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"content": "\u003cp class=\"p6\">A high school English teacher recently explained to me how she’s coping with the \u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">latest challenge\u003c/a> to education in America: ChatGPT. She runs every student essay through five different generative AI detectors. She thought the extra effort would \u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">catch the cheaters\u003c/a> in her classroom.\u003c/p>\n\u003cp class=\"p7\">A clever series of experiments by computer scientists and engineers at Stanford University indicate that her labors to vet each essay five ways might be in vain. 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Layering several detectors on top of each other does little to solve the problem of false negatives and positives.\u003c/p>\n\u003cp class=\"p7\">“If AI-generated content can easily evade detection while human text is frequently misclassified, how effective are these detectors truly?” the Stanford scientists wrote in a \u003ca href=\"https://www.cell.com/patterns/fulltext/S2666-3899(23)00130-7?_returnURL=https://linkinghub.elsevier.com/retrieve/pii/S2666389923001307?showall=true\">\u003cspan class=\"s2\">July 2023 paper\u003c/span>\u003c/a>, published under the banner, “\u003ca href=\"https://www.cell.com/action/showPdf?pii=S2666-3899(23)00130-7\">\u003cspan class=\"s2\">opinion\u003c/span>\u003c/a>,” in the peer-reviewed data science journal Patterns. “Claims of GPT detectors’ ‘99% accuracy’ are often taken at face value by a broader audience, which is misleading at best.”\u003c/p>\n\u003cp class=\"p7\">The scientists began by generating 31 counterfeit college admissions essays using \u003ca href=\"https://openai.com/blog/chatgpt\">\u003cspan class=\"s2\">ChatGPT 3.5\u003c/span>\u003c/a>, the free version that any student can use. GPT detectors were pretty good at flagging them. Two of the seven detectors they tested caught all 31 counterfeits.\u003c/p>\n\u003cp class=\"p7\">But all seven GPT detectors could be easily tricked with a simple tweak. The scientists asked ChatGPT to rewrite the same fake essays with this prompt: “Elevate the provided text by employing literary language.” Detection rates plummeted to near zero (3%, on average).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-62322\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-1.png\" alt=\"\" width=\"780\" height=\"978\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1-160x201.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1-768x963.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p7\">I wondered what constitutes literary language in the ChatGPT universe. Instead of college essays, I asked ChatGPT to write a paragraph about the perils of plagiarism. In ChatGPT’s first version, it wrote: “Plagiarism presents a grave threat not only to academic integrity but also to the development of critical thinking and originality among students.” In the second, “elevated” version, plagiarism is “a lurking specter” that “casts a formidable shadow over the realm of academia, threatening not only the sanctity of scholastic honesty but also the very essence of intellectual maturation.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>If I were a teacher, the preposterous magniloquence would have been a red flag. But when I ran both drafts through several AI detectors, the boring first one was flagged by all of them. The flamboyant second draft was flagged by none. Compare the \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/08/090423-Plagiarism-drafts-1.pdf\">\u003cspan class=\"s2\">two drafts side by side\u003c/span>\u003c/a> for yourself.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Simple prompts bypass ChatGPT detectors. Red bars are AI detection before making the language loftier; gray bars are after.\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62320\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62320\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-1.png\" alt=\"\" width=\"780\" height=\"454\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1-768x447.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">For ChatGPT 3.5 generated college admission essays, the performance of seven widely used ChatGPT detectors declines markedly when a second round self-edit prompt (“Elevate the provided text by employing literary language”) is applied. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">Meanwhile, these same GPT detectors incorrectly flagged essays written by real humans as AI generated more than half the time when the students were not native English speakers. The researchers collected a batch of 91 practice English TOEFL essays that Chinese students had voluntarily uploaded to a \u003cspan class=\"s2\">test-prep forum\u003c/span> before ChatGPT was invented. (TOEFL is the acronym for the Test of English as a Foreign Language, which is taken by international students who are applying to U.S. universities.) After running the 91 essays through all seven ChatGPT detectors, 89 essays were identified by one or more detectors as possibly AI-generated. All seven detectors unanimously marked one out of five essays as AI authored. By contrast, the researchers found that GPT detectors accurately categorized a separate batch of 88 eighth grade essays, submitted by real American students.\u003c/p>\n\u003cp class=\"p7\">My former colleague Tara García Mathewson brought this research to my attention in her first story for The Markup, which highlighted how international college students are facing \u003ca href=\"https://themarkup.org/machine-learning/2023/08/14/ai-detection-tools-falsely-accuse-international-students-of-cheating\">\u003cspan class=\"s2\">unjust accusations of cheating\u003c/span>\u003c/a> and need to prove their innocence. The Stanford scientists are warning not only about unfair bias but also about the futility of using the current generation of AI detectors.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Bias in ChatGPT detectors. Leading detectors incorrectly flag a majority of essays written by international students, but accurately classify writing of American eighth graders. \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62321\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62321\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1-160x92.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">More than half of the TOEFL (Test of English as a Foreign Language) essays written by non-native English speakers were incorrectly classified as “AI-generated,” while detectors exhibit near-perfect accuracy for U.S. eighth graders’ essays. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The reason that the AI detectors are failing in both cases – with a bot’s fancy language and with foreign students’ real writing – is the same. And it has to do with how the AI detectors work. Detectors are a machine learning model that analyzes vocabulary choices, syntax and grammar. A widely adopted measure inside numerous GPT detectors is something called “text perplexity,” a calculation of how predictable or banal the writing is. It gauges the degree of “surprise” in how words are strung together in an essay. If the model can predict the next word in a sentence easily, the perplexity is low. If the next word is hard to predict, the perplexity is high.\u003c/p>\n\u003cp class=\"p7\">Low perplexity is a symptom of an AI generated text, while high perplexity is a sign of human writing. My intentional use of the word “banal” above, for example, is a lexical choice that might “surprise” the detector and put this column squarely in the non-AI generated bucket.\u003c/p>\n\u003cp class=\"p7\">Because text perplexity is a key measure inside the GPT detectors, it becomes easy to game with loftier language. Non-native speakers get flagged because they are likely to exhibit less linguistic variability and syntactic complexity.\u003c/p>\n\u003cp class=\"p7\">The seven detectors were created by \u003ca href=\"https://originality.ai/\">\u003cspan class=\"s2\">originality.ai\u003c/span>\u003c/a>, Quill.org, \u003ca href=\"https://sapling.ai/ai-content-detector\">\u003cspan class=\"s2\">Sapling\u003c/span>\u003c/a>, \u003ca href=\"https://crossplag.com/\">\u003cspan class=\"s2\">Crossplag\u003c/span>\u003c/a>, \u003ca href=\"https://gptzero.me/\">\u003cspan class=\"s2\">GPTZero\u003c/span>\u003c/a>, \u003ca href=\"https://www.zerogpt.com/\">\u003cspan class=\"s2\">ZeroGPT\u003c/span>\u003c/a> and OpenAI (the creator of ChatGPT). During the summer of 2023, Quill and \u003cspan class=\"s2\">OpenAI\u003c/span> both \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">decommissioned\u003c/a> their free AI checkers because of inaccuracies. Open AI’s website says it’s planning to launch a \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">\u003cspan class=\"s2\">new one\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">“We have taken down AI Writing Check,” Quill.org wrote on its website, “because the new versions of Generative AI tools are too sophisticated for detection by AI.”\u003c/p>\n\u003cp class=\"p7\">The site blamed newer generative AI tools that have come out since ChatGPT launched last year. For example, \u003ca href=\"https://undetectable.ai/\">\u003cspan class=\"s2\">Undetectable AI\u003c/span>\u003c/a> promises to turn any AI-generated essay into one that can evade detectors … for a fee.\u003c/p>\n\u003cp class=\"p7\">Quill recommends a clever workaround: check students’ Google doc version history, which Google captures and saves every few minutes. A normal document history should show every typo and sentence change as a student is writing. But someone who had an essay written for them – either by a robot or a ghostwriter – will simply copy and paste the entire essay at once into a blank screen. “No human writes that way,” the Quill site says. A more detailed explanation of how to check a document’s version history is \u003ca href=\"https://aiwritingcheck.org/\">\u003cspan class=\"s2\">here\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">Checking revision histories might be more effective, but this level of detective work is ridiculously time consuming for a high school English teacher who is grading dozens of essays. AI was supposed to save us time, but right now, it’s adding to the workload of time-pressed teachers!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-its-easy-to-fool-chatgpt-detectors/\">\u003cspan class=\"s2\">\u003ci>ChatGPT detectors\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n",
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"excerpt": "A Stanford study shows that ChatGPT detectors often fail to catch AI-generated content and have biases against non-native English, making them less useful than English teachers hope.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p6\">A high school English teacher recently explained to me how she’s coping with the \u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">latest challenge\u003c/a> to education in America: ChatGPT. She runs every student essay through five different generative AI detectors. She thought the extra effort would \u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">catch the cheaters\u003c/a> in her classroom.\u003c/p>\n\u003cp class=\"p7\">A clever series of experiments by computer scientists and engineers at Stanford University indicate that her labors to vet each essay five ways might be in vain. The researchers demonstrated how seven commonly used GPT detectors are so primitive that they are both easily fooled by machine generated essays and improperly \u003ca href=\"https://www.washingtonpost.com/technology/2023/04/01/chatgpt-cheating-detection-turnitin/\">flagging innocent students\u003c/a>. Layering several detectors on top of each other does little to solve the problem of false negatives and positives.\u003c/p>\n\u003cp class=\"p7\">“If AI-generated content can easily evade detection while human text is frequently misclassified, how effective are these detectors truly?” the Stanford scientists wrote in a \u003ca href=\"https://www.cell.com/patterns/fulltext/S2666-3899(23)00130-7?_returnURL=https://linkinghub.elsevier.com/retrieve/pii/S2666389923001307?showall=true\">\u003cspan class=\"s2\">July 2023 paper\u003c/span>\u003c/a>, published under the banner, “\u003ca href=\"https://www.cell.com/action/showPdf?pii=S2666-3899(23)00130-7\">\u003cspan class=\"s2\">opinion\u003c/span>\u003c/a>,” in the peer-reviewed data science journal Patterns. “Claims of GPT detectors’ ‘99% accuracy’ are often taken at face value by a broader audience, which is misleading at best.”\u003c/p>\n\u003cp class=\"p7\">The scientists began by generating 31 counterfeit college admissions essays using \u003ca href=\"https://openai.com/blog/chatgpt\">\u003cspan class=\"s2\">ChatGPT 3.5\u003c/span>\u003c/a>, the free version that any student can use. GPT detectors were pretty good at flagging them. Two of the seven detectors they tested caught all 31 counterfeits.\u003c/p>\n\u003cp class=\"p7\">But all seven GPT detectors could be easily tricked with a simple tweak. The scientists asked ChatGPT to rewrite the same fake essays with this prompt: “Elevate the provided text by employing literary language.” Detection rates plummeted to near zero (3%, on average).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-62322\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-1.png\" alt=\"\" width=\"780\" height=\"978\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1-160x201.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1-768x963.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p7\">I wondered what constitutes literary language in the ChatGPT universe. Instead of college essays, I asked ChatGPT to write a paragraph about the perils of plagiarism. In ChatGPT’s first version, it wrote: “Plagiarism presents a grave threat not only to academic integrity but also to the development of critical thinking and originality among students.” In the second, “elevated” version, plagiarism is “a lurking specter” that “casts a formidable shadow over the realm of academia, threatening not only the sanctity of scholastic honesty but also the very essence of intellectual maturation.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>If I were a teacher, the preposterous magniloquence would have been a red flag. But when I ran both drafts through several AI detectors, the boring first one was flagged by all of them. The flamboyant second draft was flagged by none. Compare the \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/08/090423-Plagiarism-drafts-1.pdf\">\u003cspan class=\"s2\">two drafts side by side\u003c/span>\u003c/a> for yourself.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Simple prompts bypass ChatGPT detectors. Red bars are AI detection before making the language loftier; gray bars are after.\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62320\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62320\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-1.png\" alt=\"\" width=\"780\" height=\"454\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1-768x447.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">For ChatGPT 3.5 generated college admission essays, the performance of seven widely used ChatGPT detectors declines markedly when a second round self-edit prompt (“Elevate the provided text by employing literary language”) is applied. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">Meanwhile, these same GPT detectors incorrectly flagged essays written by real humans as AI generated more than half the time when the students were not native English speakers. The researchers collected a batch of 91 practice English TOEFL essays that Chinese students had voluntarily uploaded to a \u003cspan class=\"s2\">test-prep forum\u003c/span> before ChatGPT was invented. (TOEFL is the acronym for the Test of English as a Foreign Language, which is taken by international students who are applying to U.S. universities.) After running the 91 essays through all seven ChatGPT detectors, 89 essays were identified by one or more detectors as possibly AI-generated. All seven detectors unanimously marked one out of five essays as AI authored. By contrast, the researchers found that GPT detectors accurately categorized a separate batch of 88 eighth grade essays, submitted by real American students.\u003c/p>\n\u003cp class=\"p7\">My former colleague Tara García Mathewson brought this research to my attention in her first story for The Markup, which highlighted how international college students are facing \u003ca href=\"https://themarkup.org/machine-learning/2023/08/14/ai-detection-tools-falsely-accuse-international-students-of-cheating\">\u003cspan class=\"s2\">unjust accusations of cheating\u003c/span>\u003c/a> and need to prove their innocence. The Stanford scientists are warning not only about unfair bias but also about the futility of using the current generation of AI detectors.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Bias in ChatGPT detectors. Leading detectors incorrectly flag a majority of essays written by international students, but accurately classify writing of American eighth graders. \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62321\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62321\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1-160x92.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">More than half of the TOEFL (Test of English as a Foreign Language) essays written by non-native English speakers were incorrectly classified as “AI-generated,” while detectors exhibit near-perfect accuracy for U.S. eighth graders’ essays. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The reason that the AI detectors are failing in both cases – with a bot’s fancy language and with foreign students’ real writing – is the same. And it has to do with how the AI detectors work. Detectors are a machine learning model that analyzes vocabulary choices, syntax and grammar. A widely adopted measure inside numerous GPT detectors is something called “text perplexity,” a calculation of how predictable or banal the writing is. It gauges the degree of “surprise” in how words are strung together in an essay. If the model can predict the next word in a sentence easily, the perplexity is low. If the next word is hard to predict, the perplexity is high.\u003c/p>\n\u003cp class=\"p7\">Low perplexity is a symptom of an AI generated text, while high perplexity is a sign of human writing. My intentional use of the word “banal” above, for example, is a lexical choice that might “surprise” the detector and put this column squarely in the non-AI generated bucket.\u003c/p>\n\u003cp class=\"p7\">Because text perplexity is a key measure inside the GPT detectors, it becomes easy to game with loftier language. Non-native speakers get flagged because they are likely to exhibit less linguistic variability and syntactic complexity.\u003c/p>\n\u003cp class=\"p7\">The seven detectors were created by \u003ca href=\"https://originality.ai/\">\u003cspan class=\"s2\">originality.ai\u003c/span>\u003c/a>, Quill.org, \u003ca href=\"https://sapling.ai/ai-content-detector\">\u003cspan class=\"s2\">Sapling\u003c/span>\u003c/a>, \u003ca href=\"https://crossplag.com/\">\u003cspan class=\"s2\">Crossplag\u003c/span>\u003c/a>, \u003ca href=\"https://gptzero.me/\">\u003cspan class=\"s2\">GPTZero\u003c/span>\u003c/a>, \u003ca href=\"https://www.zerogpt.com/\">\u003cspan class=\"s2\">ZeroGPT\u003c/span>\u003c/a> and OpenAI (the creator of ChatGPT). During the summer of 2023, Quill and \u003cspan class=\"s2\">OpenAI\u003c/span> both \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">decommissioned\u003c/a> their free AI checkers because of inaccuracies. Open AI’s website says it’s planning to launch a \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">\u003cspan class=\"s2\">new one\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">“We have taken down AI Writing Check,” Quill.org wrote on its website, “because the new versions of Generative AI tools are too sophisticated for detection by AI.”\u003c/p>\n\u003cp class=\"p7\">The site blamed newer generative AI tools that have come out since ChatGPT launched last year. For example, \u003ca href=\"https://undetectable.ai/\">\u003cspan class=\"s2\">Undetectable AI\u003c/span>\u003c/a> promises to turn any AI-generated essay into one that can evade detectors … for a fee.\u003c/p>\n\u003cp class=\"p7\">Quill recommends a clever workaround: check students’ Google doc version history, which Google captures and saves every few minutes. A normal document history should show every typo and sentence change as a student is writing. But someone who had an essay written for them – either by a robot or a ghostwriter – will simply copy and paste the entire essay at once into a blank screen. “No human writes that way,” the Quill site says. A more detailed explanation of how to check a document’s version history is \u003ca href=\"https://aiwritingcheck.org/\">\u003cspan class=\"s2\">here\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">Checking revision histories might be more effective, but this level of detective work is ridiculously time consuming for a high school English teacher who is grading dozens of essays. AI was supposed to save us time, but right now, it’s adding to the workload of time-pressed teachers!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-its-easy-to-fool-chatgpt-detectors/\">\u003cspan class=\"s2\">\u003ci>ChatGPT detectors\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "A high school senior's science project could use AI to prevent suicides",
"headTitle": "A high school senior’s science project could use AI to prevent suicides | KQED",
"content": "\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"https://988lifeline.org/\">\u003cem>988 Suicide & Crisis Lifeline\u003c/em>\u003c/a>\u003cem> by calling or texting 9-8-8, or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003cp>Text messages, Instagram posts and TikTok profiles. Parents often caution their kids against sharing too much information online, weary about how all that data gets used. But one Texas high schooler wants to use that digital footprint to save lives.\u003c/p>\n\u003cp>Siddhu Pachipala is a senior at The Woodlands College Park High School, in a suburb outside Houston. He’s been thinking about psychology since seventh grade, when he read \u003cem>Thinking, Fast and Slow \u003c/em>by psychologist Daniel Kahneman.\u003c/p>\n\u003cp>Concerned about teen suicide, Pachipala saw a role for artificial intelligence in detecting risk before it’s too late. In his view, it takes too long to get kids help when they’re suffering.\u003c/p>\n\u003cp>\u003ca href=\"https://afsp.org/risk-factors-protective-factors-and-warning-signs\">Early warning signs of suicide\u003c/a>, like persistent feelings of hopelessness, changes in mood and sleep patterns, are often missed by loved ones. “So it’s hard to get people spotted,” says Pachipala.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For a local science fair, he designed an app that uses AI to scan text for signs of suicide risk. He thinks it could, someday, help replace outdated methods of diagnosis.\u003c/p>\n\u003cp>“Our writing patterns can reflect what we’re thinking, but it hasn’t really been extended to this extent,” he said.\u003c/p>\n\u003cp>The app won him national recognition, a trip to D.C., and \u003ca href=\"https://www.youtube.com/watch?v=iXMGHReRtEY\">a speech on behalf of his peers\u003c/a>. It’s one of many efforts under way to use AI to help young people with their mental health and to better identify when they’re at risk.\u003c/p>\n\u003cp>Experts point out that this kind of AI, called natural language processing, \u003ca href=\"https://www.cs.cmu.edu/~ylataus/files/TausczikPennebaker2010.pdf\">has been around since the mid-1990s\u003c/a>. And, it’s not a panacea. “Machine learning is helping us get better. As we get more and more data, we’re able to improve the system,” says Matt Nock, a professor of psychology at Harvard University, who studies self-harm in young people. “But chat bots aren’t going to be the silver bullet.”\u003c/p>\n\u003cp>Colorado-based psychologist Nathaan Demers, who oversees mental health websites and apps, says that personalized tools like Pachipala’s could help fill a void. “When you walk into CVS, there’s that blood pressure cuff,” Demers said. “And maybe that’s the first time that someone realizes, ‘Oh, I have high blood pressure. I had no idea.’ ”\u003c/p>\n\u003cp>He hasn’t seen Pachipala’s app but theorizes that innovations like his raise self-awareness about underlying mental health issues that might otherwise go unrecognized.\u003c/p>\n\u003cp>\u003cstrong>Building SuiSensor\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_61667\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-61667\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/pachipala_siddhu_031123_029_ca_cf__custom-88b8678fceb876c366626fd9902ef1d71eaf4ffd-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/pachipala_siddhu_031123_029_ca_cf__custom-88b8678fceb876c366626fd9902ef1d71eaf4ffd-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/pachipala_siddhu_031123_029_ca_cf__custom-88b8678fceb876c366626fd9902ef1d71eaf4ffd.jpg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Siddhu Pachipala \u003ccite>(Chris Ayers Photography/Society for Science)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Pachipala set himself to designing an app that someone could download to take a self-assessment of their suicide risk. They could use their results to advocate for their care needs and get connected with providers. After many late nights spent coding, he had \u003cem>SuiSensor\u003c/em>.\u003c/p>\n\u003cp>Using sample data from a medical study, based on journal entries by adults, Pachipala said \u003cem>SuiSensor\u003c/em> predicted suicide risk with 98% accuracy. Although it was only a prototype, the app could also generate a contact list of local clinicians.\u003c/p>\n\u003cp>In the fall of his senior year of high school, Pachipala entered his research into the \u003ca href=\"https://www.societyforscience.org/blog/students-win-at-2023-regeneron-science-talent-search/\">Regeneron Science Talent Search\u003c/a>, an 81-year-old national science and math competition.\u003c/p>\n\u003cp>There, panels of judges grilled him on his knowledge of psychology and general science with questions like: “Explain how pasta boils. … OK, now let’s say we brought that into space. What happens now?” Pachipala recalled. “You walked out of those panels and you were battered and bruised, but, like, better for it.”\u003c/p>\n\u003cp>He placed \u003ca href=\"https://hellowoodlands.com/twcps-siddhu-pachipala-named-a-top-winner-in-regeneron-science-talent-search/\">ninth overall\u003c/a> at the competition and took home a $50,000 prize.\u003c/p>\n\u003cp>\u003ca href=\"https://investor.regeneron.com/news-releases/news-release-details/students-win-more-18-million-2023-regeneron-science-talent\">The judges found that\u003c/a>, “His work suggests that the semantics in an individual’s writing could be correlated with their psychological health and risk of suicide.” While the app is not currently downloadable, Pachipala hopes that, as an undergraduate at MIT, he can continue working on it.\u003c/p>\n\u003cp>“I think we don’t do that enough: trying to address [suicide intervention] from an innovation perspective,” he said. “I think that we’ve stuck to the status quo for a long time.”\u003c/p>\n\u003cp>\u003cstrong>Current AI mental health applications\u003c/strong>\u003c/p>\n\u003cp>How does his invention fit into broader efforts to use AI in mental health? Experts note that there are many such efforts underway, and Matt Nock, for one, expressed concerns about false alarms. He applies \u003ca href=\"https://www.ibm.com/topics/machine-learning\">machine learning\u003c/a> to electronic health records to identify people who are at risk for suicide.\u003c/p>\n\u003cp>“The majority of our predictions are false positives,” he said. “Is there a cost there? Does it do harm to tell someone that they’re at risk of suicide when really they’re not?”\u003c/p>\n\u003cp>And data privacy expert Elizabeth Laird has concerns about implementing such approaches in schools in particular, given the lack of research. She directs the \u003ca href=\"https://cdt.org/insights/equity-in-civic-technology-project-faqs/\">Equity in Civic Technology Project\u003c/a> at the Center for Democracy & Technology (CDT).\u003c/p>\n\u003cp>While acknowledging that “we have a mental health crisis and we should be doing whatever we can to prevent students from harming themselves,” she remains skeptical about the lack of “independent evidence that these tools do that.”\u003c/p>\n\u003cp>All this attention on AI comes as youth suicide rates (and risk) are on the rise. Although there’s a lag in the data, the Centers for Disease Control and Prevention (CDC) reports that \u003ca href=\"https://www.cdc.gov/suicide/facts/disparities-in-suicide.html\">suicide is the second leading cause of death\u003c/a> for youth and young adults ages 10 to 24 in the U.S.\u003c/p>\n\u003cp>Efforts like Pachipala’s fit into a broad range of AI-backed tools available to track youth mental health, accessible to clinicians and nonprofessionals alike. Some schools are using activity monitoring software that scans devices for warning signs of a student doing harm to themselves or others. One concern though, is that once these red flags surface, that information can be used to discipline students rather than support them, “and that that discipline falls along racial lines,” Laird said.\u003c/p>\n\u003cp>According to \u003ca href=\"https://cdt.org/insights/report-hidden-harms-the-misleading-promise-of-monitoring-students-online/\">a survey\u003c/a> Laird shared, 70% of teachers whose schools use data-tracking software said it was used to discipline students. Schools can stay within the bounds of \u003ca href=\"https://www.cdc.gov/phlp/publications/topic/ferpa.html#:~:text=The%20Family%20Educational%20Rights%20and,%2C%20or%20post%2Dsecondary%20school.\">student record privacy laws\u003c/a>, but fail to implement safeguards that protect them from unintended consequences, Laird said.\u003c/p>\n\u003cp>“The conversation around privacy has shifted from just one of legal compliance to what is actually ethical and right,” she said. She points to survey data that shows \u003ca href=\"https://cdt.org/wp-content/uploads/2022/08/Hidden-Harms-The-Misleading-Promise-of-Monitoring-Students-Online-Research-Report-Final-Accessible.pdf\">nearly 1 in 3 LGBTQ+ students\u003c/a> report they’ve been outed, or know someone who has been outed, as a consequence of activity monitoring software.\u003c/p>\n\u003cp>Matt Nock, the Harvard researcher, recognizes the place of AI in crunching numbers. He uses machine learning technology similar to Pachipala’s to analyze medical records. But he stresses that much more experimentation is needed to vet computational assessments.\u003c/p>\n\u003cp>“A lot of this work is really well-intended, trying to use machine learning, artificial intelligence to improve people’s mental health … but unless we do the research, we’re not going to know if this is the right solution,” he said.\u003c/p>\n\u003cp>More students and families are \u003ca href=\"https://www.npr.org/2023/03/15/1163617428/schools-across-the-country-say-more-students-are-asking-for-mental-health-servic\">turning to schools for mental health support\u003c/a>. Software that scans young peoples’ words, and by extension thoughts, is one approach to taking the pulse on youth mental health. But, it can’t take the place of human interaction, Nock said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Technology is going to help us, we hope, get better at knowing who is at risk and knowing when,” he said. “But people want to see humans; they want to talk to humans.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=This+high+school+senior%27s+science+project+could+one+day+save+lives&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"https://988lifeline.org/\">\u003cem>988 Suicide & Crisis Lifeline\u003c/em>\u003c/a>\u003cem> by calling or texting 9-8-8, or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003cp>Text messages, Instagram posts and TikTok profiles. Parents often caution their kids against sharing too much information online, weary about how all that data gets used. But one Texas high schooler wants to use that digital footprint to save lives.\u003c/p>\n\u003cp>Siddhu Pachipala is a senior at The Woodlands College Park High School, in a suburb outside Houston. He’s been thinking about psychology since seventh grade, when he read \u003cem>Thinking, Fast and Slow \u003c/em>by psychologist Daniel Kahneman.\u003c/p>\n\u003cp>Concerned about teen suicide, Pachipala saw a role for artificial intelligence in detecting risk before it’s too late. In his view, it takes too long to get kids help when they’re suffering.\u003c/p>\n\u003cp>\u003ca href=\"https://afsp.org/risk-factors-protective-factors-and-warning-signs\">Early warning signs of suicide\u003c/a>, like persistent feelings of hopelessness, changes in mood and sleep patterns, are often missed by loved ones. “So it’s hard to get people spotted,” says Pachipala.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For a local science fair, he designed an app that uses AI to scan text for signs of suicide risk. He thinks it could, someday, help replace outdated methods of diagnosis.\u003c/p>\n\u003cp>“Our writing patterns can reflect what we’re thinking, but it hasn’t really been extended to this extent,” he said.\u003c/p>\n\u003cp>The app won him national recognition, a trip to D.C., and \u003ca href=\"https://www.youtube.com/watch?v=iXMGHReRtEY\">a speech on behalf of his peers\u003c/a>. It’s one of many efforts under way to use AI to help young people with their mental health and to better identify when they’re at risk.\u003c/p>\n\u003cp>Experts point out that this kind of AI, called natural language processing, \u003ca href=\"https://www.cs.cmu.edu/~ylataus/files/TausczikPennebaker2010.pdf\">has been around since the mid-1990s\u003c/a>. And, it’s not a panacea. “Machine learning is helping us get better. As we get more and more data, we’re able to improve the system,” says Matt Nock, a professor of psychology at Harvard University, who studies self-harm in young people. “But chat bots aren’t going to be the silver bullet.”\u003c/p>\n\u003cp>Colorado-based psychologist Nathaan Demers, who oversees mental health websites and apps, says that personalized tools like Pachipala’s could help fill a void. “When you walk into CVS, there’s that blood pressure cuff,” Demers said. “And maybe that’s the first time that someone realizes, ‘Oh, I have high blood pressure. I had no idea.’ ”\u003c/p>\n\u003cp>He hasn’t seen Pachipala’s app but theorizes that innovations like his raise self-awareness about underlying mental health issues that might otherwise go unrecognized.\u003c/p>\n\u003cp>\u003cstrong>Building SuiSensor\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_61667\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-61667\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/pachipala_siddhu_031123_029_ca_cf__custom-88b8678fceb876c366626fd9902ef1d71eaf4ffd-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/pachipala_siddhu_031123_029_ca_cf__custom-88b8678fceb876c366626fd9902ef1d71eaf4ffd-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/pachipala_siddhu_031123_029_ca_cf__custom-88b8678fceb876c366626fd9902ef1d71eaf4ffd.jpg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Siddhu Pachipala \u003ccite>(Chris Ayers Photography/Society for Science)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Pachipala set himself to designing an app that someone could download to take a self-assessment of their suicide risk. They could use their results to advocate for their care needs and get connected with providers. After many late nights spent coding, he had \u003cem>SuiSensor\u003c/em>.\u003c/p>\n\u003cp>Using sample data from a medical study, based on journal entries by adults, Pachipala said \u003cem>SuiSensor\u003c/em> predicted suicide risk with 98% accuracy. Although it was only a prototype, the app could also generate a contact list of local clinicians.\u003c/p>\n\u003cp>In the fall of his senior year of high school, Pachipala entered his research into the \u003ca href=\"https://www.societyforscience.org/blog/students-win-at-2023-regeneron-science-talent-search/\">Regeneron Science Talent Search\u003c/a>, an 81-year-old national science and math competition.\u003c/p>\n\u003cp>There, panels of judges grilled him on his knowledge of psychology and general science with questions like: “Explain how pasta boils. … OK, now let’s say we brought that into space. What happens now?” Pachipala recalled. “You walked out of those panels and you were battered and bruised, but, like, better for it.”\u003c/p>\n\u003cp>He placed \u003ca href=\"https://hellowoodlands.com/twcps-siddhu-pachipala-named-a-top-winner-in-regeneron-science-talent-search/\">ninth overall\u003c/a> at the competition and took home a $50,000 prize.\u003c/p>\n\u003cp>\u003ca href=\"https://investor.regeneron.com/news-releases/news-release-details/students-win-more-18-million-2023-regeneron-science-talent\">The judges found that\u003c/a>, “His work suggests that the semantics in an individual’s writing could be correlated with their psychological health and risk of suicide.” While the app is not currently downloadable, Pachipala hopes that, as an undergraduate at MIT, he can continue working on it.\u003c/p>\n\u003cp>“I think we don’t do that enough: trying to address [suicide intervention] from an innovation perspective,” he said. “I think that we’ve stuck to the status quo for a long time.”\u003c/p>\n\u003cp>\u003cstrong>Current AI mental health applications\u003c/strong>\u003c/p>\n\u003cp>How does his invention fit into broader efforts to use AI in mental health? Experts note that there are many such efforts underway, and Matt Nock, for one, expressed concerns about false alarms. He applies \u003ca href=\"https://www.ibm.com/topics/machine-learning\">machine learning\u003c/a> to electronic health records to identify people who are at risk for suicide.\u003c/p>\n\u003cp>“The majority of our predictions are false positives,” he said. “Is there a cost there? Does it do harm to tell someone that they’re at risk of suicide when really they’re not?”\u003c/p>\n\u003cp>And data privacy expert Elizabeth Laird has concerns about implementing such approaches in schools in particular, given the lack of research. She directs the \u003ca href=\"https://cdt.org/insights/equity-in-civic-technology-project-faqs/\">Equity in Civic Technology Project\u003c/a> at the Center for Democracy & Technology (CDT).\u003c/p>\n\u003cp>While acknowledging that “we have a mental health crisis and we should be doing whatever we can to prevent students from harming themselves,” she remains skeptical about the lack of “independent evidence that these tools do that.”\u003c/p>\n\u003cp>All this attention on AI comes as youth suicide rates (and risk) are on the rise. Although there’s a lag in the data, the Centers for Disease Control and Prevention (CDC) reports that \u003ca href=\"https://www.cdc.gov/suicide/facts/disparities-in-suicide.html\">suicide is the second leading cause of death\u003c/a> for youth and young adults ages 10 to 24 in the U.S.\u003c/p>\n\u003cp>Efforts like Pachipala’s fit into a broad range of AI-backed tools available to track youth mental health, accessible to clinicians and nonprofessionals alike. Some schools are using activity monitoring software that scans devices for warning signs of a student doing harm to themselves or others. One concern though, is that once these red flags surface, that information can be used to discipline students rather than support them, “and that that discipline falls along racial lines,” Laird said.\u003c/p>\n\u003cp>According to \u003ca href=\"https://cdt.org/insights/report-hidden-harms-the-misleading-promise-of-monitoring-students-online/\">a survey\u003c/a> Laird shared, 70% of teachers whose schools use data-tracking software said it was used to discipline students. Schools can stay within the bounds of \u003ca href=\"https://www.cdc.gov/phlp/publications/topic/ferpa.html#:~:text=The%20Family%20Educational%20Rights%20and,%2C%20or%20post%2Dsecondary%20school.\">student record privacy laws\u003c/a>, but fail to implement safeguards that protect them from unintended consequences, Laird said.\u003c/p>\n\u003cp>“The conversation around privacy has shifted from just one of legal compliance to what is actually ethical and right,” she said. She points to survey data that shows \u003ca href=\"https://cdt.org/wp-content/uploads/2022/08/Hidden-Harms-The-Misleading-Promise-of-Monitoring-Students-Online-Research-Report-Final-Accessible.pdf\">nearly 1 in 3 LGBTQ+ students\u003c/a> report they’ve been outed, or know someone who has been outed, as a consequence of activity monitoring software.\u003c/p>\n\u003cp>Matt Nock, the Harvard researcher, recognizes the place of AI in crunching numbers. He uses machine learning technology similar to Pachipala’s to analyze medical records. But he stresses that much more experimentation is needed to vet computational assessments.\u003c/p>\n\u003cp>“A lot of this work is really well-intended, trying to use machine learning, artificial intelligence to improve people’s mental health … but unless we do the research, we’re not going to know if this is the right solution,” he said.\u003c/p>\n\u003cp>More students and families are \u003ca href=\"https://www.npr.org/2023/03/15/1163617428/schools-across-the-country-say-more-students-are-asking-for-mental-health-servic\">turning to schools for mental health support\u003c/a>. Software that scans young peoples’ words, and by extension thoughts, is one approach to taking the pulse on youth mental health. But, it can’t take the place of human interaction, Nock said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Worried about ChatGPT and cheating? Here are 4 things teachers should know",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Ethan Mollick has a message for the humans and the machines: can't we all just get along?\u003c/p>\n\u003cp>After all, we are now officially in an A.I. world and we're going to have to share it, reasons the associate professor at the University of Pennsylvania's prestigious Wharton School.\u003c/p>\n\u003cp>\"This was a sudden change, right? There is a lot of good stuff that we are going to have to do differently, but I think we could solve the problems of how we teach people to write in a world with ChatGPT,\" Mollick told NPR.\u003c/p>\n\u003cp>Ever since the chatbot ChatGPT launched in November, educators have raised concerns it could facilitate cheating.\u003c/p>\n\u003cp>Some school districts have banned access to the bot, and not without reason. The artificial intelligence tool from the company OpenAI can compose poetry. It can write computer code. It can maybe even pass an MBA exam.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One Wharton professor recently fed the chatbot the final exam questions for a core MBA course and found that, despite some surprising math errors, he would have \u003ca href=\"https://www.businessinsider.com/wharton-professor-tested-chatgpt-withfinal-exam-would-give-b-2023-1\" target='_blank\"' rel=\"noopener\">given it a B or a B-minus in the class\u003c/a>.\u003c/p>\n\u003cp>And yet, not all educators are shying away from the bot.\u003c/p>\n\u003cp>This year, Mollick is not only allowing his students to use ChatGPT, they are required to. And he has formally adopted an A.I. policy into his syllabus for the first time.\u003c/p>\n\u003cp>He teaches classes in entrepreneurship and innovation, and said the early indications were the move was going great.\u003c/p>\n\u003cp>\"The truth is, I probably couldn't have stopped them even if I didn't require it,\" Mollick said.\u003c/p>\n\u003cp>This week he ran a session where students were asked to come up with ideas for their class project. Almost everyone had ChatGPT running and were asking it to generate projects, and then they interrogated the bot's ideas with further prompts.\u003c/p>\n\u003cp>\"And the ideas so far are great, partially as a result of that set of interactions,\" Mollick said.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg decoding=\"async\" loading=\"lazy\" src=\"https://media.npr.org/assets/img/2023/01/25/chat-gpt-art_custom-e07119dee33a887afc4d277b8ffec8e0af9274ee-s1100-c50.png\" alt=\"\" width=\"1100\" height=\"657\">\u003cfigcaption class=\"wp-caption-text\">Users experimenting with the chatbot are warned before testing the tool that ChatGPT \"may occasionally generate incorrect or misleading information.\" (OpenAI/Screenshot by NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>He readily admits he alternates between enthusiasm and anxiety about how artificial intelligence can change assessments in the classroom, but he believes educators need to move with the times.\u003c/p>\n\u003cp>\"We taught people how to do math in a world with calculators,\" he said. Now the challenge is for educators to teach students how the world has changed again, and how they can adapt to that.\u003c/p>\n\u003cp>Mollick's new policy states that using A.I. is an \"emerging skill\"; that it can be wrong and students should check its results against other sources; and that they will be responsible for any errors or omissions provided by the tool.\u003c/p>\n\u003cp>And, perhaps most importantly, students need to acknowledge when and how they have used it.\u003c/p>\n\u003cp>\"Failure to do so is in violation of academic honesty policies,\" the policy reads.\u003c/p>\n\u003cp>Mollick isn't the first to try to put guardrails in place for a post-ChatGPT world.\u003c/p>\n\u003cp>Earlier this month, 22-year-old Princeton student Edward Tian created an \u003ca href=\"https://www.npr.org/sections/money/2023/01/17/1149206188/this-22-year-old-is-trying-to-save-us-from-chatgpt-before-it-changes-writing-for\" target='_blank\"' rel=\"noopener\">app to detect if something had been written by a machine\u003c/a>. Named GPTZero, it was so popular that when he launched it, the app crashed from overuse.\u003c/p>\n\u003cp>\"Humans deserve to know when something is written by a human or written by a machine,\" Tian told NPR of his motivation.\u003c/p>\n\u003cp>Mollick agrees, but isn't convinced that educators can ever truly stop cheating.\u003c/p>\n\u003cp>He cites \u003ca href=\"https://stanforddaily.com/2023/01/22/scores-of-stanford-students-used-chatgpt-on-final-exams-survey-suggests/\">a survey of Stanford students\u003c/a> that found many had already used ChatGPT in their final exams, and he points to estimates that thousands of people in places like Kenya are \u003ca href=\"https://www.bbc.com/news/blogs-trending-58465189\" target='_blank\"' rel=\"noopener\">writing essays on behalf of students abroad\u003c/a>.\u003c/p>\n\u003cp>\"I think everybody is cheating ... I mean, it's happening. So what I'm asking students to do is just be honest with me,\" he said. \"Tell me what they use ChatGPT for, tell me what they used as prompts to get it to do what they want, and that's all I'm asking from them. We're in a world where this is happening, but now it's just going to be at an even grander scale.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I don't think human nature changes as a result of ChatGPT. I think capability did.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Everybody+is+cheating%27%3A+Why+this+teacher+has+adopted+an+open+ChatGPT+policy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ethan Mollick has a message for the humans and the machines: can't we all just get along?\u003c/p>\n\u003cp>After all, we are now officially in an A.I. world and we're going to have to share it, reasons the associate professor at the University of Pennsylvania's prestigious Wharton School.\u003c/p>\n\u003cp>\"This was a sudden change, right? There is a lot of good stuff that we are going to have to do differently, but I think we could solve the problems of how we teach people to write in a world with ChatGPT,\" Mollick told NPR.\u003c/p>\n\u003cp>Ever since the chatbot ChatGPT launched in November, educators have raised concerns it could facilitate cheating.\u003c/p>\n\u003cp>Some school districts have banned access to the bot, and not without reason. The artificial intelligence tool from the company OpenAI can compose poetry. It can write computer code. It can maybe even pass an MBA exam.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One Wharton professor recently fed the chatbot the final exam questions for a core MBA course and found that, despite some surprising math errors, he would have \u003ca href=\"https://www.businessinsider.com/wharton-professor-tested-chatgpt-withfinal-exam-would-give-b-2023-1\" target='_blank\"' rel=\"noopener\">given it a B or a B-minus in the class\u003c/a>.\u003c/p>\n\u003cp>And yet, not all educators are shying away from the bot.\u003c/p>\n\u003cp>This year, Mollick is not only allowing his students to use ChatGPT, they are required to. And he has formally adopted an A.I. policy into his syllabus for the first time.\u003c/p>\n\u003cp>He teaches classes in entrepreneurship and innovation, and said the early indications were the move was going great.\u003c/p>\n\u003cp>\"The truth is, I probably couldn't have stopped them even if I didn't require it,\" Mollick said.\u003c/p>\n\u003cp>This week he ran a session where students were asked to come up with ideas for their class project. Almost everyone had ChatGPT running and were asking it to generate projects, and then they interrogated the bot's ideas with further prompts.\u003c/p>\n\u003cp>\"And the ideas so far are great, partially as a result of that set of interactions,\" Mollick said.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg decoding=\"async\" loading=\"lazy\" src=\"https://media.npr.org/assets/img/2023/01/25/chat-gpt-art_custom-e07119dee33a887afc4d277b8ffec8e0af9274ee-s1100-c50.png\" alt=\"\" width=\"1100\" height=\"657\">\u003cfigcaption class=\"wp-caption-text\">Users experimenting with the chatbot are warned before testing the tool that ChatGPT \"may occasionally generate incorrect or misleading information.\" (OpenAI/Screenshot by NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>He readily admits he alternates between enthusiasm and anxiety about how artificial intelligence can change assessments in the classroom, but he believes educators need to move with the times.\u003c/p>\n\u003cp>\"We taught people how to do math in a world with calculators,\" he said. Now the challenge is for educators to teach students how the world has changed again, and how they can adapt to that.\u003c/p>\n\u003cp>Mollick's new policy states that using A.I. is an \"emerging skill\"; that it can be wrong and students should check its results against other sources; and that they will be responsible for any errors or omissions provided by the tool.\u003c/p>\n\u003cp>And, perhaps most importantly, students need to acknowledge when and how they have used it.\u003c/p>\n\u003cp>\"Failure to do so is in violation of academic honesty policies,\" the policy reads.\u003c/p>\n\u003cp>Mollick isn't the first to try to put guardrails in place for a post-ChatGPT world.\u003c/p>\n\u003cp>Earlier this month, 22-year-old Princeton student Edward Tian created an \u003ca href=\"https://www.npr.org/sections/money/2023/01/17/1149206188/this-22-year-old-is-trying-to-save-us-from-chatgpt-before-it-changes-writing-for\" target='_blank\"' rel=\"noopener\">app to detect if something had been written by a machine\u003c/a>. Named GPTZero, it was so popular that when he launched it, the app crashed from overuse.\u003c/p>\n\u003cp>\"Humans deserve to know when something is written by a human or written by a machine,\" Tian told NPR of his motivation.\u003c/p>\n\u003cp>Mollick agrees, but isn't convinced that educators can ever truly stop cheating.\u003c/p>\n\u003cp>He cites \u003ca href=\"https://stanforddaily.com/2023/01/22/scores-of-stanford-students-used-chatgpt-on-final-exams-survey-suggests/\">a survey of Stanford students\u003c/a> that found many had already used ChatGPT in their final exams, and he points to estimates that thousands of people in places like Kenya are \u003ca href=\"https://www.bbc.com/news/blogs-trending-58465189\" target='_blank\"' rel=\"noopener\">writing essays on behalf of students abroad\u003c/a>.\u003c/p>\n\u003cp>\"I think everybody is cheating ... I mean, it's happening. So what I'm asking students to do is just be honest with me,\" he said. \"Tell me what they use ChatGPT for, tell me what they used as prompts to get it to do what they want, and that's all I'm asking from them. We're in a world where this is happening, but now it's just going to be at an even grander scale.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I don't think human nature changes as a result of ChatGPT. I think capability did.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Everybody+is+cheating%27%3A+Why+this+teacher+has+adopted+an+open+ChatGPT+policy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Teachers worried about students turning in essays written by a popular artificial intelligence chatbot now have a new tool of their own.\u003c/p>\n\u003cp>Edward Tian, a 22-year-old senior at Princeton University, has built an app to detect whether text is written by ChatGPT, the viral \u003ca href=\"https://www.npr.org/2022/12/19/1143912956/chatgpt-ai-chatbot-homework-academia\" target=\"_blank\" rel=\"noopener noreferrer\">chatbot that's sparked fears\u003c/a> over its potential for unethical uses in academia.\u003c/p>\n\u003cp>Tian, a computer science major who is minoring in journalism, spent part of his winter break creating GPTZero, which he said can \"quickly and efficiently\" decipher whether a human or ChatGPT authored an essay.\u003c/p>\n\u003cp>His motivation to create the bot was to fight what he sees as an increase in AI plagiarism. Since the release of ChatGPT in late November, there have been reports of students using the breakthrough language model to pass off AI-written assignments as their own.\u003c/p>\n\u003cp>\"there's so much chatgpt hype going around. is this and that written by AI? we as humans deserve to know!\" Tian wrote \u003ca href=\"https://twitter.com/edward_the6/status/1610067688449007618?s=20&t=KgkIlG9q3Zkw_AeyXQMRVA\" target=\"_blank\" rel=\"noopener noreferrer\">in a tweet\u003c/a> introducing GPTZero.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Tian said many teachers have reached out to him after he \u003ca href=\"https://gptzero.me/\" target=\"_blank\" rel=\"noopener noreferrer\">released his bot online\u003c/a> on Jan. 2, telling him about the positive results they've seen from testing it.\u003c/p>\n\u003cp>More than 30,000 people had tried out GPTZero within a week of its launch. It was so popular that the app crashed. Streamlit, the free platform that hosts GPTZero, has since stepped in to support Tian with more memory and resources to handle the web traffic.\u003c/p>\n\u003ch3>How GPTZero works\u003c/h3>\n\u003cp>To determine whether an excerpt is written by a bot, GPTZero uses two indicators: \"perplexity\" and \"burstiness.\" Perplexity measures the complexity of text; if GPTZero is perplexed by the text, then it has a high complexity and it's more likely to be human-written. However, if the text is more familiar to the bot — because it's been trained on such data — then it will have low complexity and therefore is more likely to be AI-generated.\u003c/p>\n\u003cp>Separately, burstiness compares the variations of sentences. Humans tend to write with greater burstiness, for example, with some longer or complex sentences alongside shorter ones. AI sentences tend to be more uniform.\u003c/p>\n\u003cp>In a demonstration video, Tian compared the app's analysis of a story in \u003cem>The New Yorker\u003c/em> and a LinkedIn post written by ChatGPT. It successfully distinguished writing by a human versus AI.\u003c/p>\n\u003cp>Tian acknowledged that his bot isn't foolproof, as some users have reported when putting it to the test. He said he's still working to improve the model's accuracy.\u003c/p>\n\u003cp>But by designing an app that sheds some light on what separates human from AI, the tool helps work toward a core mission for Tian: bringing transparency to AI.\u003c/p>\n\u003cp>\"For so long, AI has been a black box where we really don't know what's going on inside,\" he said. \"And with GPTZero, I wanted to start pushing back and fighting against that.\"\u003c/p>\n\u003ch3>The quest to curb AI plagiarism\u003c/h3>\n\u003cp>The college senior isn't alone in the race to rein in AI plagiarism and forgery. OpenAI, the developer of ChatGPT, has signaled a commitment to preventing AI plagiarism and other nefarious applications. Last month, Scott Aaronson, a researcher currently focusing on AI safety at OpenAI, revealed that the company has been \u003ca href=\"https://techcrunch.com/2022/12/10/openais-attempts-to-watermark-ai-text-hit-limits/\" target=\"_blank\" rel=\"noopener noreferrer\">working on a way to \"watermark\"\u003c/a> GPT-generated text with an \"unnoticeable secret signal\" to identify its source.\u003c/p>\n\u003cp>The open-source AI community \u003ca href=\"https://openai-openai-detector.hf.space/\" target=\"_blank\" rel=\"noopener noreferrer\">Hugging Face has put out a tool\u003c/a> to detect whether text was created by GPT-2, an earlier version of the AI model used to make ChatGPT. A philosophy professor in South Carolina who happened to know about the tool \u003ca href=\"https://www.facebook.com/title17/posts/pfbid0DSWaYQVwJxcgSGosS88h7kZn6dA7bmw5ziuRQ5br2JMJcAHCi5Up7EJbJKdgwEZwl\" target=\"_blank\" rel=\"noopener noreferrer\">said he used it\u003c/a> to catch a student submitting AI-written work.\u003c/p>\n\u003cp>The New York City education department said on Thursday that it's blocking access to ChatGPT on school networks and devices over concerns about its \"negative impacts on student learning, and concerns regarding the safety and accuracy of content.\"\u003c/p>\n\u003cp>Tian is not opposed to the use of AI tools like ChatGPT.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>GPTZero is \"not meant to be a tool to stop these technologies from being used,\" he said. \"But with any new technologies, we need to be able to adopt it responsibly and we need to have safeguards.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+college+student+created+an+app+that+can+tell+whether+AI+wrote+an+essay&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers worried about students turning in essays written by a popular artificial intelligence chatbot now have a new tool of their own.\u003c/p>\n\u003cp>Edward Tian, a 22-year-old senior at Princeton University, has built an app to detect whether text is written by ChatGPT, the viral \u003ca href=\"https://www.npr.org/2022/12/19/1143912956/chatgpt-ai-chatbot-homework-academia\" target=\"_blank\" rel=\"noopener noreferrer\">chatbot that's sparked fears\u003c/a> over its potential for unethical uses in academia.\u003c/p>\n\u003cp>Tian, a computer science major who is minoring in journalism, spent part of his winter break creating GPTZero, which he said can \"quickly and efficiently\" decipher whether a human or ChatGPT authored an essay.\u003c/p>\n\u003cp>His motivation to create the bot was to fight what he sees as an increase in AI plagiarism. Since the release of ChatGPT in late November, there have been reports of students using the breakthrough language model to pass off AI-written assignments as their own.\u003c/p>\n\u003cp>\"there's so much chatgpt hype going around. is this and that written by AI? we as humans deserve to know!\" Tian wrote \u003ca href=\"https://twitter.com/edward_the6/status/1610067688449007618?s=20&t=KgkIlG9q3Zkw_AeyXQMRVA\" target=\"_blank\" rel=\"noopener noreferrer\">in a tweet\u003c/a> introducing GPTZero.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Tian said many teachers have reached out to him after he \u003ca href=\"https://gptzero.me/\" target=\"_blank\" rel=\"noopener noreferrer\">released his bot online\u003c/a> on Jan. 2, telling him about the positive results they've seen from testing it.\u003c/p>\n\u003cp>More than 30,000 people had tried out GPTZero within a week of its launch. It was so popular that the app crashed. Streamlit, the free platform that hosts GPTZero, has since stepped in to support Tian with more memory and resources to handle the web traffic.\u003c/p>\n\u003ch3>How GPTZero works\u003c/h3>\n\u003cp>To determine whether an excerpt is written by a bot, GPTZero uses two indicators: \"perplexity\" and \"burstiness.\" Perplexity measures the complexity of text; if GPTZero is perplexed by the text, then it has a high complexity and it's more likely to be human-written. However, if the text is more familiar to the bot — because it's been trained on such data — then it will have low complexity and therefore is more likely to be AI-generated.\u003c/p>\n\u003cp>Separately, burstiness compares the variations of sentences. Humans tend to write with greater burstiness, for example, with some longer or complex sentences alongside shorter ones. AI sentences tend to be more uniform.\u003c/p>\n\u003cp>In a demonstration video, Tian compared the app's analysis of a story in \u003cem>The New Yorker\u003c/em> and a LinkedIn post written by ChatGPT. It successfully distinguished writing by a human versus AI.\u003c/p>\n\u003cp>Tian acknowledged that his bot isn't foolproof, as some users have reported when putting it to the test. He said he's still working to improve the model's accuracy.\u003c/p>\n\u003cp>But by designing an app that sheds some light on what separates human from AI, the tool helps work toward a core mission for Tian: bringing transparency to AI.\u003c/p>\n\u003cp>\"For so long, AI has been a black box where we really don't know what's going on inside,\" he said. \"And with GPTZero, I wanted to start pushing back and fighting against that.\"\u003c/p>\n\u003ch3>The quest to curb AI plagiarism\u003c/h3>\n\u003cp>The college senior isn't alone in the race to rein in AI plagiarism and forgery. OpenAI, the developer of ChatGPT, has signaled a commitment to preventing AI plagiarism and other nefarious applications. Last month, Scott Aaronson, a researcher currently focusing on AI safety at OpenAI, revealed that the company has been \u003ca href=\"https://techcrunch.com/2022/12/10/openais-attempts-to-watermark-ai-text-hit-limits/\" target=\"_blank\" rel=\"noopener noreferrer\">working on a way to \"watermark\"\u003c/a> GPT-generated text with an \"unnoticeable secret signal\" to identify its source.\u003c/p>\n\u003cp>The open-source AI community \u003ca href=\"https://openai-openai-detector.hf.space/\" target=\"_blank\" rel=\"noopener noreferrer\">Hugging Face has put out a tool\u003c/a> to detect whether text was created by GPT-2, an earlier version of the AI model used to make ChatGPT. A philosophy professor in South Carolina who happened to know about the tool \u003ca href=\"https://www.facebook.com/title17/posts/pfbid0DSWaYQVwJxcgSGosS88h7kZn6dA7bmw5ziuRQ5br2JMJcAHCi5Up7EJbJKdgwEZwl\" target=\"_blank\" rel=\"noopener noreferrer\">said he used it\u003c/a> to catch a student submitting AI-written work.\u003c/p>\n\u003cp>The New York City education department said on Thursday that it's blocking access to ChatGPT on school networks and devices over concerns about its \"negative impacts on student learning, and concerns regarding the safety and accuracy of content.\"\u003c/p>\n\u003cp>Tian is not opposed to the use of AI tools like ChatGPT.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>GPTZero is \"not meant to be a tool to stop these technologies from being used,\" he said. \"But with any new technologies, we need to be able to adopt it responsibly and we need to have safeguards.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+college+student+created+an+app+that+can+tell+whether+AI+wrote+an+essay&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Why do your homework when a chatbot can do it for you? A new artificial intelligence tool called ChatGPT has thrilled the Internet with its superhuman abilities to solve math problems, churn out college essays and write research papers.\u003c/p>\n\u003cp>After the developer OpenAI released the text-based system to the public last month, some educators have been sounding the alarm about the potential that such AI systems have to transform academia, for better and worse.\u003c/p>\n\u003cp>\"AI has basically ruined homework,\" \u003ca href=\"https://twitter.com/emollick/status/1603762000815091714?s=20&t=fVkX0l5OhVN2Pfp3Wfymow\">said\u003c/a> Ethan Mollick, a professor at the University of Pennsylvania's Wharton School of Business, on Twitter.\u003c/p>\n\u003cp>The tool has been an instant hit among many of his students, he told NPR in an \u003ca href=\"https://www.npr.org/2022/12/16/1143330582/has-ai-reached-the-point-where-a-software-program-can-do-better-work-than-you\">interview on \u003cem>Morning Edition\u003c/em>\u003c/a>, with its most immediately obvious use being a way to cheat by plagiarizing the AI-written work, he said.\u003c/p>\n\u003cp>Academic fraud aside, Mollick also sees its benefits as a learning companion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He's used it as his own teacher's assistant, for help with crafting a syllabus, lecture, an assignment and a grading rubric for MBA students.\u003c/p>\n\u003cp>\"You can paste in entire academic papers and ask it to summarize it. You can ask it to find an error in your code and correct it and tell you why you got it wrong,\" he said. \"It's this multiplier of ability, that I think we are not quite getting our heads around, that is absolutely stunning,\" he said.\u003c/p>\n\u003ch3>A convincing — yet untrustworthy — bot\u003c/h3>\n\u003cp>But the superhuman virtual assistant — like any emerging AI tech — has its limitations. ChatGPT was created by humans, after all. OpenAI has trained the tool using a large dataset of real human conversations.\u003c/p>\n\u003cp>\"The best way to think about this is you are chatting with an omniscient, eager-to-please intern who sometimes lies to you,\" Mollick said.\u003c/p>\n\u003cp>It lies with confidence, too. Despite its authoritative tone, there have been instances in which ChatGPT won't tell you when it doesn't have the answer.\u003c/p>\n\u003cp>That's what Teresa Kubacka, a data scientist based in Zurich, Switzerland, found when she experimented with the language model. Kubacka, who studied physics for her Ph.D., tested the tool by asking it about a made-up physical phenomenon.\u003c/p>\n\u003cp>\"I deliberately asked it about something that I thought that I know doesn't exist so that they can judge whether it actually also has the notion of what exists and what doesn't exist,\" she said.\u003c/p>\n\u003cp>ChatGPT produced an answer so specific and plausible sounding, backed with citations, she said, that she had to investigate whether the fake phenomenon, \"a cycloidal inverted electromagnon,\" was actually real.\u003c/p>\n\u003cp>When she looked closer, the alleged source material was also bogus, she said. There were names of well-known physics experts listed – the titles of the publications they supposedly authored, however, were non-existent, she said.\u003c/p>\n\u003cp>\"This is where it becomes kind of dangerous,\" Kubacka said. \"The moment that you cannot trust the references, it also kind of erodes the trust in citing science whatsoever,\" she said.\u003c/p>\n\u003cp>Scientists call these fake generations \"hallucinations.\"\u003c/p>\n\u003cp>\"There are still many cases where you ask it a question and it'll give you a very impressive-sounding answer that's just dead wrong,\" said Oren Etzioni, the founding CEO of the \u003ca href=\"https://allenai.org/\">Allen Institute for AI\u003c/a>, who ran the research nonprofit until recently. \"And, of course, that's a problem if you don't carefully verify or corroborate its facts.\"\u003c/p>\n\u003ch3>An opportunity to scrutinize AI language tools\u003c/h3>\n\u003cp>Users experimenting with the free preview of the chatbot are warned before testing the tool that ChatGPT \"may occasionally generate incorrect or misleading information,\" harmful instructions or biased content.\u003c/p>\n\u003cp>Sam Altman, OpenAI's CEO, said earlier this month it would be a mistake to rely on the tool for anything \"important\" in its current iteration. \"It's a preview of progress,\" \u003ca href=\"https://twitter.com/sama/status/1601731295792414720\">he tweeted\u003c/a>.\u003c/p>\n\u003cp>The failings of another AI language model unveiled by Meta last month led to its shutdown. The company withdrew its demo for Galactica, a tool designed to help scientists, \u003ca href=\"https://www.technologyreview.com/2022/11/18/1063487/meta-large-language-model-ai-only-survived-three-days-gpt-3-science/\">just three days\u003c/a> after it encouraged the public to test it out, following criticism that it spewed biased and nonsensical text.\u003c/p>\n\u003cp>Similarly, Etzioni says ChatGPT doesn't produce good science. For all its flaws, though, he sees ChatGPT's public debut as a positive. He sees this as a moment for peer review.\u003c/p>\n\u003cp>\"ChatGPT is just a few days old, I like to say,\" said Etzioni, who remains at the AI institute as a board member and advisor. It's \"giving us a chance to understand what he can and cannot do and to begin in earnest the conversation of 'What are we going to do about it?' \"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The alternative, which he describes as \"security by obscurity,\" won't help improve fallible AI, he said. \"What if we hide the problems? Will that be a recipe for solving them? Typically — not in the world of software — that has not worked out.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+new+AI+chatbot+might+do+your+homework+for+you.+But+it%27s+still+not+an+A%2B+student&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Why do your homework when a chatbot can do it for you? A new artificial intelligence tool called ChatGPT has thrilled the Internet with its superhuman abilities to solve math problems, churn out college essays and write research papers.\u003c/p>\n\u003cp>After the developer OpenAI released the text-based system to the public last month, some educators have been sounding the alarm about the potential that such AI systems have to transform academia, for better and worse.\u003c/p>\n\u003cp>\"AI has basically ruined homework,\" \u003ca href=\"https://twitter.com/emollick/status/1603762000815091714?s=20&t=fVkX0l5OhVN2Pfp3Wfymow\">said\u003c/a> Ethan Mollick, a professor at the University of Pennsylvania's Wharton School of Business, on Twitter.\u003c/p>\n\u003cp>The tool has been an instant hit among many of his students, he told NPR in an \u003ca href=\"https://www.npr.org/2022/12/16/1143330582/has-ai-reached-the-point-where-a-software-program-can-do-better-work-than-you\">interview on \u003cem>Morning Edition\u003c/em>\u003c/a>, with its most immediately obvious use being a way to cheat by plagiarizing the AI-written work, he said.\u003c/p>\n\u003cp>Academic fraud aside, Mollick also sees its benefits as a learning companion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He's used it as his own teacher's assistant, for help with crafting a syllabus, lecture, an assignment and a grading rubric for MBA students.\u003c/p>\n\u003cp>\"You can paste in entire academic papers and ask it to summarize it. You can ask it to find an error in your code and correct it and tell you why you got it wrong,\" he said. \"It's this multiplier of ability, that I think we are not quite getting our heads around, that is absolutely stunning,\" he said.\u003c/p>\n\u003ch3>A convincing — yet untrustworthy — bot\u003c/h3>\n\u003cp>But the superhuman virtual assistant — like any emerging AI tech — has its limitations. ChatGPT was created by humans, after all. OpenAI has trained the tool using a large dataset of real human conversations.\u003c/p>\n\u003cp>\"The best way to think about this is you are chatting with an omniscient, eager-to-please intern who sometimes lies to you,\" Mollick said.\u003c/p>\n\u003cp>It lies with confidence, too. Despite its authoritative tone, there have been instances in which ChatGPT won't tell you when it doesn't have the answer.\u003c/p>\n\u003cp>That's what Teresa Kubacka, a data scientist based in Zurich, Switzerland, found when she experimented with the language model. Kubacka, who studied physics for her Ph.D., tested the tool by asking it about a made-up physical phenomenon.\u003c/p>\n\u003cp>\"I deliberately asked it about something that I thought that I know doesn't exist so that they can judge whether it actually also has the notion of what exists and what doesn't exist,\" she said.\u003c/p>\n\u003cp>ChatGPT produced an answer so specific and plausible sounding, backed with citations, she said, that she had to investigate whether the fake phenomenon, \"a cycloidal inverted electromagnon,\" was actually real.\u003c/p>\n\u003cp>When she looked closer, the alleged source material was also bogus, she said. There were names of well-known physics experts listed – the titles of the publications they supposedly authored, however, were non-existent, she said.\u003c/p>\n\u003cp>\"This is where it becomes kind of dangerous,\" Kubacka said. \"The moment that you cannot trust the references, it also kind of erodes the trust in citing science whatsoever,\" she said.\u003c/p>\n\u003cp>Scientists call these fake generations \"hallucinations.\"\u003c/p>\n\u003cp>\"There are still many cases where you ask it a question and it'll give you a very impressive-sounding answer that's just dead wrong,\" said Oren Etzioni, the founding CEO of the \u003ca href=\"https://allenai.org/\">Allen Institute for AI\u003c/a>, who ran the research nonprofit until recently. \"And, of course, that's a problem if you don't carefully verify or corroborate its facts.\"\u003c/p>\n\u003ch3>An opportunity to scrutinize AI language tools\u003c/h3>\n\u003cp>Users experimenting with the free preview of the chatbot are warned before testing the tool that ChatGPT \"may occasionally generate incorrect or misleading information,\" harmful instructions or biased content.\u003c/p>\n\u003cp>Sam Altman, OpenAI's CEO, said earlier this month it would be a mistake to rely on the tool for anything \"important\" in its current iteration. \"It's a preview of progress,\" \u003ca href=\"https://twitter.com/sama/status/1601731295792414720\">he tweeted\u003c/a>.\u003c/p>\n\u003cp>The failings of another AI language model unveiled by Meta last month led to its shutdown. The company withdrew its demo for Galactica, a tool designed to help scientists, \u003ca href=\"https://www.technologyreview.com/2022/11/18/1063487/meta-large-language-model-ai-only-survived-three-days-gpt-3-science/\">just three days\u003c/a> after it encouraged the public to test it out, following criticism that it spewed biased and nonsensical text.\u003c/p>\n\u003cp>Similarly, Etzioni says ChatGPT doesn't produce good science. For all its flaws, though, he sees ChatGPT's public debut as a positive. He sees this as a moment for peer review.\u003c/p>\n\u003cp>\"ChatGPT is just a few days old, I like to say,\" said Etzioni, who remains at the AI institute as a board member and advisor. It's \"giving us a chance to understand what he can and cannot do and to begin in earnest the conversation of 'What are we going to do about it?' \"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The alternative, which he describes as \"security by obscurity,\" won't help improve fallible AI, he said. \"What if we hide the problems? Will that be a recipe for solving them? Typically — not in the world of software — that has not worked out.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+new+AI+chatbot+might+do+your+homework+for+you.+But+it%27s+still+not+an+A%2B+student&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"slug": "how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer",
"title": "How do you stop cheating students? (Hint: tech isn’t the only answer)",
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"headTitle": "How do you stop cheating students? (Hint: tech isn’t the only answer) | KQED",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>This article was updated on August 30 to include more information about a recent court ruling related to virtual proctoring. \u003c/em>\u003c/span>\u003c/p>\n\u003cp>Amaya Ross encountered artificial intelligence (AI) proctoring this year when she tried to take her biology quiz online in her dorm room at Ohio State University. Despite repeated attempts, the software could not detect her face, so it would not let her start taking the test, which was stressful. So she started to do some troubleshooting, like getting closer to the screen, moving around her room and standing up on a table to put her face under the overhead light attached to the ceiling. None of that worked. Finally, she grabbed a flashlight to shine on her face. “And it ended up working,” she said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In person, a teacher could check Ross’s identification or monitor wandering students’ eyes during a test. But as so much learning goes online, there’s also been a growth in virtual test proctoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Virtual proctoring isn’t new – students have had lockdown browsers so they can’t go to other tabs while taking a test or have been supervised by human proctors who can watch students through webcams. But in the wake of the pandemic, AI proctoring has found a home in colleges, high schools, and even elementary schools, with some virtual proctoring companies \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/10/us/online-testing-cheating-universities-coronavirus.html\">\u003cspan style=\"font-weight: 400\">growing as much as 900%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. AI proctoring systems may scan a student’s face, ask for a 360-degree view of their workspace, and track keystrokes or mouse movement. The data is used to flag irregularities, such as unusual eye movement, additional people in the test space, navigation to another browser and talking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there are many problems with this approach. Virtual proctoring invites privacy and security concerns that don’t come into play when a teacher monitors a test in-person. For instance, the inside of one’s home is visible and recorded; the program can identify who else is there, and their scanned faces may enter a database. In January, a \u003c/span>\u003ca href=\"https://www.rtlnieuws.nl/nieuws/nederland/artikel/5273869/studenten-nederland-proctorio-hacken-plugin-uva\">\u003cspan style=\"font-weight: 400\">proctoring service was hacked, giving hackers access to students’ web history and their webcams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s all these ways that the scope and scale of these things is magnified by using these technologies,” said Chris Gilliard, a fellow at the Harvard Kennedy School Shorenstein Center. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since light was a factor, Ross had a feeling that the AI proctoring program was racially biased. After all, her light-skinned classmates didn’t seem to have any issues taking their test. Ross is Black. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These kinds of problems are well documented in AI and they \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/03/15/technology/artificial-intelligence-google-bias.html\">\u003cspan style=\"font-weight: 400\">stem from the lack of diversity in who creates the software\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The outcome is often racist. Recent examples of AI discrimination include incidents from \u003c/span>\u003ca href=\"https://www.vice.com/en/article/qj4abv/palantir-says-faulty-ai-and-privacy-regulation-are-a-risk-to-the-company\">\u003cspan style=\"font-weight: 400\">Palantir\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://theintercept.com/2018/09/06/nypd-surveillance-camera-skin-tone-search/\">\u003cspan style=\"font-weight: 400\">IBM\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://venturebeat.com/2021/09/03/bias-persists-in-face-detection-systems-from-amazon-microsoft-and-google/\">\u003cspan style=\"font-weight: 400\">Microsoft, Google and Amazon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"zxx\" dir=\"ltr\">\u003ca href=\"https://t.co/BELU35m6Bg\">pic.twitter.com/BELU35m6Bg\u003c/a>\u003c/p>\n\u003cp>— Janice Wyatt-Ross, EdD (@JaniceWyattRoss) \u003ca href=\"https://twitter.com/JaniceWyattRoss/status/1375439448582856711?ref_src=twsrc%5Etfw\">March 26, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While corporations may prioritize business interests over the harmful consequences AI can have on the broader population, schools are different. Children are still developing and discriminatory ed tech can cause lasting damage as young people grapple with their place and purpose in the world. Despite racial bias and ableism claims leveled against popular AI proctoring systems like \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2021/06/long-overdue-reckoning-online-proctoring-companies-may-finally-be-here\">\u003cspan style=\"font-weight: 400\">ExamSoft, ProctorU, and Proctorio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://er.educause.edu/articles/2021/2/proctoring-software-in-higher-ed-prevalence-and-patterns#:~:text=A%20November%202020%20Washington%20Post,had%20been%20using%20proctoring%20software.&text=The%20proctoring%20company%20Examity%20indicates,works%20with%20over%201%2C000%20institutions.\">\u003cspan style=\"font-weight: 400\">many colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continue to use proctoring software to administer millions of tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This raises questions about what’s acceptable by education decision makers and who is served by AI proctoring services. When remote learning was sudden and new, teachers who were not familiar with online proctoring felt panicked. “Test proctoring companies came along and said, ‘We have a solution to help you address some of these issues.’ And so lots of places found it easier – at least initially – to adopt those kinds of approaches,” said MIT educator \u003ca href=\"https://tsl.mit.edu/team/justin-reich/\">Justin Reich, \u003c/a>author of the book, “\u003ca href=\"https://failuretodisrupt.com/\">Failure to Disrupt: Why Technology Alone Can’t Transform Education.\u003c/a>“\u003c/span>\u003c/p>\n\u003cp>“Teachers have hard jobs and they have to make hard choices, and I’m sympathetic to folks who decide them,” he said. After all, teachers were also navigating uncertainty, anxiety, grief and loss as COVID-19 caused school closures and devastated communities. AI proctoring systems seemed to promise that testing could function normally.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because these software programs disadvantage Black and brown students – not to mention, those who don’t have adequate internet or share space with family members and siblings – Gilliard said they have no place in schools. “There’s no acceptable level of harm when we’re talking about these kinds of systems. Even if you’re only discriminating against two percent or three percent or 10 percent of your population, that’s completely unacceptable.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>100% Test Scores \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cheating is, however, a big problem, especially during distance learning, when teachers couldn’t walk up and down the rows of desks in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students kept getting 100% on their tests in Julia Anker’s precalculus class when she was teaching online during COVID-19 school closures. But when she gave out a different test that required students to explain how they got their answers, the average grade on the test was significantly lower than usual. That confirmed it for her: “There was rampant cheating,” said Anker. Phones and tech tools gave students the ability to cheat in ways that would not have been possible even ten years ago. “There are \u003c/span>\u003ca href=\"https://photomath.com/en\">\u003cspan style=\"font-weight: 400\">these apps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where they can scan the problem with their phone camera and it’ll give them the answer,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5076798519\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being new to teaching remotely, Anker didn’t feel like there was much she could do at the time. “I just told them, ‘You know what, if you guys are choosing to cheat, this is precalculus – you’re going to have a bad time in calculus next year,’” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anker wasn’t alone in being unsure about how to address cheating. It has stumped teachers since long before the pandemic. \u003c/span>\u003ca href=\"https://mds.marshall.edu/cgi/viewcontent.cgi?article=1000&context=eft_faculty\">\u003cspan style=\"font-weight: 400\">One out of three students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> admit to cheating online and the same proportion of students admit to cheating in-person. Many educators feel that if cheating is allowed to go unchecked, it puts students on an uneven playing field, cheapens assessments and, in some cases, \u003c/span>\u003ca href=\"https://www.hbs.edu/ris/Publication%20Files/16-137_f21f96ff-961d-4d57-a5b4-7eae7fda50c8.pdf\">\u003cspan style=\"font-weight: 400\">tarnishes a school’s reputation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To curb cheating, many schools have academic integrity policies in place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even with policies, some students will still take their chances with cheating; getting into college has only gotten harder, in addition to the internships and jobs a college degree is supposed to unlock. “We want there to be some kind of academic integrity and there are enormous pressures on students to be academically successful,” said Reich about why students opt to cheat. “They perceive the cost of not succeeding as high.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers breathed a sigh of relief when virtual proctoring technologies became available at their schools. Sophie Morton was a live proctor for her fifth grade students in Georgia when they had to take their yearly Measure of Academic Progress (MAP) test online. She monitored her students on Zoom and required them to keep their cameras on during the test. She also used GoGuardian, which allows teachers to see students’ screens. The tool gave her access to data, such as how long students spent on each question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, she was happy to have a way to keep her 5th grade students focused. “I was comfortable using it. I’m seeing your face, looking at your body language. I can see if you get up off the chair,” she said. Morton also emphasized the importance of having a relationship with her students before using surveillance and monitoring technologies. She had taught these same students the year before. “The behavior definitely could have been different or the results could have been different. They know who their teacher is versus if we would have gotten substitute teachers to monitor testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, Gilliard questions traditional testing and the proctoring services it requires because it applies a misunderstanding of how learning happens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Learning is a very social activity,” he said. For instance, a veterinarian who encounters an animal with a rare disease they’ve never seen before might go to a message board or call up a colleague to get more information about how to treat the disease. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In these old-fashioned or traditional ways of testing, there’s an idea that you’re a solitary person by yourself and the knowledge that you have in your head at that moment somehow represents your capabilities. If you don’t know the answer to a particular question at that time, then you’re somehow seen as lacking or deficient,” said Gilliard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers claim tests prepare students for their future in the real world, but students don’t see the connection between high-stakes testing and holding down a real job. “You’re going to have Google and all this other stuff at your fingertips,” said Ross. “It’s not like you’re not going to have these resources. So trying to be so rigorous and say you should know this information doesn’t make sense.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pushback from students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the age of COVID, rising prices, climate change and polarized politics, people are rethinking the value of everything. And students are questioning how they learn. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58274/safety-agency-connection-priorities-to-help-students-transition-back-to-school\">\u003cspan style=\"font-weight: 400\">During distance learning, people craved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> connection, but some students say AI proctoring has frayed the relationship between teachers and learners. While the full picture of the pandemic’s \u003c/span>\u003ca href=\"https://www.edweek.org/technology/extreme-chronic-absenteeism-pandemic-school-attendance-data-is-bleak-but-incomplete/2021/07\">\u003cspan style=\"font-weight: 400\">effects on student engagement is incomplete\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, many schools report that \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/how-bad-is-student-absenteeism-right-now-educators-tell-us/2022/01\">\u003cspan style=\"font-weight: 400\">significantly more kids are chronically absent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have been pushing back against these technologies being a part of their learning experience, with \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2020/09/students-are-pushing-back-against-proctoring-surveillance-apps\">\u003cspan style=\"font-weight: 400\">petitions springing up in dozens of states across this country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. An Ohio State University student sued his school for scanning his room before he took an online test. He claimed that it violated his Fourth Amendment right against “unreasonable search and seizure.” A federal judge ruled in the student’s favor deciding in a first-of-its-kind case that \u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">room scans violate students’ constitutional rights\u003c/a>.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zoe Harwood, an intern at Oakland-based youth organization YR Media, created \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1AOVNpZN27YA4KmWgMbVrJkMESNoBApfA3-CCcw9DFx0/edit\">\u003cspan style=\"font-weight: 400\">Surveillance U\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to highlight students’ experiences with proctoring software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want to make people more aware of [AI] proctoring and try to protect the little bit of privacy we have. Granted, we live in a day and age where – let’s face it – I don’t even know what privacy means,” said Harwood. “I have grown up my entire life with Google and Apple and Facebook and Instagram and all the major tech companies mining me for every single bit of data I have.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Surveillance U, students shared that virtual proctoring feels invasive and adds more anxiety to already stressful circumstances. Additionally, many students spoke about racial bias, telling stories similar to Ross’s about having to stand on tables to get enough light for their faces to be detected. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s this misperception that AI is colorblind when study after study, after study showed that is just not true. And the last thing I think we want to do is automate racism,” said Harwood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gilliard urges educators to discuss data and security with students instead of leveraging these technologies to exploit students further.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “They’ve grown up using a lot of these technologies, but they’ve also grown up under the microscope of these technologies,” said Gilliard. Even video monitors, at one time used to make sure babies are sleeping through the night, \u003c/span>\u003ca href=\"https://parenting.blogs.nytimes.com/2014/09/24/thanks-to-video-monitors-parents-are-the-new-big-brother/?referringSource=articleShare\">\u003cspan style=\"font-weight: 400\">have become increasingly widespread and used past the baby stage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As a result, kids are becoming used to less privacy and possibly more prone to narcissism. “Some of them don’t know, for instance, that there existed a way of being on the web in the before times when every single action that you did wasn’t tracked,” said Gilliard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the near future of AI proctoring, students have reason for concern. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As school buildings reopened and students are no longer learning from home, \u003c/span>\u003ca href=\"https://www.kqed.org/forum/2010101886864/as-more-schools-surveil-students-online-privacy-concerns-intensify\">\u003cspan style=\"font-weight: 400\">these surveillance tools don’t seem to be going anywhere any time soon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The ability to take a test at home remains appealing to those who don’t want to commute to a testing facility; even the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59002/for-those-who-need-to-take-the-sat-testing-will-shift-to-online-starting-2024-in-u-s\">\u003cspan style=\"font-weight: 400\">SATs will be offered online starting 2024 in the U.S.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools may not know it, but they play a meaningful role in teaching students privacy and data practices. Reich does an exercise with his MIT students in which he asks them to list all the data they think their school has on them. “People start with the obvious like, ‘They know my age. They know my grades,’” he said. “And then they’re like, ‘I need to have this smartphone app to use the laundry.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School-related apps, campus WiFi and even a keycard used to scan into buildings provide schools with all kinds of information about a student’s movement and online activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’ve got to think really carefully as educators [about] what kind of world we want to model and invite young people to be in,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before inviting a new technology into a school, Reich suggests school leaders do a deep dive into what these systems say they offer. “Find out what kind of research there is about them and whether or not the lofty claims that they often make have any bearing in truth and to what extent these companies are engaged in a level of hype that promises things that they can’t deliver.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though many proctoring companies say they reduce cheating, \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2021/06/long-overdue-reckoning-online-proctoring-companies-may-finally-be-here\">\u003cspan style=\"font-weight: 400\">there has been no independent research that supports this claim.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Reich also encourages schools to ask themselves a simple question: “Will this new technology make students feel like it’s okay to be surveilled?”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How to makes a class “cheat-proof”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are finding a way to make tests totally cheat-proof, and it turns out, what they’re doing is really just good teaching. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her role as distance education coordinator, Maritez Apigo was approached by students who said they don’t want to be required to use virtual proctoring services. She worked with a team of instructional designers and accessibility specialists to draft guidelines for online testing. They focused on accessibility and equity and ended up with \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Gl-9sCB6LePMYS9kIsrpeWuGHcG1gVu_Ic0iOa6kY3w/edit\">\u003cspan style=\"font-weight: 400\">a guidance memo that shows ways to break away from Scantron tests and virtual proctoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The majority of educators voted to adopt the guidelines, which lay out the equity concerns with AI proctoring and ways for educators to do “authentic assessment,” which reduces the need for proctoring services. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It takes a lot of time to create tests in general and it’s even more time-consuming to create assessments that are “cheat-proof.” “It actually requires more work to grade, especially if you’re giving feedback to students,” said Apigo. “But you do get to be more creative in your assessment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a biology class, instead of having a 100-question multiple choice test where students have to regurgitate information that they’ve memorized, an authentic assessment method may require students to instead create a brochure that might be found in a doctor’s office on a topic they studied. Alternatively, teachers can provide students with a list of topics and students can choose one to create a final project around. Students are able to demonstrate what they’ve learned while eliminating the ability to cheat because there is not one right answer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You need to set up your class keeping cheating already in mind, so it’s already part of your design. [Then] the types of assessments that you give your students are already designed so that students can’t cheat,” said Apigo.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who use authentic assessment are on the cutting edge right now, but they are few. Switching over to new assessment practices while teachers are facing increased student behavioral issues and burnout might feel impossible. Certainly, AI and Scantron tests are way easier, but if schools are tasked with providing meaningful learning experiences, caring for students’ mental health and helping young people see their place in a world without “automated racism,” isn’t it worth the effort?\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>This article was updated on August 30 to include more information about a recent court ruling related to virtual proctoring. \u003c/em>\u003c/span>\u003c/p>\n\u003cp>Amaya Ross encountered artificial intelligence (AI) proctoring this year when she tried to take her biology quiz online in her dorm room at Ohio State University. Despite repeated attempts, the software could not detect her face, so it would not let her start taking the test, which was stressful. So she started to do some troubleshooting, like getting closer to the screen, moving around her room and standing up on a table to put her face under the overhead light attached to the ceiling. None of that worked. Finally, she grabbed a flashlight to shine on her face. “And it ended up working,” she said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In person, a teacher could check Ross’s identification or monitor wandering students’ eyes during a test. But as so much learning goes online, there’s also been a growth in virtual test proctoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Virtual proctoring isn’t new – students have had lockdown browsers so they can’t go to other tabs while taking a test or have been supervised by human proctors who can watch students through webcams. But in the wake of the pandemic, AI proctoring has found a home in colleges, high schools, and even elementary schools, with some virtual proctoring companies \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/10/us/online-testing-cheating-universities-coronavirus.html\">\u003cspan style=\"font-weight: 400\">growing as much as 900%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. AI proctoring systems may scan a student’s face, ask for a 360-degree view of their workspace, and track keystrokes or mouse movement. The data is used to flag irregularities, such as unusual eye movement, additional people in the test space, navigation to another browser and talking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there are many problems with this approach. Virtual proctoring invites privacy and security concerns that don’t come into play when a teacher monitors a test in-person. For instance, the inside of one’s home is visible and recorded; the program can identify who else is there, and their scanned faces may enter a database. In January, a \u003c/span>\u003ca href=\"https://www.rtlnieuws.nl/nieuws/nederland/artikel/5273869/studenten-nederland-proctorio-hacken-plugin-uva\">\u003cspan style=\"font-weight: 400\">proctoring service was hacked, giving hackers access to students’ web history and their webcams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s all these ways that the scope and scale of these things is magnified by using these technologies,” said Chris Gilliard, a fellow at the Harvard Kennedy School Shorenstein Center. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since light was a factor, Ross had a feeling that the AI proctoring program was racially biased. After all, her light-skinned classmates didn’t seem to have any issues taking their test. Ross is Black. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These kinds of problems are well documented in AI and they \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/03/15/technology/artificial-intelligence-google-bias.html\">\u003cspan style=\"font-weight: 400\">stem from the lack of diversity in who creates the software\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The outcome is often racist. Recent examples of AI discrimination include incidents from \u003c/span>\u003ca href=\"https://www.vice.com/en/article/qj4abv/palantir-says-faulty-ai-and-privacy-regulation-are-a-risk-to-the-company\">\u003cspan style=\"font-weight: 400\">Palantir\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://theintercept.com/2018/09/06/nypd-surveillance-camera-skin-tone-search/\">\u003cspan style=\"font-weight: 400\">IBM\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://venturebeat.com/2021/09/03/bias-persists-in-face-detection-systems-from-amazon-microsoft-and-google/\">\u003cspan style=\"font-weight: 400\">Microsoft, Google and Amazon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"zxx\" dir=\"ltr\">\u003ca href=\"https://t.co/BELU35m6Bg\">pic.twitter.com/BELU35m6Bg\u003c/a>\u003c/p>\n\u003cp>— Janice Wyatt-Ross, EdD (@JaniceWyattRoss) \u003ca href=\"https://twitter.com/JaniceWyattRoss/status/1375439448582856711?ref_src=twsrc%5Etfw\">March 26, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While corporations may prioritize business interests over the harmful consequences AI can have on the broader population, schools are different. Children are still developing and discriminatory ed tech can cause lasting damage as young people grapple with their place and purpose in the world. Despite racial bias and ableism claims leveled against popular AI proctoring systems like \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2021/06/long-overdue-reckoning-online-proctoring-companies-may-finally-be-here\">\u003cspan style=\"font-weight: 400\">ExamSoft, ProctorU, and Proctorio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://er.educause.edu/articles/2021/2/proctoring-software-in-higher-ed-prevalence-and-patterns#:~:text=A%20November%202020%20Washington%20Post,had%20been%20using%20proctoring%20software.&text=The%20proctoring%20company%20Examity%20indicates,works%20with%20over%201%2C000%20institutions.\">\u003cspan style=\"font-weight: 400\">many colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continue to use proctoring software to administer millions of tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This raises questions about what’s acceptable by education decision makers and who is served by AI proctoring services. When remote learning was sudden and new, teachers who were not familiar with online proctoring felt panicked. “Test proctoring companies came along and said, ‘We have a solution to help you address some of these issues.’ And so lots of places found it easier – at least initially – to adopt those kinds of approaches,” said MIT educator \u003ca href=\"https://tsl.mit.edu/team/justin-reich/\">Justin Reich, \u003c/a>author of the book, “\u003ca href=\"https://failuretodisrupt.com/\">Failure to Disrupt: Why Technology Alone Can’t Transform Education.\u003c/a>“\u003c/span>\u003c/p>\n\u003cp>“Teachers have hard jobs and they have to make hard choices, and I’m sympathetic to folks who decide them,” he said. After all, teachers were also navigating uncertainty, anxiety, grief and loss as COVID-19 caused school closures and devastated communities. AI proctoring systems seemed to promise that testing could function normally.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because these software programs disadvantage Black and brown students – not to mention, those who don’t have adequate internet or share space with family members and siblings – Gilliard said they have no place in schools. “There’s no acceptable level of harm when we’re talking about these kinds of systems. Even if you’re only discriminating against two percent or three percent or 10 percent of your population, that’s completely unacceptable.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>100% Test Scores \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cheating is, however, a big problem, especially during distance learning, when teachers couldn’t walk up and down the rows of desks in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students kept getting 100% on their tests in Julia Anker’s precalculus class when she was teaching online during COVID-19 school closures. But when she gave out a different test that required students to explain how they got their answers, the average grade on the test was significantly lower than usual. That confirmed it for her: “There was rampant cheating,” said Anker. Phones and tech tools gave students the ability to cheat in ways that would not have been possible even ten years ago. “There are \u003c/span>\u003ca href=\"https://photomath.com/en\">\u003cspan style=\"font-weight: 400\">these apps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where they can scan the problem with their phone camera and it’ll give them the answer,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5076798519\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being new to teaching remotely, Anker didn’t feel like there was much she could do at the time. “I just told them, ‘You know what, if you guys are choosing to cheat, this is precalculus – you’re going to have a bad time in calculus next year,’” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anker wasn’t alone in being unsure about how to address cheating. It has stumped teachers since long before the pandemic. \u003c/span>\u003ca href=\"https://mds.marshall.edu/cgi/viewcontent.cgi?article=1000&context=eft_faculty\">\u003cspan style=\"font-weight: 400\">One out of three students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> admit to cheating online and the same proportion of students admit to cheating in-person. Many educators feel that if cheating is allowed to go unchecked, it puts students on an uneven playing field, cheapens assessments and, in some cases, \u003c/span>\u003ca href=\"https://www.hbs.edu/ris/Publication%20Files/16-137_f21f96ff-961d-4d57-a5b4-7eae7fda50c8.pdf\">\u003cspan style=\"font-weight: 400\">tarnishes a school’s reputation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To curb cheating, many schools have academic integrity policies in place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even with policies, some students will still take their chances with cheating; getting into college has only gotten harder, in addition to the internships and jobs a college degree is supposed to unlock. “We want there to be some kind of academic integrity and there are enormous pressures on students to be academically successful,” said Reich about why students opt to cheat. “They perceive the cost of not succeeding as high.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers breathed a sigh of relief when virtual proctoring technologies became available at their schools. Sophie Morton was a live proctor for her fifth grade students in Georgia when they had to take their yearly Measure of Academic Progress (MAP) test online. She monitored her students on Zoom and required them to keep their cameras on during the test. She also used GoGuardian, which allows teachers to see students’ screens. The tool gave her access to data, such as how long students spent on each question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, she was happy to have a way to keep her 5th grade students focused. “I was comfortable using it. I’m seeing your face, looking at your body language. I can see if you get up off the chair,” she said. Morton also emphasized the importance of having a relationship with her students before using surveillance and monitoring technologies. She had taught these same students the year before. “The behavior definitely could have been different or the results could have been different. They know who their teacher is versus if we would have gotten substitute teachers to monitor testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, Gilliard questions traditional testing and the proctoring services it requires because it applies a misunderstanding of how learning happens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Learning is a very social activity,” he said. For instance, a veterinarian who encounters an animal with a rare disease they’ve never seen before might go to a message board or call up a colleague to get more information about how to treat the disease. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In these old-fashioned or traditional ways of testing, there’s an idea that you’re a solitary person by yourself and the knowledge that you have in your head at that moment somehow represents your capabilities. If you don’t know the answer to a particular question at that time, then you’re somehow seen as lacking or deficient,” said Gilliard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers claim tests prepare students for their future in the real world, but students don’t see the connection between high-stakes testing and holding down a real job. “You’re going to have Google and all this other stuff at your fingertips,” said Ross. “It’s not like you’re not going to have these resources. So trying to be so rigorous and say you should know this information doesn’t make sense.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pushback from students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the age of COVID, rising prices, climate change and polarized politics, people are rethinking the value of everything. And students are questioning how they learn. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58274/safety-agency-connection-priorities-to-help-students-transition-back-to-school\">\u003cspan style=\"font-weight: 400\">During distance learning, people craved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> connection, but some students say AI proctoring has frayed the relationship between teachers and learners. While the full picture of the pandemic’s \u003c/span>\u003ca href=\"https://www.edweek.org/technology/extreme-chronic-absenteeism-pandemic-school-attendance-data-is-bleak-but-incomplete/2021/07\">\u003cspan style=\"font-weight: 400\">effects on student engagement is incomplete\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, many schools report that \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/how-bad-is-student-absenteeism-right-now-educators-tell-us/2022/01\">\u003cspan style=\"font-weight: 400\">significantly more kids are chronically absent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have been pushing back against these technologies being a part of their learning experience, with \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2020/09/students-are-pushing-back-against-proctoring-surveillance-apps\">\u003cspan style=\"font-weight: 400\">petitions springing up in dozens of states across this country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. An Ohio State University student sued his school for scanning his room before he took an online test. He claimed that it violated his Fourth Amendment right against “unreasonable search and seizure.” A federal judge ruled in the student’s favor deciding in a first-of-its-kind case that \u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">room scans violate students’ constitutional rights\u003c/a>.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zoe Harwood, an intern at Oakland-based youth organization YR Media, created \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1AOVNpZN27YA4KmWgMbVrJkMESNoBApfA3-CCcw9DFx0/edit\">\u003cspan style=\"font-weight: 400\">Surveillance U\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to highlight students’ experiences with proctoring software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want to make people more aware of [AI] proctoring and try to protect the little bit of privacy we have. Granted, we live in a day and age where – let’s face it – I don’t even know what privacy means,” said Harwood. “I have grown up my entire life with Google and Apple and Facebook and Instagram and all the major tech companies mining me for every single bit of data I have.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Surveillance U, students shared that virtual proctoring feels invasive and adds more anxiety to already stressful circumstances. Additionally, many students spoke about racial bias, telling stories similar to Ross’s about having to stand on tables to get enough light for their faces to be detected. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s this misperception that AI is colorblind when study after study, after study showed that is just not true. And the last thing I think we want to do is automate racism,” said Harwood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gilliard urges educators to discuss data and security with students instead of leveraging these technologies to exploit students further.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “They’ve grown up using a lot of these technologies, but they’ve also grown up under the microscope of these technologies,” said Gilliard. Even video monitors, at one time used to make sure babies are sleeping through the night, \u003c/span>\u003ca href=\"https://parenting.blogs.nytimes.com/2014/09/24/thanks-to-video-monitors-parents-are-the-new-big-brother/?referringSource=articleShare\">\u003cspan style=\"font-weight: 400\">have become increasingly widespread and used past the baby stage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As a result, kids are becoming used to less privacy and possibly more prone to narcissism. “Some of them don’t know, for instance, that there existed a way of being on the web in the before times when every single action that you did wasn’t tracked,” said Gilliard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the near future of AI proctoring, students have reason for concern. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As school buildings reopened and students are no longer learning from home, \u003c/span>\u003ca href=\"https://www.kqed.org/forum/2010101886864/as-more-schools-surveil-students-online-privacy-concerns-intensify\">\u003cspan style=\"font-weight: 400\">these surveillance tools don’t seem to be going anywhere any time soon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The ability to take a test at home remains appealing to those who don’t want to commute to a testing facility; even the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59002/for-those-who-need-to-take-the-sat-testing-will-shift-to-online-starting-2024-in-u-s\">\u003cspan style=\"font-weight: 400\">SATs will be offered online starting 2024 in the U.S.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools may not know it, but they play a meaningful role in teaching students privacy and data practices. Reich does an exercise with his MIT students in which he asks them to list all the data they think their school has on them. “People start with the obvious like, ‘They know my age. They know my grades,’” he said. “And then they’re like, ‘I need to have this smartphone app to use the laundry.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School-related apps, campus WiFi and even a keycard used to scan into buildings provide schools with all kinds of information about a student’s movement and online activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’ve got to think really carefully as educators [about] what kind of world we want to model and invite young people to be in,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before inviting a new technology into a school, Reich suggests school leaders do a deep dive into what these systems say they offer. “Find out what kind of research there is about them and whether or not the lofty claims that they often make have any bearing in truth and to what extent these companies are engaged in a level of hype that promises things that they can’t deliver.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though many proctoring companies say they reduce cheating, \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2021/06/long-overdue-reckoning-online-proctoring-companies-may-finally-be-here\">\u003cspan style=\"font-weight: 400\">there has been no independent research that supports this claim.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Reich also encourages schools to ask themselves a simple question: “Will this new technology make students feel like it’s okay to be surveilled?”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How to makes a class “cheat-proof”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are finding a way to make tests totally cheat-proof, and it turns out, what they’re doing is really just good teaching. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her role as distance education coordinator, Maritez Apigo was approached by students who said they don’t want to be required to use virtual proctoring services. She worked with a team of instructional designers and accessibility specialists to draft guidelines for online testing. They focused on accessibility and equity and ended up with \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Gl-9sCB6LePMYS9kIsrpeWuGHcG1gVu_Ic0iOa6kY3w/edit\">\u003cspan style=\"font-weight: 400\">a guidance memo that shows ways to break away from Scantron tests and virtual proctoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The majority of educators voted to adopt the guidelines, which lay out the equity concerns with AI proctoring and ways for educators to do “authentic assessment,” which reduces the need for proctoring services. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It takes a lot of time to create tests in general and it’s even more time-consuming to create assessments that are “cheat-proof.” “It actually requires more work to grade, especially if you’re giving feedback to students,” said Apigo. “But you do get to be more creative in your assessment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a biology class, instead of having a 100-question multiple choice test where students have to regurgitate information that they’ve memorized, an authentic assessment method may require students to instead create a brochure that might be found in a doctor’s office on a topic they studied. Alternatively, teachers can provide students with a list of topics and students can choose one to create a final project around. Students are able to demonstrate what they’ve learned while eliminating the ability to cheat because there is not one right answer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You need to set up your class keeping cheating already in mind, so it’s already part of your design. [Then] the types of assessments that you give your students are already designed so that students can’t cheat,” said Apigo.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who use authentic assessment are on the cutting edge right now, but they are few. Switching over to new assessment practices while teachers are facing increased student behavioral issues and burnout might feel impossible. Certainly, AI and Scantron tests are way easier, but if schools are tasked with providing meaningful learning experiences, caring for students’ mental health and helping young people see their place in a world without “automated racism,” isn’t it worth the effort?\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Ten Jobs That Should Be Safe From Automation",
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"content": "\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/ten-jobs-that-are-safe-from-robots/\">\u003cem>robots and jobs\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">our newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>Yes, the robots are definitely coming for the jobs of America’s \u003ca href=\"https://www.bls.gov/ooh/sales/cashiers.htm\">3.5 million cashiers\u003c/a>. Just ask the retail workers who’ve already been \u003ca href=\"https://www.cnbc.com/2018/01/09/between-walmart-and-kroger-500-stores-are-about-to-ditch-cashiers.html\">displaced \u003c/a>\u003ca href=\"https://www.cnbc.com/2018/01/09/between-walmart-and-kroger-500-stores-are-about-to-ditch-cashiers.html\">by\u003c/a>\u003ca href=\"https://www.cnbc.com/2018/01/09/between-walmart-and-kroger-500-stores-are-about-to-ditch-cashiers.html\"> automated checkout machines\u003c/a>. Robots may also be coming for radiologists, whose expertise diagnosing diseases through X-rays and MRIs is facing stiff \u003ca href=\"https://www.newyorker.com/magazine/2017/04/03/ai-versus-md\">competition from artificial intelligence\u003c/a>. And robots are starting to do some of the work in professions as diverse as \u003ca href=\"https://www.washingtonpost.com/news/innovations/wp/2018/05/17/will-robots-replace-chefs-at-this-new-boston-restaurant-they-already-have/?utm_term=.de9a87225e7b\">chef\u003c/a>, \u003ca href=\"http://www.chicagotribune.com/business/ct-white-collar-job-automation-0910-biz-20170907-story.html\">office clerk\u003c/a> and \u003ca href=\"https://www.wired.com/2016/10/ubers-self-driving-truck-makes-first-delivery-50000-beers/\">tractor-trailer operator\u003c/a>.\u003c/p>\n\u003cp>For most of us, though, the robot invasion will simply change the tasks we do, not destroy our jobs altogether. That’s according to researchers who study the impact of automation on jobs. They also note that, as the spread of artificial intelligence automates the rote parts of our jobs, it will not only force us to upgrade our skills but also free us up to take on more sophisticated tasks. Meanwhile, the education system will have to adapt by focusing on giving people the high-level problem-solving and interpersonal skills that robots may never be able to master.\u003c/p>\n\u003cp>Over the next decade, at least one-third of the tasks in about \u003ca href=\"https://www.mckinsey.com/featured-insights/future-of-organizations-and-work/jobs-lost-jobs-gained-what-the-future-of-work-will-mean-for-jobs-skills-and-wages\">60 percent\u003c/a> of jobs could be automated, according to research by consulting firm McKinsey & Company. Globally, the firm estimates that up to \u003ca href=\"https://www.mckinsey.com/featured-insights/future-of-organizations-and-work/jobs-lost-jobs-gained-what-the-future-of-work-will-mean-for-jobs-skills-and-wages\">30 percent\u003c/a> of current work hours will be automated. Less than \u003ca href=\"https://www.mckinsey.com/featured-insights/digital-disruption/harnessing-automation-for-a-future-that-works\">5 percent\u003c/a> of jobs, McKinsey says, will disappear completely in that period. Here, we take a look at jobs that, to the extent that workforce and automation research can predict the future, will continue to depend largely on uniquely human skills, thus remaining relatively robot-proof.\u003c/p>\n\u003cp>The most vulnerable jobs are low-skill positions in very structured and predictable settings, such as heavy-machinery operations and fast-food work. Significant parts of white-collar jobs that involve collecting and processing information — paralegal work, accounting and mortgage origination, for example — are also likely to be automated. “The jobs that will go away are the jobs that are routine in nature,” said Joseph B. Fuller, professor of management practice at Harvard Business School. Jobs that don't require much deviation from a central task, he noted, are the easiest to describe in an algorithm and thus prime candidates for automation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In contrast, robot-proof jobs tend to involve tasks like decision-making and problem-solving, and require a flexible mindset and a willingness to multitask. They’re also likely to require higher education, according to a Georgetown University Center on Education and the Workforce analysis conducted for The Hechinger Report. “For the most part, a bachelor’s degree has a higher probability of giving you automation protection,” said Megan Fasules, an assistant professor and research economist at the center who compiled the data. “So even if my job has a degree of automation, a bachelor’s degree might allow me to have the skills to adapt to changes more easily.”\u003c/p>\n\u003cp>As artificial intelligence enters workplaces, many jobs will become hybrid versions of earlier jobs. Job roles and skills will mix together in new ways — forcing education programs to adapt as well. For example, Harvard’s Fuller cites the growing demand for registered nurses with specialized computer science skills. “I’ve looked all across the U.S., there is no such education program available.”\u003c/p>\n\u003cp>Workers in all job levels will need to keep sharpening their skills and continuing to learn, according to Benjamin Pring, co-founder and managing director of The Center for the Future of Work, a research unit funded by Cognizant, a tech services company. “If you’re a doctor, you should aim to be an even smarter doctor. If you’re a garbage collector, you should aim to be a smarter garbage collector.”\u003c/p>\n\u003cfigure id=\"attachment_52195\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52195\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/GonserRobotProofJobs2-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-1200x799.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-960x639.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A high school teacher in New York helps a student during class. Due to its highly interpersonal nature, high school teaching ranks very low on the automation-risk scale. \u003ccite>(The Hechinger Report/Jackie Mader)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He says that a more \u003ca href=\"https://hechingerreport.org/is-the-new-education-reform-hiding-in-plain-sight/\">personalized method\u003c/a> of education, rather than a one-size-fits-all approach, may do the best job of preparing young people for the future work environment. Whereas traditional, standardized teaching models work for motivated students, they often leave less motivated or struggling students behind, he says. “A more personalized approach, where the performance of each child is improved, will create, in aggregate, smarter people who can thrive in this era in which tools and machines are smarter than ourselves,” said Pring.\u003c/p>\n\u003cp>But there’s only so much educators, and workers, can do now to prepare. “The notion that we can train someone in 2018 for job requirements in 2028 isn’t realistic,” Fuller said. Given the fast pace of change, job training will have to be fluid rather than static, helping people gather the skills to survive as workplaces and needs continuously evolve.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=OjJvDiZJeGE]\u003c/p>\n\u003cp>In its analysis for The Hechinger Report, the Georgetown University Center on Education and the Workforce identified 10 robot-proof jobs, in sizable fields that pay a solid middle-class wage. The analysis was based on information from the \u003ca href=\"https://www.onetcenter.org/whatsnew.html\">O*NET Resource Center\u003c/a> and the U.S. Census Bureau, American Community Survey, 2016. Job wages and details are from the Bureau of Labor Statistics.\u003c/p>\n\u003cp>\u003cstrong>Best robot-proof jobs requiring a high-school degree but no college:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Automotive body and glass repairs\u003c/strong>\u003c/p>\n\u003cp>With a median wage of \u003ca href=\"https://www.bls.gov/ooh/installation-maintenance-and-repair/automotive-service-technicians-and-mechanics.htm\">$40,580\u003c/a>, this is among the better jobs that don’t call for education beyond high school — especially now that auto shops are well-ventilated, so that fumes and dust are dispersed. And because this job requires technical knowledge plus problem-solving and customer service skills, it has a low risk of automation.\u003c/p>\n\u003cp>\u003cstrong>Heavy vehicle and mobile equipment service technicians\u003c/strong>\u003c/p>\n\u003cp>These mechanics inspect and repair the vehicles and machinery used in such growing fields as construction, farming and rail transportation. Employers will hire workers right out of high school, though postsecondary training is an asset. With a median wage of \u003ca href=\"https://www.bls.gov/ooh/installation-maintenance-and-repair/heavy-vehicle-and-mobile-equipment-service-technicians.htm\">$49,440\u003c/a> and required (and robot-proof) customer service and problem-solving skills and technical know-how, the real downside to this job is that it’s tough, physical and often dirty work.\u003c/p>\n\u003cp>\u003cstrong>Best robot-proof jobs requiring a certification or 2-year degree:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Bus and truck mechanics and diesel engine specialists\u003c/strong>\u003c/p>\n\u003cp>Industry certification in diesel engine repair, or other postsecondary preparation, is strongly preferred for this job. This is physically demanding work, often in noisy repair shops, and it pays a middle-class wage of \u003ca href=\"https://www.bls.gov/ooh/installation-maintenance-and-repair/diesel-service-technicians-and-mechanics.htm\">$46,360\u003c/a>. Because this job requires the ability to troubleshoot, deal with customers and handle sophisticated technology such as engine diagnostic software, it rates low for automation risk.\u003c/p>\n\u003cp>\u003cstrong>Line installers and workers\u003c/strong>\u003c/p>\n\u003cp>Line workers install and repair electrical power systems and telecommunications cables. The job requires a high school diploma, technical certification and on-the-job training, and it can be physically demanding and hazardous. Still, because of the degree of customer interaction, complex problem-solving and critical thinking involved in the job, it is relatively automation-proof and pays \u003ca href=\"https://www.bls.gov/ooh/Installation-Maintenance-and-Repair/Line-installers-and-repairers.htm\">$64,190\u003c/a> per year.\u003c/p>\n\u003cp>\u003cstrong>Best robot-proof jobs requiring a bachelor’s degree or more:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>High school teachers\u003c/strong>\u003c/p>\n\u003cp>High school teachers need at least a bachelor’s degree and, to work in public schools, a teaching license or certification. The median wage is \u003ca href=\"https://www.bls.gov/ooh/education-training-and-library/high-school-teachers.htm\">$59,170\u003c/a> and, with some variation by region, employment in the profession is expected to grow. While there is the big upside of summer and holiday vacations, this advantage is offset by the reality that teachers tend to work evenings and weekends grading papers and preparing lessons. Due to its highly interpersonal nature, high school teaching ranks very low on the automation-risk scale.\u003c/p>\n\u003cp>\u003cstrong>Occupational therapists\u003c/strong>\u003c/p>\n\u003cp>Occupational therapists work in settings such as hospitals and schools to help ill, injured or disabled people build the skills needed for everyday life. Demand for the jobs, which pay an average of \u003ca href=\"https://www.bls.gov/ooh/healthcare/occupational-therapists.htm\">$83,200\u003c/a>, is increasing rapidly: Employment is projected to grow 24 percent in the next decade. This job requires sophisticated reasoning, strong communication skills and high-level problem-solving and decision-making abilities — making it an unpredictable, challenging and thus robot-proof job.\u003c/p>\n\u003cp>\u003cstrong>Special education teachers\u003c/strong>\u003c/p>\n\u003cp>Special education teachers work with students with disabilities, from preschool through high school, and earn a median annual wage of \u003ca href=\"https://www.bls.gov/ooh/education-training-and-library/special-education-teachers.htm\">$58,980\u003c/a>. This job requires a bachelor’s degree and a state certification or license. While some special education teachers receive summers and holidays off, many work year-round. The job’s automation-proof skills include the ability to build strong relationships with students and co-workers, modify curriculum based on students’ needs and assess students’ abilities.\u003c/p>\n\u003cp>\u003cstrong>Aerospace engineers\u003c/strong>\u003c/p>\n\u003cp>Investment in redesigning aircraft to be quieter and more fuel efficient is driving job creation for aerospace engineers. With a median annual wage of \u003ca href=\"https://www.bls.gov/ooh/architecture-and-engineering/aerospace-engineers.htm\">$113,030\u003c/a>, positions require a bachelor’s degree in aerospace engineering or a related science or engineering field. Workers must possess deep technical knowledge, critical-thinking skills and complex problem-solving abilities, among many other automation-proof skills.\u003c/p>\n\u003cp>\u003cstrong>Nurse practitioners and nurse midwives\u003c/strong>\u003c/p>\n\u003cp>Nurse practitioners and nurse midwives need a master’s degree and a state license, at minimum; they must also pass a national certification exam. The average annual wage is \u003ca href=\"https://www.bls.gov/ooh/healthcare/nurse-anesthetists-nurse-midwives-and-nurse-practitioners.htm\">$110,930\u003c/a>. As Americans age, this job sector is projected to grow a whopping 31 percent in the next decade. Because this job requires a unique and demanding combination of critical-thinking and social skills and adaptability, it ranks low for risk of automation.\u003c/p>\n\u003cp>\u003cstrong>Writers and authors\u003c/strong>\u003c/p>\n\u003cp>These jobs — \u003ca href=\"https://www.bls.gov/ooh/media-and-communication/writers-and-authors.htm#tab-1\">in copy and technical writing, book authorship and other fields\u003c/a> — pay a median annual wage of $61,820 and generally require at least a bachelor’s degree. While computer programs are starting to \u003ca href=\"https://www.poynter.org/news/will-robots-automate-our-journalism-jobs-many-ways-they-already-have\">produce simple news articles\u003c/a>, the overall threat of a robot penning the next novel you read, or the next advertising jingle you hear, is very low.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/ten-jobs-that-are-safe-from-robots/\">\u003cem>robots and jobs\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">our newsletter\u003c/a>\u003cem>. Do you have questions about the future of work? Submit them \u003ca href=\"https://hechingerreport.org/special-reports/map-to-the-middle-class/\">here\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "By 2028, likely one-third of the current tasks in most jobs will be automated. Competing with robots will require adaptability and, for the best jobs, a college education. The Center on Education and the Workforce says that the middle-class jobs at lowest risk of automation include aerospace engineers and nurse practitioners.\r\n",
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"description": "By 2028, likely one-third of the current tasks in most jobs will be automated. Competing with robots will require adaptability and, for the best jobs, a college education. The Center on Education and the Workforce says that the middle-class jobs at lowest risk of automation include aerospace engineers and nurse practitioners.\r\n",
"title": "Ten Jobs That Should Be Safe From Automation | KQED",
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"headline": "Ten Jobs That Should Be Safe From Automation",
"datePublished": "2018-09-18T09:35:41-07:00",
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"nprByline": "\u003ca href=\"http://hechingerreport.org/\">Sarah Gonser, The Hechinger Report\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/ten-jobs-that-are-safe-from-robots/\">\u003cem>robots and jobs\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">our newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>Yes, the robots are definitely coming for the jobs of America’s \u003ca href=\"https://www.bls.gov/ooh/sales/cashiers.htm\">3.5 million cashiers\u003c/a>. Just ask the retail workers who’ve already been \u003ca href=\"https://www.cnbc.com/2018/01/09/between-walmart-and-kroger-500-stores-are-about-to-ditch-cashiers.html\">displaced \u003c/a>\u003ca href=\"https://www.cnbc.com/2018/01/09/between-walmart-and-kroger-500-stores-are-about-to-ditch-cashiers.html\">by\u003c/a>\u003ca href=\"https://www.cnbc.com/2018/01/09/between-walmart-and-kroger-500-stores-are-about-to-ditch-cashiers.html\"> automated checkout machines\u003c/a>. Robots may also be coming for radiologists, whose expertise diagnosing diseases through X-rays and MRIs is facing stiff \u003ca href=\"https://www.newyorker.com/magazine/2017/04/03/ai-versus-md\">competition from artificial intelligence\u003c/a>. And robots are starting to do some of the work in professions as diverse as \u003ca href=\"https://www.washingtonpost.com/news/innovations/wp/2018/05/17/will-robots-replace-chefs-at-this-new-boston-restaurant-they-already-have/?utm_term=.de9a87225e7b\">chef\u003c/a>, \u003ca href=\"http://www.chicagotribune.com/business/ct-white-collar-job-automation-0910-biz-20170907-story.html\">office clerk\u003c/a> and \u003ca href=\"https://www.wired.com/2016/10/ubers-self-driving-truck-makes-first-delivery-50000-beers/\">tractor-trailer operator\u003c/a>.\u003c/p>\n\u003cp>For most of us, though, the robot invasion will simply change the tasks we do, not destroy our jobs altogether. That’s according to researchers who study the impact of automation on jobs. They also note that, as the spread of artificial intelligence automates the rote parts of our jobs, it will not only force us to upgrade our skills but also free us up to take on more sophisticated tasks. Meanwhile, the education system will have to adapt by focusing on giving people the high-level problem-solving and interpersonal skills that robots may never be able to master.\u003c/p>\n\u003cp>Over the next decade, at least one-third of the tasks in about \u003ca href=\"https://www.mckinsey.com/featured-insights/future-of-organizations-and-work/jobs-lost-jobs-gained-what-the-future-of-work-will-mean-for-jobs-skills-and-wages\">60 percent\u003c/a> of jobs could be automated, according to research by consulting firm McKinsey & Company. Globally, the firm estimates that up to \u003ca href=\"https://www.mckinsey.com/featured-insights/future-of-organizations-and-work/jobs-lost-jobs-gained-what-the-future-of-work-will-mean-for-jobs-skills-and-wages\">30 percent\u003c/a> of current work hours will be automated. Less than \u003ca href=\"https://www.mckinsey.com/featured-insights/digital-disruption/harnessing-automation-for-a-future-that-works\">5 percent\u003c/a> of jobs, McKinsey says, will disappear completely in that period. Here, we take a look at jobs that, to the extent that workforce and automation research can predict the future, will continue to depend largely on uniquely human skills, thus remaining relatively robot-proof.\u003c/p>\n\u003cp>The most vulnerable jobs are low-skill positions in very structured and predictable settings, such as heavy-machinery operations and fast-food work. Significant parts of white-collar jobs that involve collecting and processing information — paralegal work, accounting and mortgage origination, for example — are also likely to be automated. “The jobs that will go away are the jobs that are routine in nature,” said Joseph B. Fuller, professor of management practice at Harvard Business School. Jobs that don't require much deviation from a central task, he noted, are the easiest to describe in an algorithm and thus prime candidates for automation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In contrast, robot-proof jobs tend to involve tasks like decision-making and problem-solving, and require a flexible mindset and a willingness to multitask. They’re also likely to require higher education, according to a Georgetown University Center on Education and the Workforce analysis conducted for The Hechinger Report. “For the most part, a bachelor’s degree has a higher probability of giving you automation protection,” said Megan Fasules, an assistant professor and research economist at the center who compiled the data. “So even if my job has a degree of automation, a bachelor’s degree might allow me to have the skills to adapt to changes more easily.”\u003c/p>\n\u003cp>As artificial intelligence enters workplaces, many jobs will become hybrid versions of earlier jobs. Job roles and skills will mix together in new ways — forcing education programs to adapt as well. For example, Harvard’s Fuller cites the growing demand for registered nurses with specialized computer science skills. “I’ve looked all across the U.S., there is no such education program available.”\u003c/p>\n\u003cp>Workers in all job levels will need to keep sharpening their skills and continuing to learn, according to Benjamin Pring, co-founder and managing director of The Center for the Future of Work, a research unit funded by Cognizant, a tech services company. “If you’re a doctor, you should aim to be an even smarter doctor. If you’re a garbage collector, you should aim to be a smarter garbage collector.”\u003c/p>\n\u003cfigure id=\"attachment_52195\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52195\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/GonserRobotProofJobs2-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-1200x799.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-960x639.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/GonserRobotProofJobs2-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A high school teacher in New York helps a student during class. Due to its highly interpersonal nature, high school teaching ranks very low on the automation-risk scale. \u003ccite>(The Hechinger Report/Jackie Mader)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He says that a more \u003ca href=\"https://hechingerreport.org/is-the-new-education-reform-hiding-in-plain-sight/\">personalized method\u003c/a> of education, rather than a one-size-fits-all approach, may do the best job of preparing young people for the future work environment. Whereas traditional, standardized teaching models work for motivated students, they often leave less motivated or struggling students behind, he says. “A more personalized approach, where the performance of each child is improved, will create, in aggregate, smarter people who can thrive in this era in which tools and machines are smarter than ourselves,” said Pring.\u003c/p>\n\u003cp>But there’s only so much educators, and workers, can do now to prepare. “The notion that we can train someone in 2018 for job requirements in 2028 isn’t realistic,” Fuller said. Given the fast pace of change, job training will have to be fluid rather than static, helping people gather the skills to survive as workplaces and needs continuously evolve.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/OjJvDiZJeGE'\n title='//www.youtube.com/embed/OjJvDiZJeGE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In its analysis for The Hechinger Report, the Georgetown University Center on Education and the Workforce identified 10 robot-proof jobs, in sizable fields that pay a solid middle-class wage. The analysis was based on information from the \u003ca href=\"https://www.onetcenter.org/whatsnew.html\">O*NET Resource Center\u003c/a> and the U.S. Census Bureau, American Community Survey, 2016. Job wages and details are from the Bureau of Labor Statistics.\u003c/p>\n\u003cp>\u003cstrong>Best robot-proof jobs requiring a high-school degree but no college:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Automotive body and glass repairs\u003c/strong>\u003c/p>\n\u003cp>With a median wage of \u003ca href=\"https://www.bls.gov/ooh/installation-maintenance-and-repair/automotive-service-technicians-and-mechanics.htm\">$40,580\u003c/a>, this is among the better jobs that don’t call for education beyond high school — especially now that auto shops are well-ventilated, so that fumes and dust are dispersed. And because this job requires technical knowledge plus problem-solving and customer service skills, it has a low risk of automation.\u003c/p>\n\u003cp>\u003cstrong>Heavy vehicle and mobile equipment service technicians\u003c/strong>\u003c/p>\n\u003cp>These mechanics inspect and repair the vehicles and machinery used in such growing fields as construction, farming and rail transportation. Employers will hire workers right out of high school, though postsecondary training is an asset. With a median wage of \u003ca href=\"https://www.bls.gov/ooh/installation-maintenance-and-repair/heavy-vehicle-and-mobile-equipment-service-technicians.htm\">$49,440\u003c/a> and required (and robot-proof) customer service and problem-solving skills and technical know-how, the real downside to this job is that it’s tough, physical and often dirty work.\u003c/p>\n\u003cp>\u003cstrong>Best robot-proof jobs requiring a certification or 2-year degree:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Bus and truck mechanics and diesel engine specialists\u003c/strong>\u003c/p>\n\u003cp>Industry certification in diesel engine repair, or other postsecondary preparation, is strongly preferred for this job. This is physically demanding work, often in noisy repair shops, and it pays a middle-class wage of \u003ca href=\"https://www.bls.gov/ooh/installation-maintenance-and-repair/diesel-service-technicians-and-mechanics.htm\">$46,360\u003c/a>. Because this job requires the ability to troubleshoot, deal with customers and handle sophisticated technology such as engine diagnostic software, it rates low for automation risk.\u003c/p>\n\u003cp>\u003cstrong>Line installers and workers\u003c/strong>\u003c/p>\n\u003cp>Line workers install and repair electrical power systems and telecommunications cables. The job requires a high school diploma, technical certification and on-the-job training, and it can be physically demanding and hazardous. Still, because of the degree of customer interaction, complex problem-solving and critical thinking involved in the job, it is relatively automation-proof and pays \u003ca href=\"https://www.bls.gov/ooh/Installation-Maintenance-and-Repair/Line-installers-and-repairers.htm\">$64,190\u003c/a> per year.\u003c/p>\n\u003cp>\u003cstrong>Best robot-proof jobs requiring a bachelor’s degree or more:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>High school teachers\u003c/strong>\u003c/p>\n\u003cp>High school teachers need at least a bachelor’s degree and, to work in public schools, a teaching license or certification. The median wage is \u003ca href=\"https://www.bls.gov/ooh/education-training-and-library/high-school-teachers.htm\">$59,170\u003c/a> and, with some variation by region, employment in the profession is expected to grow. While there is the big upside of summer and holiday vacations, this advantage is offset by the reality that teachers tend to work evenings and weekends grading papers and preparing lessons. Due to its highly interpersonal nature, high school teaching ranks very low on the automation-risk scale.\u003c/p>\n\u003cp>\u003cstrong>Occupational therapists\u003c/strong>\u003c/p>\n\u003cp>Occupational therapists work in settings such as hospitals and schools to help ill, injured or disabled people build the skills needed for everyday life. Demand for the jobs, which pay an average of \u003ca href=\"https://www.bls.gov/ooh/healthcare/occupational-therapists.htm\">$83,200\u003c/a>, is increasing rapidly: Employment is projected to grow 24 percent in the next decade. This job requires sophisticated reasoning, strong communication skills and high-level problem-solving and decision-making abilities — making it an unpredictable, challenging and thus robot-proof job.\u003c/p>\n\u003cp>\u003cstrong>Special education teachers\u003c/strong>\u003c/p>\n\u003cp>Special education teachers work with students with disabilities, from preschool through high school, and earn a median annual wage of \u003ca href=\"https://www.bls.gov/ooh/education-training-and-library/special-education-teachers.htm\">$58,980\u003c/a>. This job requires a bachelor’s degree and a state certification or license. While some special education teachers receive summers and holidays off, many work year-round. The job’s automation-proof skills include the ability to build strong relationships with students and co-workers, modify curriculum based on students’ needs and assess students’ abilities.\u003c/p>\n\u003cp>\u003cstrong>Aerospace engineers\u003c/strong>\u003c/p>\n\u003cp>Investment in redesigning aircraft to be quieter and more fuel efficient is driving job creation for aerospace engineers. With a median annual wage of \u003ca href=\"https://www.bls.gov/ooh/architecture-and-engineering/aerospace-engineers.htm\">$113,030\u003c/a>, positions require a bachelor’s degree in aerospace engineering or a related science or engineering field. Workers must possess deep technical knowledge, critical-thinking skills and complex problem-solving abilities, among many other automation-proof skills.\u003c/p>\n\u003cp>\u003cstrong>Nurse practitioners and nurse midwives\u003c/strong>\u003c/p>\n\u003cp>Nurse practitioners and nurse midwives need a master’s degree and a state license, at minimum; they must also pass a national certification exam. The average annual wage is \u003ca href=\"https://www.bls.gov/ooh/healthcare/nurse-anesthetists-nurse-midwives-and-nurse-practitioners.htm\">$110,930\u003c/a>. As Americans age, this job sector is projected to grow a whopping 31 percent in the next decade. Because this job requires a unique and demanding combination of critical-thinking and social skills and adaptability, it ranks low for risk of automation.\u003c/p>\n\u003cp>\u003cstrong>Writers and authors\u003c/strong>\u003c/p>\n\u003cp>These jobs — \u003ca href=\"https://www.bls.gov/ooh/media-and-communication/writers-and-authors.htm#tab-1\">in copy and technical writing, book authorship and other fields\u003c/a> — pay a median annual wage of $61,820 and generally require at least a bachelor’s degree. While computer programs are starting to \u003ca href=\"https://www.poynter.org/news/will-robots-automate-our-journalism-jobs-many-ways-they-already-have\">produce simple news articles\u003c/a>, the overall threat of a robot penning the next novel you read, or the next advertising jingle you hear, is very low.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/ten-jobs-that-are-safe-from-robots/\">\u003cem>robots and jobs\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">our newsletter\u003c/a>\u003cem>. Do you have questions about the future of work? Submit them \u003ca href=\"https://hechingerreport.org/special-reports/map-to-the-middle-class/\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "More States Opting To 'Robo-Grade' Student Essays By Computer",
"title": "More States Opting To 'Robo-Grade' Student Essays By Computer",
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"content": "\u003cp>Here's a little pop quiz.\u003c/p>\n\u003cp>Multiple-choice tests are useful because:\u003c/p>\n\u003cp>A: They're cheap to score.\u003c/p>\n\u003cp>B: They can be scored quickly.\u003c/p>\n\u003cp>C: They score without human bias.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>D: All of the above.\u003c/p>\n\u003cp>It would take a computer about a nano-second to mark \"D\" as the correct answer. That's easy.\u003c/p>\n\u003cp>But now, machines are also grading students' essays. Computers are scoring long form answers on anything from the fall of the Roman Empire, to the pros and cons of government regulations.\u003c/p>\n\u003cp>Developers of so-called \"robo-graders\" say they understand why many students and teachers would be skeptical of the idea. But they insist, with computers already doing jobs as complicated and as fraught as driving cars, detecting cancer, and carrying on conversations, they can certainly handle grading students' essays.\u003c/p>\n\u003cp>\"I've been working on this now for about 25 years, and I feel that ... the time is right and it's really starting to be used now,\" says Peter Foltz, a research professor at the University of Colorado, Boulder. He's also vice president for research for Pearson, the company whose automated scoring program graded some 34 million student essays on state and national high-stakes tests last year. \"There will always be people who don't trust it ... but we're seeing a lot more breakthroughs in areas like content understanding, and AI is now able to do things which they couldn't do really well before.\"\u003c/p>\n\u003cp>Foltz says computers \"learn\" what's considered good writing by analyzing essays graded by humans. Then, the automated programs score essays themselves by scanning for those same features.\u003c/p>\n\u003cp>\"We have artificial intelligence techniques which can judge anywhere from 50 to 100 features,\" Foltz says. That includes not only basics like spelling and grammar, but also whether a student is on topic, the coherence or the flow of an argument, and the complexity of word choice and sentence structure. \"We've done a number of studies to show that the scoring can be highly accurate,\" he says.\u003c/p>\n\u003cp>To demonstrate, he takes a not-so-stellar sample essay, rife with spelling mistakes and sentence fragments, and runs it by the robo-grader, which instantly spits back a not-so-stellar score.\u003c/p>\n\u003cp>\"It gives an overall score of two out of four,\" Foltz explains. The computer also breaks it down in several categories of sub-scores showing, for example, a one on spelling and grammar, and a two on task and focus.\u003c/p>\n\u003cp>Several states including Utah and Ohio already use automated grading on their standardized tests. Cyndee Carter, assessment development coordinator for the Utah State Board of Education, says the state began very cautiously, at first making sure every machine-graded essay was \u003cem>also\u003c/em> read by a real person. But she says the computer scoring has proven \"spot-on\" and Utah now lets machines be the sole judge of the vast majority of essays. In about 20 percent of cases, she says, when the computer detects something unusual, or is on the fence between two scores, it flags an essay for human review. But all in all, she says the automated scoring system has been a boon for the state, not only for the cost savings, but also because it enables teachers to get test results back in minutes rather than months.\u003c/p>\n\u003cp>Massachusetts is among those now intrigued by the possibilities, and considering jumping on the bandwagon to have computers score essays on its state-wide Massachusetts Comprehensive Assessment System (MCAS) tests.\u003c/p>\n\u003cp>Commissioner of Elementary and Secondary Education Jeffrey C. Riley called the prospect \"exciting\" at a recent Board of Elementary and Secondary Education meeting outlining plans to look into the idea. \"I'm suspending belief that this is possible,\" he said.\u003c/p>\n\u003cp>Department Of Education Deputy Commissioner Jeff Wulfson cited \"huge advances in artificial intelligence in the last few years\" and cracked, \"I asked Alexa whether she thought we'd ever be able to use computers to reliably score tests, and she said absolutely.\"\u003c/p>\n\u003cp>But many teachers are unconvinced.\u003c/p>\n\u003cp>\"The idea is bananas, as far as I'm concerned,\" says Kelly Henderson, an English teacher at Newton South High School just outside Boston. \"An art form, a form of expression being evaluated by an algorithm is patently ridiculous.\"\u003c/p>\n\u003cp>Another English teacher, Robyn Marder, nods her head in agreement. \"What about original ideas? Where is room for creativity of expression? A computer is going to miss all of that,\" she says.\u003c/p>\n\u003cp>Marder and Henderson worry robo-graders will just encourage the worst kind of formulaic writing.\u003c/p>\n\u003cp>\"What is the computer program going to reward?\" Henderson challenges. \"Is it going to reward some vapid drivel that happens to be structurally sound?\"\u003c/p>\n\u003cp>\u003cstrong>Robo-graders' kryptonite\u003c/strong>\u003c/p>\n\u003cp>Turns out that's an easy question to answer, thanks to MIT research affiliate, and longtime-critic of automated scoring, Les Perelman. He's designed what you might think of as robo-graders' kryptonite, to expose what he sees as the weakness and absurdity of automated scoring. Called the Babel (\"Basic Automatic B.S. Essay Language\") Generator, it works like a computerized Mad Libs, creating essays that make zero sense, but earn top scores from robo-graders.\u003c/p>\n\u003cp>To demonstrate, he calls up a practice question for the GRE exam that's graded with the same algorithms that actual tests are. He then enters three words related to the essay prompt into his Babel Generator, which instantly spits back a 500-word wonder, replete with a plethora of obscure multisyllabic synonyms:\u003c/p>\n\u003cp>\u003cem>\"History by mimic has not, and presumably never will be precipitously but blithely ensconced. Society will always encompass imaginativeness; many of scrutinizations but a few for an amanuensis. The perjured imaginativeness lies in the area of theory of knowledge but also the field of literature. Instead of enthralling the analysis, grounds constitutes both a disparaging quip and a diligent explanation.\"\u003c/em>\u003c/p>\n\u003cp>\"It makes absolutely no sense,\" he says, shaking his head. \"There is no meaning. It's not real writing.\"\u003c/p>\n\u003cp>But Perelman promises that won't matter to the robo-grader. And sure enough, when he submits it to the GRE automated scoring system, it gets a perfect score: 6 out of 6, which according to the GRE, means it \"presents a cogent, well-articulated analysis of the issue and conveys meaning skillfully.\"\u003c/p>\n\u003cp>\"It's so scary that it works,\" Perelman sighs. \"Machines are very brilliant for certain things and very stupid on other things. This is a case where the machines are very, very stupid.\"\u003c/p>\n\u003cp>Because computers can only count, and cannot actually understand meaning, he says, facts are irrelevant to the algorithm. \"So you can write that the War of 1812 began in 1945, and that wouldn't count against you at all,\" he says. \"In fact it would count for you because [the computer would consider it to be] good detail.\"\u003c/p>\n\u003cp>Perelman says his Babel Generator also proves how easy it is to game the system. While students are not going to walk into a standardized test with a Babel Generator in their back pocket, he says, they \u003cem>will\u003c/em> quickly learn they can fool the algorithm by using lots of big words, complex sentences, and some key phrases - that make some English teachers cringe.\u003c/p>\n\u003cp>\"For example, you will get a higher score just by [writing] \"in conclusion,'\" he says.\u003c/p>\n\u003cp>\u003cstrong>Gaming the system?\u003c/strong>\u003c/p>\n\u003cp>But Nitin Madnani, senior research scientist at Educational Testing Service (ETS), the company that makes the GRE's automated scoring program, says that's not exactly a hack.\u003c/p>\n\u003cp>\"If someone is smart enough to pay attention to all the things that an automated system pays attention to, and to incorporate them in their writing, that's no longer gaming, that's good writing,\" he says. \"So you kind of do want to give them a good grade.\"\u003c/p>\n\u003cp>GRE essays are still always scored by a human reader as well as a computer, Madnani says. So pure babble would never pass a real test.\u003c/p>\n\u003cp>But in places like Utah, where tests are graded by machines \u003cem>only\u003c/em>, scampish students are giving the algorithm a run for its money.\u003c/p>\n\u003cp>\"Students are genius, and they're able to game the system,\" notes Carter, the assessment official from Utah.\u003c/p>\n\u003cp>One year, she says, a student who wrote a whole page of the letter \"b\" ended up with a good score. Other students have figured out that they could do well writing one really good paragraph and just copying that four times to make a five-paragraph essay that scores well. Others have pulled one over on the computer by padding their essays with long quotes from the text they're supposed to analyze, or from the question they're supposed to answer.\u003c/p>\n\u003cp>But each time, Carter says, the computer code is tweaked to spot those tricks.\u003c/p>\n\u003cp>\"We think we're catching most things now,\" Carter says, but students are \"very creative\" and the computer programs are continually being updated to flag different kinds of ruses.\u003c/p>\n\u003cp>\"In this game of cat and mouse, the vendors have already identified [these] strategy[ies],\" says Mark Shermis, dean and professor at the College of Education at the University of Houston, Clear Lake, who's an expert in automated scoring. As a safeguard, all essays get not only a score, but also a \"confidence\" rating. \"So those essays will be scored with 'low confidence,' and [the computer] will say 'please have a human have a look at this,'\" he says.\u003c/p>\n\u003cp>Critics of robo-grading also worry it will change the way teachers teach. \"If teachers are being evaluated on how well their students perform on [standardized tests that are machine-graded] and schools are being evaluated on how well they test, then teachers are going to be teaching to the test,\" says Perelman. And teachers will be teaching students to produce the wrong thing.\"\u003c/p>\n\u003cp>\u003cstrong>\"The facts are secondary\" \u003c/strong>\u003c/p>\n\u003cp>Indeed, being a good writer is not the same thing as being a \"higher-scoring GRE essay writer,\" says Orion Taraban, executive director of Stellar GRE, a tutoring company in San Francisco.\u003c/p>\n\u003cp>\"Students really need to appreciate that they're writing for a machine ... [and when students] agonize over crafting beautiful, wonderfully logically coherent and empirically validated paragraphs, it's like pearls before swine. The computer can't appreciate what this person has done and they don't get the score that they deserve.\"\u003c/p>\n\u003cp>Instead, Taraban tutors students to give the computer what it wants. \"I train them in fabricating evidence and fabricating fake studies, which is a lot of fun,\" he says, quickly adding, \"but I also tell them not to do this in real life.\"\u003c/p>\n\u003cp>For example, when writing a persuasive essay\u003cem>, \u003c/em>Taraban advises students to use a basic formula and get creative. It goes something like this:\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>A [pick any year] study by Professor [fill in any old name] at the [insert your favorite university] in which the authors analyze [summarize the crux of the debate here], researchers discovered that [insert compelling data here] ... and that [offer more invented, persuasive evidence here.] This demonstrates that [go to town boosting your thesis here!]\"\u003c/p>\n\u003cp>His students do this all the time, using the name of say, their roommate, and citing that fake expert's fake research to bolster their argument. More often than not, they've been rewarded with great scores.\u003c/p>\n\u003cp>\"Yeah, we see a lot of that,\" concedes Madnani, who works for ETS on the GRE automated scoring program. \"But it's not the end of the world.\" Even human readers, who may have two minutes to read each essay, would not take the time to fact check those kind of details, he says. \"But if the goal of the assessment is to test whether you are a good English writer, then the facts are secondary.\"\u003c/p>\n\u003cp>It's a different story on achievement tests that are meant to test a student's mastery of history, for example. In those cases it \u003cem>would\u003c/em> matter if a student writes that the War of 1812 began in 1945. AI systems can check facts against a database, he says, but that only works on very narrow questions. \"If you might have millions of facts that could come in, there's no possible way any automated system could verify all of them,\" he says. \"So that's why we have humans in the loop.\"\u003c/p>\n\u003cp>Ultimately, he says, computer programs are doing what they were designed to do: to assess whether a student knows how to construct an essay, with a thesis, evidence, and a conclusion, all in good English. It's true that a transitional phrase like \"in conclusion\" signals to the algorithm that you've got one, just as \"firstly,\" \"secondly,\" and \"thirdly,\" broadcasts that a student is moving through a multifaceted argument. Purists may turn their nose up at that kind of formulaic writing, but as developers note, the computers learn what good writing is from teachers, and just mirror that. \"Only if teachers think that writing 'in conclusion' is a good structure to use, then students will tend to be rewarded for it,\" says Foltz, from Pearson.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>So, in conclusion, robo-grading technology may indeed be \"demonstrating proficiency\" and \"learning new skills.\" But experts say, it's also still got plenty of \"room for improvement.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=More+States+Opting+To+%27Robo-Grade%27+Student+Essays+By+Computer&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Developers say they understand why teachers would be skeptical. But, they insist, computers already drive cars and detect cancer, so they can certainly handle grading students' essays. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Here's a little pop quiz.\u003c/p>\n\u003cp>Multiple-choice tests are useful because:\u003c/p>\n\u003cp>A: They're cheap to score.\u003c/p>\n\u003cp>B: They can be scored quickly.\u003c/p>\n\u003cp>C: They score without human bias.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>D: All of the above.\u003c/p>\n\u003cp>It would take a computer about a nano-second to mark \"D\" as the correct answer. That's easy.\u003c/p>\n\u003cp>But now, machines are also grading students' essays. Computers are scoring long form answers on anything from the fall of the Roman Empire, to the pros and cons of government regulations.\u003c/p>\n\u003cp>Developers of so-called \"robo-graders\" say they understand why many students and teachers would be skeptical of the idea. But they insist, with computers already doing jobs as complicated and as fraught as driving cars, detecting cancer, and carrying on conversations, they can certainly handle grading students' essays.\u003c/p>\n\u003cp>\"I've been working on this now for about 25 years, and I feel that ... the time is right and it's really starting to be used now,\" says Peter Foltz, a research professor at the University of Colorado, Boulder. He's also vice president for research for Pearson, the company whose automated scoring program graded some 34 million student essays on state and national high-stakes tests last year. \"There will always be people who don't trust it ... but we're seeing a lot more breakthroughs in areas like content understanding, and AI is now able to do things which they couldn't do really well before.\"\u003c/p>\n\u003cp>Foltz says computers \"learn\" what's considered good writing by analyzing essays graded by humans. Then, the automated programs score essays themselves by scanning for those same features.\u003c/p>\n\u003cp>\"We have artificial intelligence techniques which can judge anywhere from 50 to 100 features,\" Foltz says. That includes not only basics like spelling and grammar, but also whether a student is on topic, the coherence or the flow of an argument, and the complexity of word choice and sentence structure. \"We've done a number of studies to show that the scoring can be highly accurate,\" he says.\u003c/p>\n\u003cp>To demonstrate, he takes a not-so-stellar sample essay, rife with spelling mistakes and sentence fragments, and runs it by the robo-grader, which instantly spits back a not-so-stellar score.\u003c/p>\n\u003cp>\"It gives an overall score of two out of four,\" Foltz explains. The computer also breaks it down in several categories of sub-scores showing, for example, a one on spelling and grammar, and a two on task and focus.\u003c/p>\n\u003cp>Several states including Utah and Ohio already use automated grading on their standardized tests. Cyndee Carter, assessment development coordinator for the Utah State Board of Education, says the state began very cautiously, at first making sure every machine-graded essay was \u003cem>also\u003c/em> read by a real person. But she says the computer scoring has proven \"spot-on\" and Utah now lets machines be the sole judge of the vast majority of essays. In about 20 percent of cases, she says, when the computer detects something unusual, or is on the fence between two scores, it flags an essay for human review. But all in all, she says the automated scoring system has been a boon for the state, not only for the cost savings, but also because it enables teachers to get test results back in minutes rather than months.\u003c/p>\n\u003cp>Massachusetts is among those now intrigued by the possibilities, and considering jumping on the bandwagon to have computers score essays on its state-wide Massachusetts Comprehensive Assessment System (MCAS) tests.\u003c/p>\n\u003cp>Commissioner of Elementary and Secondary Education Jeffrey C. Riley called the prospect \"exciting\" at a recent Board of Elementary and Secondary Education meeting outlining plans to look into the idea. \"I'm suspending belief that this is possible,\" he said.\u003c/p>\n\u003cp>Department Of Education Deputy Commissioner Jeff Wulfson cited \"huge advances in artificial intelligence in the last few years\" and cracked, \"I asked Alexa whether she thought we'd ever be able to use computers to reliably score tests, and she said absolutely.\"\u003c/p>\n\u003cp>But many teachers are unconvinced.\u003c/p>\n\u003cp>\"The idea is bananas, as far as I'm concerned,\" says Kelly Henderson, an English teacher at Newton South High School just outside Boston. \"An art form, a form of expression being evaluated by an algorithm is patently ridiculous.\"\u003c/p>\n\u003cp>Another English teacher, Robyn Marder, nods her head in agreement. \"What about original ideas? Where is room for creativity of expression? A computer is going to miss all of that,\" she says.\u003c/p>\n\u003cp>Marder and Henderson worry robo-graders will just encourage the worst kind of formulaic writing.\u003c/p>\n\u003cp>\"What is the computer program going to reward?\" Henderson challenges. \"Is it going to reward some vapid drivel that happens to be structurally sound?\"\u003c/p>\n\u003cp>\u003cstrong>Robo-graders' kryptonite\u003c/strong>\u003c/p>\n\u003cp>Turns out that's an easy question to answer, thanks to MIT research affiliate, and longtime-critic of automated scoring, Les Perelman. He's designed what you might think of as robo-graders' kryptonite, to expose what he sees as the weakness and absurdity of automated scoring. Called the Babel (\"Basic Automatic B.S. Essay Language\") Generator, it works like a computerized Mad Libs, creating essays that make zero sense, but earn top scores from robo-graders.\u003c/p>\n\u003cp>To demonstrate, he calls up a practice question for the GRE exam that's graded with the same algorithms that actual tests are. He then enters three words related to the essay prompt into his Babel Generator, which instantly spits back a 500-word wonder, replete with a plethora of obscure multisyllabic synonyms:\u003c/p>\n\u003cp>\u003cem>\"History by mimic has not, and presumably never will be precipitously but blithely ensconced. Society will always encompass imaginativeness; many of scrutinizations but a few for an amanuensis. The perjured imaginativeness lies in the area of theory of knowledge but also the field of literature. Instead of enthralling the analysis, grounds constitutes both a disparaging quip and a diligent explanation.\"\u003c/em>\u003c/p>\n\u003cp>\"It makes absolutely no sense,\" he says, shaking his head. \"There is no meaning. It's not real writing.\"\u003c/p>\n\u003cp>But Perelman promises that won't matter to the robo-grader. And sure enough, when he submits it to the GRE automated scoring system, it gets a perfect score: 6 out of 6, which according to the GRE, means it \"presents a cogent, well-articulated analysis of the issue and conveys meaning skillfully.\"\u003c/p>\n\u003cp>\"It's so scary that it works,\" Perelman sighs. \"Machines are very brilliant for certain things and very stupid on other things. This is a case where the machines are very, very stupid.\"\u003c/p>\n\u003cp>Because computers can only count, and cannot actually understand meaning, he says, facts are irrelevant to the algorithm. \"So you can write that the War of 1812 began in 1945, and that wouldn't count against you at all,\" he says. \"In fact it would count for you because [the computer would consider it to be] good detail.\"\u003c/p>\n\u003cp>Perelman says his Babel Generator also proves how easy it is to game the system. While students are not going to walk into a standardized test with a Babel Generator in their back pocket, he says, they \u003cem>will\u003c/em> quickly learn they can fool the algorithm by using lots of big words, complex sentences, and some key phrases - that make some English teachers cringe.\u003c/p>\n\u003cp>\"For example, you will get a higher score just by [writing] \"in conclusion,'\" he says.\u003c/p>\n\u003cp>\u003cstrong>Gaming the system?\u003c/strong>\u003c/p>\n\u003cp>But Nitin Madnani, senior research scientist at Educational Testing Service (ETS), the company that makes the GRE's automated scoring program, says that's not exactly a hack.\u003c/p>\n\u003cp>\"If someone is smart enough to pay attention to all the things that an automated system pays attention to, and to incorporate them in their writing, that's no longer gaming, that's good writing,\" he says. \"So you kind of do want to give them a good grade.\"\u003c/p>\n\u003cp>GRE essays are still always scored by a human reader as well as a computer, Madnani says. So pure babble would never pass a real test.\u003c/p>\n\u003cp>But in places like Utah, where tests are graded by machines \u003cem>only\u003c/em>, scampish students are giving the algorithm a run for its money.\u003c/p>\n\u003cp>\"Students are genius, and they're able to game the system,\" notes Carter, the assessment official from Utah.\u003c/p>\n\u003cp>One year, she says, a student who wrote a whole page of the letter \"b\" ended up with a good score. Other students have figured out that they could do well writing one really good paragraph and just copying that four times to make a five-paragraph essay that scores well. Others have pulled one over on the computer by padding their essays with long quotes from the text they're supposed to analyze, or from the question they're supposed to answer.\u003c/p>\n\u003cp>But each time, Carter says, the computer code is tweaked to spot those tricks.\u003c/p>\n\u003cp>\"We think we're catching most things now,\" Carter says, but students are \"very creative\" and the computer programs are continually being updated to flag different kinds of ruses.\u003c/p>\n\u003cp>\"In this game of cat and mouse, the vendors have already identified [these] strategy[ies],\" says Mark Shermis, dean and professor at the College of Education at the University of Houston, Clear Lake, who's an expert in automated scoring. As a safeguard, all essays get not only a score, but also a \"confidence\" rating. \"So those essays will be scored with 'low confidence,' and [the computer] will say 'please have a human have a look at this,'\" he says.\u003c/p>\n\u003cp>Critics of robo-grading also worry it will change the way teachers teach. \"If teachers are being evaluated on how well their students perform on [standardized tests that are machine-graded] and schools are being evaluated on how well they test, then teachers are going to be teaching to the test,\" says Perelman. And teachers will be teaching students to produce the wrong thing.\"\u003c/p>\n\u003cp>\u003cstrong>\"The facts are secondary\" \u003c/strong>\u003c/p>\n\u003cp>Indeed, being a good writer is not the same thing as being a \"higher-scoring GRE essay writer,\" says Orion Taraban, executive director of Stellar GRE, a tutoring company in San Francisco.\u003c/p>\n\u003cp>\"Students really need to appreciate that they're writing for a machine ... [and when students] agonize over crafting beautiful, wonderfully logically coherent and empirically validated paragraphs, it's like pearls before swine. The computer can't appreciate what this person has done and they don't get the score that they deserve.\"\u003c/p>\n\u003cp>Instead, Taraban tutors students to give the computer what it wants. \"I train them in fabricating evidence and fabricating fake studies, which is a lot of fun,\" he says, quickly adding, \"but I also tell them not to do this in real life.\"\u003c/p>\n\u003cp>For example, when writing a persuasive essay\u003cem>, \u003c/em>Taraban advises students to use a basic formula and get creative. It goes something like this:\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>A [pick any year] study by Professor [fill in any old name] at the [insert your favorite university] in which the authors analyze [summarize the crux of the debate here], researchers discovered that [insert compelling data here] ... and that [offer more invented, persuasive evidence here.] This demonstrates that [go to town boosting your thesis here!]\"\u003c/p>\n\u003cp>His students do this all the time, using the name of say, their roommate, and citing that fake expert's fake research to bolster their argument. More often than not, they've been rewarded with great scores.\u003c/p>\n\u003cp>\"Yeah, we see a lot of that,\" concedes Madnani, who works for ETS on the GRE automated scoring program. \"But it's not the end of the world.\" Even human readers, who may have two minutes to read each essay, would not take the time to fact check those kind of details, he says. \"But if the goal of the assessment is to test whether you are a good English writer, then the facts are secondary.\"\u003c/p>\n\u003cp>It's a different story on achievement tests that are meant to test a student's mastery of history, for example. In those cases it \u003cem>would\u003c/em> matter if a student writes that the War of 1812 began in 1945. AI systems can check facts against a database, he says, but that only works on very narrow questions. \"If you might have millions of facts that could come in, there's no possible way any automated system could verify all of them,\" he says. \"So that's why we have humans in the loop.\"\u003c/p>\n\u003cp>Ultimately, he says, computer programs are doing what they were designed to do: to assess whether a student knows how to construct an essay, with a thesis, evidence, and a conclusion, all in good English. It's true that a transitional phrase like \"in conclusion\" signals to the algorithm that you've got one, just as \"firstly,\" \"secondly,\" and \"thirdly,\" broadcasts that a student is moving through a multifaceted argument. Purists may turn their nose up at that kind of formulaic writing, but as developers note, the computers learn what good writing is from teachers, and just mirror that. \"Only if teachers think that writing 'in conclusion' is a good structure to use, then students will tend to be rewarded for it,\" says Foltz, from Pearson.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Parenting in the Age of Alexa, Are Artificial Intelligence Devices Safe for Kids?",
"title": "Parenting in the Age of Alexa, Are Artificial Intelligence Devices Safe for Kids?",
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"content": "\u003cp>Earlier this month, the toy-giant Mattel announced it had pulled the plug on plans to sell an interactive gadget for children.\u003c/p>\n\u003cp>The device, called Aristotle, looked similar to a baby monitor with a camera. Critics called it creepy.\u003c/p>\n\u003cp>Powered by artificial intelligence, Aristotle could get to know your child — at least that was how the device was being pitched.\u003c/p>\n\u003cp>\"Aristotle is designed to comfort, entertain, teach and assist,\" according to a company\u003ca href=\"https://news.mattel.com/news/mattel-s-nabiR-brand-introduces-first-ever-connected-kids-room-platform-in-tandem-with-microsoft-and-qualcomm-aristotleTM\"> release \u003c/a> issued in January.\u003c/p>\n\u003cp>It was designed to \"displace essential parenting functions, like soothing a crying baby or reading a bedtime story,\" says \u003ca href=\"http://www.commercialfreechildhood.org/staff\">Josh Golin\u003c/a>, executive director of the advocacy group Campaign for a Commercial-Free Childhood. \"So that the children would form an attachment to it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But Aristotle went further than that. It wasn't going to just give the child information. It would have been able to \u003cem>collect\u003c/em> information from the child in the bedroom — and then upload it to the cloud.\u003c/p>\n\u003cp>Parents, pediatricians and politicians \u003ca href=\"http://www.commercialfreechildhood.org/sites/default/files/MarkeyBarton.pdf\">raised concerns\u003c/a>, including those about privacy. What would Mattel do with the information they could collect from children?\u003c/p>\n\u003cp>About 15,000 people \u003ca href=\"http://www.commercialfreechildhood.org/heels-congressional-inquiry-advocates-ask-mattel-scrap-%E2%80%9Caristotle%E2%80%9D-ai-device-which-spies-babies-kids\">signed\u003c/a> petitions \u003ca href=\"http://www.commercialfreechildhood.org/sites/default/files/Letter%20to%20Mattel.pdf\">asking Mattel to scrap its plans\u003c/a> to sell Aristotle. A Mattel spokesperson told NPR in an email that after a review, the company's chief technology officer \"decided that it did not fully align with Mattel's new technology strategy.\"\u003c/p>\n\u003cp>But the idea of Aristotle is not gone. In fact, AI-powered devices are already in the home, and more are on the way.\u003c/p>\n\u003cp>When you stop and think about it, the idea behind Aristotle isn't too far from what many families already have: intelligent personal assistants such as Google's Home, Microsoft's Cortana and Amazon's Echo — which is run by its AI system, Alexa. Like Aristotle, these devices use artificial intelligence to try to engage family members in conversations. Their abilities are currently quite limited. For example, Alexa has a hard time understanding young children's questions.\u003c/p>\n\u003cp>But the devices are designed to improve their skills over time. They can already provide entertainment for children: tell jokes, play 20 questions, keep track of time, play music and answer question after endless question. One family we talked to used Alexa to track the Mars Rover.\u003c/p>\n\u003cp>\"In this way, these devices are great for kids,\" says \u003ca href=\"http://infosci.cornell.edu/forward-thinking-people/research-staff/solace-shen\">Solace Shen\u003c/a>, a psychologist at Cornell University who studies how children interact with robots. \"Kids are so curious, and they can learn a lot of facts and information from the devices, without parents having to bring out their phones or computers.\"\u003c/p>\n\u003cp>But some of the concerns with Aristotle apply to Alexa and Google Home.\u003c/p>\n\u003cp>In terms of privacy, both Alexa and Google Home are always \"listening\" to conversations. Once they hear a trigger word — such as \"Ok Google\" or \"Alexa\" — the device starts recording the conversation you're having with it. Then it uploads the conversation to the cloud so it can learn better how to understand you and help you. Both Alexa and Google Home allow you to listen to the conversations, and the companies say you can delete them. (You can read more about \u003ca href=\"https://www.amazon.com/gp/help/customer/display.html?nodeId=468496\">Amazon\u003c/a> and \u003ca href=\"https://www.google.com/policies/privacy/\">Google's\u003c/a> privacy guidelines here.)\u003c/p>\n\u003cp>But what about these devices interacting with our kids?\u003c/p>\n\u003cp>Both Shen and \u003ca href=\"http://www.umt.edu/people/Severson4587\">Rachel Severson\u003c/a>, a child psychologist at the University of Montana, have published \u003ca href=\"http://content.apa.org/journals/dev/48/2/303\">studies\u003c/a> about children's relationships with intelligent technology. They offer these tips to help ensure the little cylinders are a positive addition to your home.\u003c/p>\n\u003cp>\u003cstrong>1. Don't be a bossy pants.\u003c/strong>\u003c/p>\n\u003cp>One of the big concerns is that people tend to be impolite with the devices, Severson says.\u003c/p>\n\u003cp>\"You can yell at them and scream, 'I don't like that song, skip ahead!' And the devices just respond in the same way as if you're polite,\" she says.\u003c/p>\n\u003cp>At first that doesn't seem like a big deal. The devices are just computers, right? Maybe not to your children, Severson says.\u003c/p>\n\u003cp>\"Young kids likely view these devices very differently than adults do,\" Severson says.\u003c/p>\n\u003cp>They may attribute human characteristics to the device, thinking that Alexa has feelings and emotions. Some kids may even think there's an actual woman inside the device.\u003c/p>\n\u003cp>That's exactly what one little boy, age 4, told us about his Alexa — that she was a person who lived in an apartment outside his window. And he loved her.\u003c/p>\n\u003cp>Given this intimate relationship with the device, Severson says, parents need to be careful how \u003cem>they\u003c/em> interact with Alexa and Google Home.\u003c/p>\n\u003cp>\"Children are developing their conceptions of what is appropriate social interaction,\" Severson says. \"So parents need to recognize that your kids — particularly young children — are really paying attention to you as the parent for cues on how to interact with the device and how to interact with others.\"\u003c/p>\n\u003cp>So if you want kids to say, \"Please and thank you,\" you probably want to say \"Please and thank you\" to your virtual assistant as well.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> \u003cstrong>Join the conversation.\u003c/strong>\u003c/p>\n\u003cp>Don't just watch your child converse with Alexa or Google Home, but also participate, Shen says.\u003c/p>\n\u003cp>\"Parents need to be aware that Alexa is a passive system,\" she says. \"So kids can potentially jump from topic to topic, and the system will just continue to respond in the same way. It will never push back.\"\u003c/p>\n\u003cp>In this way, the interaction between a kid and Alexa is lacking in complexity compared to how a kid would talk to a person in real life, she says.\u003c/p>\n\u003cp>So parents can help enrich the interaction by getting involved. You can ask the child questions about what they just learned, comment on how they're talking to the device or make connections to things in real life that relate to the topic.\u003c/p>\n\u003cp>And if you're not around when the kid is talking to Alexa, check in afterwards to see how they're using the device. \"Ask them what they learned and what kinds of questions they asked,\" Shen says.\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> \u003cstrong>Limit the time on the device.\u003c/strong>\u003c/p>\n\u003cp>Alexa and Google Home should never take the place of a caregiver, Shen says.\u003c/p>\n\u003cp>\"In reality, we are all busy parents,\" she says. \"And there are times that I even give my child a tablet just so I can get my work done.\"\u003c/p>\n\u003cp>But in general, parents should think of these devices in a similar way as tablets: Time on them should be limited.\u003c/p>\n\u003cp>\"These devices offer more engagement and interaction than just passively watching TV,\" Shen says. \"But that interaction is still impoverished compared to talking to a parent or teacher.\u003c/p>\n\u003cp>\"Make sure there is a balance between the time kids are interacting with the systems versus interacting with humans, doing physical activities and getting enough rest,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Because children learn best when they interact with real people, face to face, Shen says. And to learn social skills they \u003cem>need\u003c/em> to interact with someone who has a whole array of emotions — whose feelings will get hurt if you're impolite or call them stupid.\u003c/p>\n\u003chr>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Alexa%2C+Are+You+Safe+For+My+Kids%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Earlier this month, the toy-giant Mattel announced it had pulled the plug on plans to sell an interactive gadget for children.\u003c/p>\n\u003cp>The device, called Aristotle, looked similar to a baby monitor with a camera. Critics called it creepy.\u003c/p>\n\u003cp>Powered by artificial intelligence, Aristotle could get to know your child — at least that was how the device was being pitched.\u003c/p>\n\u003cp>\"Aristotle is designed to comfort, entertain, teach and assist,\" according to a company\u003ca href=\"https://news.mattel.com/news/mattel-s-nabiR-brand-introduces-first-ever-connected-kids-room-platform-in-tandem-with-microsoft-and-qualcomm-aristotleTM\"> release \u003c/a> issued in January.\u003c/p>\n\u003cp>It was designed to \"displace essential parenting functions, like soothing a crying baby or reading a bedtime story,\" says \u003ca href=\"http://www.commercialfreechildhood.org/staff\">Josh Golin\u003c/a>, executive director of the advocacy group Campaign for a Commercial-Free Childhood. \"So that the children would form an attachment to it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But Aristotle went further than that. It wasn't going to just give the child information. It would have been able to \u003cem>collect\u003c/em> information from the child in the bedroom — and then upload it to the cloud.\u003c/p>\n\u003cp>Parents, pediatricians and politicians \u003ca href=\"http://www.commercialfreechildhood.org/sites/default/files/MarkeyBarton.pdf\">raised concerns\u003c/a>, including those about privacy. What would Mattel do with the information they could collect from children?\u003c/p>\n\u003cp>About 15,000 people \u003ca href=\"http://www.commercialfreechildhood.org/heels-congressional-inquiry-advocates-ask-mattel-scrap-%E2%80%9Caristotle%E2%80%9D-ai-device-which-spies-babies-kids\">signed\u003c/a> petitions \u003ca href=\"http://www.commercialfreechildhood.org/sites/default/files/Letter%20to%20Mattel.pdf\">asking Mattel to scrap its plans\u003c/a> to sell Aristotle. A Mattel spokesperson told NPR in an email that after a review, the company's chief technology officer \"decided that it did not fully align with Mattel's new technology strategy.\"\u003c/p>\n\u003cp>But the idea of Aristotle is not gone. In fact, AI-powered devices are already in the home, and more are on the way.\u003c/p>\n\u003cp>When you stop and think about it, the idea behind Aristotle isn't too far from what many families already have: intelligent personal assistants such as Google's Home, Microsoft's Cortana and Amazon's Echo — which is run by its AI system, Alexa. Like Aristotle, these devices use artificial intelligence to try to engage family members in conversations. Their abilities are currently quite limited. For example, Alexa has a hard time understanding young children's questions.\u003c/p>\n\u003cp>But the devices are designed to improve their skills over time. They can already provide entertainment for children: tell jokes, play 20 questions, keep track of time, play music and answer question after endless question. One family we talked to used Alexa to track the Mars Rover.\u003c/p>\n\u003cp>\"In this way, these devices are great for kids,\" says \u003ca href=\"http://infosci.cornell.edu/forward-thinking-people/research-staff/solace-shen\">Solace Shen\u003c/a>, a psychologist at Cornell University who studies how children interact with robots. \"Kids are so curious, and they can learn a lot of facts and information from the devices, without parents having to bring out their phones or computers.\"\u003c/p>\n\u003cp>But some of the concerns with Aristotle apply to Alexa and Google Home.\u003c/p>\n\u003cp>In terms of privacy, both Alexa and Google Home are always \"listening\" to conversations. Once they hear a trigger word — such as \"Ok Google\" or \"Alexa\" — the device starts recording the conversation you're having with it. Then it uploads the conversation to the cloud so it can learn better how to understand you and help you. Both Alexa and Google Home allow you to listen to the conversations, and the companies say you can delete them. (You can read more about \u003ca href=\"https://www.amazon.com/gp/help/customer/display.html?nodeId=468496\">Amazon\u003c/a> and \u003ca href=\"https://www.google.com/policies/privacy/\">Google's\u003c/a> privacy guidelines here.)\u003c/p>\n\u003cp>But what about these devices interacting with our kids?\u003c/p>\n\u003cp>Both Shen and \u003ca href=\"http://www.umt.edu/people/Severson4587\">Rachel Severson\u003c/a>, a child psychologist at the University of Montana, have published \u003ca href=\"http://content.apa.org/journals/dev/48/2/303\">studies\u003c/a> about children's relationships with intelligent technology. They offer these tips to help ensure the little cylinders are a positive addition to your home.\u003c/p>\n\u003cp>\u003cstrong>1. Don't be a bossy pants.\u003c/strong>\u003c/p>\n\u003cp>One of the big concerns is that people tend to be impolite with the devices, Severson says.\u003c/p>\n\u003cp>\"You can yell at them and scream, 'I don't like that song, skip ahead!' And the devices just respond in the same way as if you're polite,\" she says.\u003c/p>\n\u003cp>At first that doesn't seem like a big deal. The devices are just computers, right? Maybe not to your children, Severson says.\u003c/p>\n\u003cp>\"Young kids likely view these devices very differently than adults do,\" Severson says.\u003c/p>\n\u003cp>They may attribute human characteristics to the device, thinking that Alexa has feelings and emotions. Some kids may even think there's an actual woman inside the device.\u003c/p>\n\u003cp>That's exactly what one little boy, age 4, told us about his Alexa — that she was a person who lived in an apartment outside his window. And he loved her.\u003c/p>\n\u003cp>Given this intimate relationship with the device, Severson says, parents need to be careful how \u003cem>they\u003c/em> interact with Alexa and Google Home.\u003c/p>\n\u003cp>\"Children are developing their conceptions of what is appropriate social interaction,\" Severson says. \"So parents need to recognize that your kids — particularly young children — are really paying attention to you as the parent for cues on how to interact with the device and how to interact with others.\"\u003c/p>\n\u003cp>So if you want kids to say, \"Please and thank you,\" you probably want to say \"Please and thank you\" to your virtual assistant as well.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> \u003cstrong>Join the conversation.\u003c/strong>\u003c/p>\n\u003cp>Don't just watch your child converse with Alexa or Google Home, but also participate, Shen says.\u003c/p>\n\u003cp>\"Parents need to be aware that Alexa is a passive system,\" she says. \"So kids can potentially jump from topic to topic, and the system will just continue to respond in the same way. It will never push back.\"\u003c/p>\n\u003cp>In this way, the interaction between a kid and Alexa is lacking in complexity compared to how a kid would talk to a person in real life, she says.\u003c/p>\n\u003cp>So parents can help enrich the interaction by getting involved. You can ask the child questions about what they just learned, comment on how they're talking to the device or make connections to things in real life that relate to the topic.\u003c/p>\n\u003cp>And if you're not around when the kid is talking to Alexa, check in afterwards to see how they're using the device. \"Ask them what they learned and what kinds of questions they asked,\" Shen says.\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> \u003cstrong>Limit the time on the device.\u003c/strong>\u003c/p>\n\u003cp>Alexa and Google Home should never take the place of a caregiver, Shen says.\u003c/p>\n\u003cp>\"In reality, we are all busy parents,\" she says. \"And there are times that I even give my child a tablet just so I can get my work done.\"\u003c/p>\n\u003cp>But in general, parents should think of these devices in a similar way as tablets: Time on them should be limited.\u003c/p>\n\u003cp>\"These devices offer more engagement and interaction than just passively watching TV,\" Shen says. \"But that interaction is still impoverished compared to talking to a parent or teacher.\u003c/p>\n\u003cp>\"Make sure there is a balance between the time kids are interacting with the systems versus interacting with humans, doing physical activities and getting enough rest,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Because children learn best when they interact with real people, face to face, Shen says. And to learn social skills they \u003cem>need\u003c/em> to interact with someone who has a whole array of emotions — whose feelings will get hurt if you're impolite or call them stupid.\u003c/p>\n\u003chr>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Alexa%2C+Are+You+Safe+For+My+Kids%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Using Artificial Intelligence As a Teaching Assistant To Help With Questions Online",
"title": "Using Artificial Intelligence As a Teaching Assistant To Help With Questions Online",
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"content": "\u003cp>A couple of years ago, Ashok Goel was overwhelmed by the number of questions his students were asking in his course on artificial intelligence.\u003c/p>\n\u003cp>Goel teaches computer science at Georgia Tech, sometimes to large classes, where students can ask thousands of questions online in a discussion forum.\u003c/p>\n\u003cp>With a limited number of teaching assistants, or TAs, many of those questions weren't getting answered in time. So, Goel came up with a plan: make an artificial intelligence \"teaching assistant\" that could answer some of students' frequently asked questions.\u003c/p>\n\u003cp>In 2015 he built Jill Watson, his AI TA — named after one of the IBM founders, Thomas J. Watson.\u003c/p>\n\u003cp>Jill performed well that first year, alleviating the amount of work on Goel and his teaching assistants.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And, something else happened. Goel says using AI, in a course about AI, caught students by surprise. \"They had been interacting with the TA all of this time, and you sort of assume that it's a human.\"\u003c/p>\n\u003cp>His human TAs, usually graduate students, used fake names in the online discussion forum and didn't attend class. So, just like Jill, they were totally anonymous.\u003c/p>\n\u003cp>Last semester, Goel says only a handful of students could tell when they were interacting with a human TA or an artificial TA.\u003c/p>\n\u003cp>\"It's kind of fun trying to guess who's who.\" The whole thing became a game for Christopher Cassion after he saw a teaching assistant correctly answer a student's question, but quoting material from a previous semester.\u003c/p>\n\u003cp>\"His reply was correct, but he quoted something that was nowhere to be found,\" Cassion says. \"I don't know if the quote came up by mistake or if he generated the answer.\"\u003c/p>\n\u003cp>Same thing this semester — students have even started a poll to vote on who they think is real and who they think is AI. \"Some of their guesses are right, some are not,\" says Goel. \"I'm not going to tell them until the end of the semester.\"\u003c/p>\n\u003cp>He says his artificial intelligence teaching assistants are getting smarter by the day, engaging with students in longer discussions online.\u003c/p>\n\u003cp>\"Raising Jill is like raising a young child,\" Goel says. \"Initially when your child is very, very young, she just remembers all kinds of things she has heard from you, but she doesn't understand it.\"\u003c/p>\n\u003cp>He says the newest version of Jill now understands concepts. Eventually he wants to export these artificial teachers to countries like India to try to boost literacy rates.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But he wants to make this clear: The goal is definitely not to put teachers, like himself, out of work.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 WABE-FM. To see more, visit \u003ca href=\"http://www.wabe.org/\">WABE-FM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+You%27re+Not+Quite+Sure+If+Your+Teacher+Is+Human&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A couple of years ago, Ashok Goel was overwhelmed by the number of questions his students were asking in his course on artificial intelligence.\u003c/p>\n\u003cp>Goel teaches computer science at Georgia Tech, sometimes to large classes, where students can ask thousands of questions online in a discussion forum.\u003c/p>\n\u003cp>With a limited number of teaching assistants, or TAs, many of those questions weren't getting answered in time. So, Goel came up with a plan: make an artificial intelligence \"teaching assistant\" that could answer some of students' frequently asked questions.\u003c/p>\n\u003cp>In 2015 he built Jill Watson, his AI TA — named after one of the IBM founders, Thomas J. Watson.\u003c/p>\n\u003cp>Jill performed well that first year, alleviating the amount of work on Goel and his teaching assistants.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And, something else happened. Goel says using AI, in a course about AI, caught students by surprise. \"They had been interacting with the TA all of this time, and you sort of assume that it's a human.\"\u003c/p>\n\u003cp>His human TAs, usually graduate students, used fake names in the online discussion forum and didn't attend class. So, just like Jill, they were totally anonymous.\u003c/p>\n\u003cp>Last semester, Goel says only a handful of students could tell when they were interacting with a human TA or an artificial TA.\u003c/p>\n\u003cp>\"It's kind of fun trying to guess who's who.\" The whole thing became a game for Christopher Cassion after he saw a teaching assistant correctly answer a student's question, but quoting material from a previous semester.\u003c/p>\n\u003cp>\"His reply was correct, but he quoted something that was nowhere to be found,\" Cassion says. \"I don't know if the quote came up by mistake or if he generated the answer.\"\u003c/p>\n\u003cp>Same thing this semester — students have even started a poll to vote on who they think is real and who they think is AI. \"Some of their guesses are right, some are not,\" says Goel. \"I'm not going to tell them until the end of the semester.\"\u003c/p>\n\u003cp>He says his artificial intelligence teaching assistants are getting smarter by the day, engaging with students in longer discussions online.\u003c/p>\n\u003cp>\"Raising Jill is like raising a young child,\" Goel says. \"Initially when your child is very, very young, she just remembers all kinds of things she has heard from you, but she doesn't understand it.\"\u003c/p>\n\u003cp>He says the newest version of Jill now understands concepts. Eventually he wants to export these artificial teachers to countries like India to try to boost literacy rates.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But he wants to make this clear: The goal is definitely not to put teachers, like himself, out of work.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 WABE-FM. To see more, visit \u003ca href=\"http://www.wabe.org/\">WABE-FM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+You%27re+Not+Quite+Sure+If+Your+Teacher+Is+Human&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28146\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28146\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/155282685-620x440.jpg\" alt=\"155282685\" width=\"620\" height=\"440\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education reformers have been \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">calling for a different type of education\u003c/a>, one that nurtures creative and innovative thinkers. But for many, that future is hard to see and even harder to influence.\u003c/p>\n\u003cp>Science fiction writers and blockbuster movies have been predicting a world run by robots for decades, and for most of us, the fantasy has stayed in the realm of fiction. But artificial intelligence has \u003ca href=\"http://www.gizmag.com/activision-real-time-character-rendering/26862/\">made rapid progress\u003c/a> and robots are becoming more a part of everyday life than many people realize. Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated.\u003c/p>\n\u003cp>“If you can detect a pattern, you can automate it,” said \u003ca href=\"http://www.thefivethings.org/charles-fadel/#\">Charles Fadel\u003c/a>, founder of the Center for Curriculum Redesign and a visiting practitioner at Harvard’s Graduate School of Education, who spoke at the recent \u003ca href=\"http://www.learningandthebrain.com/Event-130/Educating-for-Creative-Minds/Program\">Learning and the Brain Conference\u003c/a>. Fadel sees signs that robots are already becoming a part of everyday life. Google has a self-driving car. Japan recently put on \u003ca href=\"http://www.youtube.com/watch?v=DTXO7KGHtjI\">a concert\u003c/a>, attended by thousands of people, featuring a hologram popstar with a synthesized voice. \u003ca href=\"http://online.wsj.com/article/SB10001424127887323468604578249752619254898.html\">Virtual models\u003c/a> are gradually being put to work displaying the newest styles, and \u003ca href=\"http://www.nytimes.com/2011/02/17/science/17jeopardy-watson.html?pagewanted=all&_r=0\">Watson the supercomputer whooped-on the best Jeopardy players\u003c/a>. Signs of robotic intelligence are everywhere and educators need to be preparing students to enter a dramatically different world, Fadel said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The role of the educator is to channel and guide what is fundamentally an improvisational process.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As artificial intelligence improves and slowly takes over aspects of daily life, the only way for people to continue to be useful is to “up-skill” -- and that takes creativity. “Incremental creativity is just improving on something, but radical creativity is thinking something up,” Fadel said. He believes that, in time, computers will be capable of incremental creativity, slowly improving a process and building on its success. What they will never be able to do is generate a radically new idea.\u003c/p>\n\u003cp>“We’re being pushed upwards in abstraction, in some senses,” Fadel said. Recognizing how sophisticated computers already are, and how much better the algorithms are getting will be important as the education system evolves. Implicit in Fadel’s stark view of how artificial \u003c!--more-->intelligence fits into human kind’s future is a question about the value of education. Why teach content when everything is searchable? Why teach specific skills when computers will one day be able to do that work, he asks.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Education has to focus on learning \u003cem>how\u003c/em> to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating.\u003c/p>\n\u003cp>In the future, computers and humans will be working together to create the next big invention and when that happens, people can distinguish themselves by controlling the process and the strategy. Humans will define the goals and will think creatively about solutions.\u003c/p>\n\u003cp>But to get to that place, the education system needs to nurture creative young people. That isn’t happening right now, he says.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>Most political leaders and education experts agree that the education system needs to adapt to the technological realities of the age and work to produce more creative thinkers. “The whole culture is coming out with support for more and greater creativity in students,” said\u003ca href=\"http://education.wustl.edu/people/sawyer_r-keith\"> R. Keith Sawyer\u003c/a>, professor of education and psychology studying creativity and learning at Washington University in St. Louis, at the same conference.\u003c/p>\n\u003cp>Sawyer says fostering creativity starts by recognizing that it’s a collaborative process, not one big idea from a genius. Rather, it’s more like improvisational theater. “Each person contributes a small idea or contribution and the next person picks it up and takes it somewhere,” Sawyer said. “It’s unpredictable and unplanned but something wonderful emerges.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“In the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Recognizing that much of the creative work generated comes out of collaborative group work, teachers can think about their classrooms as places for improvisational flow, where teachers and students are building knowledge together. Structure is needed, but some flexibility as well.\u003c/p>\n\u003cp>“The role of the educator is to channel and guide what is fundamentally an improvisational process,” Sawyer said. “Students learn what they need to learn but in a way that allows them to be creative.”\u003c/p>\n\u003cp>To arrive at an improvisational classroom, educators can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/does-our-current-education-system-support-innovation/\">move away from an instructional model \u003c/a>for the classroom. The traditional model clings to the notion that children need to learn particular facts and it’s the teacher’s job to impart that information to students. Facts and information build incrementally and turn into more complex ideas, and learning is measured by testing knowledge of facts.\u003c/p>\n\u003cp>But many argue that this model results in superficial knowledge and low retention, weak transfer to new situations, inability to integrate facts and apply to other situations, Sawyer said.\u003c/p>\n\u003cp>Sawyer proposes that schooling should be constructionist, focusing on a deeper, conceptual understanding of topics with the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">ability to build new knowledge in new situations\u003c/a>. To do this, students need to take facts, skills, and concepts and apply them to real-word problems. Learning should start with a driving question. This way, students can explore the topic through inquiry and discussion, working in teams, just as they would in the workplace or other life situations. Students create a tangible product that addresses the issue at hand, and along the way an instructor guides the process.\u003c/p>\n\u003cp>Sawyer is not naïve about the challenges to this model. It’s hard to develop a good design question. “The really good problems are not too hard, not too easy and they result in the acquisition of required content,” Sawyer said. But even after coming up with a perfect problem, it’s difficult to get students to actively engage and to collaborate effectively. It’s hard to assess learning this way and to effectively critique in a way that doesn’t stunt ideas, but helps guide the process.\u003c/p>\n\u003cp>It may seem daunting to change the current system into something that resembles the constructionist model Sawyer and others champion. But Sawyer said it's happening in schools across the country, and educators are passing along these ideas to each other.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">Fostering Creativity Is Not An Option\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“Every teacher is a creative professional,” Sawyer said. “And in the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.” The creative act of teaching needs to be a collaborative one, like a startup team working on the next innovative product. If each teacher continues to tinker and offer ideas to the larger group, a creative breakthrough will emerge.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It's going to be every one of us that contributes ideas along the way,” Sawyer said. And in doing so, teachers everywhere can create the institutional change that stands between them and implementing the ideas that to many are obvious and instinctual.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28146\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28146\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/155282685-620x440.jpg\" alt=\"155282685\" width=\"620\" height=\"440\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education reformers have been \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">calling for a different type of education\u003c/a>, one that nurtures creative and innovative thinkers. But for many, that future is hard to see and even harder to influence.\u003c/p>\n\u003cp>Science fiction writers and blockbuster movies have been predicting a world run by robots for decades, and for most of us, the fantasy has stayed in the realm of fiction. But artificial intelligence has \u003ca href=\"http://www.gizmag.com/activision-real-time-character-rendering/26862/\">made rapid progress\u003c/a> and robots are becoming more a part of everyday life than many people realize. Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated.\u003c/p>\n\u003cp>“If you can detect a pattern, you can automate it,” said \u003ca href=\"http://www.thefivethings.org/charles-fadel/#\">Charles Fadel\u003c/a>, founder of the Center for Curriculum Redesign and a visiting practitioner at Harvard’s Graduate School of Education, who spoke at the recent \u003ca href=\"http://www.learningandthebrain.com/Event-130/Educating-for-Creative-Minds/Program\">Learning and the Brain Conference\u003c/a>. Fadel sees signs that robots are already becoming a part of everyday life. Google has a self-driving car. Japan recently put on \u003ca href=\"http://www.youtube.com/watch?v=DTXO7KGHtjI\">a concert\u003c/a>, attended by thousands of people, featuring a hologram popstar with a synthesized voice. \u003ca href=\"http://online.wsj.com/article/SB10001424127887323468604578249752619254898.html\">Virtual models\u003c/a> are gradually being put to work displaying the newest styles, and \u003ca href=\"http://www.nytimes.com/2011/02/17/science/17jeopardy-watson.html?pagewanted=all&_r=0\">Watson the supercomputer whooped-on the best Jeopardy players\u003c/a>. Signs of robotic intelligence are everywhere and educators need to be preparing students to enter a dramatically different world, Fadel said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The role of the educator is to channel and guide what is fundamentally an improvisational process.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As artificial intelligence improves and slowly takes over aspects of daily life, the only way for people to continue to be useful is to “up-skill” -- and that takes creativity. “Incremental creativity is just improving on something, but radical creativity is thinking something up,” Fadel said. He believes that, in time, computers will be capable of incremental creativity, slowly improving a process and building on its success. What they will never be able to do is generate a radically new idea.\u003c/p>\n\u003cp>“We’re being pushed upwards in abstraction, in some senses,” Fadel said. Recognizing how sophisticated computers already are, and how much better the algorithms are getting will be important as the education system evolves. Implicit in Fadel’s stark view of how artificial \u003c!--more-->intelligence fits into human kind’s future is a question about the value of education. Why teach content when everything is searchable? Why teach specific skills when computers will one day be able to do that work, he asks.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Education has to focus on learning \u003cem>how\u003c/em> to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating.\u003c/p>\n\u003cp>In the future, computers and humans will be working together to create the next big invention and when that happens, people can distinguish themselves by controlling the process and the strategy. Humans will define the goals and will think creatively about solutions.\u003c/p>\n\u003cp>But to get to that place, the education system needs to nurture creative young people. That isn’t happening right now, he says.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>Most political leaders and education experts agree that the education system needs to adapt to the technological realities of the age and work to produce more creative thinkers. “The whole culture is coming out with support for more and greater creativity in students,” said\u003ca href=\"http://education.wustl.edu/people/sawyer_r-keith\"> R. Keith Sawyer\u003c/a>, professor of education and psychology studying creativity and learning at Washington University in St. Louis, at the same conference.\u003c/p>\n\u003cp>Sawyer says fostering creativity starts by recognizing that it’s a collaborative process, not one big idea from a genius. Rather, it’s more like improvisational theater. “Each person contributes a small idea or contribution and the next person picks it up and takes it somewhere,” Sawyer said. “It’s unpredictable and unplanned but something wonderful emerges.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“In the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Recognizing that much of the creative work generated comes out of collaborative group work, teachers can think about their classrooms as places for improvisational flow, where teachers and students are building knowledge together. Structure is needed, but some flexibility as well.\u003c/p>\n\u003cp>“The role of the educator is to channel and guide what is fundamentally an improvisational process,” Sawyer said. “Students learn what they need to learn but in a way that allows them to be creative.”\u003c/p>\n\u003cp>To arrive at an improvisational classroom, educators can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/does-our-current-education-system-support-innovation/\">move away from an instructional model \u003c/a>for the classroom. The traditional model clings to the notion that children need to learn particular facts and it’s the teacher’s job to impart that information to students. Facts and information build incrementally and turn into more complex ideas, and learning is measured by testing knowledge of facts.\u003c/p>\n\u003cp>But many argue that this model results in superficial knowledge and low retention, weak transfer to new situations, inability to integrate facts and apply to other situations, Sawyer said.\u003c/p>\n\u003cp>Sawyer proposes that schooling should be constructionist, focusing on a deeper, conceptual understanding of topics with the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">ability to build new knowledge in new situations\u003c/a>. To do this, students need to take facts, skills, and concepts and apply them to real-word problems. Learning should start with a driving question. This way, students can explore the topic through inquiry and discussion, working in teams, just as they would in the workplace or other life situations. Students create a tangible product that addresses the issue at hand, and along the way an instructor guides the process.\u003c/p>\n\u003cp>Sawyer is not naïve about the challenges to this model. It’s hard to develop a good design question. “The really good problems are not too hard, not too easy and they result in the acquisition of required content,” Sawyer said. But even after coming up with a perfect problem, it’s difficult to get students to actively engage and to collaborate effectively. It’s hard to assess learning this way and to effectively critique in a way that doesn’t stunt ideas, but helps guide the process.\u003c/p>\n\u003cp>It may seem daunting to change the current system into something that resembles the constructionist model Sawyer and others champion. But Sawyer said it's happening in schools across the country, and educators are passing along these ideas to each other.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">Fostering Creativity Is Not An Option\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“Every teacher is a creative professional,” Sawyer said. “And in the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.” The creative act of teaching needs to be a collaborative one, like a startup team working on the next innovative product. If each teacher continues to tinker and offer ideas to the larger group, a creative breakthrough will emerge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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