AI Literacy for Teacher Education

It gives me to warmly welcome all to this important program on the theme empowering teacher education through generative AI literacy, co-creation, and innovation. which is being organized by COL with support from the Commonwealth of Learning. COL is implementing the second phase of the Teacher in the Loop project. And this phase emphasizes on co-creation, mentoring to support the use of open educational resources and generative AI among pre-service teachers in Ghana. We are living in a transformative moment for education. Generative artificial intelligence is no longer a distant concept. It is rapidly becoming part of our everyday teaching, learning, and knowledge creation processes. For the teacher education in particular, this moment presents both the an opportunity and a responsibility. An opportunity to reimagine how teachers learn, create, and collaborate. And a responsibility to ensure that these technologies are used ethically, inclusively, and meaningfully. The focus on this AI literacy program is especially timely. Empowering teachers begins with enabling them to understand AI, not merely as users of tools, but as informed professionals who can critically evaluate, adapt, and guide learners in an AI-enhanced world. Literacy here goes beyond technical skills, as will be explained later by our facilitators. It includes ethical awareness, pedagogical judgment, and a deep commitment to learner-centered education. Equally important is the idea of co-creation. Generative AI has the potential to shift teachers from being passive consumers of content to active co-creators of knowledge, learning resources, and innovative practices. When educators collaborate with technology and with each other, they open new pathways for creativity, contextual relevance, and inclusive learning experiences. Innovation in teacher education is not about replacing human insights with machines, as I always say everywhere I go. It is about amplifying human potential. It is about using AI to reduce routine burdens, personalize learning, support reflective practices, and strengthen professional communities, while keeping human values at the core of education. In this context, the leadership of Sandlots and the the continuous support of the Commonwealth of learning are a very significant Our commitment to open equitable and future ready education provides a strong foundation for meaningful for dialogue and practical outcomes from this program. I am confident that today's deliberations will inspire thoughtful engagement critical reflection and actionable ideas that will help shape the future teacher education in the age of generative AI. With these words, I once again welcome you all and I wish the program every success. Thank you. >> Thank you, Professor Coleman. Can you all hear me? >> Yes. >> Yes, please. >> can hear you. >> Yeah, we can all hear you. >> Thank you, Executive Director, for the welcome address. And as Executive Director indicated, this is a collaboration between Cern Lab and the Commonwealth of learning. So, we also have a consultant from Commonwealth of learning um in the person of Professor Oputa I do my humble so Prof, if you are online, if you can give us a brief remark. >> All right. Yeah, good morning, colleagues, and um I trust everyone is doing very well. Uh I want on behalf of Commonwealth of learning welcome all of you to today's webinar. It's one of the most uh important webinars uh that they have sponsored uh because the time in which we are uh it's very necessary we have a conversation uh around the use of AI in education, especially at the colleges of education level where pre-service and in-service teachers are trained. So, it has become very very essential and relevant for us to begin in the conversation that leads to some policy direction. For example, as a country, we do not have um an AI policy governing a lot of things that we do today. Uh if you realize most of the higher institutions of learning have begun putting together uh some policies to guide teaching, to guide learning, and also to guide research. But, you know, the AI terrain is very complex to understand that it's not very easy uh to see that you can do ABCD, you cannot do ABCD. For example, you can't tell students that do not use any of the AI tools for research or or not to use for research. And if they have to be permitted to be used it for research, to what extent can they use it or to what extent can they not use it? So, then it becomes very important to begin thinking around issues of ethics. Um which is very vital, which is very crucial because if we do not check the ethical use of AI, then of course, we are going to land ourselves in many many many issues. Those of us in academia uh who publish uh you know, these rigorous academic um papers, if you have to send any paper anywhere today, you need to declare the use of AI in your academic work. And to what extent you have used it. What Did you just use it for writing, uh doing literature search, doing what um even for grammar checks. You need to declare it. Only a few years back that uh those things were not a premium to the publication industry. But today, we need to do that. And it's not just in academia, in industry as well. People write reports. Quite recently, one of the giants uh in the in the field was tasked to uh conduct a research. And you know, it turned out that their research report was AI generated. Though they did it, but they fed their studies and outcomes to AI, uh which reported in a certain manner because there are some biases in there. So, this workshop or this webinar is very very vital. It has come at a very right time that we in education sector, we as educators can begin thinking around some of these issues. I know the resource persons are going to bring out more issues. So, I will not take the sale out of their um the wind out of their mouth. I will just pause here and say that you're all welcome. On behalf of Kumasi the timing will not permit them to be here uh because uh as we are having it, it's around 2:00 a.m. uh to our funders. But I believe that we are going to have very good conversation. But uh note that uh whatever we are going to discuss here is going to inform policy. It's going to inform uh the way we have to use AI in Ghana. It's going to inform how educators must use AI, how students must use AI, and then how pre-service teachers must also carry it on as they move along. So, thank you very much uh Kingsley for uh moderating this and uh we appreciate all the people coming and all the best uh to you in this session. Thank you. >> Thank you, Professor Ofori Atta for the brief remarks. Um I must say that from afar, we have uh representatives from uh various agencies. Um from MasterCard Foundation uh from the Ministry of Education, CCT, and we have representatives from different institutions that are present. some input from us. Of course, we want to have more time to delve into the topic of discussion. So, I would like to bring the the resource person of today on This resource person is an accomplished academic and a lecturer with the School of Computer Science that has done digital systems. His work integrates different aspects and and uh and uh contributed to the respective linkages with academia, policy, and the industry. And our resource person is in the person of Professor Bukari Hassan Aziz. And uh And uh as this presentation goes on, if you have any questions, you can put them in the chat box. And at the appropriate time, we'll have the opportunity to call on you to talk. Okay. So, Prof. If you're around, please take it. Prof. Aziz, >> No, there there was no space like that thing. >> Professor Bukari, >> Hello. Hello, give me your your line is not that smooth. You know, you've been breaking. I don't know if I'm the only one who is getting you. >> Prof. Aziz, we can't hear >> We can't hear you. We can't hear you. Am I the only one not hearing? Prof Aziz >> I'm also not hearing. We I think we are all not hearing because I can also not hear. >> If Prof, please if you can change your mic input. If you can change that one, I think it's I can see you have unmuted yourself, but we can't hear you. If you can hear us. Yes. >> Prof, we can't hear you. Hello, Prof. We can see your lips moving, but we can't hear a word. >> We can't hear a word. >> Maybe Prof, you can you can close this and join the the the page again. Probably we can hear you sometime. >> Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. >> So, as as we wait for Prof to join us, um as I indicated, we have a full stop uh dignitaries and officers from various agencies of the ministry. But, so >> Okay, can you >> and madam >> Okay, can you can you hear me? Can you hear me now, please? >> Yes, we can hear you, Prof. >> Okay. >> Yes, we can >> I think something was something was wrong somewhere. >> Yes. Yes, we can hear you now. >> All right. So, let me let me let me share my screen. Uh good morning to you all. And uh sincere apologies for that technical hitch. All right. I hope you can you can all see my slides. >> Yes. Yes, Prof. We can see you. >> All right. So, um once again, let me also welcome all of you on board. And uh we are talking about integration of generative AI in teacher education. Uh uh this is the first webinar. We'll have some other two coming later on. And uh they will just be some kind of build up on this current one we're about to go through today. This webinar will focus on strengthening like uh the executive director and our Prof has said. >> Hello, Prof. >> Yes. >> Can you put it to slideshow for us? It It seems it's not on slideshow. Uh no. It's on slideshow at my ends. >> Aha, so you need to swap it. I think we are seeing the normal slide view and you are seeing the slide show so you need to swap for us to see. >> All right, so let me do that. >> Yeah. I think at the top right corner somewhere you can see that's one. >> Have you seen it now? Is it correct now? >> Not yet. So are you using double screens? >> No no no no no. I'm >> One. >> Yes. Let me let me do this. Uh Can you can you see my screen now? >> Yeah, we can see that screen but it's not in a slide show. >> It's not in the slide show. Okay, let me let me do this. Okay, can you see that now? >> No, please. >> You can't see it. No. >> No, no. >> Okay. >> Okay, I think it's okay. It's okay now. >> It's okay. >> Is fine now? >> It was fine but now it was not. >> It was fine. Yeah. >> Okay. Is it is it okay? >> Let's give it a few minutes. Maybe it's about 10 percent. >> Okay, let me let me do this. Okay, so what do you see now? Is it in the presentation mode? >> No. >> Not yet. >> Wow, let me let me see something. >> You did it a while ago, so >> Yes, I just I just want to I think I have Still? >> No. >> Cancel. I want to zoom in. Oops. >> Okay, it's okay. What's it okay now? Yeah. >> Yeah. I think I have some few technical issues at my end here. It's going back again. >> Yes, yes, it's going back again. >> Uh I should have tried this. >> Uh Ali, is it possible you have pro presentation? Then maybe we can >> Yes, I'm just I'm just trying to >> Yes, I do. >> So if you ask me here, I think I have some technical issues here. My machine is not too stable. Please share from your end for me. >> Okay, okay. Let me share it right away. >> Share from your end for me, please. >> Okay. >> Okay, so you can go ahead and share from your side and I'll say something. Okay. Give me a minute. Okay. Is everyone Can we see my slide? >> Yes, yes, yes, yes, yes. So, that's fine. So, um Like I Like I was saying before, so this this particular webinar is um on the integration of generative AI in teacher education. And like I said, uh there'll be three of this webinar. Today is just for for us to look at the literacy part of it. And then uh we'll look at uh Can you move to the next slide? Yes, so we'll focus on strengthening teachers' understanding of generative AI. Specifically, we'll look at a deeper understanding of what we mean by generative AI. We'll look at opportunities that comes with it for us educators. And then we'll also look at um the Oh, you can move on. I mean, yes, you can move on. Hello. >> Yes, I've already moved on. I think you're speaking on the ethical issues you raised earlier on. I've >> No, no, I'm not even seeing what I'm not seeing what you're seeing. >> I am seeing >> seeing the opportunities. >> Oh, wow. >> Uh-huh, so I believe I believe there's Okay, let let let me reshare from my end and see something, please. Let me reshare from my end. >> Okay. >> I believe there's a some kind of technical issue. So, um Please, what can you see now? Is it in the presentation mode? >> Seeing you. >> Is it in the presentation mode now? >> Uh-huh, no, it is not. >> It's not. >> No. >> So, let me This is a technical issue. Let me Wow. Okay. >> You know, let's start this stuff from the beginning. >> I'm just I'm I'm even surprised why it's not it's not getting to the So, what can you see from your end, please, if I may ask? >> It is a thumbnail of the slide. It has I've thumbnailed um on on the uh PPT. Yes. >> Okay, so what can you see now? >> Now it has come out as a slide but with a list and it's not in a slide slideshow mode. >> Okay, so maybe uh we would have to like I said, I am beginning to uh feel there's a little Oh, it's one of this. Yeah. >> It's the same thing. >> Okay. Now it's okay. >> It's now okay. It's okay now. It's okay now. >> Okay, that that's fine. All right, so we'll be talking about AI literacy, like I said before, specifically we'll look at a deeper understanding of what we mean by generative AI. We'll look at the opportunities it offers for us educators. We'll also look at some ethical issues, some risk. I'm using some because it cannot be exhaustive. And then how to responsibly use generative AI. We'll look at that. Then we'll look at our role as teachers and educators in guiding the use of generative AI. I intend to end it with a brief practical presentation. So hopefully I'm praying uh time should allow me to do that so that we have some a brief hands-on on some of the things we'll be discussing. Now uh there's the question here for us. How many of us have already encountered learners frequently using AI in our classrooms? You give them assignments, you give them class tests, exams, and they are busily using AI to try to beat our minds to get better scores. Sometimes they even will do it better than we ourselves even I'm sure a lot of us will have so much to say on this. Whether we are ready for it or not, AI generative has entered our classrooms, our lesson planning, and even our assessments. It's now with us. So, in fact, the issue is not about whether it will shape education. It's already with us. So, whether we teachers will lead the change in adopting AI or will be forced to react to it. I'm not sure we want to do that. So, the purpose for the webinar is to see how we teachers, we educators can lead that change. So, that we have a productive use of generative AI in teaching and learning. I must also let you know what this webinar is and is not. It's just about AI literacy. We're not going to teach you how to program. Or we're not going to teach you things that would replace your professional judgment as educators or teachers. No. We will rather help you to understand what AI is, what it can and cannot do, and how to engage with it ethically, confidently, and intelligently as an educator. That is what the purpose of this webinar is about. So, if you had joined with the mindset of developing an AI tool and all, that's not the purpose for this one. We just want to let you understand what it is, especially for this first webinar. The others will build on that. I must I cannot proceed without letting you know what you mean by AI. I'm sure a lot of you know that already, but I just have to mention that here. AI is a field of computing that focuses on creating systems or machines that can perform tasks which normally require human intelligence. The tasks include passing the core I mean pattern recognition, language processing, decision support, content generation, image and speech recognition. So, you will you will see that all these terms I have listed, humans can also try to do them. So, why do we rely on AI? That's the question. Because AI works at speed and scale beyond the ordinary human limits. It can process thousands of pages in seconds, analyze large data sets instantly, and even generate multiple drafts at once. So, because of this, we would rather a lot will prefer to rely on it rather than doing it themselves, and that is what we are going to look at. AI handles routine like the assistant director mentioned, routine tasks without fatigue, freeing humans for judgment and creativity. I have prepared my lesson notes. I've noticed I need to have it in some kind of other languages for my my my my target groups. Why do I have to waste time to to see how I can translate it on my own and all that? No, we have some AI tools. You submit in a particular language, and then you have it translated for you in a way. But, of course, we are going to look at how do we even handle what is given to you by AI, especially when it is not perfect? We'll look at that, but some kind of routine tasks, it is very easy to follow AI. And AI does it without fatigue, so errors are very minimal. And then AI support decision-making. So uh while we humans will be free to provide meaning and values to those particular uh to those particular values. So, I am still on that particular slide. And then I will want to see here that we are following on AI more often because of these reasons. But AI is just a support tool. Efficient and fast. While we educate us will remain the source of judgment, context, and values. I am hoping when we touch on the on the bit of the practical aspects, we will actually understand what we're talking about here more. Yes, we have types of AI. In fact, there are different types. The traditional AI and the generative AI. This workshop is on generative AI. Traditional AI I've developed a system to predict. Okay. Let's all look at our email on the email system. I mean, I hope we all have emails. Uh Google uh Gmail and all that. We have the spam and then we have the the genuine emails. I mean, the the the the the the genuine ones. So AI comes in there. Who determines whether this is supposed to be spam or not? And remember, sometimes it can push a mail to the spam when the mail is supposed to be genuine and the other way around. That tells you AI is not perfect. There was a mail I was busy looking for days in fact somebody sent and told me I checked I wasn't seeing the mail not knowing the thing genuine genuine mail from genuine person. But this mail was like captured under spam. So it tells us that AI is not perfect. But it is largely better because most of the time you notice this thing just once in a while. You just notice them. It's not frequent. Our focus is not on traditional AI developing systems to predict to classify like I'm just talking about this email to me. No. We are going to rather focus on generative AI. AI that creates new content. Is it text? Image or audio? These can be created with AI. So this comes under what you call generative AI. So my focus will be on generative AI. Now as I said before it generates new content. And I will give you my examples in relation to our profession. Because AI is everywhere in the health sector in engineering wherever but we are in the classroom. So most of my examples will be I mean all my examples in a way will be coming from that. So we can use generative AI to summarize information in original wedding. We can use it to create examples, activities, assessments. We can even respond I mean, it can even respond creatively to in fact to prompts. As I am presenting, we are not too interested in showcasing a particular AI tool here. That will not be too fair, but we will fall on those we are already used to. So, and one that comes to mind right now is ChatGPT. Like I said, I am not in any way trying to promote ChatGPT. But it is very clear that that is what most of us already are using in our work. So, you understand. So, you can see how it responds creatively to prompts. You give it a prompt and then you don't just get what you want. After getting what you want, it tries to even give you more suggestions to get more and all that. But like I said before, are we to trust all that is given to us by that? And how do we rather use it as a supporting tool rather than something we are falling entirely on for our work? No. I must at this point mention it's not only ChatGPT. We have others like so the chat-based tools. We're talking about ChatGPT, Google Gemini, Claude, and all that. In fact, they are all chat-based tools. So, the same way you use ChatGPT, you could actually use these other tools for for for for that. They accept questions in natural language. They accept questions in natural language and then receive explanations or lesson drafts. So, if you want to chat or to have a communication with any of these tools, whether ChatGPT or Claude and all that, I will I will try to demonstrate some of them briefly, like I said before. Though, more on that will be discussed in the next webinar. So, the key word here is natural language. Natural language. Just chat with it like the way you would talk to your fellow human being. And then, it will respond to you creatively and all that. We also have some others uh we have some other AI tools that teachers can use. Those are grouped under image generators. So, we have the DALL-E, Canva AI, PowerPoint uh Copilot, and all that. Midjourney. These all are also can also be categorized under image generators. And very soon, I will let you understand that when you want to be if you want to be a good teacher, if you want to deliver to your students in a way they will actually understand you, let's not be shy of using these tools. It's just a matter of how we use them. And that is part of this particular workshop. Uh in fact, training, rather. So, these tools I've mentioned here, they create visuals, visual learning aids, which are specifically useful for especially some technical subjects and all that, where you need to illustrate with a diagram or a chart just to throw more light on whatever you are doing. So, these particular tools can be used for for that particular purpose. We also have Cleo's, Perplexity, and all that. So, these ones, too, are able to help summarize content and prepare assessment. So, they are also under text tools. So, you see that ChatGPT is actually appearing there again. Um we also have translation tools. Google Translate, Microsoft Translator. These support multilingual classroom and comprehension. So, like I said before, you are a teacher and you are handling uh your students different languages and all that, and you want to have that broader target. As a teacher, what do you do? These tools This particular translation tools can help you. So, at this point, I want to say that we are not just going to pick a particular tool and master it. As a teacher, how do you even combine these tools to come up with a good material for your students? Or a good presentation for your for your students. So, some of us are just stuck to ChatGPT. Or the others, just one. You master it and you are on it. Any question or anything you want to do, you you you you you you push it there and then you get your response. You copy and paste. And then that is it. Even the editing we don't even do. So, let's be used to putting the tools together. You do one with this. You take it to the other level with the other tool before they all have what they can do best. So, as I move along, when I go to the practical part, I will demonstrate that a bit for us to see that each of these tools, they are all AI-powered tools, and they all have what they do best. So, use them for what they are actually meant for and use them very well. The demonstration will clear some of the issues on this. Like I said before, this is just a summary of how to use multiple tools. But when I go to the practical session, I will try and demonstrate that. So, let's assume I'm a teacher teaching, let's say, biology or let's say computer studies and I want to use AI tools to support me. No, I shouldn't be shy. I shouldn't be shy because it has come to stay. If you will not use it to enhance your work, others will use it and become better than you. It's the ethical use we are we are emphasizing here. So, I go for I will generate some drafts. So, maybe I use ChatGPT. It can help me to draft some lesson outline and some worksheet, some small assessment. But I don't take it and just give to my students. No. Won't you do some fact-checking? You would have to. So, we have some other AI tools. Those ones are meant for fact-checking. Like the Perplexity. That one even comes now. So, that means if you use ChatGPT to generate a lesson plan, let's assume a lesson plan. What you can do is that you can actually copy that. Maybe not entirely. You can copy it in bits. And then you send it to Perplexity. I will demonstrate that for you to see. Perplexity is actually in fact also an AI tool, but that one will verify the accuracy of what you are given to read. And will even go online web to see whether it can confirm some of the the what In fact, what I given to read. And if possibly try to even give you sources to what you are suggesting. That is one thing ChatGPT cannot handle as well as the way Perplexity can handle that. Because it goes online, verify order you are given to read. And then will even point, give you links. I mean the the web addresses to let you know that this thing you have given to me to confirm it is wrong. This is correct. And will convince you why it is wrong with sources attached to it. So, I will never use ChatGPT alone without if I want to go fully AI. If I go if I use ChatGPT or Claude or whatever to draft my lesson outline and worksheet I will as well use tools like Perplexity and the others because those ones are for fact-checking with sources. Not just telling you it's wrong or right. It will give you sources. When I'm done then that means at that level I can even get some of the information off. Once I'm convinced by Perplexity that this is not right and this is right, I can I can get some of the things off. Especially those that are mostly convinced. Of course, you In fact, the the the the the the teacher, your your expertise also comes to play there. Then I can also use some kind of visuals. Right? ChatGPT cannot give you good visuals like the way Canva AI will give you the visuals. So, what I'll do is that I use my ChatGPT, I draft my lesson plan, I design my worksheet, my assessment sheet. I use Perplexity help me verify the accuracy of what I'm getting from ChatGPT. When I'm done, I then will use Canva AI to say, "Okay, this is what I have done. Can you help me with visuals to support it?" But, of course, in all these, your judgement as a teacher also matters. Whatever they give you, whether it's ChatGPT, it is Perplexity, it is Canva AI, you owe it a duty to fact-check yourself. Is that what you have been taught? Is that what you know? Is that what you have heard? Also, just verify to complement the effort. I mean, so that these tools becomes something like complementing your efforts. Rather than solely rely on them. Then, when you are done with all these, you will have to now put everything together. The diagrams, what you have gotten from ChatGPT or Claude, what you have gotten from Plexi from from uh uh Perplexity and Canva AI, you will need to now put everything together so that you can present to your listeners or you can have it given to whoever you want to give it to. So, that is where we have other AI tools like Microsoft Copilot. So, that can actually help you to compile everything into a polished document, whether Word or PowerPoint. So, then it becomes a resource. If I'm not just a resource, a resource that has gone through stages, steps with confirmations and verifications and fact-checking and all that. So, this is just an outline, maybe just an example of how you can use AI effectively as a teacher. So, let's not just stick to one tool. I'm using this, that's what I'm used to. When it gives me anything, I'm gone. That will not be fair to our learners. That being said, I'm also so glad to understand that AI, I mean generative AI, has some limitations. It can't be perfect. Even those who use ChatGPT, just open ChatGPT and read under, just below the search box. It's written there. It is not 100%. It is clear. So, but let's also understand that it is largely correct. The other little part that is not correct or that usually will not be correct, that is why you will have to come in as a professional to see whether you can correct it or to even correct it before it gets to your your students. AI can explain a topic correctly, but may fail to appropriately adjust the explanation to the learner's level of classroom. So, sometimes it also comes to the way we do our interaction with these particular tools. If I just come and say, "Give me lecture slides for my students on uh on what you mean by photosynthesis." I'm not even clear as to the level, as to the detail, even the students I'm handling, are there any special considerations I have to look at? Please, we don't usually do that. So, we give our instructions in that broad format. And it really cannot handle them. So, the first point, I'm not going to be too focused on that because sometimes it depends on how we also interact with it. If you give it more specifics, it will try very well to give you those specifics also so that you can have good your material uh done very well for you. But, of course, let's also understand that it can produce incorrect or misleading content. Hallucinations. Here, I can give a confident answer. Look, sometimes I chat with it and it gives me an answer and I just want to push it small. I'll say, "Ah, check your answer. It is not correct." Oh. Sometimes, if you're not even careful, it will change the answer to another wrong answer. Meanwhile, the first one was correct. You can try it and see sometimes. You'll give it the prompt. "Define this for me." It does that. Then, you intentionally You know it's correct, too, but then you intentionally tell it that. Push it small and try to to to convince it that what it did is wrong. You'll be shocked that AI can change the answer for you just for you to feel fine. So, some place, let's be very careful. Even without that, even without what I'm saying, it's very clear and I'm sure we all experience it. If you are the type who just generate and post or send, you will embarrass yourself one day so much. And like Prof mentioned, we are in academia. We publish papers all the time. And sometimes, uh if you're not careful, the kind of comments that will come with your papers and all that is not is not is not fine at all. AI cannot replace teacher judgment, not at all. So, if you look at the slide I gave before, so we are saying that AI can suggest activities, but only the teacher can decide what is suitable for a specific class. It's It's It's It's a fact. It's only the teacher who can decide what is suitable for a particular class. Why? Because it lacks moral and cultural awareness. Sometimes it generates examples or language that are culturally inappropriate or insensitive without realizing it. This is a fact. But like I said, all these ones we call them limitations. They are not problems, they are limitations. Because they also largely depends on how you, the teacher, interact with with it. If you give it more facts for it to be culturally aware, and to have that morality somehow, trust me, it will it will it will embed that in its answers. But we can look at them as just some general limitations, especially when we have so many users with different level of expertise in their subject areas and also in IT. interacting with it. Okay, so why is AI literacy What does it matter to teachers or for teachers? Yes, it will actually teach us how to I mean we would at least so we'll be able to guide our students to use AI well. Because uninformed use can lead to misuse. Yes, it's a fact. Literacy empowers control, not fear, like I said before. I have a friend who just says that, "Look, as for me, AI out." I will not use AI. Right, so we don't want that. We don't want that kind of fear. We rather want We would rather want some kind of empowerment so that you know that, "No, this is not something I should I should run away from, but something I should be able to use it well." So that is why we are doing that. Now, if you look at our our uh in fact our our typical classrooms I went back to my old school, in fact where I in fact uh my junior high school and when we're just around 40 in a class, I was shocked to see more than 80 students in the classroom. Even our senior high schools, go there and see the numbers. Especially with this free senior high. So, the numbers are there. So, large class sizes the resources are not so adequate. Learning resources are not even too available. In fact, they're also inadequate. And the students, of course, can't even access to technology among students and and schools. So, you want to use IT and you are handicapped because the access in fact even the student themselves, what is the level of access to technology? And then like I talked about the the the the what? The class size. It leads to serious workload on us as teachers. High demands. I give So, I these days I am not too comfortable giving assignment to There's one class I'm teaching here. And I have over 300 students in the class. It's a combined class. So, any time I want to give them a class test, I'm not I'm not so happy because I'm looking at the time I'm going to spend to mark all that. So, sometime we resort to multiple choice questions because we feel that can be marked very easily and faster. And then uh remember multiple choice questions are not too fine, especially in certain context. You may want to also test the ability in the theory and others. But look at the workload. How can you use AI? So, all these issues I've mentioned here they are just things telling us that we cannot still stick to the old way of doing things without AI. So, this way this confirm why AI matters. It's not a luxury, but as a practical support tool that can ease pressure, extend our resources, our limited resources, and also help us teachers and educators cope with real classroom constraints. So, that is the point I want to make here. All right. So, um some key concerns. Academic dishonesty, over-reliance, bias in AI-generated content, and then misinformation. I've talked about this. Uh we all will say that Okay. So, like me, I've stopped giving my students assignments. You do and come and submit to me. I've stopped that a long time, especially when AI generative AI has become very common in our in our in our classrooms. If I want to give them assignments, then they must be ready to present their work to me in a way. So, there's no way I will come and say this is assignment, go and do and submit. Because they will go use the generative AI tools, generate their work. Though sometimes even as an academician, I will I will I will I will talk about how we can detect some of these things. I'll mention some few things on that. So, as a teacher, when you give students work, and they go using generative AI, can you detect that this is really generative AI? Can you? Sometimes, even in our exams hall, end of semester examinations, they come out, they give us the scripts to mark. You pick the scripts. Uh >> and I'm telling you that this is what the man said. And you know I have exhausted what is on me. >> Hello. Okay, so you pick the script to mark. And you yourself just know that this is an AI generated work. You know it. Because some of them will go to the exams hall with this particular mobile phones and other tools. So, one day I picked a particular script to mark. And it was clear that it was AI by my expertise. I saw an AI generated text. It was perfect. But the question is the person was not caught in the examinations hall. So, what showed that it's in fact the person really went with with with with an AI tool to do the work for me? Sometimes that's where we are caught in between. So, you see the work and then you suspect this is an AI generated work as a teacher. How do you handle that? Or how do you even confirm? What are the pointers to saying that this is an AI this is likely 99% chance that it is AI. These are things I will I will mention here. But let's also be careful that we have some data privacy issue. Especially our our bond I mean people who who don't believe in I mean in in IT. Especially when it comes to data privacy. They just feel like no, I still want the traditional way of doing things. So, these are the key concerns we need to look at. And sometimes they are right because you go in there and before you notice it is if you are not if you don't adapt it well it's even better you did not even do it. So, if I I down and then I I use my my head to come up with I mean my own brains to come up with with a learning material which is original from me. I never resorted to any AI. No matter how bad it is, I'll be more comfortable than using AI to generate a document. It is out there published and then one day I am told this is actually AI. The embarrassment that comes with that. So sometimes people just feel like, "No, let me stay away." I just feel that this is not appropriate, but we'll look at how to handle that. Ethical issues teachers must consider. Like I said, accuracy and verification, fairness and bias, transparency with students, protection of learner data, responsible assessment practices, and then Now, on this particular point slide, what I can say is that sometimes we as teachers I I was in a classroom and then a teacher was making a presentation. It was a presentation we were supposed to do, and then it was his turn. He opened AI on one particular tab. And then when he projected the whole thing was on the AI, and he quickly closed it. Like he quickly closed it. Like trying to to hide the fact that he's using AI, I mean ChatGPT. No, it's not it's not a crime. It's not shameful to use it. So when we finish, I I called him, and then he he wanted to make it look like, "Oh, if the students get to know he's using it, it's got some kind of embarrassment." Like they would think that's why he has he he's falling on No, I said, "No." Even sometimes I have used it. And I even tell the students that this is what This is [clears throat] my source. There's nothing wrong with it. So be please uh transparency with the students matter. Let's be very clear with them, especially when we use it. It depends on how you do it anyway. Protection of learner data, responsible assessment practices and all that. And then the first one, very very important, accuracy and verification. And I'm sure when I was presenting uh the tools to you, I talked about that. This I mean, the tool I mentioned that actually verifies whatever you do. Uh you get from other AI uh tools. You can use it to verify. So that is on top, accuracy and verification. This show that ethical use is not abstract, it is embedded in everyday teaching decisions. It's very clear. Now, at this point, let me present to you a model. A model I think we should all adopt. And then see how that can help us in our work. We call it the VCE model. The teacher is in fact is a teacher-centered AI framework. Use framework. The V, verify all outputs. The teacher checks AI-generated content to confirm facts, correct errors, and ensure alignment with levels. Contextualize whatever you are doing for the learners. Adapt AI content to suit students' level, language ability, and local classroom realities. Then the last one is very important to me. Evaluate pedagogical value. The teacher decides whether the content you have gotten genuinely supports learning objectives or merely adding content. So please, for me, I've I've I've I've I've mentioned some of you things on this points even from the beginning. Because verification, contextualizing whatever you have gotten for your learners, and then trying to even evaluate the value it is adding to your learners. I'm sure this is the best direction for us to to be looking at as teachers. So, the role of the teacher I want to put all that together. You are pleased. AI does not replace us as teachers. It will We are still the designer of the learning materials. We are supposed to also act as ethical gatekeepers and also critical evaluators. And rather see the AI as support so that we will actually remain the professionals in the in charge of learning, values, and judgment. How do you as a teacher because we interact with students every day every day even during vacations we are with them. No time to rest. You give them work, they do and submit whether online or physically. How do you even know that whatever they are giving to you as a teacher is appropriate or not? Especially with the use of AI. Yes, I usually will compare that to whatever they are giving me in class. Not just in class, in a well-supervised class work. I do that. Sometimes I'll give my students uh assignment, they bring it. And then I will just modify the question somehow. In fact, they're not the same questions anyway. I just will look at similar questions. And rather let them take it in the classroom under a well-supervised condition. And you'll be shocked to see that a lot of them just copy and paste. Without even knowing what they are submitting to you. Now, like I said, and I also will ask you for some kind of oral explanations. Tell me what you have gotten. Present to me. Let me see what you have done. Convince me that you did it. And then also talk about uh You can look for some common AI signals. I mean, some common AI signals. Right. You can look for some common AI signals. So, what are the signals? What are the signals you can look for to be able to to uh to confirm that this are this is likely to be AI generated. Overly polished language. Generic tone. Vague or repetitive explanations. Inconsistent style with one document within the same document. For me, when I begin seeing this, I begin to raise uh some kind of red flags with whatever I am marking. So, I just need to confirm from the student, and I have a way of doing it. Like I said, oral explanations. You will let them do it independently with proper supervision for you to be to be sure that they are they are actually right. And then, you can also use some AI detection tools. If you come to like Prof said, if you come to in fact to the tertiary uh sector, or in fact the the the the the for the tertiary education sector, most of the institutions we have licensed softwares for detecting AI. Whether a document is AI generated it not. It will tell you the level of AI in the work. And will even pinpoint to you where the AI is actually detected. It will highlight the document for you to see. So, you look at it. So, as a teacher I believe that maybe Prof talked about some kind of um uh international policy. I think we need to have that across all our our educational system for all teachers. In fact, every teacher should have access to those tools. Especially when we assess students and then we must validate their work. It should factor in that if I have access to these particular AI detection tools anytime I have an assessment done by my students I will have the chance, even if I cannot see that with my naked eyes. Of course, not everybody can see that. You will have a way to pass it through the software. So, a software can also help you to detect that this is not genuine. It is AI generated. Now, the goal of all this is not to punish the student, please. Sometimes we My students even come here with their project work. And I tell them that I must pass it through AI. They are They are like, "Ah, but you are It's like It's It's In fact, they look at it as punishment. Because I pass it through, it's 90% plus AI. I tell them, "Go back and look at it." If it doesn't come down to a particular value, I will not look at it. They usually from their point will see it as punishment. Because they want to graduate very I mean, they want to go through easily or quickly. But for my ends, as a supervisor, as a teacher I am focused on a document I'll be signing on as a supervisor. That will be genuine, that will be original, and that will have value. So, that anywhere the document goes to, they see my name on it, I'm fine. Right? I am fine with it. So, please, we are not punishing the students when we subject their work critically to this particular uh test just to confirm whether they are AI or not. We are just trying to help them to learn how to use AI ethically and responsibly. One day, a student was on me because the deadline for submission was just about 3 days to go. And he wanted me to sacrifice this AI test so that he could survive. I said, "No, it's not possible." So, sometimes, we have to bear the bad name for the right things to be done as teachers. I'm sure we all have that experience. Now, at this point, I would want to Before we look at the conclusion session, I would want to uh do a little practical session. I mean, to have a little practical session with you so that I will put all that I have said a lot of them in a particular context so that we can have it clearly clearly done. So, I want to do that with a topic. I'm sure this is a topic from the upper primary or junior high. Please, even if you are a teacher in the tertiary and you join, there's nothing wrong with using this topic to explain, especially we just want the concepts, not really the specific examples I'm using. So, I want to teach my students water cycle. Water cycle. So, step one, I will get a draft from chat GPT. So, I can give chat GPT and let me repeat. Please, I'm not promoting chat GPT or any tool. We just want to use those you are already familiar with. So, I can give chat GPT a prompt. Create a sample lesson outline and a short worksheet, that means assessment sheet on the water cycle for junior high school one students. In that case, I'm being specific. I've mentioned to it the level I want. I will I'm specific. I said junior high school one students. I didn't just say, create a sample lesson outline for my students. No. So, what chat GPT will do is that it will limit it will cut it down to that level. So, I'm likely to get some lesson objectives brief explanation of evaporation, condensation, precipitation, and all that. It will give me those terms. And then it will also give me some kind of questions, maybe some five or six or seven questions for the students. Because that is what I asked for from it. And I'm sure we have been doing this. Yeah, that some of us don't limit it to uh some specific level. So, we give general or general what? Uh for the statement. So, chat GPT will bring the information out that way. Now, in less Excuse me. In less than 30 minutes, I have a first draft. Just less than 30 seconds. But, let's be frank. This cannot be our teaching material. No, it can't be our teaching resource. If I send this to students, I'm not fair. I am being a very bad teacher or educator. So, it's just a raw material you have gotten from chat GPT. Raw. The word raw and the light is just a draft. So what I'll do is that I can go to step two. In step two, I will verify with Perplexity. Now, remember Perplexity is an AI power search research tool designed to find, verify, not just verify, and also cite information from the web to support whatever you are given to it. It shows where your answers come from and helps you reduce hallucinations and from your tools you have used. So, if I use ChatGPT to generate my text, or I use any other tool, Claude and all that, I just want a way to verify. So please, Perplexity is one tool that can do this. I am sure in the second webinar, in the webinar two, you will do more on this particular tool. In fact, you will have more practical lessons. I believe so. But the bottom line is that I just want to give you this this brief so that you'll be able to carry it on to the second webinar. So now, I can take one paragraph from whatever I have gotten from my ChatGPT. Example, the definition of evaporation. So I'll just go to the one what I've gotten from ChatGPT. I'll copy part of it. Please don't do it in bulk so that Perplexity can take time to analyze what I mean what I'm giving to it very well. So just give it something brief, maybe just one paragraph, and then you paste it in Perplexity. Once you paste, you can even follow that with a question. Is this of evaporation scientifically accurate for junior high level? Yes. Access to verify. What Perplexity will do is that it will confirm the facts. It will also correct some errors. And if possibly try to see whether it can simplify the wording and all that. It has that capability. Now, and these tools, you don't need to pay for them. Most of them are open source tools. I just I just logged on to some of them. But you can get the full benefits if you if you subscribe. In that case, you have to pay something. But as teachers, even if we are constrained financially, you should be able to log in. I mean, just sign up with your with your with your with your Gmail account or any other account. And then you will have the free version of it to use. Even ChatGPT we all use. What we what most people are using is just the free version. If you want to see more of it, if you want to see the full capability of ChatGPT, then you need to subscribe. Right. I am currently on one and I pay monthly. It's just about some 60 cedis a month. You have to pay. In fact, that's not even for the for the for the for the for the highest one. In fact, then I have it I have it done. So, please, all the tools I am talking about here, you necessarily don't need so much to pay for them. And like I said, even if you cannot pay, you can just log in with your account and then you will have it to use. Of course, with some kind of uh some few restrictions placed on it. Now, when I give this to Perplexity, it will confirm, it will correct, and even simplify to suit that particular level. If it thinks ChatGPT did not actually do it well, especially by the level, it will actually re-simplify. Let me be clear with you here. Perplexity is not Perplexity itself Perplexity itself is not too ideal for for for those particular searches. But, use them rather as verification tools that will complement the efforts of our generative tools like ChatGPT. Now, look at the note down the slide. This is where the teacher protects the accuracy. I've said this before. Now, we can then generate some visuals with Canva AI. Step one, I used my ChatGPT to get my information. Step two, I used Perplexity to correct my I mean to correct the errors I may have gotten from ChatGPT. Three, fine-tune the text and all that by the level I have actually indicated. And then now, when my student needs some visuals to add Remember, we're talking about water cycle. It's good we have some diagram to show how the water cycle is. So, please Canva is an AI-powered tool for creating visual teaching materials. It turns text into slides, posters, diagrams, and infographics, and all that. You don't need to be an advanced AI, I mean, graphic person. No. Sometimes we want to draw, but we don't want we can't draw. If I ask teacher, sometimes you want you If I have a concept, okay, I know what the water cycle is. I can explain it to my son, but I cannot draw. In fact, I'm not good in drawing. Leave it to Canva AI. But, when it generates, try to confirm whatever is coming from it, so that you'll be able to to give it to your students. So, Canva AI can give you the label diagram, the sun, the cloud, the rain, the rivers, and all that, in a very nice way. Then, what used to take 30 minutes of drawing, now in less than 1 minute. But, please, confirm. And one thing I like about these tools are that, when it gives you the content, even the Canva AI, if it gives you the visual, there's a button down, you can click, and raise some issues with the diagram. Okay, I think where the water passes from this to this, check it well. It's like it's not appropriate. Can you redraw and bring the line from this to this? You have the chance as a teacher to tell it what you want. We must not just get everything from it, and that is the the fact. No. So, please, when you use these tools, they give you whatever they they have. You can interact and tell it how to fine-tune it. I can tell Okay, there's an arrow from the clouds to the this. Can you Can you turn the arrow go to this? It can do that for you. Right, so that is sweet whatever you are actually trying to do. That is very easy to do. The final stage All that I have done, remember we are on the water cycle in our practical test I mean session. You will have to then package your I mean the document or the work. You can use a co-pilot to package. What is co-pilot? It is also an AI assistant built into Word now has it, PowerPoint, Excel, Outlook. And you can also go for the online version of it. It helps you to draft, summarize, format, and organize your document. So, I can just copy all that I have done. Then I'll go to co-pilot and say, "Turn this into one slide PowerPoint lesson with the title key points and the diagram." You will have it. I have done that. So, when you give it this, you will surely have it readily done for you. So, four tools have been used here. And all in the name of adding value to what we give to our students. So, please let's take it from from here. Now, an important note from all that I have given to you in the practical session. It tells us that AI did not teach. AI did not decide the level. AI did not know my students, I did. AI only helped me as a teacher to do my work. This is what will be done in more detail in webinar two. So, please this just a teaser. In webinar two, you will learn how to co-create learning resources or let's say teaching resources step by step. In summary, generative AI acts as a creative collaborator, not just an information set tool. Let's be careful. It helps with brainstorming ideas and generating alternatives. It helps us to draft versions of content quickly. Like I said, sometimes you go to ChatGPT and key in a question. It will give you several responses and say, "Choose the one you want." You will then read and decide to say, "Okay, this one best fits what I want." Then you go for that one. Then it sticks to that one. Human beings to do this, that wouldn't be easy for us. But like I said, the ethical use of it is what matters. We also learned that it's able to automate tasks which are repetitive. And then it can sometimes hallucinate producing convincing but incorrect information. And this is something we need to seriously look at. It may reflect biases because sometimes you know, these are AI tools and most of them are trained on certain data sets and all that. So when there are some biases in the data used to train the models, they may also behave. In fact, they they they they they they they may reflect those particular biases in the training data. So this is something we need to be very cautious about. And that is why as an educator or as a teacher, never should you never should you give any material to your students without confirming whether it is bias whether it has this or not you have to do that. Best used to augment human intelligence and not to replace it. We have learned that. And that has actually This brings my presentation to a closure. But of course I think certain issues have come on board during my presentation. And I would want us to brainstorm over it together. So these are some questions for us to brainstorm together on. And I think we need to do that together. And I will want to start from the fourth point. I'll come up. There's a reason why I'm doing this. So what practical classroom applications can we imagine? With using our AI our generative AI. Please I have thrown a question for us to discuss. I have my answers but I want to listen to participants. With all that I have presented right from the definition of AI to the practical session. I mean on how we can use AI to enhance our teaching. Can we discuss or can you tell me some kind of classroom applications where we can think of using generative AI. All right. So, please, it is it is open. Uh let's discuss. I'm so I'm so on board. Let's let's share some experience with this one. >> Okay. Prof, can you hear me? >> Yes, I can hear you. >> Okay, thank you so much for your presentation and um we appreciate the insights you have said on generative AI um helping us to understand what it means, the opportunities for educators, the ethical issues, and also the role of teachers in using it. But, before we do the discussion, I would like to open the floor for to take some bit of questions. Then um we look at the aspect of the discussion. So, if you have a question, just put up your hand and um I'll call you out um to ask your questions. So, if you have any questions, just put up your hand and we can we can address it. Okay. Uh Prof, kindly go ahead with your question. >> So, thank you. So, um thank you uh Prof for the insights and thank you, Kingsley. So, I just want to bring to attention that uh as we veer into the discussion uh more like you have requested, uh we want to hear more into um what we have to do, that's things related to more uh policy direction. We want to have some insight based on the understanding provided. If we have to put policies together, where are the indicators? So, members can be looking at these things as they put on uh I mean, their question and answers for us to have these insights also coming out clearly from the presentation. Thank you. >> Thank you, Prof. >> All right. >> The floor is still open. Is there any question that we have? Anything that you want um our resource persons to provide some clarity? Um let's see by hand. If you don't know where the hand function is, you can also go ahead. Isaac, please go ahead with your question. Isaac, unmute yourself and and ask your question. Isaac Sackey, I can see your hand up. Just unmute and ask your question, please. Um Isaac is not responding. Do you have anyone with a question, please? You can unmute yourself and ask your question if you have a question. Okay. So, um it looks like we are all okay with with what Prof gave us in terms of the AI. So, we would like to go to some of the questions there and um as teachers, we also want to take your input in it. So, as we indicated, um can you share with us the practical classroom applications that you can imagine using AI? Anyone can unmute him or herself and and answer the question, please. >> Hello. Hello. >> Yes. Yes, kindly go ahead. >> Yeah. Okay. So, maybe as they you have about some 40 or 50 minutes lesson, the AI can use to generate maybe a starter a starter for you or the main activity for the class and equally the assessment for for the lesson that you would did. As in the AI can do that for you. >> Okay. Thank you for the submission. Anyone to add anything to it in terms of classroom application? >> Um yes, Mr. I'm here. My name is Rose. Please, can you hear me? >> Rose, I can hear you. Kindly go ahead. >> Thank you. So, good morning, everyone. Thank you for this very very important um um topic that you are teaching us. It has brought enlightenment me in many ways. Um one practical application I can think of is when you have to do a demonstration for students in your class and uh you don't have the resources. So, I see AI giving us the opportunity to be able to um show students um um to demonstrate to do a demonstration class. If we have the right AI tool, we can do a good demonstration class wherever we are in the country. And at least students can see um the processes that the demonstration can go through or the materials at least the materials that will be needed. Thank you. >> Thank you, Rose. Um Kojo, unmute yourself and ask your question or provide your submission. >> Yes, thank you so much for the opportunity. Um Thanks so much to Prof for uh this eye-opener. Um there's this new um what we call subject-specific app now that we use in our secondary schools. And um like Prof said, these are tools that can help you prepare your lesson plans. Um, those of us in the secondary school, that's what we use now. It allows you to prepare your lesson, review it, get your assessment question, marking scheme, and all that. So, that's that's one way that I think this particular uh these tools can help you perform your practical classroom uh applications. And and and it's working so well for all of us because it's it's making you uh active uh making you know your class, and making you uh teach very well based on the type of students that you have. So, that's what I'll say for now. Thank you. >> Okay. Thank you. Uh Nicholas, unmute yourself and ask your question, please. >> All right, thank you, Prof. Uh I'm also a teacher in the secondary school uh level. Uh I'm grateful for the insights you gave in your presentation. Uh I want to say that uh in terms of practice we those in the secondary school, we recently have the subject-specific app, which is AI-embedded for each subject. Uh the good thing about it is that it's able to help us set assessment according to the right uh depth of knowledge or DOK levels. But, the challenge is that, you know uh AI, like Prof said uh hasn't come to replace the teacher, and AI is not 100% uh accurate with the kind of uh feedback it provides. So, when it comes to the assessment uh >> [clears throat] >> uh the right DOK levels sometimes it tells you that a particular question is for DOK level two. But, when you prove further it tells you that, "Oh, it's actually a mistake. That question should have been for JHS level three. So, the challenge is most of our colleagues who are in the secondary school, even below secondary school, I mean teachers, uh most of us feel that whatever the AI brings is the best. Uh so, I was happy about what Prof said that you, the teacher, must be up with your judgment. You must be up with the content knowledge of what you're about so that even if the AI brings something that you are not okay with, uh you should be able to question the AI to fine-tune that. With the app that we have at the secondary school, it's able to enact or model the various uh activities from introduction to activity one, activity two, even up to the lesson closure. It helps to, you know, model what to do at the right time. And it's it's even able to contextualize your teaching to your level. So, what the app may provide for me in terms of classroom practice at my school in the Volta Region might be different, you know, at at Achimota school, but >> Exactly. >> content level appear to be the same. So, as we do the advocacy, let's engage more teachers. Let them know that the AI is liable to mistakes, and you, the teacher, must up your game and cross-check all the facts so that when the AI produces the result, you can, you know, go ahead and fine-tune whatever it brings to you. Thank you. >> Thank you, Nicholas. So, the keyword is fact-checking and verification. Um Dr. Humphrey, let's let's let's hear from you. >> Yeah, so good morning to all of you. And I want to say that Prof has really delivered uh um the message. Um the AI can also be used to summarize textbooks and articles. Well, you can just upload a textbook onto an AI platform and you ask the AI to summarize whatever is in the book. So, because you don't have time to read everything in the book, the platform is able to give you cogent, you know, articles summarization of the content. It can also be used to do same for articles. Well, when you have a graph and you want to interpret the graph, you can even upload the graph onto the AI platform and then it will interpret the graph for you. And so, I think it's a a good thing. But, the caution, uh you know, here is that we should fact-check. Thank you. >> Thank you, Dr. Humphrey. Um Elijah, go ahead with your submission. >> Uh I my actually a concern. I'm a teacher and also a student, as well. Sometimes, some lectures will give you an assignment because of time factor, I use AI to do it and they will reject it. So, I want to know why some of the lectures do reject AI-generated answers. >> [laughter] >> That's a That's a good question. >> you can you respond to Elijah? >> Yes, so um uh >> [groaning] >> Mr. Elijah, yes, so the the the issue is that when we when we give assignments, when teachers give assignments, I'm happy you're also a teacher. Uh sometimes, we want to see that creativity part from the student. You see, just as the lecturer has the duty to produce learning materials, which are which which should be original in a way, but we should be very decent for you and not completely AI. We expect that when you also give us things to look at or mark or to assess, it should also be be something that I am not marking an AI, I'm marking a human being's work. You understand? If you give me AI and I'm marking it or maybe I know it's AI and I'm assessing it, am I assessing the AI or am I assessing you, the student? So, we are not saying AI should not be there. And when you check, most of the What is it? The higher level institutions, we are not saying it should be 0% AI. We don't say that. They will usually will peg it at It depends on the institution. Some will say 20%, some will say 15%. It depends. So, we are not saying entirely don't use AI. So, that the 20% will cater for what you have left inside originally generated by AI. By and large, the 80% should be coming from you and your thoughts. Thank you. >> Okay, thank you, Prof, for the submission. Um Beatrice, I saw your hand up. Okay, if Beatrice is not there, let's take um Martin. >> Okay, I Hello. >> Yes, Beatrice. >> Yes, Martin. Oh, good morning to you all. >> Good morning. >> Okay, I I wanted to add a little to what Madam Rose said. Um AI can be used especially when uh during role play and then improvisation. Like we want students or learners to act out historical events. With the help of AI, they'll be able to do that. And also, um when it comes to peer review sessions, they can review each other's work. Let's say they have their arts projects, they have their essays. It provides them with valuable feedbacks. And then, others can also learn from it. So, I think AI is really good and we can add it to the other resources we have in order to give out our best. >> Okay. Thank you for your submission. Martin, go ahead. >> Thank you very much. Uh thank you Doc for the presentation. Uh this is very key to me. Please, I believe I can be heard. >> Yes, we are with you. >> Yes, we can hear you. >> Thank you very much. Uh I really love it because uh recently I started asking myself certain questions on how best we can be able to uh integrate AI for the basic Ghanaian teacher in lesson planning. As in how they can be able to use AI to generate their lesson plan. So, my question is is it now the time for us to start having a conversation on how we can be able to reimagine AI in the classroom for lesson planning. And is the regulator going to accept uh it when a teacher generates his or her lesson plan using an AI? >> Prof Prof, can you give some perspective to this? >> So, yes. So, um that is fine. And uh like I said, the second the second webinar webinar two will focus more on on what you're talking about. Uh using for generative AI to develop blended resources, including lesson plans and all that. But when we use AI at whichever level or point we will still want to see that the level of usage is actually controlled. So, if I use AI to generate a lesson plan which is supposed to be submitted to a regulator for confirmation. And they also pass it through some checks and notice that everything I've done is 100% AI or 90 plus percent AI. The first impression is that I've not done anything. Are you there? So, yes, use it. Uh we can use it to to develop our lesson plans whether for our regulators or for our own use. But, we still will want that when somebody subjects your work to critical analysis, whether using the AI tools like like Turnitin and others, the work will not be too much that AI in it will not just show that much. Even the part that is not detected by the AI tool, it isn't that you didn't use AI. You used it, but you had a way to go around it to make it original, to make it yours. And that's what we are hammering on. So, please, regulators will not have Please, regulators will not have an issue with you using AI to generate a lesson plan or a resource. But, when they subject it to critical analysis, a larger part of it should be coming from you. Though, even that larger part coming from you, you will have it fine-tuned from AI, and that becomes yours. Thank you. Okay. >> So, the keyword is the the human aspect should be shouldn't be missing from your submission. So, even though you use the AI, but you should go through it, and the things that you feel like this is not right, you you modify them. >> Exactly. >> But, I think some people just uh put it the the prompt and generate it and just copy and paste it all over >> that's the problem. >> Yeah. Dr. Humphrey, do you have a question again? I can see your hand up. Um Elijah, do you also have a question? So that we can wrap up. Elijah Dr. Haliru, do you have a question? >> No question for this. >> Okay. Okay. So, um Yen. >> Yeah. >> And I'm full. Yes. >> And I'm full, yeah. Good morning to everybody. Thank you for for the for the wonderful presentation. Um, I want to um put up this so that we look at it. Um, I think the presentation catered for some aspect of it when she said teachers should be uh seen as gatekeepers. I'm asking this because um, we are encouraging and promoting the development of critical thinking uh among our children or among the the students we we learn. Most of the students use AI, especially the generative AI uh as though they are they were using Google. Where they just type in information and then they they they pick the answers. Um, they they knowledge or the skills to even adapt output from AI to reflect their own thoughts becomes very difficult. So, what most of them do is that they produce the information as it is and then they bring it forward for marking. Interestingly, some students presented information to us when we conducted our assessment and those of them who came with AI, raw information from AI, generative AI, ChatGPT for that matter even when I had to add uh some of those footnotes that always uh come with the the the the the >> Yes. Yes. Yes. >> to that everyone they >> Yes. >> So, you want to ask what happens to learners prior knowledge where they draw uh knowledge from to to um answer or to to solve uh immediate problem. So, maybe if prof can give us a word of two on how best we can look at this where learners prior knowledge becomes very crucial and maybe solving a problem uh critically. Uh I miss maybe the use of AI as we are discussing. Thank you very much. >> Yeah. Yeah. Yeah, so um like I said um details on that is likely I mean will be continued in the subsequent webinars I believe. But what I can say is that yes, critical thinking is really really important. That we do you see and also we have been talking about from the beginning. That we are in charge and from the from the practical work I give once at every point in time you come in and then you can even have a way to challenge the system to do what you think is right. Subjecting it to that analysis and all that means that you are also you are also you are also conscious and you are critical about what you are doing. That's very important. And um that is our responsibility as teachers as well. So, less and also give you ways you can also use as a teacher to confirm whether what you are getting from the students are really entirely AI or you can tell the level of AI in those in those particular works. So, please as for the critical thinking part that is what we have been talking about from the beginning. Let's see the human part. I mean the that thinking, that that that woman element in your work. Right. And I'm sure for the practical part of it as we move along to the other webinars, you will get more more information on that. I believe. Thank you. >> Okay. Um we are trying to wrap up. Isaac, maybe give us the last question or comment. >> Yeah, thank you. Good morning once again. Good morning. And please I'm Isaac from NT College of Education. >> Okay. >> Um actually, I was happy when Prof was giving an giving an example or a scenario where after the present the submission of your work, you do oral presentation. I remember I tried one once sometime ago. I gave a work. Then I decided to give another prompt that the answer is wrong, so it should generate another one. And it rather generated another wrong thing. So when the students came to do their presentation, I decided to challenge their answers. I was telling them that their your answers are wrong. Yes, they were also saying, "Okay." I said, "Go back to ChatGPT." And then >> Mhm. >> input again. Then lo lo and behold, now they were confused. So is it correct or is it I said, "No. It has done something for you, so it is up to you to verify." >> Exactly. >> So like my brother said, someone will even go beyond copying the footnotes. >> Exactly, to paste. >> Yes, but here our problem here is the number of students in the classroom, whether senior high or the college. You are handling over 80 students. and you've given them an assignment. They've all presented their assignments. Uh prof, how do you decide to tell them to present it one after the other? So, we just try to forgo your forgo it and then just mark it anyhow we we like it. Thank you. >> So, that's that's a good concern. The numbers The numbers sometime also hinders the kind of quality you want to do to some of these students. >> Exactly. >> So, like I was talking about these tools, government should make efforts to If I was while in the era of AI, these tools should no longer be who can afford and who cannot afford. I mean, all the I mean, all the the tertiary institutions or maybe any other level of education which will have these tools available for us as teachers. Now, when I give my students assignment, I don't let them print. I give them a submission link. Each of them will submit through that link. And the link automatically checks for AI before it gets to me. So, before I would download them onto my machine to mark, I have all those that are AI I listed and those that are limited with AI. So, this helps me to to work. So, rather than letting them print it manually, you have to physically go through and all that. If If you also have these tools as teachers, submission is done online. They submit through the link. The AI whatever tool will check even before it lands on my desk to mark. And that will take off some pressure for me. Aha. So, the teaching then If I also on the presentation as well. Yes, sometimes I make them do group presentations. And then I ask the question before If I know the presentation will be lengthy and the numbers are large, I put them in groups. Then I ask the questions. Those places I have seen to have been completely AI. I target those areas just to make sure I I get it uh settled. And I have one funny thing. When I even know it's AI generated completely, the person assessment Something can be AI generated completely. And I mean which is correct. And the student is able to understand it. And also explain to you the same way he got it from ChatGPT. That's even better than those who copy and paste without even knowing what they are even printing. Because some can use it, get good information. Though they've not edited, so you check it is 100% AI. But the student is still able to give you that information even from their head. Which is also fine. So we are fighting two cases. There are those who will use the AI to completely generate without understanding what they are giving you. And those who understands, but have not decided to uh to what? To own it. This is another level. So there are two cases we are handling here. And both of them we will have to look at them collectively as as teachers. Thank you. >> Okay. Thank you, Prof. Um although we are wrapping up, but we have the PRO for the Ghana Education Service on with us. So uh Mr. Daniel Affenyi, um let's give you Can you let us hear from you? >> Yes. Um thank you very much, Kingsley. And I think the presentation has been very educative and um and extensive. I've really learned a lot. I have [snorts] this concern uh bothering my mind and I wanted some clarity. So Prof, thank you very much for the presentation. I intend that my question Yes, I intend that my question is first seen as a devil's advocate question. And then from a very And then from a very layman's point of view. So, one if a student or a teacher uses generative AI to produce an answer or a response to an assignment or some work. And the response produced solely from AI is correct. Um everything is perfect. The the response is so right. Why should the teacher be interested in how the student got that response? In other words, is the fact that the student has produced accurate response not an indication of the skill he has to give good prompt and accurate prompt to AI? In other words, there are some students who would still use AI and get it wrong. So, if a student uses AI and gets it correct, should that not still be acknowledged as a skill from the student? So, it looks like on one breath, we advocate for the use of AI. >> Because even at work >> Yes, so if I have the tool and it can help me my work. And you are training me using the tool and I am using it correctly. It means that you are really preparing me preparing me for work. >> Of course. >> Hello. >> [clears throat] >> Please can can we mute your mic so that we can listen to the question? Something different came and his pet died. >> Hello. Okay. >> Yes, excuse me. I'm here. >> Yes, you can you can you can go ahead. >> All right. So I'm end Yeah, so I'm ending my my concern. So my concern is this. Have we accepted AI usage or we have not? If we have, to what extent? If I'm sending a student to Kumasi and he decides to board a car and he arrives in Kumasi, should I not be interested in the arrival? Why do I want to question the means? Why am I that interested in the means? Is the fact that he had the sense to board a car not in itself intelligent enough for us to acknowledge? And so I want to know the the extent to which we want to accept AI and at what point are they wrong really in the use of AI? Thank you. >> Um so thank you, Piero. Um we are pressed for time. >> can I come in briefly? >> J- just just a minute. Just a minute. >> Okay. >> So um Dr. Mumin or Professor Mumin, say a lot. Do you give some time so that we can end this or or we can move it to the next section because we have gone beyond our time? If if if Professor Mumin can can give a word, Dr. Humphrey, I I I get you. Just just hold on for me and let's let me know because we have >> Yeah. >> Y- yeah, we have a moment. >> Yes, we are fine, of that. Let's give 10 minutes maximum we wind up. I think we can we can work with that. >> Okay. Okay. Then then we'll make it twice. >> Yeah, yeah, 5 minutes >> So maybe we conclude. Okay. So Professor Abdul, maybe you can touch on what the PO has. Then I'll give you so some seconds to the others to ask their question. >> Yeah, yeah, so I I think um if I PO has a question is very is very legitimate. So to what extent have we accepted AI in our educational system? Yeah, so we are not just concerned about the information they give us. But we also want to be sure they understand what they are giving us. That's just the bottom line. Not how they got it, but whether they understand what they are giving us. So but you see in other uh submissions, so if I give my students assignments and someone decides to go use AI entirely I submit it to my AI checks. It is 100% AI. I and I also detect by my expertise that this is an AI generated text because I I in fact I'll give you some pointers to confirm that this is AI. And you even subject it to I mean you suspect and then you subject it to the AI to like for the AI detection tools and it's able to tell that this is completely AI. The only thing we have to do is to confirm whether the student understood it. Like I said before that is different. That is my assignment I've given them. I decide. Once the student understands what is given to me, even if it is an assignment, even if it is completely AI I'm fine with it because I just want the student to get the knowledge. That's fine. But we have other things, other submissions, whether it is right or wrong. Once the AI is at a particular level, it is unacceptable. For instance, if our students do project work, publish documents, documents that are supposed to be published online, those ones, they are supposed to be strictly handled by by that. So, those ones, the AI has to be very very limited. Like I said, some institutions will peg it at 20%, some 15%. So, it's not that we are completely saying that your submission should be even theses, even PhD theses or master's theses, we don't say 0% AI. No, we don't. Because we give room for that AI to come in. So, those ones, they are supposed to be public documents that will be published online. So, the AI has to be very very minimal. So that a chunk of the work will be coming from you, the person. But if it is an assessment, maybe an assignment I've given my students as a teacher just within the classroom, and your interest is not just about uh finding out how they got the information, you just want to be sure that what they are giving to you, they really understand it, whether AI or not. That is not too also bad because it's just something you want to to let them understand. That's all. It's a course you want to let them understand. But I still would want to maintain that we need to whether uh in fact, uh whichever way, let's be sure once we suspect AI, let's be very careful to confirm whether they understand what they are giving us or not. It's very critical. Thank you so much. >> Okay. Dr. Humphrey, please go ahead. 1 minute, please. >> Yeah, thank you very much, Professor. I just want to respond to the PRO, um I think that one of the reasons for which uh sometimes we reject the work, you know, uh our system places emphasis on examination. And uh you know, students are not allowed to even use the mobile phones and then their laptops in the exam. And so, when you train the students to be so comfortable with the AI to the extent that they copy the AI and do not even do anything to it to make it wholesome, um that student will go to the exam hall and fail. So, their interest here is that students can use the AI, but we also want them to uh recheck whatever they have gotten from the AI and humanize whatever content they are presenting to us so that we have the trust that once in the classroom in the exam hall, they will be able to produce you know, answers without the help of the AI. Thank you very much. >> Yeah. Thank you. Um let's take a two one minute please. >> Yeah. >> Thank you so much. Um my question is there there was a time I did a work uh review of literature. And I didn't use AI actually, but I decided okay, let me run this through an AI detector. When I run the test, it told me 70% of it was AI, >> Yeah. >> which I didn't use AI. So, in that situation, what do I do as maybe an educator or a teacher when my students also face such a challenge? What should I do? >> Uh Prof, I think the the second webinar will focus on some of these Maybe we can we can we can note it down. Um Sam, can can we hear you? One minute, please. Um Sam. If Sam is not there, Isaac, let's hear from you 1 minute, please. Isaac. Okay. I think maybe their hands are they they they just want to stretch their hands, so their hands are up. But um on behalf of St. Louis and on behalf of the Commonwealth of learning, um we want to thank all participants for joining this webinar. Um it's been very insightful and it's been very educative. Um hopefully on the 23rd of this month, we'll still have the second part of the webinar, which will focus on the co-creation of learning resources using AI. So, we entreat all of you to make time um 10:00 a.m. on the 23rd to join this um webinar series. And also note that the slide will be shared with you. If there was any question that wasn't addressed, kindly notice when we meet for the second section, we'll address it. So, um thank you to um Professor Aziz um Abdul Aziz for the insights that he has given us. It's been very educative. So, we hope to get more in the second section on the 23rd. So, um I want to say that let's enjoy the afternoon and um stay helpful, stay peaceful, and stay generative in AI. So, use AI ethically and and and use it twice. Thank [clears throat] you so much. Um that that data Executive Director, do you want to add anything before we close? >> Oh, that that that I thank everybody. I can see the interest very high. AI I I always say it has come to stay. We need to adapt, learn how to use it, and of course it's a learning platform. I had one asking about the relying on AI. What I will mention is that AI also need originality from us to learn from. So, if you are depending on it, you will not even make AI models perfect, and that's where originality is so important. I thank Prof. Aziz. The tools he proposed, the four-step document processing, and the teacher-centered AI framework, then the VC model. Very educative, very interesting. We can't wait for the next webinar. Thank you all.