Thoughts from James who recently held a Gen AI literacy workshop for older teenagers.
On risks:
> One idea I had was to ask a generative model a question and fact check points in front of students, allowing them to see fact checking as part of the process. Upfront, it must be clear that while AI-generated text may be convincing, it may not be accurate.
On usage:
> Generative text should not be positioned as, or used as, a tool to entirely replace tasks; that could disempower. Rather, it should be taught to be used as a creativity aid. Such a class should involve an exercise of making something.
1. Introduce the main concept being discussed in an article, with relevant background.
2. Reference an example to which I will refer later in the post (optional, depending on the length of the background in the opening paragraph(s)).
3. Summarise, in a few points, what will be discussed in the article.
4. Show an example of what someone will accomplish by the end of the article, if possible (most relevant for visual guides such as those that pertain to web design, image editing, computer vision, etc.).
5. Conclude with a welcoming sentence that eases the reader into the main content.
This is such a fascinating story! Rae from the Zoned Out podcast made a series about it - I’m not on her Patreon so I could only listen to the intro episode (first out of three) but was so interested!
English
That’s an excellent point, thanks for sharing your insight!