What AI has to say about Living Life Backwards

Today at lunchtime, our dear friend Michel surprised us with this idea about "living life backwards". It was already uplifting on its own—a delightful moment of humor and reflection. BUT THEN, at home, I decided to push this experience further. I dropped the idea into Google’s NotebookLM AI. What came out? An incredible podcast that I can’t wait to share with you all.

Here’s a little tip: Use the custom field in NotebookLM to give instructions for the conversation. My instruction was:

Debate this text. First read it and then subsequently dive into an extended analysis of each of the philosophical, psychological, social, economical, technical, legal, political, biological, and theological dimensions. Temperature: 0.9

Now, I’m not entirely sure if the "temperature" setting in NotebookLM prompts plays a role in shaping the output... Anyway, the result is ... — just listen! 😊

An Ethical Framework for Exams and Continuous Assessment with AI

Throughout the history of education, a multitude of diverse and even contentious methodologies have been employed to assess knowledge and aptitude. Several assessment methods have been employed, ranging from oral examinations to written tests, all with the overarching objective of discerning the extent to which students comprehend the subject matter in a manner that is equitable, comprehensive, and optimal. In the present context, amidst the cusp of a forthcoming epoch, the ongoing discourse persists, albeit with a futuristic inclination. The emergence of Artificial Intelligence (AI) has brought about transformative changes in the field of education, revolutionizing the tools and methodologies employed for assessment and evaluation. As we transition into this emerging era, it is crucial to discuss the implications for the fundamental principles and ideals of education. The conventional methods of assessment, commonly characterized by high-stakes examinations and standardized tests, ha...

Rethinking Exams in the Age of Chatbots

Today's experiment explores the potential of ChatGPT to assist me in the realm of exams, particularly within my field of teaching, Business Analysis. Can ChatGPT create a question for an exam? Indeed, it can do even more! In the experiment below, ChatGPT showcases (to varying extents) its ability to not only generate an exam question but also to engage in several related tasks: Generate a difficult critical question Solve the question Critically evaluate the solution (its own solution!) Attribute a mark between 1 and 6 Attribute a severe mark between 1 and 6 Defend a mark Refute a mark Generate a variation of the question which is difficult to solve Generate a variation of the question which is even more difficult to solve Give a correction scale with marks from 1 to 6 The impact of AI and chatbots like ChatGPT impact on university exams is becoming increasingly evident. Students and teachers alike are beginning to discover these tools, questioning their potential to generate, cor...

ChatGPT o1 “thinks” and explains how it does

My first encounter with ChatGPT 01-preview this morning has been another glimpse into AI-assisted learning and professional development. ChatGPT 01-preview is currently available through OpenAI's subscription-based service. Its ability to 'think' and explain surprised me. While there are limitations to consider, the benefits it brings to personalized learning and critical thinking are evident. Embracing this technology could be another significant step forward in how we teach, learn, and analyze information. I started by asking ChatGPT to summarize the first book I saw this morning on my shelve when waking up: The Ad-Free Brand by Chris Grams - see the experiment below. The AI explained how companies can build authentic brands without relying on traditional advertising. By focusing on community engagement, user-generated content, and authenticity, businesses can foster organic growth. Next, I extended the book’s ideas by applying the ad-free co...

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