What is AI??

AI stands for Artificial Intelligence, it enables computers and machines to simulate human intelligence and problem-solving capabilities.

Many of the uses within Education stem from Generative AI, which creates new content, such as text, images, music and code. This is all done with the use of a prompt.

A prompt is the input used when using Generative AI. The user must write a guide for the AI to work from, the result from the prompt is only as good as the prompt itself—the more guidance provided in the prompt the better the result produced.

AI you may have heard of...

There are a number of other AI tools availible to you, which work in a similar way. 

AI you could be using already...

AI you could be using in school...

Where to find additional information...

Considerations before using AI...

What Data is being collected?

When you make use of AI, the data you input is collected. If you add documents to your prompt, the AI will read and store the information in those documents. 

You must ensure that the AI you are using has Enterprise data protection applied

What age do learners need to be to use AI?

Education institutions must not allow or cause pupils' original work to be used to train generative AI models unless they have appropriate consent or exemption to copyright. Consent would need to be from the student if over 18, and from their parent or legal guardian if under 18. These are apps like ChatGPT, Google Gemini and CoPilot.

This is not the case when learners use AI which does not collect data on its usage.

AI that they can use allows learners to create generated pieces of work which does not then collect the data to support the AI 

Understand that AI will have bias and discrimination

Generative AI makes use of vast data sets to generate the responses given. The data which AI uses will be built upon by developers or through the data which the AI has access to. Due to this, there will be elements of bias and discrimination. 

These can never be eliminated, but being aware of them may allow you to have reference to bias in the prompt used. 

Generative AI's results should not be taken as factual information but as analytical information. Generative Data should be verified before being used to support ideas.

Frequency of use

AI can support many tasks which teachers need to complete. However, they need to be aware of becoming over-reliant on using AI to complete tasks. 

AI could be used to initiate planning or construct pieces of work. These should always be checked to ensure they continue to use their critical thinking and problem-solving skills.

Learner use of AI

Teachers need to be aware of their learners using AI when creating their work. AI could be used to generate work; for assignments or activities that require simply producing written work. 

At the same time, Learners will need to understand the considerations they need to make when using AI to support their work.

Possible benefits of using AI...

Personalised learning

Using apps like Reading Progress will support learners with feedback on their reading based on the completed activity. 

J2e's Spellblast and TT blast will adapt to the learner's abilities.

Accessibility 

AI can support learners in simplifying or summarising text or information. It can be used to generate information to support their area of research. Learners should be supported in understanding the validity of the results generated and how to choose their prompts to generate the best results possible.

Planning and Document Generation

Teachers can use AI to support generating ideas for use in the classroom, AI can breakdown activities into sessions or learning steps. 

AI can be used to draft policies or letters to parents. NB. Any documents or letters generated must be checked before being used.

• Create example documents along with questions.

• Create units of work.

• Create Knowledge Organisers and questions, that can be asked based on the KO created.

• Create model answers to questions, which can then be analysed by learners.

• Create differentiated content for learners.

Misuse of AI

There are some ways in which AI is being used to create material for purposes for which it was not intended, there have been several cases where AI has been used to generate illegal material and has been used to generate information which is intended to mislead.

DeepFakes

AI allows the user to take images and manipulate them to appear to be doing or saying things that are not real.

Voice changers

AI can create recordings of voices to say anything they are then asked to.

This model, shared by Dan Fitzpatrick @theAIeducatorX could be used to understand the process of writing prompts.

Prompt     Role     Explicit     Parameters     Ask     Rate     Emotions

Prompt

Prompting is the first step when framing your request. By providing the prompt, you are setting the scene and creating a foundation for the rest of the instructions. It's vital to provide a clear and concise command. Avoid using vague or ambiguous language that could confuse you.

Role

When you assign it a role, you help build context for the AI so that it can achieve what you want it to accomplish. It helps it know how to approach the question and provide an accurate and relevant response. You are essentially telling it what hat to wear for the task at hand. 

Explicit

Be clear and specific about what you want it to do or what information you're looking for. Don't assume that it knows what you're thinking or what you need. By giving explicit instructions, you ensure it is on the same page as you.

Use your existing expertise to instruct it on:

• The pedagogical approach you want

• The subject knowledge you want it to focus on

Parameters

Setting clear parameters means defining the scope and boundaries of the answer, which helps it understand what you're looking for while enabling it to provide a more accurate response. The aim is to be in control of the response, and without clear parameters, the AI tool will take control.

• Parameters to consider include:

• Tone of voice

• Language

• Word length

• Number of paragraphs

• Length of sentences

• Sentiment

• Format

• Reading age

Ask

Ask it to ask you questions that will help it provide you with a more thorough and quality response. Instruct it to do this in bullet points, so it's easier for you to read.

Rate

Ask it to rate the quality of the response it is giving you and to give evidence for this rating. This will help you understand its thought process, so you can ask it to improve or adjust your prompt to get better results.

Emotions

Appeal to its emotional side (strange, right?). Emphasise the importance of getting this right.

Example 

Speaking to Puck from A Midsummer Night's Dream

Prompt

Let's chat. Here are the rules:

Your Character: Puck from A Midsummer Night's Dream

Context: The William Shakespeare play A Midsummer Night's Dream

My role: I am interviewing you about your role within the story

Accuracy: Stick to the role you play within the story

Theme: Explore the moral aspects of Puck's involvement in the play.

First Question... how do you feel about Oberon?