¯\_(ツ)_/¯ I guess it's just not for you then :)
133 karma · joined July 2, 2024
No I'm saying that a chatbot can be a superhuman teacher's assistant.
Which is extremely valuable!
>Pretty cool but not much more than pushing existing data around.
Don't underestimate how valuable it is for teachers to do exactly that. Taking existing information, making it digestable, presenting it in new and interseting ways is a teacher's bread and butter.
Which all takes valuable time us teachers are extremely short on.
I've been a classroom teacher for more than 20 years, I know how painful it is to piece together a hodge podge of resourecs to put together lessons. Yes the information is out there, but a one click option to gather this into a cohesive unit for me saves me valuable time.
>95% of my time an mental capacity in this situation goes for deciding what makes sense in my particular pedagogical context? What wording works best for my particular students?
Which is exactly what GPT is amazing at.Brainstorming, rewriting, suggesting new angles of approach is GPTs main stength!
>Explanations are even harder.
Prompting GPT to give useful answers is part of the art of using these new tools. Ask GPT to speak in a different voice, take on a persona or target a differnt age group and you'll be amazed at what it can output.
> I find out almost daily that explanations which worked fine in last year, don't work any more
Exactly! Reframing your own point of view is hard work, GPT can be an invaluable assistant in this area.
I didn't could you point them out?
>There are countless existing, human-vetted, designed on special purpose, bodies of work full of material like the stuff your chatgpt just "created". Why not use those?
As a classroom teacher I can tell you that piecing together existing resources is hard work and sometimes impossible because resource A is in this text book (which might not be digital) and resource B is on that website and quiz C is on another site. Sometimes it's impossible or very difficult to put all these pieces together in a cohesive manner. GPT can do all that an more.
The point is not to replace all existing resources with GPT, this is all or nothing logic. It's another tool in the tool belt which can save time and provide new ways of doing things.
>Who said generating an essay is useful sorry ? What problem does that solve?
Useful learning materials aligned with curriculum outcomes, taking into account learner needs and current level of understanding is literally the bread and butter of teaching.
I think those kinds of resources are both useful and solve a very real problem.
>Your comments come accross as overly optimistic and dismissive . Like you have something to gain personally and aren’t interested in listening to others feedback.
Fair point. I do have something to gain here. I've given a number of example prompts that are extremely useful for a working teacher in my replies to this thread. I don't think I'm being overly optimistic here. I'm not talking vague hypotheticals here, the tools that I'm building are already showing great usefulness.
I think it has a lot to do with it. I can't see how generating educational content for the purpose of enhancing student outcomes with content reviewed by expert teachers can fall under the category of spam.
>As for your hypothesis, I've had interactions where it did a good job of generating alternative activities/exercises, and interactions where it strenuously and lengthily kept suggesting absolute garbage.
I like to present concrete examples of what I would consider to be useful content for a k-12 teacher.
Here's a very quick example that I whipped up
https://chatgpt.com/share/ec0927bc-0407-478b-b8e5-47aabb52d2...
This would align with Year 9 Maths for the Australian Curriculum.
This is an extremely valuable tool for
- A graduate teacher struggling to keep up with creating resources for new classes
- An experienced teacher moving to a new subject area or year level
Bear in mind that the GPT output is not necessarily intended to be used verbatim. A qualified specialist teacher with often times 6 years of study (4 year undergrad + 2 yr Masters) is the expert in the room who presumably will review the output, adjust, elaborate etc.
As a launching pad for tailored content for a gifted student, or lower level, differentiated content for a struggling student the GPT response is absolutely phenomenal. Unbelievably good.
I've used Maths as an example, however it's also very good at giving topic overviews across the Australian Curriculum.
Here's one for: elements of poetry:structure and forms
https://chatgpt.com/share/979a33e5-0d2d-4213-af14-408385ed39...
Again, an amazing introduction to the topic (I can't remember the exact curriculum outcome it's aligned to) which gives the teacher a structured intro which can then be spun off into exercises, activities or deep dives into the sub topics.
> I've had situations where I got a good suggestion or two or three, in a list of ten or twenty
This is a result of poor prompting. I'm working with very structured, detailed curriculum documents and the output across subject areas is just unbelievably good.
This is all for a K-12 context.
here's an example of a question and explanation which aligns to Australian Curriculum elaboration AC9M9A01_E4 explaining why frac{3^4}{3^4}=1, and 3^{4-4}=3^0
https://chatgpt.com/share/89c26d4f-2d8f-4043-acd7-f1c2be48c2...
to further elaborate why 3^0=1 https://chatgpt.com/share/9ca34c7f-49df-40ba-a9ef-cd21286392...
This is a relatively high level explanation. With proper prompting (which, sorry I don't have on hand right now) the explanation can be tailored to the target year level (Year 9 in this case) with exercises, additional examples and a quiz to test knowledge.
This is just the first example I have on hand and is just barely scratching the surface of what can be done.
The tools I'm building are aligned to the Austrlian Curriculum and as someone with a lot of classroom experience I can tell you that this kind of tailored content, explanations, exercises etc are a literal godsend for teachers regardless of experience level.
Bear in mind that the teacher with a 4 year undergrad in their specialist area and a Masters in teaching can use these initial explanations as a launching pad for generating tailored content for their class and even tailored content for individual students (either higher or lower level depending on student needs). The reason I mention this is because there is a lot of hand-wringing about hallucinations. To which my response is:
- After spending a lot of effort vetting the correctness of responses for a K-12 context hallucinations are not an issue. The training corpus is so saturated with correct data that this is not an issue in practice.
- In the unlikely scenario of hallucination, the response is vetted by a trained teacher who can quickly edit and adjust responses to suit their needs
Every year there are thousands of graduate teacher looking for tools to help them teach better.
>good teachers I know can generate them on the spot
Even the best teacher can't create an interactive multiple choice quiz with automatic marking, tailored to a specific class (or even a specific student) on the spot.
I've been teaching for 20+ years, I have a solid grasp of the pain points.
a bit dramatic. there has to be an adjustment of teaching/assessing, but nothing that would "ruin" anyone's life.
>So sorry, we're back to spam generator. Even if it's "good spam".
is it spam if it's useful and solves a problem? I don't agree it fits the definition any more.
Teachers are under immense pressure, GPT allows a teacher to generate extension questions for gifted students or differentiate for less capable students, all on the fly. It can create CBT material tailored to a class or even an individual student. It's an extremely useful tool for capable teachers.
I'm building tools for K-12 (I've been a teacher for 20+ years). There's solid uptake of GPT among teachers and individually they're pretty enthusiastic about anything that will reduce their workload, so I'm hoping it resonates.
>Also, to be super presumptuous, if you need help with anything with your tool, hit me up. I love working with developers on building realistic use case and workflows.
Sure, my details are in my profile, happy to chat.
this is not even remotely true.
There is an astronomical amount of data siloed by publishers, professional journals etc. that is yet to be tapped.
OpenAI is making inroads by making deals with these content owners for access to all that juicy data.
>Content Generation
I'm working on AI tools for teachers and I can confidently say that GPT is just unbelievably good at generating explanations, exercises, quizes etc. The onus to review the output is on the teacher obviously, but given they're the subject matter experts, a review is quick and takes a fraction of the time that it would take to otherwise create this content from scratch.
It definitely has that Tesla Autopolit feel to it, where the marketing is ... enthusiastic, while the onus to "use the tool responsibly" is left up to the end user.
I'm building a persentation/teaching tool for teachers and trying to not sweep the halicination angle under the rug. My marketing angle is that the AI is a huge time saver, but the classroom teacher is the subject expert and they need to review the output. At the end of the day, it's still much more time efficient for an expert to review the content than it is to produce it from scratch which is a huge win.
>If your AI travel agent books vacations to the correct destination only 90% of the time
that would be using the wrong tool for the job. an AI travel agent would be very useful for making suggestions, either for destinations or giving a list of suggested flights, hotels etc, and then hand off to your standard systems to complete the transaction.
there are also a lot of systems that tolerate "faults" just fine such as image/video/audio gen
He's intersted in meditation and mindfulness. He's not a native English speaker, so he's using AI to help him write content. He's then using AI text to voice to turn his scripts into YouTube videos. The videos have AI generated artwork too.
My dad is a retired welder in his late 60s. He's as "regular people" as it gets.
I'm a high school teacher and GPT has completely changed teaching. We're using it to help with report writing, lesson planning, resource creation, even for ourselves to get up to speed on new topics quickly.
I'm working on a tool for teachers that's only possible with GPT.
It's by far the single, most transformative technology I've ever encountered.
Me too. My first thought when seeing 2D AI generated images was that 3D would be a logical next step. Compared to pixels, there's so much additional data to work with when training these models I just assumed that 3D would be an easier problem to solve than 2D image generation. You have 3D point data, edges, edge loops, bone systems etc and a lot of the existing data is pretty well labeled too.
That's a bit of an overstatement. Fixing normals is far less time consuming than creating a mesh from scratch. This is particularly a win for people who lack the artistic skill to create the meshes in the first place.
I've got a lot of technical 3D skills after using 3DSMax for years as a hobby. Unfortunately I lack the artistic skills to create good looking objects. This would definitely allow me to do things I couldn't before.