Presentation used during my session for KFU related with the training program in AI and Education

1. Marco Neves, 12 February/24
Artificial Intelligence in
Education: Engaging learners
through digital technologies

2. Welcome to this
Learning Journey
in and with AI in
Education

3. Some
insights
about you
and AI
3

4. Your considerations through (short)
reflections

5. In the past we created
technology to "amplify" our
muscles.
Today, we are creating
technology to "amplify" our
brains.

6. The path of conversion
from analogueto digital

7. 1. Analogue-to-digital conversion (1940-1990) – Computer
2. Web and cloud storage (1990-2010) - Search engines
(Google)
3. Language models as agents of cognition (2015-2025) -
chatGPT/Bard/Microsoft Copilot/Claude
4. Autonomous + interoperable cognitive agents (2025-....) –
SILM / BYO AI / Robotics+LLMs

8. Weirdness
Interaction Mode with Machines

11. from unimodal to
multimodal

12. State
of the
Art

21. LDMs - MidJourney
"award winning close up detailed bright eyes, 200mm macro
lens, in the heart of the historic district of Lisbon, a close-up of
a woman, a beautiful mix of Portuguese and Irish descent. Her
face, proudly displaying acne, blemishes, and the shine of
natural oils, is a celebration of genuine beauty. This 21-year-old
embodies the unique blend of cultures, her eyes as deep as the
Atlantic Ocean, Extreme Facial Detail with Visible Acne,
Blemishes, and Natural Oils taken with Canon EOS R3 mirrorless
camera, hyper-realistic skin rendering showcasing every pore,
hair, acne, blemish, and trace of oil, dynamic evening
illumination, natural beauty, realistic features, Vogue Portugal
cover photo style, f/11 --uplight --ar 2:3 --q 2 --style raw --v 5.1"

25. https://www.plusdocs.com/

27. All in 59 seconds…
Launching a product and writing a
market research report and creating
trend designs for a kitchen, even
creating a PowerPoint and drawing up
a study programme in Word.
All run at the same time by
Generative Artificial Intelligence.

29. What we
have today is
the worst
version of AI
we will ever
use

30. We're only at the beginning of the journey

31. Reflection 1
How are all these capabilities "challenging"
education?

32. Generative AI

34. Generative AI refers to a type of artificial
intelligence that can generate new data,
such as text, images, video or music,
that takes existing data to produce new
data through a request (prompt) given
by the user.

35. Disruptive Ubiquitous
Macro Undetectable Marco Neves 2023
Generative Artificial
Intelligence

36. Languages Models
&
chatBots – G-AI

37. ChatGPT - GPT
MSFT Copilot - GPT Gemini

38. ChatGPT - GPT

39. https://chat.openai.com/
unimodal

40. chatGPT PLUS
multimodal

41. https://openai.com/blog/teaching-with-ai

42. MSFT Copilot - GPT

43. https://copilot.microsoft.com/
multimodal

44. Creative: Opt for this conversation style when you want
Bing Chat to provide elaborate and imaginative answers,
presenting information in a more extensive and creative
way. This style is great for writing short stories, coming
up with funny pet names and much more.
Precise: Select the Precise conversation style if your
preference is for concise, direct answers that provide
information in a simple, succinct way. This conversation
style is useful for mathematical calculations, finding
historical dates and other direct answers you want to
find.
Balanced: This conversation style offers a mix of the
Creative and Precise conversation styles. It offers
answers that strike a harmonious balance between
providing comprehensive information and maintaining
brevity. If you're planning a trip or looking for product
recommendations, this style will come in handy.
GPT 4 GPT 4

54. Google Gemini
Gemini Pro

55. https://blog.google/technology/ai/google-gemini-ai/

56. https://gemini.google.com/
multimodal

67. Reflection 2
What is the potential of these tools for teaching
and learning?

68. Challenges
for
Education

69. threat

70. If Generative AI is not
properly integrated
contextually, ethically and
curricularly, we run the risk
of ...

71. Absence of Learning

72. If we don't integrate Generative AI contextually, ethically, and within our
curricula, we risk creating more problems than solutions. Without proper
context, AI could generate content that is irrelevant or inappropriate, leading
to confusion rather than clarity.
Ethically, if not aligned with our values, it could perpetuate biases or infringe on
privacy. Curriculum-wise, AI needs to complement educational goals, not
distract from them. It must enhance critical thinking and creativity, not
replace them.
Our challenge is to harness AI's power responsibly, ensuring it serves as a
bridge to deeper learning and understanding, rather than a barrier.

73. In the absence of thoughtful integration and supervision, there's a real danger
that students may rely too heavily on Generative AI, using it as a crutch rather
than a tool. If these systems are utilized without teacher guidance, students
might bypass the very cognitive processes that are essential for learning.
They could become observers rather than active participants in their education,
with AI doing the heavy lifting. This not only undermines the learning
experience but also hampers the development of critical thinking and problem-
solving skills.
Our objective is to ensure that while AI can aid education, it doesn't replace
the hard work and mental effort that are crucial to genuine understanding
and intellectual growth.

74. source: How do we assess in the age of AI writing co-pilots? – Teaching@Sydney by Danny LiuAdam Bridgeman

75. co-assistant
co-creator
co-author

77. https://russellgroup.ac.uk/news/new-principles-on-use-of-ai-in-education/

78. https://ministers.education.gov.au/clare/draft-schools-ai-framework-open-consultation

79. https://tech.ed.gov/ai-future-of-teaching-and-learning/

81. https://www.gov.uk/government/publications/generative-artificial-intelligence-in-education/generative-artificial-intelligence-ai-in-education

82. https://www.euronews.com/embed/2389662

84. https://www.rit.edu/news/engineering-technology-faculty-member-uses-chatgpt-as-modern-teaching-assistant

85. Students highlight key areas for improving the use of
generative AI in education. They emphasise the
importance of enhancing information literacy and critical
thinking skills, whilst calling for clear sector-wide
guidance and policy.
Students advocate for assessment reforms that prioritise
creativity and critical thinking, and they seek teaching
methods that move beyond traditional lectures.
They also express the need for educational institutions to
provide support in aligning curricula with the evolving
demands of the job market.
Additionally, students desire active participation in
shaping the conversation around AI, promoting
co-creation and collaboration.
https://beta.jisc.ac.uk/innovation/national-centre-for-ai

87. https://www.nature.com/articles/d41586-023-03235-8

88. What is being
said about
Generative AI
in Education?

89. By now, all educational institutions,
both higher and non-higher
education, should be defining, after
consideration, analysis and
reflection, guidelines and policies
for integrating Generative Artificial
Intelligence.
Prof Christopher Capozzola, Senior
Associate Dean for Open Learning,
defines how MIT professors and
instructors currently position
themselves in the face of AI-G.
- those who resist
- those who ignore
- those who experiment
- those who reflect
https://indico.mit.edu/event/759/

90. Yale University never considered banning ChatGPT and instead wants to work
with it.
We thought about how we can encourage an environment of learning and
experimentation in our role as a university.
https://www.technologyreview.com/2023/09/04/1078932/elite-university-chatgpt-this-school-year/

91. https://www.kuleuven.be/english/education/student/educational-tools/generative-artificial-intelligence

92. https://www.intelligent.com/new-survey-finds-students-are-replacing-human-tutors-with-chatgpt/

94. There is no doubt that any work of any intelligence, or combination of intelligences, that can be clearly
specified will soon be mastered by Great Language Instruments - in fact, such performances are now a
trivial feat as far as linguistic, logical, musical and spatial intelligences are concerned - at least as we know
them, through their human instantiations.
How - or even if - these computational instruments can display bodily or personal intelligences is a
different question. The answer depends on how broad a formulation you are willing to accept.
https://www.howardgardner.com/howards-blog/a-hrefhttpsthegoodprojectsquarespacecomgood-blog202395chat-gpt-first-musingschat-gpt-first-musingsa

95. An alternative perspective sees technology as an integrated
part of complex, distributed activity.
For example, the lens of distributed cognition considers solving
authentic problems by a professional to be an interactive
process between their ‘biological’ competence and their ability
to mobilize, manage and combine different technological
resources.
From here, using technology is not cheating or laziness,
but an integral and inevitable aspect of modern
problem-solving and the negotiation of complex
situations.
This is not a cop-out: Limitations of independent knowledge
are compensated, not simply by knowing where to find
information, but by a sophisticated ability to find, appraise,
synthesize and integrate multiple and interactive knowledge
sources into one's existing expertise, in real time.
This adaptive ability to navigate and negotiate an uncertain
and unpredictable world requires both knowing things and a
capacity to proceed, competently, where things are not yet
known.
https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15259

96. Possibilities and opportunities

97. a structure of building
Prompt and
Prompting

98. the "art of dexterity" when interacting with LLMs

99. The prompt is essentially the instruction we
give these systems to guide their response. The
effectiveness of this stimulus largely
determines the usefulness and relevance of
the response generated by the language
model.
Language models are powerful tools, but without the right
context they can seem 'lost'. Their functionality is based on
analysing and processing huge volumes of text data; however,
they don't have awareness or understanding of the world in
the same way that humans do
When interacting with these models, we have
to provide enough context to guide their text
production. Formulating effective prompts thus
becomes an essential skill.

100. Chain of Tought Reasoning
Self Consistency Zero Chain of Tought
Generated Knowledge
Least to Most Prompting
Prompting Techniques
Zero Shot Prompting

101. https://platform.openai.com/docs/guides/prompt-engineering

102. https://platform.openai.com/docs/guides/prompt-engineering

103. Socratic Dialogue

105. Reflection 3
What is the teacher's role in teaching and learning contexts
where digital cognitive elements, with written and oral
language skills, occupy space inside and outside the
classroom?

106. Where to go?

107. Hybrid and collaborative
learning environments

108. https://arxiv.org/abs/2306.10063

109. Teacher role
in the era of
G-AI

110. 1. Guidance and Contextualization: Teachers must guide students in how
to use AI responsibly, providing context for its outputs and helping
students discern the quality and relevance of the information
generated.
2. Ethical Use of Technology: Educators need to instill an understanding
of academic integrity, emphasizing the importance of original thought
and the ethical implications of using AI-generated content.
3. Critical Engagement: Teachers should encourage students to critically
engage with AI, questioning and testing the information provided to
foster a deeper understanding and prevent passive learning.

111. 4. Integrating AI with Curriculum Goals: It is essential for teachers to
integrate AI tools in ways that align with curriculum objectives,
ensuring that technology supports educational outcomes without
distracting from them.
5. Encouraging Creativity and Problem-Solving: The teacher's role
involves using AI as a means to enhance students' creativity and
problem-solving skills rather than allowing AI to take over these
cognitive tasks.

112. https://educational-innovation.sydney.edu.au/teaching@sydney/chatgpt-is-old-news-how-do-we-assess-in-the-age-of-ai-writing-co-pilots/
Where Generative AI can be useful in evaluation

113. As a teacher, I need to be
able to master the
technique of
"prompting" every day in
the context of a
continuous Socratic
Dialogue with my
students.
Marco Neves 2024

114. Contexts of Application

116. Activities and Projects
with Generative AI

117. Paper Description Implementation example
Possibilities Engine
AI generates alternative ways of expressing
an idea.
Students write queries in ChatGPT and use
the Regenerate response to examine
alternative answers.
Socratic Opponent
AI acts as an opponent to develop an
argument.
Students enter instructions into ChatGPT
following the structure of a conversation or
debate. Teachers can ask students to prepare
for discussions.
Collaboration Coach
AI helps groups investigate and solve
problems together.
Working in groups, students use ChatGPT to
find information to complete tasks and
assignments.
Guide/Lateral Support
AI acts as a guide for navigating physical and
conceptual spaces.
Teachers use ChatGPT to generate content
for lessons/courses (e.g. discussion
questions) and advice on how to support
students in learning specific concepts.
Personal Tutor
The tutor teaches each student and gives
immediate feedback on progress.
ChatGPT provides personalised feedback to
students based on information provided by
students or teachers (e.g. test results).
Mike Sharples
Professor Emeritus of Educational Technology

118. Paper Description Implementation example
Co-designer AI helps throughout the design process.
Teachers ask ChatGPT for ideas on how to design or
update a curriculum (e.g. rubrics for assessment)
and/or focus on specific objectives (e.g. making the
curriculum more accessible).
Exploratorium
AI provides tools for playing with, exploring and
interpreting data.
Teachers provide basic information to students who
write different questions on ChatGPT to find out more.
ChatGPT can be used to support language learning.
Study mate AI helps the student to reflect on the learning material.
Students explain their current level of understanding
to ChatGPT and ask for ways to help them study the
material. ChatGPT can also be used to help students
prepare for other tasks (e.g. job interviews).
Motivating AI offers games and challenges to prolong learning.
Teachers or students ask ChatGPT for ideas on how to
expand students' learning after providing a summary
of their current level of knowledge (e.g. quizzes,
exercises).
Dynamic evaluator
AI provides educators with an up-to-date profile of
each student's knowledge.
Students interact with ChatGPT in a tutorial-style
conversation and then ask ChatGPT to produce a
summary of their current state of knowledge to share
with the teacher/for assessment.
Mike Sharples
Professor Emeritus of Educational Technology

119. Reflection 4
Share one example you are already consider to integrating AI
in your pedagogical practices?

120. Resources

121. https://www.youtube.com/watch?v=t9gmyvf7JYo

123. Testing SandBox

124. https://platform.openai.com/playground

125. https://platform.openai.com/playground

126. How to integrate AI -
Generative?

127. 7
key
points
to
(start)
the
educational
integration
of
AI-G Understanding the capabilities and limitations of AI-G: It is important to be
informed about the strengths and weaknesses of AI-G. Despite its enormous
potential, it is important to recognize some of its limitations, such as
occasional unreliability and possible biases in the output resulting from training
data.
Define clear learning objectives: Define specific, measurable, achievable
learning objectives with the integration of AI-G. This will help evaluate the
effectiveness of AGI integration and make necessary adjustments.
Choose appropriate AI-G tools: Research and select AGI tools that best
align with teaching and learning objectives. Don't forget that there is currently
a wide range of AGI tools available for various disciplines and purposes.
Learn to master AI-G tools: Dedicate time to learning how to use the
selected AGI tools effectively. Contacting AI-G and Education experts,
participating in webinars and workshops, and consulting different types of

128. 7
key
points
to
(start)
the
educational
integration
of
AI-G
Foster a resilience mindset: Encourage students to see AI-G as an approach to
support learning, rather than a replacement for human interaction. Promote a
resilience mindset, discussing the importance of effort, dedication, and adaptability
in the face of new challenges.
Address ethical concerns: Inform students about ethical issues related to AGI,
such as data privacy, algorithmic fairness, and the potential for misuse. Encourage
open discussion and critical thinking about the role of AGI in society.
Monitor and evaluate the use and integration of AI-G: Regularly evaluate the
effectiveness of AGI integration, collect data on performance, engagement, and
student satisfaction. Use this data to redefine and improve ongoing strategies."

129. How to interact with these systems?

130. 9
key
points
to
interact
with
chatGPT Be specific: Clearly define the question or request (through the respective prompt) to
frame and help ChatGPT understand what is intended and thus provide relevant and
quality answers.
Provide context: Provide as much context and background information as possible in
the request (prompt) to help ChatGPT generate more contextualized, accurate, and
coherent responses.
Assign a role: Specify a role for ChatGPT in the prompt, such as: expert, tutor,
teacher, consultant, or storyteller, etc., to help ChatGPT produce more focused and
relevant responses that meet our expectations.
Define the target audience: Clearly indicate the target audience for the content you
want ChatGPT to produce. This will help ChatGPT adapt the language, tone, and
complexity to that same audience.
Establish the format: Clearly indicate the desired format for the content to be
produced, i.e., as a lesson plan, an essay, a report, key points for a topic, an email, etc.
This will help ChatGPT structure the response appropriately and meet the desired
outcome.

131. 9
key
points
to
interact
with
chatGPT
Adjust tone and style: Specify the tone and style you want ChatGPT to adopt in the content
to be produced, i.e., formal, informal, technical, humorous or persuasive, to ensure that the
content produced is in line with what is intended.
Explore various angles: If we are not satisfied with a single answer, consider asking the
same question from different perspectives or points of view to gather more diverse and
comprehensive information.
Rephrase if necessary: If we are not satisfied with the initial response, we should rephrase
the prompt or provide more context to get a more suitable answer.
Verify the information: Always verify the information produced by ChatGPT in case of doubt
or when something does not make sense, as it may not always be accurate or up-to-date.
Cross-checking with reliable sources is highly recommended.

133. Thank you
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