Much appreciated. As someone who teaches an Ethics class which requires both a collaborative presentation on an ethical dilemma with a student and teacher Q & A afterward, I think that might be a model that can be used for assessments in English and History as well. You can ChatGPT all you want in that presentation, and I probably wouldn't know, but you're going to get nailed when your fellow students and I ask follow up questions. It's fun and challenging, and it gets at the "why are we doing this?" question. It's also a very human endeavor.
Writing is only one domain of language. Speaking, Reading, and Listening are the others. The emphasis should always have been on socially facilitated learning and engagement anyhow, and this includes with the AI. We also learn by asking questions, finding the write questions TO ask. "Doing the thinking for us" implies that our input and response is not of meaning. We shouldn't run from this, we should embrace it as a paradigm shift in pedagogy and our understanding of cognition and teaching/learning. Oral exams are generally better anyhow - again, using another domain of language and not just writing. Great video, thanks. Food for thought!
And all the AP history teachers scream 'where do I find the time to add in person writing in my 45-minute class???'... I have toyed with flipping my classroom for a few years now (not only with my own lecture videos but yours as well Mr. Heimler) and now I'm thinking this may be the path to follow, but finding that balance is the challenge. Like you said, our kids already know this is out there, I've spent too much of my professional life trying to discover the latest venue of student aides at least there is no effort to hide this one.
It works. I assign my students reading on specific topics each night with guiding questions (essentially their notes). The assignment is given on a google slide with a link to the reading and Heimler's videos on the topics if students need a review of the topic. In class, we briefly review content and the rest of the class is writing, debates, activities, discussion, document analysis, etc. If the kids don't do the work, they are lost and they quickly realize they have to learn much of the content on their own. I refuse to just lecture and go through slides all class and shove content down their throats. It's boring for everyone and ineffective.
This seems to be another strong argument against homework, but perhaps it just changes the nature of the homework we choose to assign. I will have them write in front of me to practice generating their own responses, because that is what the test will require of them. However, I am also going to have students take home articles or chapters to read and annotate and be prepared to discuss/debate in class. As you said in the video, make them explain and defend their answers orally. This may be a bit ironic given the sequence you outlined, but I can see classrooms coming full circle and becoming more oral in nature. That's my plan anyway.
I never knew, as a kid with a laptop, that I would so steadfastly focus on in person writing, by hand. It just tells me that my course is even more set. Simultaneously it means that I might do more oral responses for students which I already think was solid practice.
All that said, there is still a place for remembering stuff, and for thinking. People who remember and think will always have an upper hand in most things. The scary thing is that most of us ignore that truism for as long as possible and this technology extends that window of denial. It is just becoming that much harder to convince a 15-year-old that thinking is an important skill to work on. At some point (maybe now?), it may be interesting to look at WALL-e through a more documentary lens.
When I listened to you all I could think about was Mary Shelley's Dr. Frankenstein! Will our new technologies and advances destroy our abilities? That maybe a tad dramatic but none the less food for thought. What will the College Board do with their movement towards online writing etc. ?
See Yuval Hariri talks on how AI will generate new shared stories that move masses of people to the intentions of the owners of that AI ... terrific and outstanding
Once post scarcity society comes to be, there will be no need to educate yourself. The machine will do all of the innovations and scientific discoveries, we only need to sit back and enjoy.
Dear teachers, "adapt." The technology is here to stay. It's just like when I took Calculus. We were plotting out sine wave functions on our Ti-83 not on a sheet of paper. It's a tool. Teach your students how to use it.
This technology exposes the flaw in academia , learn to teach subjects that kids are actually interested in , teach kids that there are different ways of learning , and finally not all students learn by sitting at a desk for hours and regurgitating information.
If you read assignments a student has turned in enough times you'll notice a style. If the student's style seems to change each time then the student is probably cheating.
Well I mean if they want to use these things and don’t wanna learn, that’s on them. They won’t get anything from it and will struggle down the line. If they want to learn, then they will try. If not, they won’t be able to do anything in the future. They’re harming themselves.
I don't think at-home essays are going to be dead. I am thinking of making a video on how ChatGPT can be detected, but this might make me become the most hated man in America by college and high school students.
If you were going to suggest using Ai plagiarism detectors, it still wouldn't work because all it takes is to paraphrase the essay using another Ai bot called "Quill-Bot" which does the paraphrasing for you, which will make it impossible to detect. Try it yourself, ask Chat-gpt to write an essay and after paraphrasing it, the Ai plagiarism detector won't know a thing.
@@excelsior_4294 I hope I don't get called out by RUclips for spam or whatever, but I did end up doing a video on this topic. While I did not use Quillbot and analyze it in full, I could look at it in more detail and respond to that in a future video. For now, I did test out Quillbot with some text that I used in my past video, hit, "paraphrase," and the GPT2 output detector caught it and marked it as being 99.96% fake. I would say that it's quite obvious that Quill is a wrapper for GPT2 or GPT3 and this is not a viable solution. Human paraphrasing is better, however, there are ways to catch this, as I go over in my video.
@@patdel Thanks for letting me know, I'm excited to see your next video. I also agree, human paraphrasing is better. I do find it weird that when I tested the text from Chat-GPT3 after paraphrasing, it said the exact opposite. What do you think?
@@excelsior_4294 I don't know what kind of output detector you are using, what I use is the GPT-2 Output Detector. That being said, if you use a small sample size, meaning one or two sentences, just a few words, it's harder for the output detector to work, because under the hood it's sort of taking a form of statistical sample and comparing frequencies of what the GPT signature looks like. If there is not a large enough sample size for the output detector to compare things, it's more difficult for it to make an assessment, so it may default to scoring it as being a low percentage fake.
The enterprise of knowledge is dead.....and it's a good death. Knowledge is now a commodity. True wealth and happiness will be from relationships, both personal and professional, and not from how much money you spent on education. While you all were screaming for mandated equity from your employer and from .GOV OpenAI was busy making it happen, globally.
Much appreciated. As someone who teaches an Ethics class which requires both a collaborative presentation on an ethical dilemma with a student and teacher Q & A afterward, I think that might be a model that can be used for assessments in English and History as well. You can ChatGPT all you want in that presentation, and I probably wouldn't know, but you're going to get nailed when your fellow students and I ask follow up questions. It's fun and challenging, and it gets at the "why are we doing this?" question. It's also a very human endeavor.
Evaluate the extent to which technological innovations changed ideologies of learning in Afro-Eurasia from 2010 to 2023
Writing is only one domain of language. Speaking, Reading, and Listening are the others. The emphasis should always have been on socially facilitated learning and engagement anyhow, and this includes with the AI. We also learn by asking questions, finding the write questions TO ask. "Doing the thinking for us" implies that our input and response is not of meaning. We shouldn't run from this, we should embrace it as a paradigm shift in pedagogy and our understanding of cognition and teaching/learning. Oral exams are generally better anyhow - again, using another domain of language and not just writing. Great video, thanks. Food for thought!
And all the AP history teachers scream 'where do I find the time to add in person writing in my 45-minute class???'... I have toyed with flipping my classroom for a few years now (not only with my own lecture videos but yours as well Mr. Heimler) and now I'm thinking this may be the path to follow, but finding that balance is the challenge. Like you said, our kids already know this is out there, I've spent too much of my professional life trying to discover the latest venue of student aides at least there is no effort to hide this one.
It works. I assign my students reading on specific topics each night with guiding questions (essentially their notes). The assignment is given on a google slide with a link to the reading and Heimler's videos on the topics if students need a review of the topic. In class, we briefly review content and the rest of the class is writing, debates, activities, discussion, document analysis, etc. If the kids don't do the work, they are lost and they quickly realize they have to learn much of the content on their own. I refuse to just lecture and go through slides all class and shove content down their throats. It's boring for everyone and ineffective.
This seems to be another strong argument against homework, but perhaps it just changes the nature of the homework we choose to assign. I will have them write in front of me to practice generating their own responses, because that is what the test will require of them. However, I am also going to have students take home articles or chapters to read and annotate and be prepared to discuss/debate in class. As you said in the video, make them explain and defend their answers orally. This may be a bit ironic given the sequence you outlined, but I can see classrooms coming full circle and becoming more oral in nature. That's my plan anyway.
I never knew, as a kid with a laptop, that I would so steadfastly focus on in person writing, by hand. It just tells me that my course is even more set. Simultaneously it means that I might do more oral responses for students which I already think was solid practice.
All that said, there is still a place for remembering stuff, and for thinking. People who remember and think will always have an upper hand in most things. The scary thing is that most of us ignore that truism for as long as possible and this technology extends that window of denial. It is just becoming that much harder to convince a 15-year-old that thinking is an important skill to work on. At some point (maybe now?), it may be interesting to look at WALL-e through a more documentary lens.
When I listened to you all I could think about was Mary Shelley's Dr. Frankenstein! Will our new technologies and advances destroy our abilities? That maybe a tad dramatic but none the less food for thought. What will the College Board do with their movement towards online writing etc. ?
See Yuval Hariri talks on how AI will generate new shared stories that move masses of people to the intentions of the owners of that AI ... terrific and outstanding
Once post scarcity society comes to be, there will be no need to educate yourself. The machine will do all of the innovations and scientific discoveries, we only need to sit back and enjoy.
Dear teachers, "adapt." The technology is here to stay. It's just like when I took Calculus. We were plotting out sine wave functions on our Ti-83 not on a sheet of paper. It's a tool. Teach your students how to use it.
That is a terrible example since Math and Language are absolutely different disciplines.
I am a super proponent of hand writing essays but what do you have to say about College Board slowly transferring all exams online?
Great video!
Thanks!
This technology exposes the flaw in academia , learn to teach subjects that kids are actually interested in , teach kids that there are different ways of learning , and finally not all students learn by sitting at a desk for hours and regurgitating information.
If you read assignments a student has turned in enough times you'll notice a style. If the student's style seems to change each time then the student is probably cheating.
But what if he isn't cheating now you just may have ruined their whole life
At least there will be some intelligence in the classroom
One concerned for the teachers, but more for the students if their work is nullified by AI.
Well I mean if they want to use these things and don’t wanna learn, that’s on them. They won’t get anything from it and will struggle down the line. If they want to learn, then they will try. If not, they won’t be able to do anything in the future. They’re harming themselves.
Two words: oral examinations.
I don't think at-home essays are going to be dead. I am thinking of making a video on how ChatGPT can be detected, but this might make me become the most hated man in America by college and high school students.
If you were going to suggest using Ai plagiarism detectors, it still wouldn't work because all it takes is to paraphrase the essay using another Ai bot called "Quill-Bot" which does the paraphrasing for you, which will make it impossible to detect. Try it yourself, ask Chat-gpt to write an essay and after paraphrasing it, the Ai plagiarism detector won't know a thing.
@@excelsior_4294 I hope I don't get called out by RUclips for spam or whatever, but I did end up doing a video on this topic. While I did not use Quillbot and analyze it in full, I could look at it in more detail and respond to that in a future video. For now, I did test out Quillbot with some text that I used in my past video, hit, "paraphrase," and the GPT2 output detector caught it and marked it as being 99.96% fake. I would say that it's quite obvious that Quill is a wrapper for GPT2 or GPT3 and this is not a viable solution. Human paraphrasing is better, however, there are ways to catch this, as I go over in my video.
@@patdel Thanks for letting me know, I'm excited to see your next video. I also agree, human paraphrasing is better. I do find it weird that when I tested the text from Chat-GPT3 after paraphrasing, it said the exact opposite. What do you think?
@@excelsior_4294 I don't know what kind of output detector you are using, what I use is the GPT-2 Output Detector. That being said, if you use a small sample size, meaning one or two sentences, just a few words, it's harder for the output detector to work, because under the hood it's sort of taking a form of statistical sample and comparing frequencies of what the GPT signature looks like. If there is not a large enough sample size for the output detector to compare things, it's more difficult for it to make an assessment, so it may default to scoring it as being a low percentage fake.
@@excelsior_4294 Keep in mind, I have a current video on how all this works as well, which might be helpful.
The enterprise of knowledge is dead.....and it's a good death. Knowledge is now a commodity. True wealth and happiness will be from relationships, both personal and professional, and not from how much money you spent on education. While you all were screaming for mandated equity from your employer and from .GOV OpenAI was busy making it happen, globally.