Use of Artificial Intelligence in Instructional Materials

Use of Artificial Intelligence in Instructional Materials

1. THE USE OF GENERATIVE AI IN INSTRUCTIONAL MATERIALS DEVELOPMENT CORDERO, LELANIE S. Student Ed 711 Instructional Materials Development

2. TEACHING LEARNING STRATEGIES TECHNIQUES CORDERO, LELANIE S. Methods that teachers use to deliver course materials in ways that keep student engaged & practicing different skills.

3. Conventional teaching to convey the students what the teachers trying to emphasize to be an effective learning by using of: Illustration/large paper board with tape/; Graphics (all forms of drawings& video) E-books, documentary article CORDERO, LELANIE S.

4. Now in technology revolution CORDERO, LELANIE S.

5. A human-centered society in which economic development and the resolution of social issues are compatible with each other through a highly integrated system or cyberspace and physical space. and this is “Society 5.0” CORDERO, LELANIE S.

6. Emphasizing people over technology through this, society create a what we call COMFORT CORDERO, LELANIE S.

7. Like current automation our daily life (smart home or smart factories) CORDERO, LELANIE S. Home automation: heating, cooling, humidity, lighting Home security: audio & visual Digital assistants (cellphone, control appliances, emergency notifications) Factory technology (cloud storage, lasers Sensoric devices: automated small machine & manufacturing 3d printing AI in teaching Others human -like

8. AI TOOLS TO HELP? TEACHERS Minimizing errors Automating tasks Improve learning experience for students Learn from data and result in near real time New input and performs human-like task example CORDERO, LELANIE S.

9. WORD SHARE PRESENTER An AI-powered video presentation software, AI function and allows users to create, live stream and record virtual presentations video. CORDERO, LELANIE S. CHAT GPT Understand and generates humanlike text such as generating content, answering questions, engaging conversations and providing explanations

10. CORDERO, LELANIE S. RASHI Use algorithms to reduce research time & cost; improving accuracy & speed; generating a holistic view from different resources; helping analysis discover more insight. AI CHECK AI detector Can Linguistic analysis or semantic meaning of text, broken down into repetition Comparative analysis or similar content with other resources online

11. CORDERO, LELANIE S. DIFFIT Easily convert any content to all reading levels. Ensures student receive content promoting comprehension and engagement STORY AI Create narratives; generate stories, ideas, plot lines based on users input

12. CORDERO, LELANIE S. QUIZ GECKO Question generator that can create quizzes from various sources Can input text from article, presentation, notes, or even URLs: pro users, file uploads ISCANNER Advance scanning tool to create ideal-looking documents by scanning on the go fast, allows for working and studying anywhere effortless, don’t need a laptop or scanner.

13. CANVA Is free to use online graphics design tool. Use it to crate social media posts presentation, posters, videos, logos and more CORDERO, LELANIE S.

14. BUT: in a 59 pages posted 18 Jul 2024 by: Hamsa Bastani; Osbert Bastani; Alp Sungu; Haosen Ge; Ozge Kabakci; Rei Mariman Says “Generative AI can Harm Learning” CORDERO, LELANIE S.

15. IN THEIR ABSTRACT Generative artificial intelligence (AI) is poised to revolutionize how humans work, and has already demonstrated promise in significantly improving human productivity. However, a key remaining question is how generative AI affects  learning , namely, how humans acquire new skills as they perform tasks. This kind of skill learning is critical to long-term productivity gains, especially in domains where generative AI is fallible and human experts must check its outputs. We study the impact of generative AI, specifically OpenAI's GPT-4, on human learning in the context of math classes at a high school. In a field experiment involving nearly a thousand students, we have deployed and evaluated two GPT based tutors, one that mimics a standard ChatGPT interface (called GPT Base) and one with prompts designed to safeguard learning (called GPT Tutor). These tutors comprise about 15% of the curriculum in each of three grades. Consistent with prior work, our results show that access to GPT-4 significantly improves performance (48% improvement for GPT Base and 127% for GPT Tutor). However, we additionally find that when access is subsequently taken away, students actually perform worse than those who never had access (17% reduction for GPT Base). That is, access to GPT-4 can harm educational outcomes. These negative learning effects are largely mitigated by the safeguards included in GPT Tutor. Our results suggest that students attempt to use GPT-4 as a "crutch" during practice problem sessions, and when successful, perform worse on their own. Thus, to maintain long-term productivity, we must be cautious when deploying generative AI to ensure humans continue to learn critical skills. CORDERO, LELANIE S.

16. Now is this the COMFORT that we used to: TEACH? our STUDENTS? our SELF? OTHERS? CORDERO, LELANIE S. Open suggestion for some interventions

17. Thank you. CORDERO, LELANIE S.