00:05for this talk started when somebody
00:08asked me if I could tell if my students
00:10were cheating with Chad GPT
00:12the top two school districts in the
00:14nation Los Angeles and New York blocked
00:17chain GPT from their Networks
00:20I have tools today to help me tell if my
00:24students are cheating with Chad GPT
00:26so should we bang chat GPT from the
00:32now if you're watching this as a video
00:34odds are that what I'm going to say
00:36about Che GPT has already changed but it
00:39keeps repeating itself over and over and
00:42over again with every new technology and
00:45for exactly the same reasons
00:48so maybe we should address it exactly
00:55but first I have to take you back 22
00:58years to June of 2001 in Helsinki
01:01Finland where in June the sun goes down
01:04at night for only two hours
01:07and I was with a group of Geeks kind of
01:10just like me and we were for one of the
01:12first times in history sharing an
01:16wirelessly with the technology called
01:22and we had three challenges the first
01:25challenge was to make people stop
01:27calling it 802.11b and instead call it
01:29with a more descriptive name that we
01:32came up with wireless fidelity or in
01:38the Second Challenge was to make sure
01:40that they don't call it Wiki
01:42and the third challenge was that I.T
01:45managers simply refused to let computers
01:48connect wireless to their networks they
01:50wouldn't hear about it
01:52does that sound familiar because we did
01:54exactly the same thing with calculators
01:56in the classroom we did not allow
01:58calculators in the classroom can you
02:04it happens for exactly the same reason
02:06you're not willing to see it in the back
02:08seat of a self-driving car when nobody
02:10is sitting at the front
02:13you just don't trust it and the reason
02:16you don't trust it is because you
02:17haven't spent enough time with it and
02:20it's not going to matter if I told you
02:22that self-driving cars are 3.2 times
02:25safer than regular cars with human
02:29drivers it's not going to matter you
02:31haven't spent enough time with it so you
02:33don't trust it you haven't spent enough
02:35time with chair GPT and that's why you
02:40but the more time you're going to spend
02:42with it the more time you're going to
02:43let students spend time with it the more
02:46you're going to trust it I guarantee it
02:50but I heard one more thing I was told
02:52don't let students use chair GPT because
02:55if they do they're not going to be able
02:57to think critically anymore
03:00they're not going to be able to think
03:01and I remember I served on the board of
03:04a public school system
03:06and somebody came to me and said you
03:08know students don't know how to read an
03:11analog clock anymore you need to teach
03:13them how to read an analog clock and my
03:17does the fact that they don't know how
03:19to read an analog clock means that they
03:24you know between kindergarten and 12th
03:26grade students are going to spend 16 380
03:29hours in the classroom
03:32should we take part of those precious
03:35hours and teach them how to read an
03:38analog clock or maybe use their time to
03:41teach them how to do a budget
03:44should we teach them the skills that
03:47they need when they have technology
03:50available to them or teach them the
03:52skills that their great great
03:54grandparents needed when they did not
03:57have tools like this
03:59see I think the church upt actually
04:01offers an opportunity in education
04:04there is the learning model called
04:06Bloom's taxonomy and in the bottom layer
04:08is what we call Knowledge so if I tell
04:11you something and you can tell me that
04:13back you mastered knowledge
04:20above knowledge you have comprehension
04:22above that you have application when I
04:24teach my students the principles of
04:27Entrepreneurship I don't expect them to
04:30tell me what the principles are
04:32I expect them to apply those principles
04:35principles to their businesses to their
04:38ideas I want them to be able to analyze
04:40and to evaluate the credibility of the
04:43data sources that they use and above all
04:45I want them to be creative I want them
04:47to create new ideas new products new
04:49Services new business models new
04:51companies lecture GPT do the bottom
04:54layer stuff freeing their mind freeing
04:57their time to think about the complexity
04:59of creativity up there at the top
05:02but there is one more thing it's the
05:04trust that I have in my students
05:07see trusty is reciprocal how many of you
05:12okay not too many uh how many of you
05:15know what kids look like
05:17okay that's right thank you for playing
05:19uh this is what they look like uh
05:22actually this is my older daughter Maya
05:24Maya is 24 now but this picture was
05:27taken when she was about a year old and
05:29when she was a year old this is when she
05:31realized that instead of crawling she
05:32can lift herself and stand
05:35and after she learned how to stand the
05:37next thing she tried was
05:41and once she mastered walking what do
05:44you think was the next thing that she
05:46running exactly thank you and the first
05:49time she tried running what do you think
05:51happened to her she fell down precisely
05:54you're you're getting good at this uh
05:56what do you think Maya did when she fell
06:00she started what crying yet no she
06:03didn't what she what did she do she got
06:06up no she didn't the first thing that
06:08Maya did was she turned around and she
06:11and if my reaction would have been
06:15she would start crying because obviously
06:17something terrible had just happened but
06:19if my reaction would have been get up
06:22she would realize that maybe nothing
06:24significant had happened based on my
06:26reaction she would get up and go
06:29trust works that way too
06:31see if I trust you and I show you that I
06:34trust you you will behave in a
06:38because otherwise it's a terrible
06:39feeling knowing that somebody trusts you
06:41and you don't believe that you earn or
06:43deserve that trust it's called cognitive
06:46dissonance unfortunately it works the
06:48other way around too because if I don't
06:51trust you and I show you that I don't
06:53trust you you will behave in an
06:57I mean what do you think will happen if
07:00I told my students that using chat GPT
07:02is cheating did we all of a sudden run
07:05out of term paper meals where you can
07:07pay somebody to do your papers for you
07:09or if I give you a question and a quiz
07:11you can't Google that question and find
07:13that somebody has done a Quizlet and the
07:15answer is right there
07:17hopefully you know these things I'm not
07:20teaching you new ways how to achieve
07:24I prefer to trust my students
07:27this is what I tell my students in the
07:29first 10 minutes of the first class in
07:33I tell them that statistically you have
07:3691 probability of getting an A or an A
07:39minus in my class I've never given
07:41anything other than a B minus I haven't
07:43given any of those in the last three
07:45four years actually almost gave one last
07:49you will not fail my class so stop
07:53worrying about the grade or how to cheat
07:56to get a better grade and start focusing
07:58on what you get out of this class
08:02oh and by the way use whatever shortcut
08:04you can to make your life easier
08:09I promise you three reasons to trust
08:11your students with chat GPT number one
08:13don't let the fact that you don't trust
08:16a new technology whether it's Church GPT
08:19or anything else stop you from trusting
08:21the students with that technology
08:24number two Che GPT creates an
08:28opportunity in education it's an
08:30opportunity to trust your students at
08:33the higher layers of critical thinking
08:36lecture GPT do the bottom layer stuff
08:38and number three if you trust your
08:40students to use chat GPT or any other
08:44artificial technology tool in an ethical
08:47way that's how they're going to use it
08:50don't trust them and they won't
08:54I want to leave you with one final
08:57our brain has 86 billion neurons not
09:01that we use all of them and some of us
09:03use fewer than others you know what I'm
09:06talking about but that number is not
09:10this year Apple introduced the M2 Pro
09:13processor that has 40 billion
09:15transistors which is about the
09:17equivalent of 6 billion neurons that
09:19number has been growing 40 percent every
09:23year for the last 63 years
09:26you know what that means
09:28it means that if in eight years in 2031
09:31you're going to go and buy a computer
09:33that computer is going to have as much
09:36brain power as your brain
09:40and if you wait one year longer that
09:43computer will have 40 percent more brain
09:46power than your brain
09:49there are two questions
09:51that computer is going to do exactly
09:53what we programmed it to do
09:55will we use it for the power of good
09:59and will we let our students use it
