Category: Uncategorised

ChatGPT

OpenAI. ChatGPT, version 4.0, OpenAI, 11 Oct. 2024, chat.openai.com/chat.

My tool is Chatgpt, an AI model I heard about a long time ago but never used. I tried to calculate two questions using ChatGPT; one was a simple calculation question, and it got the correct answer. I tried to mislead chatgpt telling it the answer was wrong. But it denied me and was adamant that it was the correct answer. I then sent chatgpt a more complex word calculation question again and it managed to get the correct answer the first time, but as I tried to mislead it, chatgpt took my idea and chose the wrong answer. I found that the current AI model has a huge improvement in correctness compared to the previous two years, and had no problem coping with some of the basic questions. However, in some more complex problems, chatgpt will generate some wrong answers or frequently modify its own answers, and can’t do a stable output of the correct content. Therefore, I believe that AI models need to be constantly updated, updated databases and optimized to ensure that the efficiency of the user increases. chatgpt still manages to be a part of my daily life as an important tool.

Use ChatGPT create H5P

OpenAI. (2024). ChatGPT [Large language model]. https://chatgpt.com

I tried using chatgpt to generate multiple choice questions for H5P and the process went smoothly without encountering any problems. In addition, I was able to use chatgpt to generate annotations and analysis for me, which allowed the students to see what they were doing wrong and understand the questions better. I think in education, teachers can use Chatgpt to quickly generate examples with explanations to help students complete the course better. However, education needs to check the accuracy of ChatGPT, as it is very likely to make mistakes in some complicated cases.

Guide educational institutions in the use of AI

Ensure transparency and interpretability

• We should explain the functions, uses and limitations of generative AI to students and teachers.
• Whenever AI is used, it should be made known to the users so that they understand that the content is generated by the AI.

Support critical thinking and originality

• Think critically about AI generation, we need to have our own analysis and creativity.
• AI carries a risk of plagiarism. Produce rules that define the circumstances in which AI can be used and how to properly cite AI-generated content.
  3 Review and regulation
• AI needs to be regularly evaluated to ensure it has a positive impact on learning.
• AI use should comply with legal requirements.

Factors to consider

1. as far as we know, the use of AI requires strong technical support so it is necessary to assess whether the appropriate infrastructure is in place and the budget required to maintain these tools in the long term.
2. Ensure that teachers have access to adequate training and support as they are key to the advancement of technology in education.

TPACK analysis

Content Knowledge

AI can help me with assignments in math and literature. For example, ChatGPT can help explain complex concepts and solutions in math or write an outline and mind map for an essay. Correspondingly, the quality and correctness of Chatgpt generation needs to be checked and not followed blindly.

Pedagogical Knowledge

Teachers can use AI models like Chatgpt to personalize learning content based on each student’s progress and interests. For example, questions can be adjusted for difficulty or corresponding topics and examples can be generated based on student feedback to help students increase their learning efficiency. In addition, AI can be used to quickly analyze student responses and provide analysis results. This timely feedback can help students quickly understand their learning situation, correct errors, and enhance understanding.

Technological Knowledge

First, teachers need to be familiar with how to effectively implement these tools in the classroom. Beyond that, teachers should recognize the limitations of software like chatgpt in terms of content accuracy and creative thinking. For example, AI may not be able to provide up-to-date information, or may lack judgment on complex moral and ethical issues. This realization can help teachers better guide their students to use AI-generated information, and finally when using generative AI tools, teachers need to understand the associated data privacy and security issues. Thus, they can protect students’ personal information and privacy.

Technological Content Knowledge

AI tools such as Chatgpt can provide students with creative ideas to guide their thinking. For example, in a language course, teachers can let students use AI tools to generate some stories or poems to enhance their creativity and expression. Meanwhile, teachers can use AI to generate materials related to the course content, some examples and review materials. And they can also let the AI tool generate personalized practice questions. This content can help students consolidate their knowledge and engage in effective independent learning, as well as help them improve their grades over time.

Technological Pedagogical Knowledge

First, teachers can use AI to generate innovative activities, for example, teachers can use AI to generate authentic social situations that students can role-play in social studies courses to gain a deeper understanding of social dynamics. Additionally, teachers need to be careful in their use of AI to ensure that AI tools complement rather than dominate the learning experience. Face-to-face discussions and traditional teaching remain a core component of education, and technology should be used as a support tool to augment these approaches.

Which principles of cognitive theories were most intuitive to you? Which ones surprised you?

• In this module, the Coherence principle of Mayer’s theory surprised me the most. Because in my previous experience I usually add a lot of images to my slides to make sure that the style of my slides is not so monotonous. These irrelevant but appealing images would make the content more interesting to me, however, the theory of the Coherence Principle teaches me that too many images can increase cognitive load and hinder the learning process. Therefore, when designing multimedia learning materials, it is necessary to avoid irrelevant and decorative content and keep it as simple as possible. In addition, I also learned that since everyone’s memory has a limited capacity, too much stimulation can make it difficult for learners to focus on important content. So students may not be able to focus on the knowledge points and reduce the efficiency. Finally, in this video assignment, I initially used some background music and pictures, but after realizing the Coherence principle I corrected it to ensure the simplicity of the video.

• I was also impressed with the Signaling principle, which is a theory that allows authors to add visual cues to help with reading. For example, enlarged headlines or bolded fonts. The benefit of using Signaling principle is mainly to reduce the burden of filtering information for readers, Sign can help learners filter out valuable information quickly, thus avoiding unnecessary load. In addition, it also helps the learner to recognize the logical structure in the material. By organizing the material, it makes it easier for readers to understand the connections between information.

Provide an example of a multimedia learning principle that you have intuitively followed in the past, and an example of a multimedia learning principle that you have not followed in the past. What will you do differently now?

• In my past courses I usually followed the Signaling principle, for example in EDCI 335 I created slides where I would set up headings and subheadings as well as bolding and grouping each keyword. This ensures that readers can quickly find the key points to improve learning efficiency. I also use specific tone changes, pauses, or emphasis in my presentations to remind the reader of important information.
• The Coherence principle is something I haven’t used in the past, I usually add a lot of pictures in my slides and background music in my videos to make the content less monotonous. I would want to make the content more interesting to the readers and increase their attention. But now I will choose to use simple text and valuable images to add to my slides and remove the background music from the video to increase the reader’s attention.

The principles used in screencast

Mayer’s CTML Principles Considered in the Video

In creating this screen recording video on How to Set Up and Optimize Privacy Protection on WeChat, I considered several of Mayer’s CTML (Cognitive Theory of Multimedia Learning) principles, which aim to enhance learning, especially when presenting multimedia content. Below are the specific principles I applied and insights into which principles were easier to follow and which were more challenging:

CTML Principles Applied:

1. Multimedia Principle
   • Application: The video uses visual screen recordings paired with audio narration, allowing viewers to both see the steps and hear explanations. This combination improves learning effectiveness by utilizing both visual and auditory inputs, helping the audience better understand the process of adjusting privacy settings.
2. Segmenting Principle
   • Application: The video is divided into small, manageable sections, each focusing on a different aspect of WeChat’s privacy settings (e.g., friend permissions, Moments settings, authorization management). Each section addresses one feature, avoiding overwhelming the audience with too much information at once. This helps prevent cognitive overload and makes it easier for the audience to absorb the content step by step.
3. Spatial Contiguity Principle
   • Application: The explanation and the corresponding screen action are placed close together. For example, when explaining how to adjust a privacy setting, the critical buttons or options on the screen are highlighted at the same time. This reduces the mental effort required to link the narration to the visual, improving comprehension.
4. Temporal Contiguity Principle
   • Application: The narration and the screen action are synchronized, meaning that when a specific step is being explained verbally, it is demonstrated on the screen simultaneously. This helps viewers immediately understand what needs to be done without having to mentally link different segments.
5. Personalization Principle
   • Application: The narration uses a conversational tone, making the tutorial feel more relatable and engaging. This friendly tone lowers learning anxiety, especially for users who may not be tech-savvy, and makes the content more approachable.

Challenging CTML Principles:

1. Redundancy Principle
   • Challenge: The redundancy principle suggests avoiding presenting the same information in multiple forms simultaneously, like combining visuals, text, and narration for the same content, as it can overload the learner. In this video, however, screen recordings, text prompts, and audio explanations are used simultaneously to ensure all users can understand the steps clearly. While this might create redundancy, it’s essential for covering the different preferences of the audience (some prefer visual guidance, while others rely more on auditory cues).
2. Pre-training Principle
   • Challenge: This principle emphasizes introducing key concepts or terms before the lesson begins. However, the video dives directly into demonstrating how to adjust settings without explaining unfamiliar terms upfront, like “authorization management” or “Moments permissions.” For users who may not be familiar with WeChat’s specific functions, this lack of pre-training could cause confusion.

Target Audience and Its Influence on Design Choices

The target audience for this screen recording video likely includes general WeChat users, particularly those who are concerned about protecting their personal information and wish to enhance account security. The audience might include:

• Beginner-level users: People unfamiliar with technology who need more detailed, step-by-step guidance.
• Regular users: People who use WeChat frequently but are not fully aware of its privacy settings.
• Privacy-conscious users: Those who are already familiar with some basic settings but want to go deeper in optimizing their privacy.

How Audience Characteristics Influence Design Choices:

1. Simple and Step-by-Step Approach:
   Since many users may not be familiar with privacy settings, the video is designed to be simple and easy to follow, with each step clearly demonstrated. Every action is carefully explained to avoid overwhelming users with too much information at once.
2. Multiple Learning Styles:
   The audience might have different learning preferences. Some may prefer learning through visual cues (screen recordings), while others might rely on audio narration or text prompts. Although this goes against the redundancy principle, providing multiple types of guidance ensures a broader audience can effectively follow along with the tutorial.
3. Scenario-Based Examples:
   As the target audience is likely looking for practical solutions, the tutorial includes real-world scenarios, such as why disabling certain friend-request methods might be important or how blocking specific contacts can protect their privacy. These practical examples make the content more relatable and applicable to everyday use.
4. Clear and Visual Demonstration:
   For less tech-savvy users, the video emphasizes clear, visual demonstrations. Key buttons and settings are visually highlighted to ensure users can easily find the right options. This reduces confusion and increases confidence in completing the steps on their own.