Episode Transcript
[00:00:00] Speaker A: Welcome to FHSU Tilt Talk, a podcast about educational technologies, teaching and learning, scholarly research and service hosted by Teaching, Innovation and Learning Technology. Staff.
[00:00:15] Speaker B: Welcome to our special series where we dive into Generative AI at Fort Hays State University.
In this series, we interview faculty and staff about their work with generative AI, exploring how they've integrated it into their teaching and research.
Welcome to this episode of Tilt Talk. I am Magdalene Moy, an instructional technologist over in Teaching Innovation and Learning technologies and the Generative AI Task Force chair. And today I am joined by my colleague Gary.
[00:00:49] Speaker C: Hi everyone. Gary Anderson here from the AEP Department at Fort Hay State University. I managed the transition to teaching alternative licensure program for our university and I'm glad to be here to talk about AI with Thomas.
So you want to introduce yourself, Thomas, and tell us a little bit about you?
[00:01:17] Speaker D: Awesome. Definitely. Thomas Horn. I'm an instructor in English and Modern languages. I teach composition one, our co requisite writing studio course, and composition two. I've been here since June in Hays, taught since August 11th, so not even a year yet. I love it. Excited.
[00:01:41] Speaker B: So tell us a little bit about your exploration with AI in your teaching process and kind of how, how your students are engaging with it.
[00:01:53] Speaker D: Well, I think my exploration has multiple facets.
There's the part that I do outside of the classroom for fun, investigative parts that I do. I think I like to make that very clear when I talk about it because sometimes there's confusion when I talk about it and people say, oh, you're doing that in class. And like, no, no, no, no, no. I'm investigating it because I go through a long process of playing. I like to call playing, learning, researching before I ever do anything in class. I mean, there's a lot of thinking and planning before I ever do anything in class. I love technology.
People say that's because I'm young, which always makes me feel nice inside because I feel like I'm, you know, 39 going on 87 sometimes. But. And then there's the application, the pedagogy, what I do in the classroom to engage my students, what I do outside of class. I'm very interested in what I presented on for faculty development. And that's like, how can we use technology and tools to make things easier for faculty and keep faculty ahead of what's going on instead of being reactive, being proactive.
So I read a lot that comes out. I follow a lot of people that are on the forefront of generative AI, of language learning models and pedagogy.
So prompt Guidelines that are coming out.
But beyond that, beyond just the prompting, like what's coming out, beyond ChatGPT tools that use the models to generate pedagogical tools, environments that we can use in our classrooms for students to help them learn and make learning easier. And it's a lot of work. It's a lot of play.
Because one of my rules about technology, as much as I love it, is it has to make things simpler for students.
Not more complicated, not more difficult. It doesn't. It can't be a barrier, and it has to be for a reason.
You know, you can't just use technology for technology's sake. It has to be evidence based and it has to be for a reason.
So in my classroom, I use it for writing process.
So when students are stuck, it can assist them to get unstuck. If they're overthinking, it can focus them.
If they are writing too much, it can help them streamline.
If they are going in 50,000 directions, it can focus them. And that's how I frame it. It's not to do your work for you.
It is not to, you know, create a finished product. It is to get the ball rolling, sometimes to generate ideas. It's to assist you. It's a tool. And one of the phrases that I found when I was doing research was that it's a stochastic parrot. It does not think.
Its algorithms assume the way words are arranged in a pattern, the way they should appear in patterns.
So it doesn't think, and you can't let it write your words for you. Your job is to say, oh, that's a great idea. I'm going to run with it, or, okay, this is really weird.
How can I add human thinking to what this has provided and do what the assignment guidelines say I need to do? Because that AI has not been our class for the past eight weeks or the past module. It hasn't read all the assigned readings. It hasn't, you know, attended the lectures. And then I do writing process. So I have multiple assignments that are feedback intensive and that scaffold. And I read every single thing my students submit and I get feedback to it. So when they turn something in, that goes and veers off drastically from what their process work shows. I know, and that is my filtering. That's how I, you know, know if something just changes drastically. I also meet with each of my students once a week outside of class, be in space or in person, and we conference and we talk about what they're doing, where they're going.
So I mean, I have a lot of things. I don't use AI detectors, I don't use any of the things like that because they don't work for one. There are a lot of false positives, just like in AI. There are a lot of, you know, problems and issues when it generates text.
But you know, that's what I do. You know, how I play with it, how I develop it and how I use it. Just a few examples. I talk a lot. I'm sorry.
[00:07:29] Speaker B: You're good. No, that's why we need you.
It sounds like you have a process in place for what you're expecting your students to do in their writing, like writing as a process, but also your evaluation of the process of them. And that's really interesting because I think one of the things obviously that comes out of the university mindset is AI is cheating. Right. And I think specifically in English composition, any writing intensive course, that's because OpenAI ChatGPT is a generally thought of as a text based AI generator. They naturally are scared of this particular tool. So can you talk a little bit more about like how it sounds like you check in with your students not only throughout their writing process so that you can see it, but that you have some, some weekly checkpoints with them to also kind of go beyond their writing as a skill but also kind of connect with them as a person so that you are showing them how you value them as a student in their learning process.
[00:08:34] Speaker D: Yeah, I mean, I start off the beginning of the semester with my syllabus saying expectations that I have for them and expectations they can have of me. And so it's about respect. That's how I started off. And I also have the academic honesty policy. But when I go over those expectations, I tell them I always give you the benefit of the doubt and I always assume the best about students because I actually like teaching and I actually like students and I am a teacher. So if you make an error, I'm not going to assume you're cheating. I'm going to use it as a teaching moment and I'm going to teach you because that's my job and that's what I like to do.
So, you know, there might be some instructors who, if they see this, they're going to say it's academic dishonesty. So you need to be prepared for that because it would be a disservice for me to tell you that everyone is going to be like I am.
So you need, I'm preparing you as a gateway course. Comp one is Supposed to be preparing you for college work. So I have to let you know that this could be seen as academic dishonesty by other people. But in my class, I'm going to use it as a teaching moment and show you how you do it correctly and how you use it correctly.
And I will always assume the best unless you give me no room to do so. So if you download a paper from the Internet or if you have somebody else write it for you and it's drastically different from the work I've seen you do, because I get to know you and who you are as a writer, then I don't have the room to do that. And in those conversations they'll usually say there was a lot going on and this happened and I did it and they're honest with me. And if they're honest with me, I say let's, let's redo it. Let's work from what you had before. Because they've done the work and I've worked with them and I want them to be successful because if they're successful, I'm successful. And sometimes I get in trouble because I tell them things like, you know, that piece of paper that you're earning means nothing if you don't have the skills to back it up. You have a piece of paper just like everyone else who comes out of this institution with that piece of paper, you have your foot in the door. What's going to get you the job is what you can do with it, right? It doesn't entitle you to more money. It entitles you to get your foot in the door. So in my class, I know English comp is not the most important thing in your life ever for most of you, probably all of you, but critical thinking, not just googling responses to interview questions just like everybody else did, but being able to respond in the moment.
In every single one of my assignment guidelines I put what does this transfer to? How does this apply to the real world?
Right? So you know, I'm not just giving you busy work. It's not just a blow off class in the real world. This can help you. And I think they respect that, that I, you know, I'm not saying this is the most important thing ever. You know, I'm telling them like it actually does help if you want it to. And if you don't have the intrinsic motivation and you don't care, this is interesting.
[00:12:04] Speaker C: I'm also interested in the boundary that, that you deal with because I, I too struggle with that in my classes and I Put in text that I wrote and said, did you write this AI? And it comes back and says, well, this is consistent with what AI, you know, generator might have come up with. And then I ask it more questions like why, you know? And gives me some fairly generic answers, but I. I struggle with identifying text. It sounds like to me you may have an amazing ability to sort of look at a student's text and make this decision in your head. And I'm curious about that process. What are you looking for and how. What exactly are some examples? How do you do that?
[00:13:05] Speaker D: Well, I mean, I've. I've taught for.
Taught comp now for 13 years.
So I know common errors and I know the stresses they're under.
And if you see a perfect paper, you know that those are few and far between. You see their challenges that they have at the beginning of the semester. You see the hard work that they put into overcoming those challenges.
And then you get to know their voice, how they write, and how those challenges evolve through hard work. And if there's an abrupt change because you're reading everything that they're doing, then it's a. It's a signal. I go over an exercise like what you were talking about in my class where I use my master's thesis and I upload it into Quillbot or something like that, and I show them. I say, listen, look, I wrote this before Chat GPT was released, and I did not use that. I didn't use a computer to write this.
And it says 100%.
It claims that, you know, it's unoriginal. I use SafeAssign. It claims it's unoriginal.
And I use a lot. I also, as one of my philosophy, of my pedagogical philosophy, every single assignment I assigned to them, I do each semester before it starts, and I provide examples of what the assignment looks like. They're not perfect at all. And I say, my example essays, my example assignments, they're assignments we're going to make an example out of and we're going to use them for like, you know, hey, how could this be better? How could it improve? And we work on them together, but we also run them through. And I say, hey, if it's flagged as 20%, here are some reasons that could happen and why it's unoriginal. You know, integrated source material. If it's a direct quote, it's going to flag it as unoriginal, right? It's going to come up because other people probably use those sources. If you have a common last name and you put it in your header with a page number, it's going to flag it. Because other people have probably written and they have that last name. You have works cited entries and they're correct. They're probably people that have used those sources before and have a works cited page with those entries.
So going through that and knowing the struggles they have, and if you have a paper that's submitted that has none of those struggles and you use SafeAssign and you have all those things come up, it's about having the conversation. I mean, my final test is the conversation. And because I try to have an environment in my classrooms that's safe, where they can talk. And I tell them, yes, we have course evaluations at the end of the semester and you can let me know anonymously and with no impact on your grade how I can make this class better for people that come later. You can always let me know how I can make this class better for you right now.
And it will not have any impact on your grade.
And they trust me because I get it all the time. This isn't working. I haven't done this. There's too much of this. And I said, I always stipulate at the end, besides telling me not to make any work for the class, like, you know, like, that's always the number one thing. Like just remove all the grades, just remove all the assignments, you know, that kind of thing. But my number one test is always just, just talking to them about their work. And, and because I read everything and because I give feedback on everything, I know them and their voice, they're writing, and I know everybody. That's not feasible for everybody. But I also teach fully in person, so I get to be with them.
When I teach the co requisite I meet with my students five days a week, Monday through Friday. So I mean, that's another thing, you know, when you have the first semester in the fall. When I was teaching here, I was meeting every single one of my students five days a week. So.
[00:17:30] Speaker B: So I, I mean, everything you said so far is beautiful. Like, if, like, if I could give you a gold star for like what instructors could do, you, like, you've marked every single box. So, like, kudos to you. That's fantastic. Your students are really lucky. What do you, what do you think about faculty who might say, like, that sounds like a lot of work, I don't have that much time to do that. And I maybe teach online or something like that. You know, like, what kind of encouragement might you give to someone who's not going maybe doesn't have the same pedagogical stance as you do.
[00:18:04] Speaker D: I think it takes.
It's an individual approach. You have to find what works for you. This works for me because I came from an institution where I had 150 plus students every eight weeks teaching computer. And I tried different things and I found that meeting with each of my students outside of class once a week made work less for me.
When I and I was teaching online then, half of my classes were online, half were in person. Instead of receiving 500 emails a day, I would have one meeting with each of my students via Zoom because that's what we were using then or teams.
And it was five minutes or 15 minutes maybe at most.
But you have those meetings and then you're done. You don't have to answer the same question 50 times a day.
And with the reading, the work I had, I use quick marks. We had, we had a different version of learning management system and everything like that. But you can develop whatever you need. And you know the same issues are going to come up, the same comments are going to come up. You find a way to make it more efficient and there's a lot of work that goes into it at the beginning, but it's just like any system, once you get it figured out, it saves a lot more time.
Right. You find the way that makes it more efficient for you. And all the things that I've shared make it more efficient for me.
And I'm not saying what I do is the best. I never assume that what I do works for everyone. And I never think that I'm good at what. I always think I could be better and I always try to be better. I always say I'm. I'm a lifelong learner. If I ever get to the point where I think I've learned everything there is to learn or I couldn't be better at what I do at serving students, then that's the day I need to retire quite. Because students deserve better.
But I would say to anybody who thinks anything that I've shared won't work for them their discipline, even in English in comp. Rhett, you have to fit it to the needs of your students and you have to fit it to your own style and how you teach it.
If you don't have the buy in, it's definitely not going to work.
And students deserve to have the experience of instructor that's invested into whatever they're doing.
But I mean I don't think it's perfect or that it Works for everyone. But I think it's worth a try. If what you're currently doing isn't working, you're frustrated and you think everybody's cheating. I think it's funny. A lot of the instructors at the institution that I was working at think that AI is the end of the world.
And they always post on Facebook. And because I still read, there were friends, you know, oh my gosh, you know, I had. They have 150 plus students that they're teaching. You know, I had, you know, all of these essays turned in, and there were two people that used AI and I was like, out of 150 students, you had two that used AI to write some components of their essay. And. And I was just like, and you're acting like it's the end of the world. And I'm gonna tell you, you had a lot more that used AI to help them in writing their essays.
But, you know, if you, if you're not comfortable with doing it, there are a lot of generative learning, language model, large language models that have built in safeguards. I mean, we have access to Grammarly, and if they try to get Grammarly to write their paper for them, it says, this seems like it's academic dishonesty. It tells them what they're doing is wrong or what they're trying to get it to do is wrong. But it'll say, can I help you with outlining? Can I help you with brainstorming?
You know, this seems like it's not focused or you should narrow your scope or different things like that. So it's got the safeguards built in to help them do it correctly. And so, you know, it depends on what you're comfortable with. And starting out, just testing the waters or I told, you know, some people have been using feedback fruits. You know, there's, there's AI in that, right?
And they're like, what are you talking about?
You know, and so I don't know.
[00:22:45] Speaker C: I'd like to look at the flip side of this for just a second. And that is from the instructor side, giving feedback. It sounds like your strength is getting to know your students and being able to see their needs and give them feedback.
Do you see a place. Have you tried to explore AI as a tool for giving feedback to students about their writing? You know, the voice, the other characteristics of writing.
[00:23:20] Speaker D: I play with it a lot, and I've done a lot of research on that outside of the class. See, this is what got me in trouble when I did that, faculty development. Because when I Did the faculty development. I did a presentation on, you know, make it work using AI and large language models to lighten faculty workload. Like, ways that you can use it to help you and make your life easier. Because I love teaching and I love students, but I hate grading.
I hate it with the burning pasture of the house. It's just awful.
It's so much better now at FHSU because I'm from teaching 150 students every eight weeks to having at most 50 every 16 weeks, which is insane to me because I actually know their names and I get to know them and know their work and everything about. It's amazing. But still, you know, we have four modules and I have multiple writing process steps for each of the main sections of the writing process that we go through. And it's multiple per week and for all these students that I'm giving feedback for. And then I allow late work because I know things happen. I'm very flexible and so that overlaps and you have all this going on. So I do try to, like, investigate, what would this look like? How would it work? It's incredibly frustrating. Like, I do it for fun, has no impact on their work, and I don't use it for them because they know what my feedback looks like.
Looks like I wrote a book for their paragraph, and they say, you know, it could be a little overwhelming. And I say, well, what is helpful from that? They say, well, you tell me a brief summary of what you understood. You give me the positives, areas for improvement, and then a bulleted list of steps to take moving forward. And I said, okay, well, that's what I'll do. You know, I won't write the, you know, every single thing that I noticed. I'll just give you that, you know, going for. And they loved it.
What I do notice is, like, when I give all of my feedback and I feed it into one of those language models and I say, make this more concise into the point. Or taking all that feedback that I spent an hour doing for one student submission and saying, could you put it in this model? Like, identify all the strengths, all the areas for improvement and action, steps to take. It can do that.
It can replace you. If you are using, you know, surface level, generic computer equivalent levels of feedback and, you know, instruction. But if you're offering quality, if you're thinking, if you're human, you're interacting individually, it can't replace that now, can't replace that now. I'm sure in the future, I mean, it's making leaps and Bounds of improvement. I mean, I remember when I first started playing with it and I told it to write like screenplays following very rote structures about each of my cats. I was amused. They were really good. I still have them. I thought they were cool. But when it comes to feedback on student work, it's the same thing I tell my students.
Even if I upload all those assignment sheets and say evaluate it based on this rubric, it hasn't been there for all their lectures. My assignment sheets are designed so that students can't upload them to, you know, like, what is it? All those sites, course here, whatever they are, where people can just write a paper for them.
They have to be there in the class, they have to be participating. And so it makes it very difficult for AI to evaluate it because you have to be in the classes, you have to know. And the rubrics are very difficult for AI to understand because they have ranges for each of the criteria.
Has to read all of the elements within the rubric and there are like five different sections with multiple elements in each one and ranges within. So it just gives the same grade to every single one of them when you run it through. Because I have tried that as well. Never used it for anybody's grade, but I've tweaked it and I've done different, like diagnostics. And I have it for, you know, months and months I've gone through. And its pattern usually is no matter what I put in, I've put in awful essays and I put in, you know, essays for different assignments. It will just give like a plot summary and then the same about a C range, no matter what the quality of the essay is.
So currently it's not the best at providing substantive feedback based on clear guidelines. And I've used multiple rubrics, not just the one that I've developed, but the aac. And you are? Yeah, aac was it three Quality matters.
And I think there are three others that are like the three main online evaluation rubrics. And it doesn't matter what rubric you use, how simple or complex it is, it just, it doesn't do it. Even if you break it into steps and say, I want you to do this three step process, one step at a time. Wait for me before you go through. I mean, clearly do the prompt out.
It just. It does, it's not there yet.
[00:29:26] Speaker B: I like what you said though, because I think we were both at that student panel at the AI Institute and I was really shocked to hear students strong response to not wanting AI to give them feedback on their work versus generally hear the faculty perspective of that. But I really appreciate you saying, just for your students and their work that they're giving you, it does not do critical thinking. Right. So that humanized part of learning is not there on either side of it and it is missing that component. And that has to be taken into account if you, if you want to use it. Right. That's what we're hopefully, that's what all of us in Higher Edit are aiming towards. And so I appreciate you saying that.
[00:30:15] Speaker D: Yeah. And the student feedback at the panel, like some of the. See, I'm a comp person and someone's like, but that's a logical fallacy.
Because I was like, I want to get teaching moment. Because, like, it's not either or. Right. Like the. Your instructor hopefully is meeting with you and providing you feedback. So like, I use, I do use AI in feedback because I use automated feedback in Feedback Fruits. I. It's a resource that's built into my courses for my students because I put it on the student guided mode where they can select what they want to focus on and they can do it. And some students love it, other students can't stand it.
Students have algorithms built into Word that they use to help them. But I tell them it's not correcting your paper, it's causing you to pay more attention to your writing. You have to decide, when you look at that, is that correct or is that just an algorithm saying that there are patterns and making you pay attention to it and decide whether that pattern applies here or not? Just the same, the same thing. If you think about language models that way, there's a pattern. Does it apply here or not? Thought is still necessary, actually deeper level of thought because it's way more convincing than the squiggly lines in word or Grammarly. Because Grammarly, sometimes I'm just like, why would you put that word there? Like, that doesn't even make sense. Right. But with ChatGPT or Bard or Notion or some of the other things that are out there, it convinces me. Sometimes I'm just like, that seems a lot better. But then you think about it and you're just like, okay, I'm just doing this too much because I'm starting to get in that mindset where it's, you know, and it's like, okay, that all makes sense. But it's not the most concise and it's not the most specific, it's not the strongest, and there's no creativity or originality there. And what is missing is what makes it human and what is their original voice. And I start off the whole semester by saying, this class is not here to teach you the right way. It's to give you the tools to develop your own voice and to clearly and concisely communicate what you want to say.
And I'd be a hypocrite if I said that. And then I said, you have to give yourself the room to make mistakes.
That's how we learn. And as soon as they make a mistake or as soon as they develop their own voice, I fail them or I give them a significant drop in their grade. So a lot of my work in the class is either low impact on their grade or no impact. We do the portfolio method. 70% of their grade is a final portfolio. They'll turn in on the 3rd of May.
Most of it is just like writing process work, but they're writing journal also do it the third of May. You know, they can redo it as many times as they need to get feedback and then submit it at the end for final grade. That doesn't mean they can just do nothing all semester because that's not the way the course is designed. But I'm very intentional about communicating that over and over and giving them that feedback. So I talk too much.
[00:33:56] Speaker B: I wanted to kind of wrap up our. What we've been talking about so far, about what your feeling has been so far with your students on using this tool. Like, how has their response been to you using it in the classroom?
[00:34:13] Speaker D: I think most of them have. I think there are three main responses. Two of them very similar to a lot of faculty, like, fear. They're not. They don't understand it. They aren't aware of it maybe.
And so it's just something new to have to learn. People say all the time that these students grew up with technology and they're so technologically savvy. And it depends on what technology you're talking about. They can post Instagram and TikTok like nobody's business. But when it comes to attaching a file to an email or accessing any kind of technology, if it doesn't, like, do it for them, they're completely lost.
Like, they cannot open like a browser sometimes or download something if it's not like automatically popping up and doing it for them.
And that's not an insult to the students at all. It's just like assumptions some people make because they're, you know, niece or nephew is better at something than they are. So obviously their students should be Able to do everything.
You can't make those assumptions.
The second is they're excited and they just go all into it and they, you know, do everything. And then I have to kind of say, okay, now the thinking part, right? The applying the guidance.
And I say, you know, this is something you definitely are going to need to use and be comfortable with. And I'm glad you're excited about it. But we also have to do the part for the class, you know, like where you, you think and you apply the guidelines.
And I think the, the third is mindset they have about a lot of the things I talk about in the class. And it's like, can't be that it's a trap, right? You know, like, like he's telling us that. But as soon as we do it, you know, we're going to fail or it's going to be academic dishonesty or, or something like that. And so again, it's building trust, it's modeling, like pulling it up and showing, you know, this is an appropriate way. Here's how the Modern Languages association says to fight these things, right? A lot of people are just like, well, it's fairly new and there's no appropriate way to do it. And I was like, that's not true. Every major professional association has released and released almost immediately how you appropriately handle these things.
So there are guidelines and there are ethical ways to do it. And if you're unsure, you know, research.
[00:36:50] Speaker B: We were talking about. So students are either scared of using it, they need, they're very gung ho about it and need to be reigned back in, or they are.
[00:37:00] Speaker D: It's a trap. Yeah, it goes back to the element of you need to be free to make mistakes so that you can learn, because that's how we learn and following through on making it a safe environment so they can do that. Like I said, I'm not a hypocrite. When I say that you're free to make mistakes, I mean it. And so when you make those mistakes, it's a teachable moment. It's not I'm going to reprimand you, I'm going to assume the worst and I'm going to, you know, persecute.
So it's like everything in my class, right? Like, I don't assume the worst. Like if you, you have to miss class because something's going on, I don't need a doctor's note, I don't need anything like that. Just let me know.
And you're good because my attendance policy is clear in the syllabus. Those who attend class generally pass. Those who don't, don't.
Why do I need to tell you? After your third absence, you automatically fail.
That's usually a policy that instructors enforce because they don't want to work.
Like, in my history of teaching, students that show up and do the work and try generally pass. Those that don't, don't. So, you know, like, I'm not going to assume that you're a liar, that you're lazy. I'm going to assume if you're telling me you're not going to be in class, there's a reason.
So I don't need to make extra work for both of us. You know, there are institutional policies I have to adhere to and follow, but, you know, it's the same thing with anything that we do. Like, I'm not going to penalize you. I'm not going to assume the worst about you. I don't hate you. Like, you know, those types of things. And so with things like that, I'll give you the freedom to make mistakes so I can use them to teach you. That's what we're here for.
[00:38:53] Speaker B: I'm.
[00:38:54] Speaker C: I'm curious. Let's go back to your play mode.
[00:38:59] Speaker D: Yeah.
[00:38:59] Speaker C: In your play mode, can you see, can you prognosticate what you might be playing with in the near future or maybe a little further out? Is there any thought about what you'd like to see? Where do you want this to all go?
[00:39:17] Speaker D: I wish it would work.
I paid for the Pro version of ChatGPT for almost a year, and I canceled it recently because I was tired of wasting my money.
The amount of they can't keep up.
And so I lost everything multiple times because I just went, and my whole history is gone. I save all of my chat prompts and this word documents in OneDrive because I've lost my whole history multiple times.
And then there was a whole week where I couldn't even, as a pro member, as a paid member, couldn't even generate a prompt or enter anything because the history was gone. Nothing was working. And the ridiculous thing is, when you go into their customer service, you get a chat GP generated response. And I was like, I've used this enough that I know you're not a human being, and it claims it's a human being. And I was like, you know, why are you giving me. I'm paying for this. It's not the free version. I'm paying for this. And the first thing I did was ask chatgpt what? Or Bard or some other how I could get the history back or Googled how to get the history back. And these steps are exactly what it generated. And then it ended with. And we're so grateful for your thing. Please let us know if you need further support. And I was like, actually I need actual support first. And they. And I just got the same kind of stuff, you know. So I think more stability would help it and make it better. I've used Copilot that comes with our server. It's great in certain things for research, for focusing different types of thought. It actually has built in guardrails for preventing academic dishonesty and other things. So I think getting more familiar with that as a better way of integrating it into my courses and getting students more engaged with that because it seems more stable, would be the next version. Also diversifying my familiarity because I was very heavily reliant on Bard and it's not called that anymore, but and chatgpt for. So I think, you know, finding out what else there is. Like I mentioned notion, it's a lot different. It's very interesting. It's integrating multiple different capabilities into like a space, like a creation space that I really find interesting and getting outside the idea of just language models and like creation spaces and productivity spaces and trying to integrate that into helping students with time management, with procrastination, with overcoming, you know, other focus issues that they have or ability issues that they have, like any kind of marginalization, voice, you know, ability, anything, accessibility, that kind of stuff. Because one of the frustrations I've had as an instructor is that a lot of students come in and they talk to student support and they have, you know, accessibility letters, but none of them apply to my course.
And the way I get around that now is I say it's not. It's not a.
It's not a exception or whatever that's called. It's not that if I do it for everyone. So I try to make my class as open, as supportive and as accessible across the board for everyone. So it's not doing anything for one individual. But I also have students write their first paper about, you know, issues that they have, but they've never gone to student support and they've never received a letter and. Or they just haven't selected to share it with me. So I can't do anything. So I try to do that. But I think there's great possibility for multi tool spaces that can be integrated fully into courses to help. And I see that as good once they work because even the strongest one billions of dollars invested with them are failing horribly because they think they're spreading themselves too thin.
[00:43:54] Speaker B: Well, I will say that I'm disappointed that you didn't say you were going to build on your cat screenplays. Like, I was kind of hoping you'd go down. That I would. I am really interested in that kind of creative play. Not having a memory of what you've prompted is detrimental.
[00:44:13] Speaker D: Right.
[00:44:13] Speaker B: Because we're learning of how we're using it, too. And I think that's a really powerful tool. And I really like what you said about the different spaces. So as you play with that, you know, please come back to us and share with us a little bit more because I would. Yeah, we can't play with every tool that there is out there, but if you play with someone, we play with some. I think that'd be a really cool next steps for us. But thank you so much for joining us today and I will be following up, maybe trying to get one of your cat screenplays personally.
[00:44:44] Speaker D: Yeah, there you go. Of course.
Appreciate it.
[00:44:48] Speaker B: Thank you.
[00:44:49] Speaker C: Thanks so much.
[00:44:51] Speaker A: Thank you for listening to this episode of fhsu Tilt Talk. Subscribe on Spotify, Amazon, and check us out on the TigerLearn blog or the Tilt social media pages for updates. We'll see you next time.
