I used the chrome extension that summarizes YouTube videos, on this video by the Girl With The Dogs YouTube channel.
This tool could be used by students with short attention spans (or late assignments) to quickly get the gist of a video to know if they want to use it as a source //I suppose educators could do this too// for essays or similar projects.
The fact that the tool allows people to add prompts could allow students to ask for specifics of what they are supposed to be analyzing in the video. Another perspective could be valuable to a kicking-off point for their project.
It could engage critical thinking by making the student decide whether or not the points the AI picked up were the highlights of the video or just evenly-spaced points. It could also engage the students’ critical thinking skills by making them wonder whether or not this tool was helpful to them, or even accurate to the video they ‘fed’ it.
Of course, this tool could be used for cheating if the assignment was to summarize the video, or anything else that could be ‘fed’ to the AI to do for the student. It could discourage critical thinking skills if it discourages students to watch and analyze the video themselves.
I think that if teachers don’t set clear boundaries for using AI in the classroom, students will bring it in and cross the ‘dotted lines in the sand’. It is teachers’ responsibility to allow and explain to students how to use these AI tools effectively and ethically. I think there is no ‘stopping’ AI from entering the classroom, but there is a way we could influence its use towards ‘good’ and away from ‘evil’.
I think for sure there will be cheating using AI in the classroom, but there could also be projects based on how students would use the AI and trying to ‘break’ it, this could help students critically think (through exploration/play) about why AI may not be the end of homework/studying.
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