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Comment by binarymax | Hacker News Reader

My sister (who is a middle school teacher) and I developed a real training program for teachers, and this "guide" from OpenAI is quite underwhelming. It doesn't address 90% of the problems teachers actually face with AI...this is mostly a brochure on how to use ChatGPT to get info.

If you are a teacher or know a teacher who is struggling to adapt this school year, I'd be honored to speak with them and see if we can help.

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This looks like a promotional comment to sell some kind of paid "AI Training" [1], doesn't address anything in the linked article.

[1] https://max.io/teacher-training.html

Thanks for the detective work! On the one hand, I don’t have a problem with someone mentioning a helpful resource they developed in a relevant thread, even if it’s paid. But it would be more honest to disclose that’s what’s being offered rather than disguising it as an offer of a free resource.

Oh, I think I just fell for it. I was asking them if they could share their knowledge...

Yeah you have to be careful with this AI landscape. It is fraught with a lot of the same issues as the crypto landscape, with many of the same players.

I wonder whether generative AI will be thrown out with the bathwater once this issue hits critical mass the same way cryptocurrencies were. Both technologies provide real solutions to real problems faced by small sets of honest users, but they can also be abused by bad actors to assist and amplify their actions in pretty much the same way.

> If you are a teacher or know a teacher who is struggling to adapt this school year, I'd be honored to speak with them and see if we can help.

This is a worldwide issue.

I think it's great what you two did, maybe it would be more effective if you did a small article or video on it?

Many would be honored to be able to get help from your insights, it's needed. I see how teachers are struggling in Germany, while they are still open to embrace this technology.

Thanks for the kind words and I agree!

I prefer to do the teacher training workshop in person for various reasons, but we have considered recording it.

I've also given 2 open lectures at different libraries (and have been asked to do more) for the general public. I should certainly record that, since it's more general audience.

I thought it gives good guidance.

Of course it's not a 4-hour in-person workshop, like what you're proposing. But it already adds positive value.

It covers a good amount of the topics your course covers, I think. Introductory-level, perhaps, but it's a start.

Honestly? I don't understand your comment - I read as negative towards OpenAI (am I wrong?)

I'd expect someone like you to praise OpenAI's willingness to contribute in this space.

Yeah I read this and was repeatedly surprised and thankful they finally put some of these things in writing. That section about whether or not detectors work is going to be hugely helpful to students wrongly accused of using AI to generate their essays or something. Take that page and show it to your teacher "Look! The publisher of the thing says those detectors aren't accurate!"

I'm with you the parent seems more like an ad and negativity towards OpenAI.

<< I'd expect someone like you to praise OpenAI's willingness to contribute in this space.

Why would you assume OP position in this case? There are multiple valid, albeit unstated reasons, why the company in question may not be the best vessel for those efforts. And, just to make sure that is not left unsaid, it is not like openAI is doing it for altruistic reason.

I do agree that it is not a bad starting material, but I think you will agree that it is clearly not targeted at group that gathers at HN.

It gave me the impression this person is concerned about helping teachers navigate this new and challenging reality.

Call me crazy, but that was the impression I had from the comment and the course website.

TIL about "CoderMindz Game for AI Learners! NBC Featured: First Ever Board Game for Boys and Girls Age 6+. Teaches Artificial Intelligence and Computer Programming Through Fun Robot and Neural Adventure!" https://www.codermindz.com/ https://www.amazon.com/gp/aw/d/B07FTG78C3/

Codermindz AI Curriculum: https://www.codermindz.com/stem-school/

https://K12CS.org K12 CS Curriculum (and code.org, and Khanmigo,) SHOULD/MUST incorporate AI SAFETY and Ethics curricula.

A Jupyter-book of autogradeable notebooks (for AI SAFETY first, ML, AutoML, AGI,) would be a great resource.

jupyter-edx-grader-xblock https://github.com/ibleducation/jupyter-edx-grader-xblock , Otter-Grader https://otter-grader.readthedocs.io/en/latest/ , JupyterLite because Chromebooks

What are some additional K12 CS/AI and QIS Curricula resources?

Can you share some of the outline or problems your guide solves?

Sure thing! https://max.io/teacher-training.html

The prompt 4 ”AI teacher” is pretty good for learning group theory at least. (Just trying it right now on ChatGPT 4.0)

I found lots of good value in their publication as well.

Especially for teachers, who I believe (most at least) have no clue about prompt engineering and how to talk to an LLM.

IMO ’Prompt engineering’ is an implication that the LLM:s are really immature technology. There is no intrinsic value in prompt engineering - it’s ok to wait a bit until LLM:s get a proper product shell you don’t need to walk on eggshells over. I would not promote LLM:s as production ready offerings until this aspect becomes better.

Using an LLM is like having a therapy session - where you the user are the therapist. Humans should not need to learn en masse become AI therapists, that’s a the inverse of what should happen :D

You might be influenced by the perception that LLMs are autonomous.

They're just tools. The outcome depends heavily on the user skills. That's why prompt engineering is a thing.

Heck, even Google results varies depending on the searcher skills, and we're not calling the tool immature...

As with regards to therapy, I have had the opposite experience as you described.

I agree, most don't even know they can tell it how to behave.

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