Практика Shadowing: Is AI making us dumber? Maybe. | Charlie Gedeon | TEDxSherbrooke Street West - Изучайте разговорный английский с YouTube
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Can AI help us learn?
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Can AI help us learn?
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Some of you might be thinking,
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of course, it's so powerful,
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it can do so many things, customize them for us.
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But I want to say that the biggest revolution AI is bringing to education is not
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that it's gonna make math more fun for you or it's gonna explain Shakespeare like you're five years old.
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The biggest revolution AI is bringing to education is that it's highlighting the system's failed incentives.
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Because why should anybody study when we've told them the whole time that all that matters at the end isn't the process,
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it's the A+.
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Why should they actually put in all the hard work to write draft after draft for an essay
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when the feedback is just B.
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No extra notes, nothing to motivate them to want to learn harder.
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And these companies are much faster than our institutions.
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Most recently, OpenAI, Google, Anthropic have all been giving away their most powerful models for free until the end of May,
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which, as you might guess,
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is exactly during the time of finals.
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So we are putting these tools completely unregulated in front of
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vulnerable students right at the time where they're most desperate to use them.
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And yet these companies will say AI is going to revolutionize education, particularly through personalization.
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Company after company will say that through personalized tutoring,
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AI is going to revolutionize education and make it so much better for everyone.
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And why not, right?
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The image of a one-on-one tutor is so compelling.
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Talking to a person, feeling this connection,
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getting my education customized just for me.
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It sounds amazing.
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And today, education looks like this.
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A teacher in front of an army of students.
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And if the technologists believe that the ideal looks like this,
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one teacher, one student, then why not just flip out the teacher for an AI?
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And then the next step is an army of AIs with an army of students.
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Sounds like a perfect model of education.
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Except perfection is not what we should strive for when it comes to learning.
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We don't want engineers that studied how to build bridges in perfect conditions,
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Because the real world is everything but perfect.
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It's full of messes.
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And amidst all this noise,
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I don't see any of these companies asking,
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what is this student meant to learn with AI?
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Because if the idea is to make getting that A-plus easier,
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then I'm not interested.
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We're going to just waste 12 to 15 years of our lives,
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but more efficiently now, doing exams we're not going to remember a day after graduation.
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Now, for those of you out there who are educators like me,
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you might have noticed a discrepancy between my opening question and the follow-up statement.
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I asked, can AI help us learn?
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And I followed it up with,
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the biggest revolution AI is bringing to education.
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But you might be feeling something,
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which is education is not learning.
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Education is a construct, something we as a society put our kids through.
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It's a system.
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But learning is a skill, a very human skill.
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And when we do it correctly, magical things can happen.
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We can motivate people to become their best selves,
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we can motivate people to work together,
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and to contribute to society in the ways that we need to most
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Now in one of my classes I like to sit around with students
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and work in the best way possible I'm a university instructor,
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but it was really hard to find a bunch of 20 year olds working nicely together
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so I took the stock photo of a bunch of kids and
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I noticed that one of the students had the price of her business model
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because we were building small businesses and selling the products she priced her business at $50 per month.
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And so I asked her,
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why did you price it that?
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And her answer, that's what ChatGPT said.
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Now, some of you might say,
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you know, obviously this is not ideal,
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but isn't it very similar to what they were doing before?
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Kids were just saying, that's what I saw on Google.
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But I say, it depends.
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It depends because on Google,
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when used correctly, We have all these sources to go through,
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multiple perspectives that we can look at and compare.
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But what happens is the magical allure of that first result.
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Everyone only clicks on that without looking at anything else.
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In this particular question, I asked how can I price my business,
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and that first result is from the BDC,
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an extremely reputable source, but it's telling me how to price the business itself,
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not the services of my business.
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It didn't understand the query.
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Now, on ChatGPT, if you type in,
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how should I price my business,
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it actually understands the query better.
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I don't know if you can read that up there,
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but it basically says, there are multiple ways to price your services.
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But amongst that is a lot of baseless advice with no sources.
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And that's a problem.
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Because even though ChatGPT has a function where if you highlight something in the text,
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quotation marks appear, some of you might not know this,
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then you can click on those quotation marks and query that specific thing.
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But if people weren't clicking on the second result on Google,
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they're not going to use the power user features in ChatGPT or any of these other AIs.
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What's likely going to happen is they're going to scroll to the bottom of the query and they're going to type,
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okay, I get it.
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My business is like TurboTax.
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I help accountants calculate people's taxes.
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Tell me what number I should put there.
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And of course, nobody's reading the ChatGPT might make mistakes subtitles, right?
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clicks on the terms of service before you agree.
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So then CharGPT is going to spit out an essay personalized to the language of the person.
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It's extremely compelling and despite all the information on there people are only going to look at
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that centerpiece which if I zoom in is the actual random answer of how much this person should charge for their business.
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The prompt and this is a The real prompt had nothing but what I had on the screen.
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A small description of what the business does.
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No context for who the user is, nothing.
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And so the student is participating in what's called cognitive offloading.
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They're effectively relinquishing their cognitive powers to a machine.
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And you can do this with people too.
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We do it with Google when we click on the first result without looking at anything else.
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The problem is how this is being understood.
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In NYU, a professor changed their assessment so that it could be harder for kids to use ChatGPT.
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And the student replied that he is interfering with the student's learning style.
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ChatGPT is not a learning style.
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Now, when you combine that with something that we see in technology,
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so I'm a UX designer in addition to being a university professor,
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and our job as user experience designers is to simplify the way people use technology.
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But there's a byproduct from that that arises,
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which is called a dark pattern.
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And what that means is we can simplify a UX to the point that we might manipulate what the user's intention is.
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And I'll show you an example.
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Take the zoo.
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As you're buying the tickets and checking out, they want a donation.
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We all love a zoo.
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It's a charitable organization.
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Now, the arrow pointing to the right,
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and because we're English speakers or French speakers,
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we write from left to right,
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the arrow pointing to the right is most likely what people are going to click on.
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It's dark green, it's rich.
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But if you don't want to donate,
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you have to click on the one that looks like it's going the back with the teeny tiny no donation over there.
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That is a user experience dark pattern.
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And when a chat GPT
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or large language model like it speaks to you in a
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perfect tone suited just to keep you on the on the tool,
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that is something very similar.
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According to this author, when a large language model constantly validates you
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and praises you causing you to spend more time on it,
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that's That's the same kind of thing as a dark pattern.
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And we see this already.
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A recent update of ChatGPT that was rolled back,
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fortunately, praised a user for believing a conspiracy theory
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that led him to stop taking all his medications
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when he had heart palpitations and told him he is a brave individual for taking control of his own life,
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for isolation and for stopping his meds.
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And it doesn't just stop at students.
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professionals have been tested and they are at risk as well.
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A researcher ran a study on over 300 professionals working in a large corporation,
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a tech company like Google,
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Microsoft, and found that when they were tested on a variety of things,
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the results were quite stunning.
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Before I show you the chart,
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let's look at the key here.
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The two shades of blue are for much less effort and less effort respectively,
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from dark blue to light blue.
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Now, when tested, the 319 workers
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responded to a survey that
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when they use chat GPT on knowledge they felt up to 70% like 70% of them responded
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that they feel they use less effort in their cognition
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when it comes to comprehension of what they're reading same thing assessment of the knowledge synthesis we have analysis
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and evaluation all of these at least 60% of people said
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that there is they felt that they were putting in less effort.
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And that's extremely potent because these AIs are only going to get better.
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The same author of this study wrote a beautiful paper called Copilot Becomes Autopilot.
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And he says the risk of moving to autopilot is an
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even greater challenge than the more commonly discussed issue of AI hallucinations or factual errors.
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Because the more pernicious outcome is that generative AI becomes complicit in intellectual and the atrophy of human critical thinking faculties.
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So today, when you ask ChatGPT a query,
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it gives you an instant result.
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But in my UX studio,
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me and my co-founder ran some experiments to see if we can change this up a little bit.
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For example, what if it first clarified before it answered?
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Asked some clarification questions.
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Or another example is, what if it assigned you some homework before it actually gave you a full answer?
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Between these options, there are different levels of resistance that the AI is offering.
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But what the same author of when Copilot becomes Autopilot advocates for is something called productive resistance.
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And we haven't yet found what that is.
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It's essentially the amount of resistance an AI should give you
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before you either leave it or go to a simpler AI
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so that you can do that cognitive off-roading that is so tempting.
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But how can we figure out the right amount of productive resistance
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when OpenAI and all these companies won't reveal their data sets?
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We literally do not know how they train their AI to this day.
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when companies themselves don't know how these AIs work.
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Anthropic, in this example, is building an MRI to analyze how the machine they themselves built worked.
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This is unprecedented in the history of human technology.
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We cannot reverse engineer these things.
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The solution is likely going to lie between both individuals and the system.
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It can't be one or the other.
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For individuals, we might have to learn what we learned from fitness and nutrition.
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For example, maybe we should understand what the LLMs are good for and what they're not good for.
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Just like at the gym,
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some exercises are better for some things than others.
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We should practice using LLMs to assist our thinking rather than replace our thinking.
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Again, you wouldn't take a forklift to the gym, right?
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The point is to do the reps.
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Or maybe you want to make a habit out of verifying the information
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that LLMs give us just like we look at the back of a food product when we pick it up,
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the nutrition label.
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On a systemic level, we need to look at both governments and education to make changes.
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On the schooling level, at least here in North America,
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I don't think that we treat our kids with the amount of intelligence that they have.
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In Finland, kids as young as six years old study mis- and disinformation.
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Six years old.
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We do not talk to these kids about things this complex here.
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They're clearly capable.
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And for governments, we need more regulation,
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not less, which is exactly what's happening in North America once again.
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These AIs cannot run rampant like in the example I gave earlier,
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just spreading their AI to students,
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even though they're in the middle of finals when they're most vulnerable.
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It has to be a cycle between individual responsibility and responsibility from the system.
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Now, as an educator, I love the five W's and H.
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they are a classic for writing essays.
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The questions, what, why, when, where, who, and how.
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And I opened with the question,
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can AI help us learn?
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But maybe the question should be,
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what can AI help us learn?
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Or how can AI help us learn?
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Maybe it should be, why should AI help us learn?
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Or when and where does AI help with learning?
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But the question that scares me the most,
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and that I want to leave you with to reflect on
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is who does AI really help when we end up depending on learning with it?
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Thank you very much.
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В этом уроке вы будете практиковать разговорный английский, основываясь на вдохновляющей речи Чарли Гедеона о том, как искусственный интеллект меняет образование и наше восприятие процесса обучения. Вы научитесь выделять ключевые идеи, обсуждать их, а также улучшать свое произношение английского. Используйте видео как источник, чтобы освоить произношение и структуру предложений, которые помогут вам лучше понимать и обсуждать темы, связанные с обучением и технологиями.
Ключевая лексика и фразы
- искусственный интеллект (AI) - technology that mimics human intelligence.
- персонализированное обучение - education tailored to individual needs.
- обратная связь - recommendations or evaluations provided after an assessment.
- учебный процесс - the act of learning through organized education.
- мотивация к обучению - the willingness to engage in educational activities.
- человеческие навыки - skills that are inherently human, like communication and collaboration.
- цитата из источника - referencing a reputable source in discussions.
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Чтобы максимально эффективно заниматься по этому видео, рекомендуется применять технику shadow speak. Слушайте каждую часть речи в медленном темпе, повторяя за говорящим, чтобы улучшить произношение английского. Поскольку темп речи можно считать средним, постарайтесь следить за интонацией и паузами. Это поможет вам лучше понять структуру предложений и эмоциональную окраску слов.
Обратите внимание на то, как спикер выделяет важные моменты и делает акценты в разговоре. Во время практики shadow speech старайтесь не только повторять, но и обдумывать смысл сказанного, чтобы развивать свои аналитические навыки. Это не только улучшит ваше произношение английского, но и углубит понимание темы.
Наконец, постарайтесь активно обсуждать услышанное с другими учениками или тренерами. Это даст вам возможность применять новые слова и фразы в естественной обстановке, что существенно укрепит вашу уверенность в разговорном английском.
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Shadowing — это научно обоснованная техника изучения языка, изначально разработанная для подготовки профессиональных переводчиков и популяризированная полиглотом доктором Александром Аргуэльесом. Метод прост, но эффективен: вы слушаете аудио на английском от носителей языка и немедленно повторяете вслух — как тень, следующая за говорящим с задержкой в 1–2 секунды. В отличие от пассивного прослушивания или грамматических упражнений, Shadowing заставляет мозг и мышцы рта одновременно обрабатывать и воспроизводить реальные речевые паттерны. Исследования показывают, что это значительно улучшает точность произношения, интонацию, ритм, связную речь, понимание на слух и беглость речи — что делает его одним из самых эффективных методов для подготовки к IELTS Speaking и реального общения на английском.
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