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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Antifertility, Toxicity studies as per OECD guidelines
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2. Writing to Video
WHAT YOU’RE DOING
Matching what you see
(on screen) with what
you say (in the script)
ADDING more to the
video that is playing
COMPEL people to keep
watching
REMEMBER- SWAP
Synchronized
Words
And
Pictures
HOW YOU’RE DOING IT
1. Examine facts; Get a
general out of the story
2. LOG YOUR FOOTAGE
(watch your video, make
a listing of what you
have)
3. MATCH video to facts
you have
4. Locate distinctive shots
(help DEFINE the story)
5. Write your story
6. After edit video – read it
with video playing to
make sure it matches
3. Let’s PRACTICE
• Raw video of Hurricane Florence-affected areas
• More raw video
• Edited video from North Carolina
My video log
Video clip 1
- Waves crashing into houses and
sandbags
- Closeups/Wideshots of waves
Video clip 2
- :00-:08 CU pix of evacuation route,
signs
- :08-:13 Medium shots of onlookers
capturing video of storm approaching
- :19-:24 Waves coming in
- :34- Storm surge causes water to
come in flood streets; cars driving
through water
- 1:18- more pics of beachfront home
Edited video
- Morehead city north carolina –
damaged gas station– no power
- Building destroyed in morehead city
- Blowing trees/rain in Wilmington, NC
4. THE FACTS
• By the time Florence bore down on the Carolinas on Friday, about 20,000
people had sought refuge at one of 200 Red Cross shelters across the region.
• Hurricane Florence made landfall near Wrightsville Beach, N.C., at 7:15 a.m.
on Friday morning, according to the National Hurricane Center. The storm hit
with estimated maximum winds of 90 mph.
Storm is Category 1, but it still packs quite a powerful punch. Wilmington, a
city in southeastern North Carolina, was hit with wind gusts of 105 mph on
Friday morning, the strongest in a half-century, according to the National
Weather Service.
• Gusts of up to 70 miles per hour have been recorded nearby in Topsail Beach,
N.C.
Across North Carolina, 185,312 people are currently without power, the
state’s department of emergency management said
• The wind gusts were the most powerful since Hurricane Helen crashed into
Wilmington on Sept. 27, 1958, the Weather Service said.
5.
6. Broadcast News Writing
General Conventions of Broadcast Writing
Story Structure
Writing to Video
Choosing Good Soundbites
7. Tips to Remember when
choosing soundbites
• Use soundbites for opinions,
ideas and emotion
• Bites should run 5-15
seconds long
• Pick a soundbite that says
something significant,
unique, distinctive or
noteworthy
• Avoid using soundbites
where subject of your
interview says something
factually inaccurate
• MAKE SURE what is said is
factually correct
8. SOUNDBITES
• “Football is joe Burrow If football wasn’t in my life, I don’t know what I would be doing”.
• “Our whole family has been football. So it’s just a carry-on of the old family tradition”
• “I played football at Nebraska. My brother played football at Ole miss. I have two older boys that played at Nebraska.
• “It was just part of who we were. He really didn’t have any choice, but he loved it from start and really committed to it”
• “Football is life for us. “
• “We won a big game in overtime. He made some throws and I’m saying hey, those look pretty good for somebody in the sixth or
seventh grade”
• “they didn’t offer me. It’s pretty simple. I wanted to go there. But they didn’t offer me”
• I’m not going to lie to you. We were pretty disappointed. He learned how to ride a bicycle on Memorial Stadium when I was
working with Coach Solich. We just kind of always assumed that’s where he would be. “
• “I honestly hated the Buckeyes growing up because my dad coaching at OU and fell in love with in their recruiting process. “
• “It was a challenge because we’re obviously battling for our careers and for our families. We were trading blows headmaker blows
in practice every day
• “the opportunity was there. I fell in love with the place when I came on my visit. “
• “The first day of sprints, he won almost every spring, kept his mouth shut, worked hard in the weight room, got along with the
guys, always throwing on his own extra, always in the film room he led by example”
• “that’s really what you got to do if you’re going to lead a team”
• If you can’t follow directions when you’re tired during the summer, you’re not going to be very good against Auburn in the fourth
quarter when you’re tired and there’s a 100thousand screaming fans in your ear. So that’s what I was trying to show”.. You learn
how to be a lead a team and how to handle a football team when your dad’s a coach”