The document discusses the impact of generative AI in instructional materials development, emphasizing methods to enhance student engagement through various technological tools. It presents findings from a study evaluating the effects of OpenAI's GPT-4 on high school math learning, showing that while it can improve performance, it may also harm educational outcomes when access is removed. The results highlight the need for careful deployment of generative AI to support long-term skill acquisition.

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:
a. Illustration/large paper board with
tape/;
b. Graphics (all forms of drawings&
video)
c. E-books, documentary article
CORDERO, LELANIE

4. Now in technology revolution
CORDERO, LELANIE

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

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

7. Like current automation our daily life
(smart home or smart factories)
CORDERO, LELANIE
▶ 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

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
CHAT GPT
▶Understand and generates humanlike text
such as generating content, answering
questions, engaging conversations and
providing explanations

10. CORDERO, LELANIE
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
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
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

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

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

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

17. Thank you.
CORDERO, LELANIE