Shadowing-Übung: How artificial intelligence is reshaping college for students and professors - Englisch Sprechen Lernen mit YouTube

C1
AMNA NAWAZ,
⏸ Pausiert
151 Sätze
Wenn Sätze zu kurz oder zu lang sind, klicke auf Edit, um sie anzupassen.
1
AMNA NAWAZ,
2
This year's senior class at universities across the country is the
3
first to have spent nearly its entire college career in the age of generative A.I.,
4
a type of artificial intelligence that can create new content,
5
like text and images.
6
As the technology improves, it's harder to distinguish from human work,
7
and it's shaking academia to its core with some very big questions.
8
Special correspondent Fred DeSam Lazaro has the story for our series, Rethinking College.
9
MEGAN FRITZ, And the principle of humanity says treat all people as ends in themselves,
10
never merely as means.
11
MILES O' About two years ago,
12
Megan Fritz, a philosophy professor at the University of Arkansas at Little Rock,
13
began spotting something unusual about her students' writing.
14
MEGAN FRITZ, You suddenly get an essay or a test answer,
15
some kind of assignment from a student whose normal writing you're familiar with,
16
and you get something back that sort of sounds like an official business document or a piece of technical writing,
17
writing that sounds very highly polished, but very impersonal.
18
MILES O' Impersonal, because it likely wasn't written by a person.
19
This was the beginning of a turning point for higher ed, as generative A.I had swept through not only her campus,
20
but college campuses across the country.
21
A survey last year found that 86 percent of college students are now using AI tools like ChatGPT,
22
Claude AI and Google Gemini for schoolwork.
23
The reason generative AI has spread so quickly on college campuses is not hard to understand.
24
It's transformed tasks that used to take hours,
25
even days of writing and revision into something that can be done in mere minutes.
26
For example, I can ask ChatGPT,
27
write me a 1,000-word essay on the topic of,
28
is it OK to lie?
29
And using a massive amount of data,
30
it predicts and generates sentences on this topic instantly.
31
Fritz says the impact has been deeply disruptive.
32
FRITZ, If I'm reading the writings of ChatGPT,
33
instead of my students, I have lost the very best tool
34
that I have to see if I am being effective in my capacity as an instructor or not.
35
JOHN YANG, University Policymakers, University Policymakers,
36
University Policymakers, University of University BERRY, U.A.
37
Little Rock, University University of California,
38
University of California, I think the realization over the past year
39
and a half is the technology is outpacing our ability to detect it.
40
MILES O' Vice Provost of Research Brian Berry leads one of U.A.
41
Little Rock's committees tasked with creating clear campus-wide policies on A.I.
42
BRIAN BERRY, U.A.
43
Little Rock, U.A.
44
Little Rock, University of California,
45
I think it really comes down to us helping students understand what the students are doing what's at risk,
46
helping them understand that if they use AI in the right way,
47
it's literally the most powerful tool that they've ever been able to use,
48
and it will make huge differences.
49
But if they use it in the wrong way,
50
it could short circuit their learning process.
51
MILES O' The university is finalizing a policy
52
that lets professors determine what AI use is acceptable in their classrooms as long as they clearly outline it in their syllabus.
53
But for Fritz, who has a strict no-AI policy,
54
identifying it has been complicated and time-consuming.
55
FRITZ, So, Frasley is one of the softwares that I use.
56
If I suspect AI use,
57
then the first thing I do is I do use detection softwares.
58
I actually use eight different detection softwares.
59
FRED DE SAM LAZARO, If her suspicion is confirmed,
60
she does meet with the student.
61
FRITZ, If they can talk about the thing that they wrote about, then great.
62
But a lot of times, they can't.
63
That sounds like it's tedious and a lot more work for professors like yourself.
64
It certainly cuts into my life quite a bit.
65
It at least has sometimes made teaching feel like policing.
66
MILES O' And these detection methods are not foolproof.
67
Students online say that they're caught in the middle.
68
I have been falsely accused by my university of using AI to write a paper.
69
My final paper got detected as 60 percent AI.
70
We might be about to find out if I'm going to falsely get kicked out of college.
71
JEFFREY BROWN, Ashley Dunn, University of Louisiana State University,
72
when she was accused of using A.I to write a short essay for a British literature class,
73
after a detection tool flagged her writing last year.
74
ASHLEY DUNN, University of Louisiana State University,
75
And I was like, am I going to fail this class?
76
Am I going to get a zero?
77
Every college takes plagiarism and that kind of thing very seriously.
78
So I was just freaking out.
79
JEFFREY BROWN, University of Louisiana State University,
80
After communicating with her professor,
81
Dunn says she was eventually given an A for the assignment,
82
But the response to her on TikTok proves that this is a widespread issue.
83
A lot of people ended up making responses to my video,
84
pretty much saying that they had gone through the same thing,
85
but that they didn't really get as lucky that they ended up either getting zeros or failing the class.
86
Some people recently have been making videos about,
87
you know, oh, my professor said that my essay was AI because I used an em dash.
88
But that's just a regular way of writing,
89
especially for a college level.
90
You're going to be asked to go out and venture into Gen AI.
91
FRED DE SAM LAZARO, Ph.D.: Not all schools are anti-AI.
92
Some are actually looking for ways to embrace it.
93
Lori Kendall teaches an entrepreneurship class in the Fisher College of Business at The Ohio State University.
94
LORI KENDALL, Ph.D.: When Gen AI came out,
95
I and every other instructor did, oh, great, now what?
96
Do we allow AI?
97
Do we not allow AI?
98
And the reality is, you know what?
99
They may use it anyway.
100
FRED DE SAM LAZARO, Ph.D.: She now encourages her students to use AI to critically examine their original work
101
and as a learning aid.
102
RACHEL GERVES, A lot of people might use AI just to get assignments done,
103
plagiarism, but I like to use AI just for a deeper understanding.
104
PAUL SOLMAN, RACHEL GERVES, First-Year Student, Majoring in Air Transportation.
105
RACHEL GERVES, I oftentimes use AI to create questions regarding this topic,
106
so I not only get a better understanding of the actual material,
107
but I also can test and see what I need to maybe focus on even more.
108
If you don't use AI or the next technology that comes along to be more effective,
109
you're not going to be competitive in the job market.
110
The job market is changing right underneath your feet.
111
RAVI BELLONKORNDA, Chief Academic Officer,
112
Chief Academic Officer, I get to decide on academic integrity issues,
113
honor code and violations.
114
MILES O' Ravi Bellonkonda is executive vice president and provost at Ohio State University.
115
He says he was struck by one alleged violation last year,
116
a student accused of using A.I.
117
It was a case of cheating,
118
he says, but it made him think.
119
BELAM KONDA SPEERHEADED OHIO STATE'S NEW AI FLUENCY INITIATIVE,
120
which requires all undergraduate students across academic disciplines learn and use AI tools.
121
DR. HALA HANI, The trick is to figure out,
122
like any human interaction with technology,
123
what can we offload to technology,
124
and what do we need to add the value to?
125
Ohio State wants to be at the front of that creation of those rules.
126
That's prompted experimentation across the disciplines,
127
like music professor Tina Tallon's AI and Music class,
128
which explores innovative uses of the technology.
129
I always start the class by asking them to think about a challenge in their field.
130
At that point, we're not even talking about AI about A.I.
131
I just want them to identify something that either they've run up against or that their students or their colleagues have.
132
FRED DE SAM LAZARO, University of California,
133
One member of her class,
134
tuba instructor and doctoral student Will Resch, is using A.I to analyze airflow into his instrument over thousands of repetitions.
135
The data will help guide students on how to play the perfect note.
136
Another Natalia Moreno-Buitrago is a music education grad student studying how babies acquire musical knowledge.
137
She used to spend hours combing through home recordings of research subjects,
138
listening for moments when parents or caregivers sing or hum around the infant.
139
Now AI does this for her.
140
DR. ANNA KALA, If we critically examine the tools that we're engaging with and are actively involved in the development of them,
141
I think we can do some pretty incredible things.
142
MILES O' But, inevitably, these tools also bring major disruption to academia and to the jobs students hope to someday fill.
143
FRED DE SAM LAZARO, How do we go through a transformative moment like this,
144
with the disruptions that it is going to cause,
145
and yet do this in a way that ultimately is additive to us as a society,
146
that it improves our lives as human beings?
147
FRED DE SAM LAZARO, A question without a clear answer,
148
he says, but one that students should help tackle.
149
For the PBS NewsHour, I'm Fred De Sam Lazaro in Columbus, Ohio.
150
you Thank
151
you.

App herunterladen

KI-Bewertung für jeden gesprochenen Satz

Zum Download scannen
Zum Download scannen
Download on theApp Store
Get it onGoogle Play
TRENDING

Beliebt

Über diese Lektion

In dieser Lektion werden Sie wichtige Konzepte und Vokabeln kennenlernen, die sich mit der Rolle der künstlichen Intelligenz (KI) im Bildungswesen beschäftigen. Sie werden lernen, wie KI das Schreiben und die Interaktionen zwischen Studierenden und Dozenten verändert und welche Herausforderungen dabei entstehen. Durch das Hören des Videos und das Nachsprechen werden Sie gleichzeitig Ihr Englisch sprechen üben und Ihre Fähigkeit im shadow speech verbessern. Dies ist eine großartige Möglichkeit, Englisch lernen mit YouTube effektiv in Ihren Lernprozess zu integrieren.

Wichtige Vokabeln & Phrasen

  • generative AI – generative KI
  • academic integrity – akademische Integrität
  • detection tool – Erkennungstool
  • writing assignment – Schreibaufgabe
  • powerful tool – mächtiges Werkzeug
  • policy – Richtlinie
  • disruptive impact – disruptive Auswirkungen
  • plagiarism – Plagiat

Übungstipps

Um das Beste aus diesem Video herauszuholen, empfehlen wir Ihnen, zunächst das Video aufmerksam anzuhören und sich die Inhalte in Ihrem eigenen Tempo einzuprägen. Nutzen Sie die shadowspeaks Methode: Hören Sie einen Satz und pausieren Sie dann, um ihn laut nachzusprechen. Dies wird Ihnen helfen, die Tonlage und den Rhythmus des Sprechens zu erfassen, besonders weil das Video möglicherweise einen schnelleren Sprechstil aufweist. Achten Sie beim Nachsprechen darauf, Emotionen und Intonationen entsprechend zu imitieren, um eine natürliche Sprechweise zu entwickeln. Verbinden Sie dieses Üben mit dem Hören anderer shadowing sites über ähnliche Themen, um Ihre Fähigkeiten weiter auszubauen. Denken Sie daran, dass das Englisch sprechen üben durch aktives Nachsprechen effektiver ist als passives Zuhören.

Was ist die Shadowing-Technik?

Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.

☕ Kauf uns einen Kaffee