole presentation. 00:16:35.469 --> 00:16:41.439 If that happens, reply back with something like I would like just one slide please. 00:16:51.219 --> 00:16:55.299 You might need to re-prompt if the answer is again too long. 00:16:55.809 --> 00:16:59.619 I have found that Copilot tends to overestimate what 00:16:59.619 --> 00:17:04.269 fits on one slide. ChatGPT or Gemini are better at that. 00:17:06.779 --> 00:17:14.699 Moving on to the third example, I am sure you have come across the ideas of scenario based learning and gamification. 00:17:15.479 --> 00:17:19.469 These are excellent methods to engage students in active learning. 00:17:20.009 --> 00:17:27.229 However, preparation for them can be time consuming, especially for longer or more elaborate uses. 00:17:28.269 --> 00:17:36.299 AI tools can be extremely useful here. You can continue using as many tools as you wish, or you can concentrate on one or two tools. 00:17:37.049 --> 00:17:45.989 By now, you should have an inkling of which tools you find easier to use and more appropriate to your subject and Style. 00:17:46.439 --> 00:17:51.119 Start a new chat or session to avoid contamination. 00:17:55.628 --> 00:18:03.068 You can ask the tool to create a scenario on a topic or concept, or you might already have an idea. 00:18:03.518 --> 00:18:06.788 Choose a topic and let's ask the tool for a scenario. 00:18:07.688 --> 00:18:14.888 Use a prompt like I want to create an in-class scenario activity on whatever is the topic of your choice. 00:18:15.398 --> 00:18:23.978 Right? Can you create the scenario? I will go back to darling Athenian Democracy. 00:18:35.620 --> 00:18:41.100 but you can continue using the tool to create more detail and material. 00:18:42.670 --> 00:18:47.980 So you might wish to ask it for a character brief. 00:18:52.830 --> 00:18:59.270 Right. The text of proposals, the background of specific issues, 00:18:59.270 --> 00:19:07.430 etc. What you will find is that the tools tend to create such text based resources very quickly. 00:19:08.030 --> 00:19:11.180 Yeah. Which you can change or correct. 00:19:11.210 --> 00:19:19.700 As you wish. For many topics you will find that you will need to prompt rather specifically rather than generally. 00:19:20.450 --> 00:19:28.900 So most tools will find it easier to create a scenario and related materials for another business that are acceptable at first go, 00:19:28.910 --> 00:19:31.820 rather than for a law proposal for the Athenian Assembly. 00:19:32.210 --> 00:19:43.940 Now, now what is good to try to do is go on to explore what your chosen tool or tools can do in terms of scenario and related materials creation. 00:19:44.810 --> 00:19:57.340 Be creative in what you ask. Tools can write mock newspaper articles, mock social media posts and exchanges, witness statements, 00:19:57.340 --> 00:20:03.550 travel instructions and many other things to create a more immersive scenario for your students. 00:20:07.973 --> 00:20:12.713 In the beginning of this example, we also mentioned gamification. 00:20:12.743 --> 00:20:18.803 Now, gamification can mean many things and there is considerable theoretical and pedagogical differences between them. 00:20:19.193 --> 00:20:27.293 For right now, though, we are seeking to explore how A.I. tools can help you gamify elements of learning and potentially even give you inspiration. 00:20:28.103 --> 00:20:32.993 Again, start a new session. 00:20:33.263 --> 00:20:36.104 Right, and choose a topic. Let's ask the tool to create a game to aid student understanding. 00:20:43.308 --> 00:20:50.208 You should use a prompt like. Can you create a game for students to better understand whatever your topic might be? 00:20:58.708 --> 00:21:07.318 Like with scenarios, you can ask the tools to provide support in creating these games depending on what is being asked. 00:21:11.146 --> 00:21:17.446 More importantly, the first answer is not necessarily the one that best works for you and your students. 00:21:17.776 --> 00:21:20.836 So let's start to get the tool to give us another option. 00:21:22.936 --> 00:21:26.056 You should prompt like, I don't like this type of game. 00:21:26.566 --> 00:21:29.986 Can you give me an alternative game and see what it comes up with? 00:21:39.397 --> 00:21:44.977 But this is not a ready made creation that you can simply take in to your class in the next session. 00:21:45.397 --> 00:21:48.857 However, what they do is help with text creation. 00:21:48.877 --> 00:21:52.487 They can also help with image creation if it is appropriate. 00:21:52.507 --> 00:21:58.777 You can ask any of these tools to create a prompt for the type of images appropriate to what you are trying to create. 00:21:59.587 --> 00:22:04.057 Then you can use the prompt in an image creating tool like firefly. 00:22:06.517 --> 00:22:09.457 To end this exploration of these tools, 00:22:11.287 --> 00:22:19.417 I would like to encourage you to go on playing and exploring and seeing all of the different things that they can do. 00:22:19.927 --> 00:22:24.277 There's more to come in the future. Have a good rest of the day.