[audio logo]

Speaker: OTAN; Outreach and Technical Assistance Network.

Susan Gaer: So just-- this is me, and I want to tell you that this is the first time I'm doing this presentation. I took a Google course. You can see I have the prompting essentials, and I'm hopeful that you will tell me how to make this course better for you. So hopefully, you will learn something about prompting-- something more about prompting than you already know.

So we are here, and we are going to go to Padlet, and we are going to talk about whether AI is a challenge or an opportunity, or maybe both a challenge and an opportunity, and it will look like this. I have the prompts there and the QR code for you, and you're going to click on the Plus button under opportunity or challenge and write what you feel or you can do both. And while you're doing that, I am going to slide out of here.

So here we have your thoughts. Great for creating text questions, all sorts of materials. These are opportunities, trying to write prompts. Why I'm here today, I hope I help with that. AI is a necessary evil.

[laughter]

AI-- OK. I'd like to cut down the amount of time it takes to using prompts to get what I want. Good. I haven't used the AI much yet in the classroom. I like AI for creating simplified worksheets, is an opportunity-- a lot of people are thinking it's an opportunity. That's good news. OK, great. Yeah. All right. Great.

Well, it's not going away. That's the thing. So we should get used to it. OK, let's go back to the PowerPoint, which is here. Yeah. OK. Perfect. And slideshow.

So let me find out about you guys a little bit. How many-- OK, in the Zoom you go ahead and type in the chat. How many of you are teachers? How many are administrators? And do I have any staff? Retired people

[laughs]

Sneeze. And how many there? OK. So let's hope that I cover everybody's stuff. I do have stuff for administrators and for data. I have some stuff with data, not a whole lot. So this is where you go to get all of my stuff. This is what I keep up. It's a Canvas course created by OTAN. I will also put it up at the end of the session where you can get it again, and I will put you into the TDLS group.

So if I send a message, it'll only go to people who came to this workshop. I have sections. You'll be in your own little section. So you won't be getting messages from Pasadena or from San Mateo. You'll only get messages from this group. And I keep it up to date so that as AI, you know, changes very, very quickly. And so as it changes, you can get all the updated information from this Canvas course. It's not really a course. Don't worry. You don't have to take a course.

And yeah, so just join it and then you'll stay up to date. This PowerPoint is up there already. Can I go on? Is the Zoomies OK? OK.

So the power of a prompt. A good prompt is a good question. It guides AI. And so we really need to be cognizant of how we ask the question for what we want to get. And you want to get what you want to get as quickly as possible. So there are many ways to remember how to make a good prompt. But I figured prompt was a good acronym for prompt, so I found this-- I did this with ChatGPT.

I came up with this acronym-- acronym. The one that they gave me on the course was not easy enough for me to remember. This is easy enough for me to remember. So it's purpose, role, output, modifiers, parameters, test and refine. And I'm going to explain to you what each of these are. And you need to put these in your prompt initially so that you get what you're looking for. So we're going to go through each one of these one by one.

So the first one is purpose. You want to describe the specific goal of your prompt. What do you want the AI to do? Do you want it to generate ideas? Do you want it to summarize a text? Do you want it to brainstorm for you, or do you want it to create a lesson plan or anything else that you want it to do? That's what the first thing is. You have to tell it what you want it to do.

And this is a follow along. So in a very few minutes, I'm going to be asking you to do something. So hopefully, you have a computer or you can partner up with somebody who has one.

So the role. This-- I'm sure you know about the role. I think a lot of people know that there needs to be a role. So you can act as a high-school history teacher, be a creative writing tutor, be a journalist, be an ESL teacher, anything that you need to be, you have to tell it what it is. It doesn't know what your role is, what your purpose. So you need to tell it. And you need to do this in the initial prompt. You might be an adult school administrator. You need to tell it that.

Then we have the output. What do you want your output to be? And it will give you exactly the kind of output you asked for. Do you want it in a paragraph? Do you want it in a table? Do you want it in bullet points? You need to tell it exactly what you want. How-- later on, I'll get into the word-- how many words. So that's output.

And then we have modifiers. That's the "M" of prompt. So what level do you want it at? Now, I don't like the word for a third grader. And I want to say AI has gotten better. When I first started teaching about AI, I was telling people not to use beginning, intermediate, advanced ESL, but AI has caught up to us. So now you can use beginning, intermediate, advanced ESL. And you can also use ABE, high school subjects saying-- AI now knows that stuff. So you need to tell it what level you want the stuff for.

And literacy-- ESL literacy. You can do that too. It still doesn't do very well with that. You still have to do a lot of tweaking with literacy. It doesn't understand what literacy means. So you can do any of that. You can tell it to use Bloom's Taxonomy. It knows that.

Audience: Question.

Susan Gaer: Yes.

Audience: Can you use intermediate high or intermediate low or just intermediate?

Susan Gaer: It's better to be more specific. So intermediate high intermediate

Audience: [question inaudible]

Susan Gaer: Yeah.

Audience: It's getting better--

Susan Gaer: It's getting better at that. Before I was telling you to use the European framework because there was more data on European framework. But we've been doing this now for more than a year. And so it's got enough data. Yeah. Oh, I think you need to use this. Sorry.

Audience: I came to Francisco's presentation yesterday and he suggested for the ESL teachers who use CASAS they have-- on the CASAS website, they have the grade-level equivalency to each of our CASAS test scores. So if they're in beginning literacy, their scores are 160 to 180. [breaking voice] relevant to kindergarten and then first grade and third grade and fourth grade. And that information is mainly for the teacher, not necessarily to hand to [breaking voice] the grade levels.

Susan Gaer: Thank you for that. I just don't like grade levels because the AI doesn't understand we're working with adults, and it will give you childish stuff. That's the reason I don't like it. But in the parameters you can tell it you're working with adults, but you'll still probably-- like, I don't know if you-- there's things AI won't do for you no matter how hard you try. And I'm really worried about grade level because it does understand adult education sort of. Not really.

The more we use it-- this is the thing. The more we use it, the more it learns because it's generative. But right now, if you put a grade level in there, I'm really worried that it will generate more childish material.

Audience: [inaudible voice] wanted to add to his comment saying, he said adding standards to grade levels made it more for adults.

Susan Gaer: Oh, OK. Well, that's good to but I like using adult-level ESL intermediate high and low and that seems to work. And then for parameters sort of like modifiers, you want to make sure that you tell it what exactly you want, what length-- if you're going for a paragraph, do you want 150 words? Do you want 50 words? Do you want 200 words? How many words, do you want your paragraph to be?

And that's really important for ESL. If you're doing beginning, you want to make sure the paragraph is short enough. You don't want it to be too long. Do you want to use simple language, academic language, career-oriented language? You should tell the AI what kind of language you want to use. And for example, I like to tell AI to avoid using the word good and nice because my students overuse the word good and nice. And so I want them to use different adjectives, so my students learn different adjectives.

So that's a restriction I might use; avoid using the word good and nice and beautiful. Another question.

Audience: [breaking voice] says hi, Susan.

Susan Gaer: Oh--

Audience: [breaking voice] levels may be accessible to Gen-AI tools now.

Susan Gaer: Yeah, [breaking voice] levels. Yeah. OK. So is everybody good with parameters? That's the P.

And the last one is testing and refining.

[coughs]

Excuse me. So once you get your prompts, you have to read it and see if it's exactly what you want. And then you're going to test it. And if it's exactly what you want, you're great. If not, you're going to ask it to change it the way you want it to change. And you're going to go through the prompt process one more time, where you're going to go through prompting.

So let's take a look at this prompt. Is this a good prompt or a bad prompt?

Audience: No, no, it's not [inaudible voice]

Susan Gaer: Yeah, good.

Audience: [inaudible voice]

Susan Gaer: Yeah. OK, so now let's take a look at this one and see if you can tell me what you see in this prompt. Can you see the purpose? What's the purpose? And--

Audience: Creating a [breaking voice] lesson plan-- an entire lesson plan.

Susan Gaer: OK. And what's the role?

Audience: [inaudible voice]

Susan Gaer: OK.

Audience: [inaudible voice]

Susan Gaer: OK. What's the output?

Audience: Variety of activities

Audience: [inaudible voice]

Audience: Yeah, the lesson plan with a variety of activities. Oh, yeah, that's the objective for the lesson on how to use adjectives in writing. And

Susan Gaer: Yeah, the output is kind of long, right? Because I want a lot of stuff. Yeah. I don't want any charts or anything. I want it like a lesson plan looking. OK. And what's, the P-R-O-M modifier? OK. Engaging variety.

And what's the P there, the parameters? An answer key? Don't forget your answer key. Why should you do it? And then test and refine. So I did that part on my own. So this is pretty good, right? It's got everything in there. Yes.

Audience: Can you get that [inaudible voice]?

Susan Gaer: Yes. Yes, you can. And this is where you'll get-- if you do this kind of prompt, you'll get more of what you want. More of what you want. Oh, right. Correct.

Audience: My question was, can we give that big prompt so many sentences. Thank you.

Susan Gaer: My answer was yes. That's what you need to do in order to get the output that you want quickly.

Audience: This is probably a really basic question, but is this for ChatGPT or is this another--

Susan Gaer: This is a great question. This is a great question. This is where I'm going next. So this doesn't matter what you use, OK? And what I have here are all the possibilities of things you can use. And so it doesn't matter what generative AI tool you use. What matters is how you prompt it. So I would suggest--

This is a follow along class, so you need to practice prompting right now. And I would suggest that you not all use the same tool. Because what will happen if you all use the same tool? What will happen, Zoomies, if you all use the same tool? Anybody answer me. If you all use the same tool in this room, we will crash whatever tool we are using because too many people will be hitting it at the same time. Yes.

So please try to use a different one. So some of you can use ChatGPT. Now, Gemini is Google. How many of you have a Google account? If you have a Google account, you can use Gemini, you already have an account. Now I put here two-- you see the highlighted ones in yellow? They don't require any account. So if you don't want to give an account, you can use--

Now, Padlet TA, this is brand new. This is Padlet's new thing for generative AI. Just came out. It's completely free at the moment. I want to tell you something about Padlet. When I first started using the other Padlet, it was completely free. I made 65 boards. When they went to the pay version, they gave me three more boards. So now I have 68 boards. How many boards do you guys have?

Audience: You get three or two with a [inaudible voice]

Susan Gaer: Yeah. You all have three. I have 68 free. Why?

Audience: Because you had [inaudible voice]

Susan Gaer: I had 65. Yeah, I had 65 boards before I switched over. So if you use Padlet TA now, whatever you do, you'll probably be moved into the paid version, is what I'm trying to say. So that's an idea. But Perplexity is also free. It is not a generative AI tool. Perplexity is an AI search engine. So the difference between Gemini, ChatGPT, and Perplexity is that Perplexity is only searching the internet, whereas these are generating text.

But these two don't require you to log in. Gemini is Google. ChatGPT, you have to log in. So what I want you to do now for about 15, 20 minutes is try to create something with one of these tools using the prompt method that I just gave you. Zoomies, you can do this on your own. And then I would like to have us share some of our outputs. OK?

Audience: [question inaudible]

Susan Gaer: Yeah. I'll go back to the--

Audience: [question inaudible]

Susan Gaer: Yeah. I'll do the one that has the words. Yeah, this one, right? Yeah. And then if you need help, I'm remembering what something is. I will help you. And feel free to pair up. Are they all over there? OK. 15 minutes.

Audience: Yeah, they only said that [breaking voice]. They asked the question, could you repeat the [breaking voice]?

Susan Gaer: Oh, OK. Yeah. But we're good?

Audience: [breaking voice] Yep. OK. You got one new message. Oh, put the prompt in the-- no, you're making your own prompt. I'm not putting-- no. You're going to make your own prompt. I want you to make a prompt that you can use. Well, David, you don't have students, but you can use a prompt for something you want to do.

And try to use all the different parameters-- purpose, role, output, modifier, parameters, test and refine. The Zoom people are saying that Twee doesn't work for prompting, so don't use it. It's great. It has lesson plans, but you can't use it for prompting. Twee, T-W-E-E. Well, they go to lesson plan. If you go to a lesson plan or--

Audience: I was just gonna ask you because I was just signing up for Padlet now.

Susan Gaer: You don't need to sign up for Padlet TA. So you go to--

Audience: I was gonna sign up for Padlet anyway.

Susan Gaer: You don't sign up. Yeah, if you go to-- you can do images there or you can go to lesson plan. Padlet is divided up by what you want to do with it. So you just click on what you want to do with it, and then you can write your prompt. Does that make sense? Cara.

Audience: So once you put in a prompt and receive the results and now I want to refine it, do I have to re-enter my original prompt or just keep adding refine the illustration or add more description or can I just--

Susan Gaer: Be very detailed about what you want to add and just add it.

Audience: Just add it?

Susan Gaer: Yeah.

Audience: [breaking voice] on a grade level, that's the first thing they ask for with a [breaking voice]

Susan Gaer: Yes, because they don't know about adult education, so just put adult in grade level. Because I have to talk to them about that. This just came out Monday, I think.

Audience: Oh, OK.

Susan Gaer: Yeah.

Audience: It's interesting to see what I did.

Susan Gaer: It's very new. And they're open to comments, so that's one of my comments is grade level. Interesting some people are getting in and some people are not. So it is restricted, Barbara, to me too. But it's like brand new.

Audience: [breaking voice] Gemini.

Susan Gaer: OK.

Audience: I went into-- I went into Gemini. And what was my [breaking voice] what I had more [breaking voice]. And I really liked it. And the other thing I asked was for resources because I wanted to see if they were accurate. And they are.

Susan Gaer: Good. You're lucky.

Audience: Yeah. So I liked it. So I asked you to give me a worksheet. There's no visuals, but I would have to put that in. So it was pretty good.

Susan Gaer: Good for you.

Audience: I want to say-- I mean, it kept me on track. It was good.

Susan Gaer: And so it was helpful.

Audience: Yeah.

Susan Gaer: That's good.

Audience: But I did have an appointment.

Susan Gaer: That's good.

Audience: I asked for a lesson on food, focusing on ordering from a menu and discussion of different types of diets for an ESL conversation class. And I said, include a variety of activities such as role play, discussion questions, short readings. I got a very extensive lesson plan. I gave the amount of time, two to three hours. I got a very extensive lesson plan, including the time estimates for each type, even extension activities at the end. So this is great. And I used the Padlet TA.

Susan Gaer: So it's good. And what did you put for grade level?

Audience: I put adult for grade level.

Susan Gaer: And it's an adult level lesson?

Audience: So far, it seems to be. It's got stuff such as in pairs, have them share about their most memorable meal, helpful phrases for ordering in a restaurant, et cetera.

Susan Gaer: OK. Well, grade level's OK then. I don't know. Anybody else have some output of anything from the zooms?

Audience: No.

Audience: I got [inaudible voice].

Susan Gaer: OK.

Audience: I was just assigned a pre-lit class. And so I just asked-- this was my prompt. Where is it? I'm an ESL educator working with pre-lit level adult students. I don't see the whole prompt here, but it says-- here it is. pre-lit level adult students, some of whom are illiterate in their first language. Please design a level appropriate introductory activity for the first day of class.

And this is kind of canned. Absolutely. Working with pre-lit ESL adults, especially those illiterate in their first language, requires a very gentle visual and kinesthetic approach. I think that's all pretty right on the mark what they're telling me to do. And then they give "hello me" as an activity. They give the goals, materials to use, procedure, a warm-up. So it's giving probably a good hour, 90-minute class.

Audience: It's pretty thorough. I don't want to sit here and read all of this, but like they have patience, use lots of visuals, repetition, positive reinforcement, nonverbal communication.

Susan Gaer: OK.

Audience: Yeah.

Susan Gaer: Anybody else have something to share?

Audience: [inaudible voice] So I guess it's important to know that if you're going to use ChatGPT that you sign in if you have an account. Because I did lose my first prompt. But I regenerated a prompt, basically just a short little prompt. Generate a short story for a beginning literacy class with only 25 to 50 words that includes an answer key and three comprehension questions about flowers.

So basically, it gave me a too short of a short story. So then I said, add 25 more words and it extended it, and it gave me three comprehension questions with an answer key. And I asked it for a new image. And it did create a new image for me. So just a short 15, 20-minute activity for reading comprehension for beginning literacy.

Susan Gaer: And you've got an image too. But all right.

Audience: If anyone feels like they'd like to see what was created from the Padlet TA, I was pretty impressed with it. The only issue is when you export to Google Docs, you have to deal with formatting. So like I've done this before with ChatGPT, where I copy into a Google Doc and then I deal with formatting. But it's a great time-saver, and it gave me way more than I expected.

Susan Gaer: Good.

Audience: Yeah, I got [inaudible voice].

Susan Gaer: Very good.

Audience: Too much information can be too much information.

Susan Gaer: Well, I think, Barbara, you missed the section on prompting. So you may not have done the prompt exactly correctly. All right. So we're now going to talk about something else I learned called chaining. Prompt chaining. So this is something I learned. Let me get my--

So prompt chaining is like a chain. So you ask the computer one thing, it gives you an answer, and you use that answer to ask it something else. So it's like you're asking with a chain. And so it's not working again. OK. No problem.

Audience: You build on it.

Susan Gaer: Yeah. So this is where I'm going for administrators. Proposal, budget justification. Prompt number one. So let's say you have a budget. And you upload your budget to your generative AI. Using the uploaded grant proposal, list the main expenses. So you do that and it lists all your expenses, right?

And then you're going to ask another question. For each expense, explain why it is necessary for the success of the project. Now, it's already read your proposal. It knows what the project is because it's in your proposal. So it will then do that for you. And then you ask it again another question.

Now, based on each expense that you just did for me, how will you ensure that these funds are spent responsibly. So it'll give you all that information by prompt chaining, by asking it another question after another question after another question. Does that make sense? Yeah.

Audience: Is it different from what we just did where I had to give it a second-- like add 25 more words.

Susan Gaer: Yes.

Audience: That's refining.

Susan Gaer: Refining is kind of like chaining. But in this case, you're taking data. And you're asking it to analyze the data and then take that data that you just analyzed and analyze it some more. And then take that data you just analyzed twice and analyze it again. So let's go. I think I have another example. OK.

So let's say you want your students to learn how to write descriptive writing. So here is an example of prompt chaining for descriptive writing. What? You can't hear me? OK. So you ask your students to describe a cup of coffee. And they describe a cup of coffee, but they only describe a cup of coffee. You know how students describe, right? They don't put anything in there.

So then you have them go to generative AI so that you can teach them how to describe by having them get a description of this cup of coffee. So then you tell them, well, what about how does it smell? And so they asked ChatGPT to describe the smell of coffee. And so it'll add the smell. And then you ask them, what about the temperature of coffee? What about the taste of coffee. And then have the ChatGPT write a paragraph for them.

And that's a model for them that they have generated themselves and adding each step at a time. I think that's a great learning activity. So the students are actually physically-- you know, you tell them all the time, use the senses. But they don't do it even though you tell them. But if they actually type it in and they get the paragraph, they can use that paragraph as a model. And that's using prompt chaining.

Audience: [question inaudible]

Susan Gaer: No, it's pushed at each prompt. So yeah, it was pushed at each prompt so that they would see the difference in the writing. And then at the end, they said, OK, now write me the paragraph that uses all the three previous prompts.

Audience: [question inaudible]

Susan Gaer: Yes. And that is what I wanted to do because I wanted them to see how to write a descriptive paragraph. And I wanted to get the senses in there. Because as many years as I've taught descriptive paragraph writing, I never can get my students to put the senses in there. And after I did that, they were able to do it because they understood what I meant by the senses.

So that's another description of prompt chaining. Has anybody got questions?

Audience: [inaudible voice] prompt but [inaudible voice]

Susan Gaer: Yeah. Yeah, let's see Julie's prompt. Hold on. I have a question. And then we're going to look at Julie's prompt OK.

Audience: I had a question on the prompt chaining thing because I am using this Padlet TA. Can you chain on this? Because I don't see a place that just says clear fields or regenerate. I don't see a place to add the next link in the chain.

Susan Gaer: That's a good question. I don't know the answer because it's so new. And this is Julie's Women History Month-- this is great. She already formatted in Google Docs. It's beautiful. This is great. Let's take a look at this here. Scroll down. Learning objectives, standard alignment. How would you have done this in 15 minutes?

Audience: That's what I love about this.

Susan Gaer: And this is amazing. Wow. This is really good. Have her sent it to Google for her. She did this in the Padlet TA? Yes? This is great.

Audience: And export to Google. Yes.

Susan Gaer: Directly?

Audience: [inaudible voice]

Susan Gaer: And it does the formatting, too, Julie? Wow. So that Padlet TA has some really good features. I'm telling you, use the good features. Don't use the bad features on it. Like, I don't know if you can do prompt chaining with it, but I would use it as much as possible because it is going to go to a paid version. Right now it's free. And I know Padlet will let you keep what you have. She said she had to connect the Padlet to her Google account. But it did all the formatting.

Audience: Signed into Padlet account.

Susan Gaer: But then it does all the formatting. Look at that. She did that in 15 minutes. That's amazing. Thank you Julie. That's beautiful. Stop the share so I can-- thank you. That was pretty amazing OK. So I think I'm going to have you practice prompt chaining next, I believe. One more time. Vocabulary.

So I was thinking all of the stuff I learned in Google, this was all for business, so I had to think different ways to show you that you can prompt chain. So you know how students do vocabulary books? So they could do it with AI. So give a simple definition of whatever vocabulary word and then give me three example sentences using the vocabulary word. And then give me a synonym and antonym for the vocabulary word.

And I might even go farther and say, give me a picture for the vocabulary word. And then they have their dictionary made up already, right? And if you're on Padlet, as we know now, you can just export it to Google and they have a book. So yeah. So that's another example of chaining where they start off with the word and then-- this isn't exactly prompt chaining because it doesn't use the second example.

You're really supposed to use the second example and the third. And it's using the first example, so it's not exactly prompt chaining like I described it in the last example. So yeah, I probably have to think of a better example next time. I should say from these two three example sentences, give me a synonym and antonym for that word or something. Yeah.

Audience: Wait, wait, wait, wait.

Audience: [breaking voice] OK. The question is, we have them do this using ChatGPT. At what point do we-- it provides them with a model. And is this really just for a model so that they can get the idea of what they need to do? Does that make sense, my question?

Susan Gaer: You can use it as a model, or you can teach them to use it as their tool to help them with their books. I have research on my Canvas web page. There's a whole thing on research. And I'm going to say, this comes from UCI, UC Irvine. Mark Warshauer, he has a whole bunch of PhD candidates. We call them his little minions. And they're doing all this research on AI.

And he has proven-- and you can put this all into AI to get the analysis. He has proven that non-native speakers are not as-- I want to say this correctly. They are disadvantaged in the world and that AI helps them be more less disadvantaged. By knowing how to use AI, they are less disadvantaged. That's what his research proves.

Audience: Could I add a comment?

Susan Gaer: Yes.

Audience: So I love these three prompts he put up here for teaching vocab. And I would add translations would be another-- like prompt number four. And the other piece for my level beginning high is the writing.

So taking what you do on ChatGPT and either copying it into a document so that you can then use it as text, not just in ChatGPT, but you can go further with the vocabulary building, but also just the need for writing. So taking what you get and then actually writing it out, I think, is beneficial in addition to speaking and practicing the words in discussion. I'm just thinking of it as a jumping off point rather than an endpoint.

Susan Gaer: Yeah. And teaching students how to use AI, which we must do. We must. Because it is going to help them in the world if they know how to use it well. So I'm all for it. Yeah.

Audience: [question inaudible]

Susan Gaer: Mark Warshauer. But if you go to my-- I'm going to show you my Canvas page in a minute, and you'll see that research that's there. And what you have to do is put it all into ChatGPT or NotebookLM and ask it to analyze, and it'll give you the summary points because you don't want to read all of it. And that's using AI responsibly. OK.

So I was going to do some practice with prompt chaining, but I think I'd rather spend my time showing you the Canvas page so that you join it. So we'll skip that. So here's the Canvas page. Let me take you there. Can everybody get in? Did you try the-- it should work because it's OTAN's Canvas page. But if you do have an account with OTAN, you probably have to reset it.

Audience: [question inaudible]

Audience: Find a Canvas account that is through my school not--

Susan Gaer: You have to use the one through OTAN. It's not through your school, I can tell you that.

Audience: [question inaudible] Are there pictures.

Susan Gaer: No. You have to go to aecalifornia.instructor.com/courses.

Audience: Canvas is for intructors only.

Susan Gaer: Let me share. No, you have to go through that link. Let me share. So why don't you guys send me-- my email is sgaer@scoe.net-- and I will find out why that's happening. Send me an email and we'll get you in, I promise.

Audience: S-G.

Susan Gaer: sgaer@scoe.net. Yeah. @scoe.net. That's correct. Yes. Send that. sgaer@scoe.net. And then we'll get you in. I don't know why it's not working. I have no idea why it's not working. And it has worked before. I don't think there's a reason for it not to work. So, as you can see, I have the AI research. Those are all the research papers from Mark.

And then I have this-- I don't recommend necessarily that you go through all of this. This is like a rabbit hole you'll go down. It's a lot of stuff. He has a lot of stuff. And it might already be some of it outdated. I don't have access to change this stuff, but I left it up because some of it's quite valuable. But it's a rabbit hole. Just letting you know.

And then this, so I don't know if you noticed that the URL shorteners, bit.ly, that we've been using, they changed their model. And they went to where they now have a redirect page that you have to have an ad come in before you get your shortener.

Audience: Oh, really?

Susan Gaer: So Brent Warner-- wonderful Brent Warner, who works at Irvine Valley College-- I don't know how he did it. He's very techie. He made a URL shortener for us that we can use for free forever, he said.

Audience: Awesome

Susan Gaer: So that's there for you guys. I'll send you my just if you're not in it, you probably have an account because you went through DLAC. Yeah, but I'll take it into account. Yeah well. Computer yeah.

Audience: Yeah, she's in her OTAN account.

Susan Gaer: Yeah.

Audience: Yeah. Even I [inaudible voice]

Susan Gaer: OK. Well, send me an email and I'll give you all a course invitation.

Audience: OK. So we can send you an email out and say, we'd love to be in your campus course [inaudible voice] --

Susan Gaer: Yes.

Audience: --you wanted to put us in.

Susan Gaer: Yeah.

Audience: OK.

Susan Gaer: Absolutely. It's the only one I have.

[laughter]

This is the only thing I do right now is teach people about AI. Then there's some ethics thing here. This academic integrity doc is a doc-- so you all know that I used to work at the American University of Afghanistan, and our USAID went away and my job went away. And my students, my female students are no longer getting educated. But when they were getting educated, I was teaching them how to use AI.

And one of the things I did is taught them some academic integrity about how to use AI ethically. And this document is one of the things we did as an assignment for them to tell me whether it was ethical or not ethical. So this is a good doc for you to use with your students. They have to be like intermediate level for this doc to work. But it's a very nice doc in case you're interested.

This is an image generator of about bias. So you can try different image generators, and you put in jobs. And you can see who shows up, whether it's a white guy or a Black guy or a Hispanic guy in different jobs.

Audience: [question inaudible]

Susan Gaer: This is about cheating. So there's just a lot of stuff here. There's a lot of stuff in ethics. You can take a look at it then. This is image creation. And I have all the ones. I personally like Adobe Firefly. And I don't know if you know this. Everybody in this room has free Adobe Express that includes Photoshop and Firefly. You just sign in as an educator. And Firefly's included. And what's nice about Adobe Firefly is that it uses Adobe stock images for its AI generation, so you get less of those fingers gone and--

Audience: [question inaudible]

Susan Gaer: Yeah, the weird stuff. Yeah. So, yeah, I talked to Adobe at the last Q conference and they said anybody who has an address gets a free account. Any teacher. Well, try it, try it. Yeah, try it. Just say you're a teacher and put in your email and it should work. Anything from them.

Audience: No.

Susan Gaer: OK. And so here is these are all different image generators. I just put them all there. You can explore them. And OK then here's prompt engineering. There's a lot of prompt engineering for educators. Prompt library Claude has one educate some librarians made one. There's one for Gemini. They all have their own prompt libraries that you can use for basic prompting.

So that's there. And then here, so this I don't-- it doesn't really work code breaker I'm going to take it out. Oh, what happened? Oh, it went there. I don't want it to go there. I'm going to take it out because it really is. It's kind of like childish and it doesn't work well. So what happened? OK. So, this is really important.

I do this every periodically, every three to six months. I do a search on where the data comes from. And so I have here a document that I just did a few days ago, telling you where this data comes from. Let me pull it up. Good it's all showing. The questions I want to ask Melinda. I can't ask her anymore.

[laughter]

It's Marjorie now. OK. So here you can see when the last data update was. You can see how much you can upload a file for each of the different generative AI programs. You can see how many messages you get. And you can see here, Gemini doesn't give you much information. Gemini keeps saying they won't tell you anything. So I put that is not publicly, but the other ones tell you.

So like this one, Claude and Magic Schools 2024. This one doesn't tell you, this one doesn't tell you. But when they tell you, I put it in there. So this gets updated every three months or so. I go and check it and then I update this document so you get the latest and greatest information about. And this is another thing. If you ask your students to write about something that happened in 2025, they cannot use AI to write because it won't be in there.

So if you don't want them to use AI, that's something you can do. Now I can use the Back button. Oh, Forward button. See now the Back button works. OK. So that is there. And then Padlet TA I just did a little thing there.

Speaker 1: Susan, can I ask one question?

Susan Gaer: Yeah.

Speaker 1: I'm thinking about the summer and the learning lag that happens with most students in the summer, and I want to give them these resources, but I also want to provide a schedule or a way for them to think about scheduling their studies with ChatGPT or with whatever AI tool they use. Do you have any suggestions around how they can make it more of a study habit on a regular basis.

I mean, would you just give them an open schedule and say, choose an hour every two days or whatever or are there reminders that you would suggest, like programs for reminding them to go to their AI?

Speaker 2: I mean, whether they study or not is really up to them. But I mean, I would do something like I use my phone to alert me, so if they stuck an alert on their phone every week. And then if you set up I don't maybe you set up a list look up this topic or this thing this week and you could just give them the whole list and then they could determine the time.

Susan Gaer: Google Calendar does its own alerts I think, yeah. So yeah, I did a separate one on Padlet to because it's brand new. So I thought that that would be-- Yeah, no chaining but has other benefits. And it does go directly into Google. And then here's lesson plan builders. School AI is really cool because it allows you to make robots easily, and you can actually track your students using the robot, so that's really cool.

It's not about prompt engineering, so I'm not allowed to do that lesson here. But It's not 100% free but the robots are free. And then these are just cool tools that I'm not able to go over their whole presentations in themselves, but I have them here for you to explore.

And this one is not public because it doesn't work really well. Food mood is really cool. You can get recipes and mash different cultures together like Iranian and Mediterranean, yeah, it's really cool. And then these are chat bots. And this is a video maker. Again, here is today's presentation. And here are some other presentations I gave. And then you don't have to worry about homework.

But if I come to your school and I do my AI presentation part 1 and part 2, then I have a homework section and we put the homework with their permission on my site for people to use. So these are lessons that people made from my work. So what questions do you have and what do you think about this presentation, because like I said, it's the first time I've done it. Yeah. Wait, wait, wait, wait, before you share your glimmer.

My friend Marie here is a first time AI user. And she came up with a really amazing prompt construct based on the information that you provided. I don't know if you want me to say what the prompt is. But from that prompt, she changed it to come up with 20 common prefixes with their meanings, and then come up with some worksheets. With regard to how students can-- three different activities that students can do to build the words with prefixes a word building activity, a matching game and sentence completion.

And then the final prompt on the chain was to please format this so it would go into a Word or Google Doc. And then we were able to upload that ready to go into a Word or Google Doc from the prompts.

Speaker 3: And this is your first time using AI? Wow! On the phone. Wow! That's incredible.

Audience: Can you email that to me?

[laughter]

Because prefixes are hard.

Audience: The other advanced teacher and I are putting together [inaudible voice]

Susan Gaer: Anything from the chat?

I would say that on your prompt for intermediate level?

Speaker 1: They're talking indiscriminately right now, so don't worry, they're just having a discussion. On your level with intermediate.

Susan Gaer: Yeah I agree, David. Everything I do should be taught to students, but I have no students. I used to have students before they canceled USAID. Yeah. OK. wait wait, wait. Because I just said we were doing indiscriminate chatting here.

Audience: You know OER how much of this stuff can we be putting into OER where you upload into OER resources

Susan Gaer: So you can do anything in OER like that. As long as you say that you used, the generative AI. But I have something better than OER. Oten has teaching with technology lesson plans that we're trying to upload these lessons to the Teaching with Technology database.

So if you go to otan.us and you go to Resources, you'll see teaching with technology. And we would love to have those lessons. So you can send them to me

Audience: So we can upload our AI generated lessons into teaching the technology.

Susan Gaer: Yeah, as long as it has all the pieces. So you have to send it to me and I have to make sure it has all the pieces. Yeah, that would be great. Because then teachers-- we're trying to get teachers to use that. And that would be something safe for teachers to use that don't want to use, generative AI.

Audience: --practice.net a bunch of listening exercises. If you guys want,

Susan Gaer: Some teachers, compile their own resource lists. It would be great to share these in May. English dash practice.net.

Susan Gaer: The PowerPoint. So it's on. It's in the Canvas course. So just-- recent. so what I'm going to do if you send me your email, I'm going to invite you to the course. And that should work. sgare@ scowi.net Just say I need access to the course and I can put your name in there. And I say give invite to the course and it works.

No S-G-A-E-R at scowi.net S- Gaer S-G-AER. That's my last name S for Susan Gaer.

Audience: Here She's putting. No, no, she's writing it already. Oh, yeah, I got it. Oh, you got it?

Susan Gaer: You also put otan.us But that's the actual. Sorry about the no access denied. I don't know why that's happening. I've done this workshop many times and it has never had that problem. Not this specific one.

Audience: Maybe that's why David's asking.

Audience: This is a great workshop. Thank you so much.

Susan Gaer: Yeah, I think so. David Yes. Thank you so much for coming. It was the first time I've done it. Appreciate everybody here.