[MUSIC PLAYING] SPEAKER: OTAN. Outreach and Technical Assistance Network. 

NEDA ANASSERI: Welcome back to Part 2 of our CampGPT. 

[LAUGHS] 

Yes. Awesome. 

RACHEL RIGGS: I like to imagine that you all were in your cabins, braiding each other's hair, and doing arts and crafts, sitting around the campfire. 

NEDA ANASSERI: Love it. I love it. This city girl doesn't know a lot about camp, but-- 

[LAUGHS] 

RACHEL RIGGS: We can dream. 

NEDA ANASSERI: I trust you. I trust you. How about that? OK, everybody. It is 12 o'clock. And I want to welcome everybody back to our CampGPT series. We started off with Part 1. And this is Part 2. Rachel Riggs is back as our presenter. Thank you, Rachel, for being here. She'll do her introductions, and start us off. But I just wanted to bring everybody in. 

This is being recorded. It will be remediated. And what I'll ask everybody to do is just let us know who's here in the chat, please. So, Rachel, just FYI, that'll start waterfalling into the chat. And then we'll just have to repost some of those links. Yeah, let us know who you are in the chat, what agency you're from. And I will hand it over to Rachel. 

RACHEL RIGGS: Great. You guys, we're going to kick off with Mentimeter. OK. I have some questions for you. Don't panic if I move along. You can still join. These are the instructions. Scan the QR code, or there's a link in the chat, or you can use the code and type it in. There's the link again. Join us in this Mentimeter. 

I want to hear from-- and I want to say before we start. If you weren't here for the first session, that is totally fine. Nothing's going to happen today that will preclude you from participating if you were not here for Part 1. So we welcome you. I welcome all of you. But for those of you who were here for Part 1, or have been experimenting, I want to know, first, how satisfied were you between Part 1 and Part 2, or have you been with the results of whichever GenAI tool you used? Whether you use Magic School, ChatGPT, Bard, Quizlet's chat bot, who forget the name of. Conmigo. Dall-E. Midjourney. Whatever generative AI tool you're using, how satisfied are you? 

Many people are saying satisfied. I see some dissatisfied. Someone's very satisfied, which is-- I want you guys to be satisfied. But I also want you to think about the tools you use, and whether they're serving your purpose, whether they're serving your learners, and not adopting things just because people are excited about them. 

So, I like this question. I like to get a sense of, is this serving us, as teachers? Is it saving us time? Is it helping us be more creative? Is it pushing us deeper into our best practices that we have been building up for years and years, and for some of us, decades? 

OK. So it looks like mostly satisfied. Good, good, good. All right. Now let's go to our next here. What are your big takeaways after experimenting more with GenAI? And if you were here for Part 1, we'd love to hear how any of those might relate with what we talked about in Part 1. But what are your takeaways? Sorry, I know the QR code is blocking that. But you can still scan the QR code and join the poll, if you would like. Big takeaways after experimenting more. I think people are typing. So I'll be quiet for a sec. 

Oh, that's fine if you weren't in session one. No worries. And if you weren't in session one, and you have been experimenting, you can just respond according to what your big takeaways have been so far, using GenAI. OK. Yeah. Don't get perfectly desirable result with first prompt. More detailed. Clear and specific. So we're seeing that those prompting strategies are important, and are time savers. 

Input quality determines output quality. Absolutely. And I think those even take a lot of experimentation. So despite the fact that we shared some strategies, I still think there is a certain element of getting into your own groove with it. So, I hope some of you have found some things that are useful. The RACEF. OK. Someone likes the RACEF framework. I'm really glad to hear that. 

Beginning to see positive attributes. Good. Yeah, Dall-E is an image generator. And you do run out of credits. So that's kind of a stink pot. If you get ChatGPT Plus, you get the combined benefit of Dall-E Unlimited, and then also ChatGPT Plus. So if you want to pay $20 a month, then there is that. It can help you think through what you really know, and what you want. How fast-- yep. 

Sometimes we need to realize that we can use-- OK. Cool. Yeah. We can use it for things we haven't used before. Absolutely. OK, cool. Great. Well, it's so good to hear your takeaways. And I want to hear some more in just a minute. But I'm going to skip over to my slides. Wait. Oops. That didn't skip over to my sides. Let's skip over to my sides. OK. 

And we will be getting back into that Mentimeter. So if you want to leave it open in a tab or something, you can. Up to you. So, welcome. Welcome to Part 2 of CampGPT. Yes, Marisol, we can certainly get you the Part 1 slides. I'm sure of it. Welcome to Part 2 of CampGPT. My name is Rachel Riggs. I am a Technical Advisor at World Education. I work for our EdTech Center. If you haven't subscribed to our EdTech Center newsletter, I recommend it. We send out lots of great EdTech-related updates. 

I also worked on our crowded learning initiative, which is all about open education. So if you like open education, you can subscribe to that newsletter, too. There's a World Education newsletter. We've got newsletters for a whole lot of different things. But anyway. Yes. So, part of my work-- all of my work, really, is related to digital skills, digital learning, and digital education, and educational technology, and helping teachers really leverage technology in a way that builds off of the amazing foundation that they've already set in their evidence-based practices. 

So during the first session, we did an orientation. We talked about prompting strategies. We talked about what is generative AI. And we talked a lot about different AI ethics, and potential and drawbacks of generative AI. Our focus then was around teaching with AI. So, really, thinking about how we could leverage AI to help us out, essentially. 

And then now we're in our last and second part. And we're going to hopefully hear from a few of you about what you did in the interim with that worksheet I shared. And then we'll talk about teaching for AI. So this is taking the things we learned in session one, and it's passing along that same knowledge and awareness to your students. And we'll talk about some strategies and resources that will help you do that. 

These were our camp rules. Does anybody remember the camp rules? GEAR. You gotta get your gear at camp. Anybody remember what any of these stand for? It's an acronym. Each letter has expanded meaning. Do we remember any of them? 

OK, goals. Good, Christie. Thanks. Oh. Hi, Christie. Yeah. Goes before tools. That was G. R was rely on a buddy. Absolutely. Thanks, Anthony. 

AUDIENCE: Explore and have fun. 

RACHEL RIGGS: Explore and have fun. Woo! You guys are the best campers. OK. And then A? Avoid? 

AUDIENCE: Avoid the bug? 

RACHEL RIGGS: Avoid bugs. Yes! Thank you. Yeah. Great. OK. What a great set of campers. Yeah. So goals before tools. Strategic EdTech integration. Strategic use of AI. Thinking about our goals. Thinking about our learners, not just adopting tools, and not having a clear strategy for them. Explore and have fun. Being confident. Being willing to make mistakes. 

Avoiding bugs. Knowing where the pitfalls are with AI, and avoiding them. Remembering to buddy up. Human-centered. Collaborating. Relying on our human friends and our human expertise. Awesome. 

OK. So let's get into some show and tell. I want to hear from some of our campers today. I want you to show us and tell us what was your goal? During Part 1, we had a worksheet. If you weren't here, it's OK. You can just listen to your fellow campers. We had a worksheet where we outlined our goals, the prompting strategies we used, what the end product was. 

Bugs, if you found any. And then your reflection. So we're going to go, we're going to spend, let's see, 10 minutes on this. I'm going to pass it first to Babs. And Babs, if you could take three to five minutes sharing with us. And then we'll pass it to another camper. I see you, Babs. 

BARBARA: Sounds good to me. Can I share screen? 

RACHEL RIGGS: Yes, you can. Yeah. Let me stop. 

BARBARA: Great. OK. So to start out, our goal, or my goal, I'm on a committee at Grossmont Adult Education, where we're redesigning a logo for the adult education. Because we have five different areas. And so my goal was to create a logo for Grossmont Adult Education school, that incorporates and harmonizes the five different departments of ESL, academics, career technology education, health occupation center, and general adult education, with the GAE logo as the central hub of the design. 

And the color scheme, we already have a logo that has a color scheme of lime green, green, and orange. And so I ran it through Dall-E. And I'll go ahead and share screen to show you. Desktop. Let's see. Share. OK. Can everybody see this? Yes? No? Yes. OK, good. 

All right. So this is ChatGPT. And then Dall-E. And I used Dall-E. My prompt was create a logo for an adult school administrator who needs a logo design for five departments in the Grossmont Adult Education organization. And that is part of the East County Regional Adult Consortium. The five departments, ESL-- I'm being redundant. But they should be represented as five circular logos around the hub of the GAE logo in the center. 

The color scheme should be lime green, green, and orange. Clarity, simplicity, and vibrancy are essential to the design. So this is what it came up with for me to begin with. I thought that was pretty decent. So my next step was to start with the individual designs of each department. So I said, now create an individual logo for each department, starting with the health occupations center. 

Use medical industry symbols, nursing, LVN, RN, phlebotomy, the different things that they're teaching there. And it gave me these two outputs. I was looking at them, and I thought, well, these are just a little busy. In another prompt on a different occasion, I redefined these. And I'll show you those in a moment, a little more simplified. 

This is what it gave me for the academics department. I think they are a little bit too busy. This is what I got for ESL. I do like them. But I think in a logo that's combined, I think it would probably be too much. So then this is what I got for ESL, which is much better. And then adult enrichment. And then the Career Technical Education. 

And so this is what I got this way. And then I'll show you the outputs that I so this is what I came up with for the ESL department. It does incorporate some blue. And I like that. Then here's the Career Technical Education, Career Training Education. It didn't get it right. It's actually Career Technical Education. And that was one frustration I had with this. 

I thought this was a great design for the health occupation center, because it represents all the different things that they're doing there. And then Groessmont, ACA. I thought this was a decent design for their department logo. And the adult enrichment, I liked it, because I liked the different images it gave, because it really tells you what they do in that department. It's more like painting, and sewing, and upholstery, and some crafts. And this is for academics. 

Let's see. And then this is the idea of incorporate-- each one of these previous logos would be put in here. That's pretty much what I generated. I'm not I'm not totally satisfied with it. I think it needs to be much more simple. But at least it's a step in the direction. And I can show these to our leadership team, the committee. And perhaps it'll generate more ideas among the group, so that we can really nail down the logo that we want. 

RACHEL RIGGS: Yeah. I love that. I mean, that's like Anthony said in the chat, for non-artistic people, I think, at the very least, just for inspiration of how the layout could look, the different colors we could incorporate. What a cool design might look like, even if it's not a finished product. Patrick's asking, how much time did you spend, Babs? 

BARBARA: I think I spent the better part of an hour on that. 

RACHEL RIGGS: Oh, OK. 

BARBARA: Just refining my prompts. Because you get what you prompt. That's what I'm finding. So if I can really refine and perfect my prompts, especially in a design like that. And also creating lesson plans, and lessons for my students. It's only going to help me to really have a command of prompting. 

RACHEL RIGGS: Yeah. I think the one exception to that. I'm working off of Laine, or Laney's comment, is the text in an image, which you really can't prompt control for. You know those errors, and the letters, and the spelling? It's really just a bug. Yeah. 

BARBARA: That's the bug. I'm like, why doesn't it just give me what I want? I'm spelling it for them. I'm spelling it for AI. I'm saying, this is how you spell it. And it's like, that's like the dumb part of AI. 

[LAUGHS] 

RACHEL RIGGS: Yes, yes. Absolutely. 

BARBARA: Unintelligent part. 

RACHEL RIGGS: Yeah. It's the AD, the artificial dumbness. Yeah. 

[LAUGHS] 

And I think, it's one thing to think about, as we go in, and we're evaluating different tools. Dall-E is definitely cool, and it inspires me a lot. What frustrates me is those kinds of spelling errors. And then that I don't have any ability to recolor or move things around. So, like in Adobe, they have generative AI features. But they're giving you the native file that you can then edit the different elements. 

So, something to think about as we move forward is, evaluating, comparing tools for the level of intervention that you can have in the end product. 

BARBARA: Yeah. And the cool thing about this is, I can take these designs back to my group. And we have a professional graphic artist that we're working with. So if we can get them an idea of what we really want, then they can go and tweak it, and make it exactly what we want. 

RACHEL RIGGS: That's great, Babs. Thanks for sharing. I think we have time for one more, if someone wants to jump in? Did anybody else do a little project they want to share? 

I know you guys did. I saw them in the Padlet. 

BARBARA: Yeah. 

[LAUGHS] 

RACHEL RIGGS: You don't have to share screen or anything. You can just say what you were trying for. And to a point that Babs just made about bringing it to a designer. This is something else I've heard, is that these tools are helping people know how to talk to people in other disciplines. So, Babs, you bring that to a designer. And you can say, we like this about this, but we don't like this about this. 

And similarly, when we're talking to maybe people in the manufacturing industry. Because we're writing a curriculum for a bridge, or an IET or something. A lot of people have been saying that what they're doing is they're using generative AI to help with that curriculum writing. And then they can go and talk to an expert, and have them evaluate the curriculum. But it's giving them something to talk about with that expert, instead of just starting completely from scratch. So I'm seeing that a lot too, where it helps us have conversations with people in different disciplines. Gives us a starting point for that collaboration. 

Cool. All right. Everybody else is being quiet, Babs. So it's just The Rachel and Babs Show today. 

BARBARA: I can talk some more if you want me to? 

RACHEL RIGGS: No, I think, let's roll in. I've got some other interactive activities. We'll get them going. 

[LAUGHS] 

I've got some other things I want to hear from you guys on. But let's roll into a little recap on teaching with AI, and also going a little bit beyond where we've scratched the surface in teaching with AI. So as you may recall, in the first session, we talked about the teacher's task, our call to action. And we talked about teaching for AI. 

This is the skills, knowledge, and attitudes that learners need. I should say learners. We're all learners, right? To navigate AI from a user perspective. Teaching about AI is training students about AI from a developer's perspective. So thinking more about them going into a computer science field, or programming type of field. Really technical skills. And then teaching with AI is appropriately applying AI-based tools in the classroom, what we've been talking about, using AI to develop logos for our program, to write lesson plans, to develop vocabulary sets, and so on and so forth. Teaching with AI. 

So I want to talk about these few components of teaching with AI. And I'd like to think about three E's here. Teaching with AI should be ethical. We've talked about some of the ethics, the human-centered, the avoiding bias, and so on. Effective. So really thinking about AI. Being critical of AI. When I asked you if you were satisfied, that's what I'm getting at is, is it actually helping us? Is it actually effective in what we're trying to do? 

And then evolving. And so this is the idea that we, as we're starting on this journey of teaching with AI, or maybe you're well far along. We also want to think about how teaching with AI might cause our practices to evolve. I like to hearken back to the pandemic, and how that was essentially a digital disruption, where everything moved online. And a lot of our practices have changed. 

We see a lot more HyFlex instruction. We see a lot of blended learning happening. And so the way that we teach is actually happening. It's not just that we adopt technology, but we actually change the way that we're doing things in light of using that technology. OK? So we want to think, too, about how this will happen as we move forward with more AI in education. 

So, from planning, I like to refer to universal design for learning as being a very effective and evidence-based practice that helps you design learning that provides multiple means of engagement, representation, action, and expression. And it really taps into different neural networks in a human brain, not an AI neural network, in order to make learning effective and salient. 

Is anybody here familiar already-- you can put in the chat, yes or no-- with universal design for learning? And so what I want to say-- OK, yes, we have some part way Good. And what I want to say is that I can't possibly do a training on universal design for learning right now, because it is an hour or longer training. But I wanted to refer you to it as you're thinking about evolving your practice in light of AI advancements, and trying to adapt what you do to the technological environment that we're in. 

This is a really good thing to explore and to learn about, that will help you lean into those good practices. OK. So what I'm doing right now is I'm just giving a taste. And then I'm going to say, you guys should dive in and learn more, and go on your learning path with these. And I do see any recommendations? You guys will notice that on my slides, there's always going to be, or usually, a little text at the bottom that has more resources. 

So when you go to these slides later, definitely, this will help you learn more, and dive into the things that were interesting to you. So that's a great design and planning tool. And then we want to think about instruction and assessment that will help us keep up with the age of AI. 

Oh. Great, Anthony. Thanks for sharing. Anthony just shared a great OTAN resource in the chat. So, instruction and assessment. So if we think about AI, a lot of the talk has been around, well, if I was scoring writing before, what does that look like now? If I'm teaching with AI, how can I know, especially in higher ed-- this is a lot of uproar around, how do I know that what my students are writing is authentic versus AI generated? 

And we have to think about new ways of delivering instruction and assessing learners. I really like project-based learning for that, because I think it gives students really authentic tasks and projects to work on. It taps into many different cognitive processes and interpersonal skills. And it's a way to assess learning in a very authentic way, performance-based learning. 

So that's one strategy that I like. Again, I'm not going to do a full project-based learning session for you here. But something else to look into when we think about evolving our practices. So I want to hear from you guys. I'm going to pop up another Mentimeter. What instructional approaches, or new forms of assessment do you think we need to be considering and using in light of AI advancements? 

So we're going to get back into our Mentimeter, once I get out of these slides. And for those of you that don't want to do it in Mentimeter, you can just go ahead in the chat. But I will pop this back up. And we'll go to our next question, which is, what instructional practices does AI call for? 

So when we have to think not just about what new tools are we using, but what is a new way that we approach teaching and learning? Because of what generative AI can do. What do you guys think? 

Problem-based, project-based. OK, thanks. More interaction. I agree. I think it's going to require us to really infuse learning with a lot of human-to-human interaction. How to ask the question-- yes. Formulate-- formulating. Sorry. Formulating questions. Good questions. And how those unlock new knowledge. Collaborative project-based learning, Meredith says. 

Showing students how to use AI appropriately. Yes. Absolutely. And then copyright. And that gets into really digital citizenship, which will be especially important in the age of AI. Absolutely. OK. Teacher as facilitator. Rethinking assessments for students to use creativity. Yes. Absolutely. So, multimedia. Different options for assessments. What do you want to submit as a demonstration of your learning? 

Talking to students about what they know. Love that. Number of trainings to incorporate. Tech tools for lesson planning formative assessments, et cetera. Great. Prompt engineering. Yes. So you guys are actually already tapping into what is my next question, which is, what skills, knowledge, and attitudes do learners need to use AI? So, Marisol, you're mentioning copyright, responsible use. And then prompt engineering. What else do learners need to use? Yeah. Do learners need to use AI? 

[LAUGHS] 

What skills? What knowledge, attitudes, awareness? OK. Marisol says persistence. What else? So let's say, tomorrow, you decide you're going to talk to your learners about ChatGPT. What do you need to talk to them about? What topics will you cover. Computer skills. Absolutely, Babs. Critical thinking. Evaluation. Yes. 

Growth mindset is really good, Marisol. Being willing to grow and adapt digital resilience. Negotiating online environments. OK. We see here, verifying output. Anticipation of excitement for learning. 

Great. And Babs got it. Computer skills. Online environments. This is bringing me to my next question. Creativity. Verifying output. Babs said GEAR. You can certainly teach them GEAR. I hope you do find it useful. I use AI for lesson planning all the time. My learners need to learn how to use AI all the time, but appropriately. So I need to teach them what I know. Yes. So let's get into that today. 

Now, a lot of this falls into what we consider digital literacy. AI literacy is aligned, and is a lens on digital literacy. So I want to know from you guys, to what extent do you integrate or teach digital literacy today? This is anonymous. There's no judgment here. But this gives me a sense of how to present this next section to you. 

Every day, Babs says. Marisol, detecting fraudulent sources would absolutely be part of digital literacy and AI literacy. For sure. Yes. OK. Good. So it looks like we're trending toward all the time. We have some who are in the middle. So I'm going to consider that a sometimes. Again, no wrong answer here. A few are never. That's OK. 

I'm going to share some resources with you today that will get you started with digital literacy and AI literacy. But my point here being that they are very closely related. And so if you're already teaching digital literacy, I want you to think about AI literacy as an extension of that. If you're not yet teaching digital literacy, I want you to think about tapping into digital literacy and AI literacy as being very closely tied. 

And so taking a step in that direction, you're doing the right thing for your students on both fronts. OK? Because they're very tightly interwoven. OK, Babs. I see that. All right. So let's get into teaching for AI, or integrating AI literacy. Again, we talked about teaching fo AI is the skills, knowledge, attitudes from a user perspective. So really preparing students to use AI. 

So when we think about what it is, this, again, is from that use scenarios and practical examples report, which is a great place to start. When we think about what teaching for AI is, it's competencies to engage competently, critically, and safely with AI. It's the necessary knowledge, skills, and attitudes to live in a world surrounded and shaped by AI. 

So as this becomes more integrated, as we're seeing this in digital health systems, in financial technology systems, in voting processes, and so on and so forth, we really want to prepare learners for that AI infused society that may become our future, and even is today integrated in a lot of the tools we use. 

And then how, how do we do this? How do we teach for AI? I like what they say in this report. It could be organized in a more transversal manner through embedding it in different courses and areas. I think, in adult education, that's what we have to do. Because we are mainly focused, a lot of the time, on some other areas, like developing literacy, numeracy, and preparing students for the workforce, or for whatever their next goal is. 

So we probably do have to embed it into the courses that we already teach. And then I also like that it says, it doesn't require a specific background in math or programming. That's good news for me, because I'm very bad at math. 

[LAUGHS] 

But it also tells us all that we don't need to be experts in all of the nuances of AI in order to teach for AI. So, skills, knowledge, and attitude. I like to think of this as skills are the I know. No, sorry. Knowledge is the I know. Skills are the I know how, or I can. And attitudes are the I must. So what's my responsibility, attitude. Ethically, what must I do? I know what? I can what? And I must. 

These are from DigComp 2.2. That is also from Europe. As you can see, they're a little bit of a leader in this AI guidance space. These are some skills, knowledge, and attitudes that they include in their digital competency standards. And so an example of knowledge would be being aware that sensors used in digital technologies, like facial tracking cameras, or smartwatches, generate large amounts of data, including personal data, that can be used to train AI. 

So it's just a general awareness and knowledge. One of the skills is a know how. So we want learners to know how to modify their user configurations, to enable prevent or moderate AI system tracking. So we want them to really be able to be in control of their data. And then an attitude here is considering ethics as one of the core pillars when developing or deploying AI systems. 

So we want them to think about human agency and oversight, transparency, non-discrimination, accessibility, biases, fairness, a lot of the things that we talked about last week, too. So here are some examples of how you might teach for AI in a given lesson. This first one is an example from DayofAI, which is a site with lots of great curricula for different age groups. 

But an example would be integrating data privacy concepts into a social studies lesson on human rights. Another example would be integrating computational thinking, which is very much a digital literacy topic that you hear a lot about, into a language lesson in which learners are describing the steps of a process. 

So I want to introduce-- this is the digital skills framework that we use at World Education. It's an aggregate framework. So it crosswalks to other digital skills frameworks. OTAN. I don't exactly recall what standards you guys use. I think you may have your own. And you can put those in the chat, if you want people to pay attention to those. But to get us to AI literacy, I just wanted us to look at some different digital skills domains. 

These are some different domains. So we have the foundational. These are the gateway skills, like creating a password. What skills do we need to even begin to start using technology? Oh, great. Great, Anthony. And then mobile skills. Very foundational. Because so many adults have mobile devices. Privacy and security. Very foundational. We want them to be operating safely in digital environments. And then device ownership is also foundational to those next steps of being a more fluent user of technology. 

Then we have these domains that fall into independent learning. So being able to operate safely and effectively in different activities online. Having information skills, which I think many of those came up with-- yeah, like Marisol said earlier, detecting fraudulent sources. Information skills overlap a lot with AI literacy. Lifelong learning. So being able to access and pursue learning opportunities using technology. 

And then we have this productivity bucket. So we have communication, communicating using digital tools, creating using digital tools. And then having workplace relevant skills, like being able to manage files and create presentations, and stuff like that. So these are the different domains in the BRIDGES digital skills framework. And I can put this here. 

So where does AI fit into these domains? So let's look at the foundational domains first. These are some of the "I can" statements that we developed in BRIDGES, that are AI aligned. So we, in our personal lives, being able to use a website's chat bot to find information needed to troubleshoot. Which of these do you think that falls into, out of gateway skills, privacy and security, mobile or device ownership? You can put it in the chat. 

As a teacher, we have "I can" statements also for teachers and trainers. So the "I can" statement here would be, I can check and report when a software I use is acting on harmful stereotypes. Yeah, I agree. Device ownership. In our personal lives, again, I can make an informed decision about purchasing an in-home virtual assistant. Which one do you think that falls into? That's a really important one. In-home virtual assistant is like Alexa, or Google Assistant. 

That one is-- well, it could definitely be device ownership. And I should say, these aren't just limited to one. But yes, it's definitely aligned with privacy and security. Because those systems are tapping into our daily routines and conversations. OK. And then, I can-- this is a workplace "I can" statement. I can use store apps to shop for breakroom supplies, which allows the store to learn about my shopping habits and preferences. 

OK. So those are some eye-- some IA? Some AI-related "I can" statements. And independent learning. These are some examples. I can provide feedback, like likes, tags, or ratings on movies to get similar recommendations in the future. So that's an awareness that those activities, because of AI's capabilities, those activities actually result in a difference in the recommendations that you get. 

I can determine whether a help chatbot is human or AI-based. So being able to do a Turing test, essentially, and know that difference. I can use strategies to verify whether a shocking video of a known person might be a deep fake. That's going to be really important during election season and I can talk to my colleagues about emerging educational technologies-- this is the teacher one-- and see how they apply to our work. 

OK. And then finally, in productivity, adjusting social media, content preferences. That's in communication. Writing a prompt to generate original images and music clips. Avoiding echo chambers. And understanding that your actions impact what you see on social media. 

OK. So those are some examples of the kinds of things that we want to infuse in our instruction, in order to help learners develop literacy. So how do we do that? There's a few ways that we teach digital skills. And these also apply to AI literacy explicitly. This is just like direct instruction, here's how you do it. Here's how you compose an email in Gmail. And if your program is set up so that you are a digital skills instructor exclusively, then that's maybe how you do this. 

Contextualized. So maybe you're teaching ELA or math. In this case, we would be teaching digital skills against the backdrop of other subjects. That's contextualized. Or integrated. And I like to think of this as woven into the fabric of learning So, for students to access different activities, they have to be working with technology and developing digital skills. 

So this is an example of contextualized, which I think is what people mostly do in adult education. And if we think about the academic and language skills of filling out forms, and we put it in a digital environment, like an online form, then we've combined both the academic skills we're trying to teach, and the digital skills. Then we set it against a backdrop of workforce development. So maybe it's filling out a form online in a job search. And we can integrate an AI literacy concept, like algorithmic bias, by making learners aware of the fact that algorithms do impact job applications, resume screening, and ultimately job opportunities. 

Some other examples. This is one from DayofAI, again. And actually, I think it's the same one I mentioned earlier. But it is about looking at different blueprints of how human rights are impacted by AI. Identifying benefits and challenges of AI tools, reflecting on safeguards. And then developing an argument based on the blueprints and your personal experience. And so this is a way to teach AI literacy. But still, it develop some critical academic and language skills. 

I like the AI snapshots . These are from aiedu.org. Each snapshot is just one side. So it's just one really quick way to talk about AI in your lessons. So this example is if you're in an English class. And these are for primary, secondary, K-12 in the US. But a lot of them could be used in adult ed. And I think this is a great resource. 

So, for example, this is, I didn't write that. And it's about how there's an AI that analyzes handwriting style. So, if you forgot to write your name on that essay you turned in, but it's a good thing your teacher recognized your handwriting. An AI called Hemingway can mimic your hand writing style. OK. OK. So, yes, it's about Hemingway, that mimics your handwriting style, and recognizes handwriting styles. And then it has learners think about who could benefit, and who could be harmed by a technology like that. So each little snapshot is a different way to just have a quick conversation about AI. 

And then this one is also from aiedu. And it's more comprehensive lesson in which learners do an interview with ChatGPT. So all of those, just to give you a sense of some different ways that you can pull together academic objectives. Put our academic objectives and skills into the context of a digital environment. And then integrate literacy within that. 

So we're going to practice that together now in a Zoom Whiteboard. And what we'll do is, we're going to get into the Zoom Whiteboard. You guys are going to be able to drag sticky notes. And I want you to list out some objectives that you teach in your class. So it could be ELA, math, civics, ESOL. Whatever it is that you feel like you primarily are teaching. 

And then I want you to put some digital environments that you could use to teach that skill. So maybe for math, a spreadsheet would be a digital environment where learners can make calculations. And then I have preloaded this AI literacy section. If you want to add more, please add more AI literacy, skills, attitudes, and awareness. You are welcome to do that. But I preloaded it so that we have some fodder to think about. 

So we're going to put in a bunch of ideas and objectives here. And then at the bottom, we're going to write out a single objective that pulls together academics, digital skills, and AI literacy into one single objective. OK? We're using Zoom Whiteboard. If you haven't used Zoom Whiteboard yet, what's going to happen is, I'm going to launch the whiteboard. And it's going to, I think, first, you have to click Join. So then it's going to put you into the whiteboard. 

And then you'll have a toolbar on the left. And you can add text boxes, shapes, emojis, all kinds of stuff from that toolbar. And I think that's pretty much all you need to know. So for our purposes, you can drag stickies, and type into the stickies. And you can add text boxes into these single objectives to collaborate. But of course, if you want to get creative, and do shapes, and all kinds of fun stuff, then go for it. 

All right. I'm going to pull up the whiteboard. Board is open. So now you guys should be able to get into the board. And start typing. It's 3:49 on a Friday. Let's take five minutes together. And work out what AI literacy will look like in our classes. 

OK. This is great. Whoever is typing this high set one, I'm wondering if you were also the person who did the high set worksheet after Part 1? 

AUDIENCE: Yes. 

RACHEL RIGGS: Oh, cool. OK. Thanks, Hillary. Hillary's example here, writing an argumentative essay based on a high set style prompt in a Google Doc. And write a one paragraph reflection comparing their essay to an AI generated essay on the same prompt. I love that. I heard this idea this last CampGPT in Massachusetts. A teacher had an idea of, you have different learners do different writing. Maybe they write a paragraph or something. And then you see if their voice comes through, if people can trace back to which learner wrote that. 

And using that to prompt a discussion about how AI generated stuff is usually generic, doesn't incorporate much of our personality, or our perspective or experiences. I just thought that was kind of a cool activity to think about. 

And I see this question. Someone has a question here, if we're doing a job search on Indeed, to find a job in terms of work hours and salaries. How can I incorporate awareness of algorithmic bias? And I think this goes back to the example up here. At any point that we're talking about jobs, we can talk about applicant tracking systems, or these different AI-driven systems that companies use to filter through applicants. And there actually are different principles and advice online about how to optimize your job search so that an applicant tracking system isn't filtering you out automatically. But it's a great thing to make sure learners are aware of. 

Those systems can sometimes be biased. What are some ways to work around that? But then also some ways to think about how they advocate for better in society as a whole. Good question there. I don't know if you guys have heard of the change agent? But we are-- is your slide an imported doc? It isn't, Lois. Are you asking because of the way that I've locked up these different elements? 

OK. So, in Zoom Whiteboard, if you create your Whiteboard ahead of time, what you want to do is go into the whiteboard. Select any elements that you don't want participants to be able to drag around. And when you select it, you'll see, it's unlocked. And you just want to click on it, and lock that. And so that's how I've gotten these elements to be fixed against the background, is just by locking them. So nobody can use them. 

Anyway. The change agent. This is a publication that takes learners' stories, and actually publishes them in a magazine. And our next issue is on our digital future. And I'm really hoping that a lot of learners, maybe the ones that are in your class, whom you talk to about AI, they might write an article for the change agent about their thoughts, and how they can advocate for better in their communities, and in the use of AI in society. 

So just a little plug for the change agent there. Proficiently navigate digital platforms. Critically evaluate online content credibility. Demonstrate a foundational understanding of AI concepts and societal impact. OK. This is great. This one that is floating over here. I love how you're thinking about, OK, these are all of the things that I could accomplish this year to address digital literacy and AI literacy. 

Awesome. OK, you guys. That brings us to a close of CampGPT. I don't want you to feel like you have to get out of this Zoom Whiteboard. So keep plugging away. What I need to do is, I'm going to share right now access. I think there's a way to share it with you. Oh, yeah. OK. So I can share this with persistent access, instead of temporary. 

What that means is that once we close Zoom today, you will still have access to this. Keep adding your ideas. This is new. This is new for everyone. It's just amazing to me that you guys are all here. You're willing to learn. You're being creative. You're really putting digital resilience into action. And you are rising to the occasion. 

So I just want to give you guys the biggest kudos and shout out for participating, and being willing to share your very nascent ideas in a very nascent and emerging area of adult education. I want you to reach out to me any time, if you have more questions or need resources. And I know that OTAN is also super well equipped to support you. Thank you. That is it.