AI in Education: Opportunities + Pitfalls

WEBVTT
Kind: captions
Language: en

00:00:00.000 --> 00:00:02.250
- All right, welcome everyone.

00:00:02.250 --> 00:00:04.590
This is Jeremy Schifeling
with Khan Academy.

00:00:04.590 --> 00:00:07.010
I am so thrilled to welcome you back

00:00:07.010 --> 00:00:10.500
for round two of our AI and
Education Webinar Series

00:00:10.500 --> 00:00:11.580
this summer.

00:00:11.580 --> 00:00:13.950
I know that this summertime is your time.

00:00:13.950 --> 00:00:16.260
And so I apologize for intruding upon it,

00:00:16.260 --> 00:00:18.530
but I'm so thrilled that
you decided to join us

00:00:18.530 --> 00:00:21.420
because we have a rockstar panel here.

00:00:21.420 --> 00:00:23.760
We have a couple of incredible educators

00:00:23.760 --> 00:00:25.110
from across the universe.

00:00:25.110 --> 00:00:27.120
We've got Emily and Kelly coming to you

00:00:27.120 --> 00:00:30.540
from the Khan World School
in partnership with ASU.

00:00:30.540 --> 00:00:32.490
They're sweating it out
right now down in Phoenix,

00:00:32.490 --> 00:00:34.170
as you've probably heard about.

00:00:34.170 --> 00:00:36.420
We have Madeline coming
from the school city

00:00:36.420 --> 00:00:38.490
of Hobart in Indiana,

00:00:38.490 --> 00:00:41.460
one of our amazing Khan
Academy district's partners

00:00:41.460 --> 00:00:44.790
and one of the pioneers in
using Khanmigo in the classroom.

00:00:44.790 --> 00:00:47.640
And then we have Malia
from our OG Khan Lab School

00:00:47.640 --> 00:00:49.980
right here in Mountain View, California.

00:00:49.980 --> 00:00:52.560
So we have lots of different
perspectives represented.

00:00:52.560 --> 00:00:54.720
And then of course, a man
who needs no introduction,

00:00:54.720 --> 00:00:57.360
Sal Khan himself is on the
line, ladies and gentlemen,

00:00:57.360 --> 00:00:59.940
here to tell you about Khanmigo

00:00:59.940 --> 00:01:02.340
and what the future
looks like in this space.

00:01:02.340 --> 00:01:04.920
Now, that being said, before we dive in,

00:01:04.920 --> 00:01:07.020
we wanna get to know
you a little bit better.

00:01:07.020 --> 00:01:09.110
So what I'm gonna do is I'm
gonna launch a poll right now

00:01:09.110 --> 00:01:11.280
and I'd love to hear from you.

00:01:11.280 --> 00:01:14.040
Where are you coming from occupationally?

00:01:14.040 --> 00:01:15.450
Are you a classroom teacher,

00:01:15.450 --> 00:01:17.700
a counselor, an instructional coach?

00:01:17.700 --> 00:01:19.590
Let us know right in the chat.

00:01:19.590 --> 00:01:23.130
Number two, let us know the
kinds of students you serve.

00:01:23.130 --> 00:01:25.200
Are you on the older end of the spectrum,

00:01:25.200 --> 00:01:26.550
like so many of the educators here,

00:01:26.550 --> 00:01:27.990
or maybe your early childhood?

00:01:27.990 --> 00:01:29.487
I was a former kindergarten teacher.

00:01:29.487 --> 00:01:32.070
I'd love to hear from
that perspective as well.

00:01:32.070 --> 00:01:35.550
And then finally, let us know
your primary subject area.

00:01:35.550 --> 00:01:38.250
We definitely have a lot of
really strong humanities folks,

00:01:38.250 --> 00:01:40.950
but Sal himself has
volunteered to speak directly

00:01:40.950 --> 00:01:44.160
to the math and science angles
if you're curious as well.

00:01:44.160 --> 00:01:46.500
So with about five seconds left,

00:01:46.500 --> 00:01:50.770
five, four, three, two, and
one, we'll end the poll.

00:01:50.770 --> 00:01:53.070
And let's share these results out.

00:01:53.070 --> 00:01:55.500
So as you can see, a ton
of classroom teachers,

00:01:55.500 --> 00:01:57.840
which is awesome, but also some admins,

00:01:57.840 --> 00:02:00.900
instructional coaches,
librarians, curriculum developers,

00:02:00.900 --> 00:02:02.460
love to see that.

00:02:02.460 --> 00:02:04.770
We have a pretty even mix
across elementary, middle,

00:02:04.770 --> 00:02:07.350
and high with a little sort
of preference for the latter,

00:02:07.350 --> 00:02:09.390
but even some folks all the way to college

00:02:09.390 --> 00:02:11.820
and adult education, which is fantastic.

00:02:11.820 --> 00:02:13.650
And then finally, as you might expect,

00:02:13.650 --> 00:02:16.130
we've got a strong showing from
the math educators out there

00:02:16.130 --> 00:02:19.980
but lots of great folks in
science, ELA, social studies,

00:02:19.980 --> 00:02:21.300
and beyond.

00:02:21.300 --> 00:02:25.110
So with that said, quick
ground rules before we dive in.

00:02:25.110 --> 00:02:27.420
This session is gonna be recorded.

00:02:27.420 --> 00:02:29.520
I know it's the number one
question that everyone has asked

00:02:29.520 --> 00:02:31.710
in every webinar ever since the pandemic.

00:02:31.710 --> 00:02:33.530
And yes, you will absolutely get a copy

00:02:33.530 --> 00:02:35.880
sent directly to your email afterwards.

00:02:35.880 --> 00:02:38.400
However, what's more,
because you joined live

00:02:38.400 --> 00:02:40.560
and shared some of your
summertime with us,

00:02:40.560 --> 00:02:41.393
you're gonna receive

00:02:41.393 --> 00:02:43.290
a free professional
development certificate

00:02:43.290 --> 00:02:45.180
mailed to you right after the session

00:02:45.180 --> 00:02:48.090
and be entered into a
drawing for 12 free months

00:02:48.090 --> 00:02:50.970
of Khanmigo, our brand new AI guide.

00:02:50.970 --> 00:02:52.770
And to make the most of this session,

00:02:52.770 --> 00:02:54.210
because you are here live,

00:02:54.210 --> 00:02:56.390
what we would love for you
to do more than anything else

00:02:56.390 --> 00:03:00.390
is come to the Q&A and do two things.

00:03:00.390 --> 00:03:02.820
Number one, whatever questions you have

00:03:02.820 --> 00:03:05.550
about AI and education, no matter how big,

00:03:05.550 --> 00:03:08.100
no matter how small, no matter how spicy,

00:03:08.100 --> 00:03:09.970
feel free to put those in right now

00:03:09.970 --> 00:03:11.790
and throughout the session.

00:03:11.790 --> 00:03:13.860
And then number two, just as importantly,

00:03:13.860 --> 00:03:17.280
support your fellow educators
by upvoting the ones

00:03:17.280 --> 00:03:18.690
that you're excited about.

00:03:18.690 --> 00:03:20.700
For anyone who came to our last session,

00:03:20.700 --> 00:03:22.350
you know that we took those primarily

00:03:22.350 --> 00:03:23.897
in the order of upvotes.

00:03:23.897 --> 00:03:26.850
And so if you've got big, juicy questions,

00:03:26.850 --> 00:03:29.460
feel free to give that,
that big plus sign,

00:03:29.460 --> 00:03:31.320
we will be sure to take those.

00:03:31.320 --> 00:03:33.390
So with all of that said,

00:03:33.390 --> 00:03:36.810
let's start with a question
that so many people asked

00:03:36.810 --> 00:03:39.840
in our pre-survey, which is,

00:03:39.840 --> 00:03:43.950
how do you believe AI is gonna
actually impact education?

00:03:43.950 --> 00:03:45.960
So I know this is a little
bit crystal ball-like

00:03:45.960 --> 00:03:47.250
in the sense that we're thinking about

00:03:47.250 --> 00:03:49.950
where things are headed
versus think where things are

00:03:49.950 --> 00:03:52.050
here in the summer of 2023.

00:03:52.050 --> 00:03:54.870
But for our panelists, if
you wanna take that question,

00:03:54.870 --> 00:03:56.550
if you're excited to dive into it,

00:03:56.550 --> 00:03:58.410
just go ahead and raise your hand

00:03:58.410 --> 00:03:59.640
and I will call on you to take it.

00:03:59.640 --> 00:04:00.870
And Sal, it sounds like
you might have something

00:04:00.870 --> 00:04:02.763
you wanna share right off the top.

00:04:03.750 --> 00:04:04.583
- Oh, sure.

00:04:04.583 --> 00:04:06.090
And obviously none of
us have a crystal ball

00:04:06.090 --> 00:04:08.760
or could predict the future,
but in some ways I view,

00:04:08.760 --> 00:04:11.310
my answer to that question
is also the answer

00:04:11.310 --> 00:04:14.490
how I thought about edtech
even pre-generative AI,

00:04:14.490 --> 00:04:19.203
which is it's never about somehow,

00:04:20.370 --> 00:04:21.480
it's never about the technology,

00:04:21.480 --> 00:04:23.370
it's really about what
the pedagogical goals

00:04:23.370 --> 00:04:24.690
that we all wanna do.

00:04:24.690 --> 00:04:28.290
And I think for time
immemorial, well before AI,

00:04:28.290 --> 00:04:32.350
well before the internet and computers,

00:04:32.350 --> 00:04:34.410
all educators have always recognized

00:04:34.410 --> 00:04:36.960
that the goal standard is
some form of differentiation.

00:04:36.960 --> 00:04:40.650
There's a lot of literature
and honestly common sense

00:04:40.650 --> 00:04:41.640
behind mastery learning.

00:04:41.640 --> 00:04:44.880
If a student hasn't
fully mastered a concept,

00:04:44.880 --> 00:04:46.020
they should always have the opportunity

00:04:46.020 --> 00:04:49.103
to get their understanding of
decimals from an 80% to a 95%,

00:04:49.103 --> 00:04:50.580
because if they don't,

00:04:50.580 --> 00:04:52.050
they're really going to
struggle with algebra

00:04:52.050 --> 00:04:54.060
when those equations involve decimals.

00:04:54.060 --> 00:04:57.330
And this is true in pretty
much every subject area.

00:04:57.330 --> 00:05:02.330
So, and one of the ways that
that would have been addressed,

00:05:02.430 --> 00:05:03.750
say 50 years ago,

00:05:03.750 --> 00:05:07.590
is by having a better
student teacher ratios,

00:05:07.590 --> 00:05:10.230
having a teaching assistants in the room,

00:05:10.230 --> 00:05:12.360
middle-class, upper
middle-class affluent families

00:05:12.360 --> 00:05:15.090
can afford tutors, or
maybe sometimes the parents

00:05:15.090 --> 00:05:16.710
will do the tutoring themselves

00:05:16.710 --> 00:05:19.290
to provide that level of personalization.

00:05:19.290 --> 00:05:21.090
Obviously, I'm a fan of,

00:05:21.090 --> 00:05:23.070
the more resources we
can throw at the students

00:05:23.070 --> 00:05:25.140
being able to reach their
potential, the better,

00:05:25.140 --> 00:05:26.100
but there are some in our control,

00:05:26.100 --> 00:05:27.480
there are some that aren't in our control.

00:05:27.480 --> 00:05:29.190
We can't control the
student teacher ratio.

00:05:29.190 --> 00:05:32.130
We can't control whether or not

00:05:32.130 --> 00:05:33.840
a student has tutoring at home

00:05:33.840 --> 00:05:35.640
or whether there's a teaching
assistant in the class.

00:05:35.640 --> 00:05:37.830
If there is all of those things, awesome.

00:05:37.830 --> 00:05:40.920
So, our view at Khan
Academy has always been,

00:05:40.920 --> 00:05:42.600
how can we use technology

00:05:42.600 --> 00:05:45.090
to at least start to approximate
some of those things?

00:05:45.090 --> 00:05:47.580
That's where classic Khan, let's call it,

00:05:47.580 --> 00:05:50.250
has been, let's give people practice

00:05:50.250 --> 00:05:52.680
at their own time and pace
initially in math and science.

00:05:52.680 --> 00:05:54.420
And then we've also started
moving the humanities.

00:05:54.420 --> 00:05:56.523
ELA is not that far away,

00:05:57.540 --> 00:05:59.040
where someone can learn at
their own time and pace,

00:05:59.040 --> 00:06:01.050
very deep item banks, so that
if they haven't learned it,

00:06:01.050 --> 00:06:02.310
they can keep practicing it.

00:06:02.310 --> 00:06:04.650
There's spaced reputation,
spy or review to make sure

00:06:04.650 --> 00:06:06.000
that they've really gotten to proficiency

00:06:06.000 --> 00:06:07.800
in mastering things.

00:06:07.800 --> 00:06:09.420
There's on-demand video and hints

00:06:09.420 --> 00:06:12.000
so that people can get unstuck, hopefully,

00:06:12.000 --> 00:06:14.640
and that all of that gets
reported to the teacher

00:06:14.640 --> 00:06:16.740
so that they can get better information

00:06:16.740 --> 00:06:18.870
on how they can work with their students.

00:06:18.870 --> 00:06:21.030
They don't have to give
a one-size-fits-all

00:06:21.030 --> 00:06:23.760
for every student, that, hey,
those 10 students have got it.

00:06:23.760 --> 00:06:24.810
They can keep working.

00:06:24.810 --> 00:06:27.930
These 10 students could use
a more focused intervention.

00:06:27.930 --> 00:06:30.870
And then after I'm done with
those 10, these five over here

00:06:30.870 --> 00:06:32.640
could use a different
focused intervention.

00:06:32.640 --> 00:06:34.200
So, that's kind of been the vision.

00:06:34.200 --> 00:06:39.200
And I think generative AI just
takes that to another level,

00:06:39.330 --> 00:06:42.090
where now if a student has,

00:06:42.090 --> 00:06:43.710
the videos aren't doing
enough for the student,

00:06:43.710 --> 00:06:45.240
the exercise hints aren't doing it,

00:06:45.240 --> 00:06:47.460
the articles, they can ask questions.

00:06:47.460 --> 00:06:49.050
Sometimes questions they
would have been afraid

00:06:49.050 --> 00:06:50.340
to ask teachers.

00:06:50.340 --> 00:06:51.780
I get that answer, but in many cases,

00:06:51.780 --> 00:06:52.890
they might've been willing
to ask the teacher,

00:06:52.890 --> 00:06:54.930
but the teacher can't go to 30 kids

00:06:54.930 --> 00:06:56.880
who are all asking different questions.

00:06:58.350 --> 00:07:00.930
The generative AI can act more
like a teaching assistant.

00:07:00.930 --> 00:07:03.270
The best that ed tech
could do pre-generative AI

00:07:03.270 --> 00:07:04.530
is give you all these dashboards

00:07:04.530 --> 00:07:05.760
that look like spreadsheets.

00:07:05.760 --> 00:07:06.593
And you have to kind of like,

00:07:06.593 --> 00:07:08.970
okay, which kids are
struggling and which kids are.

00:07:08.970 --> 00:07:11.700
And now, we're investing in modalities

00:07:11.700 --> 00:07:12.840
where you can have a conversation

00:07:12.840 --> 00:07:14.490
with the data, so to speak.

00:07:14.490 --> 00:07:18.030
And we think that'll make it
much, much easier for teachers.

00:07:18.030 --> 00:07:20.100
And then there's a whole
series of workflows

00:07:20.100 --> 00:07:21.660
which we hadn't thought about before

00:07:21.660 --> 00:07:23.490
because we didn't think it was possible.

00:07:23.490 --> 00:07:26.310
But now you can, where
teachers spend a ton of time

00:07:26.310 --> 00:07:28.530
doing things like writing lesson plans,

00:07:28.530 --> 00:07:33.530
grading papers, creating
rubrics, progress reports.

00:07:33.690 --> 00:07:36.720
And those are all areas
where we think generative AI

00:07:36.720 --> 00:07:39.750
could substantially save teachers' time.

00:07:39.750 --> 00:07:41.520
So long answer.

00:07:41.520 --> 00:07:43.140
All my answers aren't gonna be this long,

00:07:43.140 --> 00:07:45.270
but I'm hoping in five years,

00:07:45.270 --> 00:07:47.610
we're in a world where students

00:07:47.610 --> 00:07:49.260
are feeling much more supported.

00:07:49.260 --> 00:07:51.030
Teachers are feeling much more supported.

00:07:51.030 --> 00:07:52.980
They have much more time
and energy for themselves

00:07:52.980 --> 00:07:53.850
so they don't burn out

00:07:53.850 --> 00:07:55.980
and more time and energy
to do kind of the things

00:07:55.980 --> 00:07:57.910
why I think most teachers
went into the profession,

00:07:57.910 --> 00:08:00.570
more time for those really amazing

00:08:00.570 --> 00:08:02.790
engagement moments with students.

00:08:02.790 --> 00:08:04.330
I'll say one last thing is,

00:08:04.330 --> 00:08:07.920
I also think the AI being
able to have that loop

00:08:07.920 --> 00:08:10.650
between assignment,
rubric, lesson creation,

00:08:10.650 --> 00:08:13.200
supporting students as
say they work on an essay

00:08:13.200 --> 00:08:15.670
and then being able to
report back to a teacher.

00:08:15.670 --> 00:08:17.820
Not only is that going
to be really supportive

00:08:17.820 --> 00:08:19.500
of all of the parties in that mix,

00:08:19.500 --> 00:08:20.700
but I actually think it can address

00:08:20.700 --> 00:08:22.590
like the ChatGPT cheating issue

00:08:22.590 --> 00:08:26.080
where if you assign an essay and a student

00:08:28.320 --> 00:08:29.547
let's say they're doing it on Khanmigo

00:08:29.547 --> 00:08:31.320
and they're doing
brainstorming with the AI,

00:08:31.320 --> 00:08:33.060
the AI is not doing it for them,
but it's riffing with them.

00:08:33.060 --> 00:08:35.460
It's acting as a guide.

00:08:35.460 --> 00:08:36.960
Then the AI can report
back to the teacher,

00:08:36.960 --> 00:08:38.520
say, yeah, we spent this much time,

00:08:38.520 --> 00:08:40.200
we did this, we changed our thesis,

00:08:40.200 --> 00:08:41.580
but eventually got there.

00:08:41.580 --> 00:08:43.920
And based on the rubric,
I'd give it an initial 85%.

00:08:43.920 --> 00:08:45.390
What do you think teacher?

00:08:45.390 --> 00:08:47.760
You can feel confident that
that student didn't cheat.

00:08:47.760 --> 00:08:50.820
But if a student goes to
ChatGPT, has that essay generated

00:08:50.820 --> 00:08:53.310
and just copies and
paste that into Khanmigo,

00:08:53.310 --> 00:08:56.070
then Khanmigo itself will
say, hey, this looks fishy.

00:08:56.070 --> 00:08:57.060
There was no process here.

00:08:57.060 --> 00:09:00.720
And I think, honestly,
because of bandwidth issues,

00:09:00.720 --> 00:09:02.610
it was already very
expensive and time-consuming

00:09:02.610 --> 00:09:04.740
to grade 30 papers on the same topic

00:09:04.740 --> 00:09:06.150
for middle school students.

00:09:06.150 --> 00:09:07.350
So you definitely never had time

00:09:07.350 --> 00:09:08.790
to really go into the process,

00:09:08.790 --> 00:09:11.137
but now we can hopefully streamline that.

00:09:11.137 --> 00:09:11.970
- Love that.

00:09:11.970 --> 00:09:13.710
Thank you for starting us off, Sal.

00:09:13.710 --> 00:09:17.190
Let's go next to Emily over
at the Khan World School.

00:09:17.190 --> 00:09:18.430
Emily, what's your take on where

00:09:18.430 --> 00:09:20.853
this whole education
and AI world is headed?

00:09:22.970 --> 00:09:25.200
- Well, Sal offered a lot of ideas there

00:09:25.200 --> 00:09:27.870
that I'm probably gonna just
kind of reiterate those,

00:09:27.870 --> 00:09:30.930
but definitely see it as a tutoring option

00:09:30.930 --> 00:09:33.710
to help get at students more individually

00:09:33.710 --> 00:09:35.280
on an individual level.

00:09:35.280 --> 00:09:37.350
I'm an English teacher by trade.

00:09:37.350 --> 00:09:39.600
And so I'm just always thinking about,

00:09:39.600 --> 00:09:41.400
well, if they want to use AI

00:09:41.400 --> 00:09:44.010
as a way to generate a first draft,

00:09:44.010 --> 00:09:46.680
I think the power of writing
comes in revision anyway.

00:09:46.680 --> 00:09:50.490
And so if they're going
to learn how to revise,

00:09:50.490 --> 00:09:51.570
how to make ideas better,

00:09:51.570 --> 00:09:55.410
how to get rid of very
formulaic typewriting,

00:09:55.410 --> 00:09:58.203
that can be very helpful
at the high school level.

00:09:59.100 --> 00:10:01.910
And if they're using it as a tool

00:10:01.910 --> 00:10:06.910
and not as a method of this
is doing my work for me,

00:10:07.110 --> 00:10:09.630
but teaching them those
subtle distinctions

00:10:09.630 --> 00:10:13.350
about how we use tools to help us,

00:10:13.350 --> 00:10:15.870
but we are the ones that
can then flesh that out

00:10:15.870 --> 00:10:19.980
and really create something
better and stronger.

00:10:19.980 --> 00:10:23.880
And so I think in that
way, it's very helpful.

00:10:23.880 --> 00:10:26.190
And in the same way that I also mentioned

00:10:26.190 --> 00:10:29.973
that it becomes a way
to kind of create time,

00:10:31.680 --> 00:10:33.570
there are shortcuts that
are helpful for teachers.

00:10:33.570 --> 00:10:35.220
You don't always have
to write the same email

00:10:35.220 --> 00:10:36.350
or you don't always have to,

00:10:36.350 --> 00:10:39.900
you've created a tool that
also can save you time.

00:10:39.900 --> 00:10:43.140
But I also think it
can be like that tutor,

00:10:43.140 --> 00:10:47.730
but the power of a teacher
really comes in the relationship

00:10:47.730 --> 00:10:52.050
and that AI will never
circumvent a relationship, right?

00:10:52.050 --> 00:10:54.360
Like that will always
be there for a teacher.

00:10:54.360 --> 00:10:57.150
That will always be something
that in those moments

00:10:57.150 --> 00:10:59.450
when you can get at
that individual student,

00:10:59.450 --> 00:11:01.770
which maybe the AI will
help you to have more

00:11:01.770 --> 00:11:02.910
of those individual moments

00:11:02.910 --> 00:11:05.790
because then those students
can be working at a computer

00:11:05.790 --> 00:11:08.670
and then you can use that
time to pull kids aside

00:11:08.670 --> 00:11:11.160
and to have those one-on-one interactions

00:11:11.160 --> 00:11:12.450
that are especially valuable

00:11:12.450 --> 00:11:15.770
and that will create those moments,

00:11:15.770 --> 00:11:18.960
those really strong teachable moments.

00:11:18.960 --> 00:11:20.400
So that's my hope.

00:11:20.400 --> 00:11:23.580
I am taking a very positive
and optimistic view

00:11:23.580 --> 00:11:25.050
of what AI can do for educators.

00:11:25.050 --> 00:11:28.860
I certainly hope that it
doesn't remove educators

00:11:28.860 --> 00:11:30.960
from the field because education
is such a powerful tool,

00:11:30.960 --> 00:11:32.970
but then again, we have a teacher crisis,

00:11:32.970 --> 00:11:34.320
at least in Arizona where I live.

00:11:34.320 --> 00:11:36.840
And so maybe there is more need for that

00:11:36.840 --> 00:11:38.910
if we're not able to recruit teachers,

00:11:38.910 --> 00:11:41.040
but that kind of breaks
my heart at the same time.

00:11:41.040 --> 00:11:43.110
So those are some of my thoughts

00:11:43.110 --> 00:11:46.230
as I think about the
power and future of AI.

00:11:46.230 --> 00:11:48.027
- And then let's go to Madeline

00:11:48.027 --> 00:11:50.280
for the last sort of answer on this one.

00:11:50.280 --> 00:11:51.600
We'll come to Malia for the next question

00:11:51.600 --> 00:11:53.010
because that's juicy as well.

00:11:53.010 --> 00:11:54.660
Madeline, any thoughts here?

00:11:54.660 --> 00:11:56.130
- Absolutely.

00:11:56.130 --> 00:12:00.390
So for just a little bit of
context, I am an English teacher

00:12:00.390 --> 00:12:03.390
and the English department
chair at Hobart High School.

00:12:03.390 --> 00:12:07.680
And we do a lot of partnership
with early college programs.

00:12:07.680 --> 00:12:10.800
So we have a lot of
students who are juniors,

00:12:10.800 --> 00:12:14.250
sophomores who are taking
college level classes.

00:12:14.250 --> 00:12:16.290
That's amazing for them
and wonderful for them,

00:12:16.290 --> 00:12:19.110
but we're in a very blue collar town.

00:12:19.110 --> 00:12:21.480
I have a lot of first-generation
college students

00:12:21.480 --> 00:12:23.280
and a lot of kids who have to work

00:12:23.280 --> 00:12:27.300
to help their parents pay
the rent or the mortgage.

00:12:27.300 --> 00:12:31.470
And they have practice
for their multiple sports

00:12:31.470 --> 00:12:33.870
on top of that because the competition

00:12:33.870 --> 00:12:37.140
among students to be
able to get into colleges

00:12:37.140 --> 00:12:39.600
as the cost is getting higher and higher,

00:12:39.600 --> 00:12:42.030
it's just getting all the
more expensive for them.

00:12:42.030 --> 00:12:46.170
And there's so much fear about
not being able to be enough.

00:12:46.170 --> 00:12:48.990
So one of the areas that I
think hasn't been touched on

00:12:48.990 --> 00:12:51.420
a lot in this conversation so far

00:12:51.420 --> 00:12:55.090
has been on how is it
going to help our students?

00:12:55.090 --> 00:12:57.690
I guess I am building off of
what Sal said a little bit

00:12:57.690 --> 00:12:59.880
in terms of leveling the playing field.

00:12:59.880 --> 00:13:02.700
I was looking over my
students' Khanmigo chat history

00:13:02.700 --> 00:13:05.910
and I was watching the
different timeframes

00:13:05.910 --> 00:13:07.770
in which they were
logging in and using it.

00:13:07.770 --> 00:13:09.250
And many of them were using it

00:13:09.250 --> 00:13:11.550
after I would have gone to bed, right?

00:13:11.550 --> 00:13:14.490
I would not be available for my students.

00:13:14.490 --> 00:13:17.280
And I used to feel this paranoia

00:13:17.280 --> 00:13:20.130
about needing to check
my email all the time

00:13:20.130 --> 00:13:22.230
in my off hours just to make sure

00:13:22.230 --> 00:13:24.910
that if my kids had a question,

00:13:24.910 --> 00:13:27.390
God forbid it was the night
before the essay was due,

00:13:27.390 --> 00:13:28.560
but let's all be real.

00:13:28.560 --> 00:13:31.980
We know our kids, we know
that they're gonna do that.

00:13:31.980 --> 00:13:33.990
But when I'm not reachable,

00:13:33.990 --> 00:13:36.780
I want to know that they have the ability

00:13:36.780 --> 00:13:38.553
to get their needs met.

00:13:39.480 --> 00:13:42.570
So this is a great way
to be able to do that.

00:13:42.570 --> 00:13:43.730
- Yeah, I think that's a great call.

00:13:43.730 --> 00:13:46.890
I think even the world's greatest educator

00:13:46.890 --> 00:13:49.890
can't be by their students'
sides at every single moment,

00:13:49.890 --> 00:13:51.570
nor should we expect them to.

00:13:51.570 --> 00:13:54.210
And so to have that resource
there in that moment

00:13:54.210 --> 00:13:56.070
when they need it, that's pretty powerful.

00:13:56.070 --> 00:13:59.830
Okay, speaking of the power of AI

00:13:59.830 --> 00:14:01.350
and then also a little
bit of the dark side,

00:14:01.350 --> 00:14:04.830
I've got to tell you, it
is overwhelming in the Q&A.

00:14:04.830 --> 00:14:06.570
The top two questions are from Wendy.

00:14:06.570 --> 00:14:08.850
How do students use AI without cheating?

00:14:08.850 --> 00:14:11.520
And from Erica, how best
can we detect students

00:14:11.520 --> 00:14:15.240
using AI inappropriately and
then handle those situations?

00:14:15.240 --> 00:14:17.040
So for our guest panel,

00:14:17.040 --> 00:14:20.160
I know we all have different
experiences with cheating

00:14:20.160 --> 00:14:22.080
or with trying to prevent that.

00:14:22.080 --> 00:14:26.340
Thoughts about how teachers
can grapple with this reality.

00:14:26.340 --> 00:14:27.983
And let's go to Madeline,

00:14:27.983 --> 00:14:30.630
because I know Madeline,
you've seen this quite a bit.

00:14:30.630 --> 00:14:32.730
You probably have some
strong thoughts here.

00:14:32.730 --> 00:14:33.990
- I have, yeah.

00:14:33.990 --> 00:14:37.650
So even when we were doing
our beta test with Khanmigo,

00:14:37.650 --> 00:14:41.400
actually, I did run into
this issue a little bit

00:14:41.400 --> 00:14:44.700
where we'd had conversations
about responsible use

00:14:44.700 --> 00:14:46.380
with our students,

00:14:46.380 --> 00:14:50.820
and they didn't always want
to follow those parameters.

00:14:50.820 --> 00:14:54.510
I think the reality that
we have to face with AI

00:14:54.510 --> 00:14:59.510
is it's a crisis that is not
entirely unfamiliar to us.

00:15:00.450 --> 00:15:02.640
We went through this same thing

00:15:02.640 --> 00:15:05.490
when Google came out in
the field of education.

00:15:05.490 --> 00:15:06.780
People just concluded like,

00:15:06.780 --> 00:15:08.460
oh God, no kid is ever gonna have

00:15:08.460 --> 00:15:10.590
to memorize anything anymore.

00:15:10.590 --> 00:15:12.180
And what did we have to do?

00:15:12.180 --> 00:15:15.250
We had to change the way
that we assigned content

00:15:15.250 --> 00:15:18.480
to focus less on rote memorization.

00:15:18.480 --> 00:15:21.180
And I think we're gonna see
that same kind of shift here.

00:15:21.180 --> 00:15:25.560
So one thing that my district
has done, just for context,

00:15:25.560 --> 00:15:27.990
I've been working with
my superintendent a lot

00:15:27.990 --> 00:15:31.440
and kind of been spearheading
our AI initiative

00:15:31.440 --> 00:15:32.940
in our district.

00:15:32.940 --> 00:15:35.280
I'm gonna share my screen really quick.

00:15:35.280 --> 00:15:36.990
Let's see.

00:15:36.990 --> 00:15:38.910
I want to share this.

00:15:38.910 --> 00:15:42.270
Okay, so one thing that our district built

00:15:42.270 --> 00:15:46.230
to help with this issue
is we built a rubric.

00:15:46.230 --> 00:15:48.550
It was based off of Matt Miller

00:15:48.550 --> 00:15:51.873
and his AI for Educators book.

00:15:52.890 --> 00:15:54.690
Our mascot is the brickie.

00:15:54.690 --> 00:15:56.190
I know that won't make
sense to a lot of you,

00:15:56.190 --> 00:15:57.350
but just go with me on this.

00:15:57.350 --> 00:15:59.850
We have a rubric that we've made

00:15:59.850 --> 00:16:02.370
where we have human
generated at the bottom

00:16:02.370 --> 00:16:04.920
and AI generated at the top.

00:16:04.920 --> 00:16:07.500
And we have descriptors
in here for the level

00:16:07.500 --> 00:16:11.730
to which AI would be allowed to be used.

00:16:11.730 --> 00:16:14.130
So when each assignment would be given,

00:16:14.130 --> 00:16:15.540
we would be able to say,

00:16:15.540 --> 00:16:19.860
okay, kids, this is the
level of comfort level

00:16:19.860 --> 00:16:24.860
we have with you using AI
versus human generated content.

00:16:24.900 --> 00:16:27.480
So, for instance, here, the
one that I'm on right now,

00:16:27.480 --> 00:16:31.020
it talks about using AI to
help with brainstorming,

00:16:31.020 --> 00:16:33.900
but then having to go
find sources on their own

00:16:33.900 --> 00:16:36.030
that address that same subject.

00:16:36.030 --> 00:16:40.710
And through having access to
chat history with Khanmigo,

00:16:40.710 --> 00:16:45.550
that will help a lot in terms
of mitigating those concerns.

00:16:45.550 --> 00:16:46.383
- Awesome, I love that.

00:16:46.383 --> 00:16:48.420
And Madeline, I will follow
up with you afterwards

00:16:48.420 --> 00:16:49.820
and see if we can borrow
that to share with others.

00:16:49.820 --> 00:16:51.510
So that everyone's taking screenshots

00:16:51.510 --> 00:16:52.343
as you were sharing that.

00:16:52.343 --> 00:16:53.400
That was so cool.

00:16:53.400 --> 00:16:54.480
- Love it.

00:16:54.480 --> 00:16:55.500
- Let's go next to Kelly.

00:16:55.500 --> 00:16:57.480
Kelly, what's your take on this question?

00:16:57.480 --> 00:16:58.833
- Yeah, hi everyone.

00:17:00.540 --> 00:17:03.150
I think this question always comes up

00:17:03.150 --> 00:17:05.940
and I think personally,

00:17:05.940 --> 00:17:08.430
we keep doing the same things we always do

00:17:08.430 --> 00:17:10.830
to prevent cheating,
regardless of the source.

00:17:10.830 --> 00:17:12.150
Kids are gonna cheat
if they're gonna cheat.

00:17:12.150 --> 00:17:13.400
They're gonna find a way.

00:17:15.240 --> 00:17:18.480
I think, and I love what
Madeline just shared

00:17:18.480 --> 00:17:21.060
because part of what I think is also,

00:17:21.060 --> 00:17:23.550
it's educating everyone
around the student too.

00:17:23.550 --> 00:17:26.710
Making sure everyone on your teaching team

00:17:26.710 --> 00:17:30.810
knows how to use these tools
and knows about these options.

00:17:30.810 --> 00:17:33.180
Parents, making sure parents know,

00:17:33.180 --> 00:17:34.950
perhaps having some informative nights

00:17:34.950 --> 00:17:36.630
and materials that can go out to families

00:17:36.630 --> 00:17:39.150
so they know how to
work with their children

00:17:39.150 --> 00:17:41.913
on some of these platforms.

00:17:42.960 --> 00:17:44.580
So, I think it's just new.

00:17:44.580 --> 00:17:47.520
And I think you do the
same thing we always do,

00:17:47.520 --> 00:17:51.573
like designing assignments to
circumvent cheating as well.

00:17:53.150 --> 00:17:56.250
Making sure there's steps in the process

00:17:56.250 --> 00:17:57.670
that they have to go through

00:17:57.670 --> 00:18:02.670
that in the end results in
their own thinking there too.

00:18:02.670 --> 00:18:04.230
And I also love,

00:18:04.230 --> 00:18:06.540
the thing about something
like Khanmigo that I like

00:18:06.540 --> 00:18:08.220
is that backend data too.

00:18:08.220 --> 00:18:11.580
So it's not, if you're
promoting the use of it,

00:18:11.580 --> 00:18:15.690
teaching them how to use it,
including it in the assignment,

00:18:15.690 --> 00:18:19.773
perhaps we can be more likely to,

00:18:21.360 --> 00:18:23.130
not control it necessarily,

00:18:23.130 --> 00:18:25.560
but be able to see later in that data

00:18:25.560 --> 00:18:26.790
how students are using it too.

00:18:26.790 --> 00:18:28.740
So I think it's all those things combined

00:18:28.740 --> 00:18:30.420
with what we're already doing.

00:18:30.420 --> 00:18:32.850
And right now the biggest part of it

00:18:32.850 --> 00:18:35.370
is just making sure we're educating

00:18:35.370 --> 00:18:37.100
all of our staff and families,

00:18:37.100 --> 00:18:39.230
and parents and people
working with students

00:18:39.230 --> 00:18:41.340
on how to use it properly.

00:18:41.340 --> 00:18:42.450
- That's awesome.

00:18:42.450 --> 00:18:43.890
And then finally, let's go to Sal.

00:18:43.890 --> 00:18:45.660
So I'd love for you to speak to this,

00:18:45.660 --> 00:18:47.850
and then I would love
to dive into math next,

00:18:47.850 --> 00:18:50.040
because I know that's a hot topic as well.

00:18:50.040 --> 00:18:50.873
- I'll just say a little bit

00:18:50.873 --> 00:18:52.410
from the technology side of things.

00:18:52.410 --> 00:18:53.640
Anyone who's telling you,

00:18:53.640 --> 00:18:54.960
and I know there's a
lot of folks out there

00:18:54.960 --> 00:18:57.660
who are claiming that they're creating

00:18:57.660 --> 00:18:59.570
generative AI writing detectors

00:18:59.570 --> 00:19:01.590
the same way that you
have plagiarism detectors.

00:19:01.590 --> 00:19:04.473
Anyone who says that to you
is selling you snake oil.

00:19:05.880 --> 00:19:07.890
So be very suspicious of anything else

00:19:07.890 --> 00:19:09.933
that comes out of that person's mouth.

00:19:11.430 --> 00:19:13.050
There are ways that you
might be able to do it

00:19:13.050 --> 00:19:17.250
in very basic ways that might
detect it in some cases,

00:19:17.250 --> 00:19:20.670
but we know our students, your students,

00:19:20.670 --> 00:19:23.280
it's going to be very
easy to circumvent that.

00:19:23.280 --> 00:19:25.080
And I think we should all operate

00:19:25.080 --> 00:19:27.690
from the assumption that it's
essentially undetectable.

00:19:27.690 --> 00:19:28.950
I think that's the only safe assumption.

00:19:28.950 --> 00:19:33.950
So the option that we all have
is the non-tech options are,

00:19:36.390 --> 00:19:37.860
hopefully some type of an honor code

00:19:37.860 --> 00:19:39.330
could be used in certain cases.

00:19:39.330 --> 00:19:40.620
In certain cases, I'm sure many of y'all

00:19:40.620 --> 00:19:42.210
would probably roll your
eyes and say, nope, not.

00:19:42.210 --> 00:19:45.150
I think it's too tempting
when you have something

00:19:45.150 --> 00:19:47.790
that can write an essay so easily for you.

00:19:47.790 --> 00:19:49.050
And there's a lot of gray area

00:19:49.050 --> 00:19:51.180
around like how much
help is too much help.

00:19:51.180 --> 00:19:53.460
The other option is obviously
just do more in class.

00:19:53.460 --> 00:19:54.510
You're not obviously be able to do

00:19:54.510 --> 00:19:56.700
like very ambitious projects in class,

00:19:56.700 --> 00:19:59.100
but you'll be able to
maybe do some more of that.

00:19:59.100 --> 00:20:02.070
The other extreme is have
more ambitious projects

00:20:02.070 --> 00:20:03.840
and say, yeah, use whatever
you're going to use.

00:20:03.840 --> 00:20:04.860
I don't think that's appropriate

00:20:04.860 --> 00:20:06.930
for like kids who are learning to write.

00:20:06.930 --> 00:20:10.410
That might be appropriate
at like late high school

00:20:10.410 --> 00:20:12.360
or college where they
already know how to write

00:20:12.360 --> 00:20:14.250
and they're making a business
or something like that.

00:20:14.250 --> 00:20:15.490
So I don't think that's a viable option.

00:20:15.490 --> 00:20:18.930
I think the reality is if we want,

00:20:18.930 --> 00:20:20.730
which I want, and I
think most of y'all want,

00:20:20.730 --> 00:20:22.620
if we want kids to
continue to do the types

00:20:22.620 --> 00:20:25.343
of research papers, term papers
that all of us grew up with,

00:20:25.343 --> 00:20:28.920
because it did help us think,
it did help us learn to write,

00:20:28.920 --> 00:20:30.600
and even just to project manage ourselves

00:20:30.600 --> 00:20:34.380
and to regulate ourselves and
plan something on our own,

00:20:34.380 --> 00:20:36.670
I think it's going to have
to be in a safe environment

00:20:36.670 --> 00:20:40.980
where you can keep track of the process.

00:20:40.980 --> 00:20:42.780
And this is what we're
trying to do at Khanmigo

00:20:42.780 --> 00:20:45.750
where the teacher can
assign the assignment

00:20:45.750 --> 00:20:48.450
through the AI and the
teacher could decide

00:20:48.450 --> 00:20:51.150
how much help or no help the AI should do,

00:20:51.150 --> 00:20:55.440
but then the student has
essentially has to do the paper

00:20:55.440 --> 00:20:57.150
in that type of an environment

00:20:57.150 --> 00:20:59.910
so that essentially there's
an audit trail of their work.

00:20:59.910 --> 00:21:01.740
And we can see, oh, it
took them this many hours.

00:21:01.740 --> 00:21:04.290
And this was V1 after for one hour,

00:21:04.290 --> 00:21:05.140
this is V2 after two hours.

00:21:05.140 --> 00:21:08.690
And I think if students know
that there's that audit trail,

00:21:08.690 --> 00:21:11.340
it becomes much harder for
them to just go to ChatGPT

00:21:11.340 --> 00:21:13.860
and generate something
and copy and paste it.

00:21:13.860 --> 00:21:14.693
- Very cool.

00:21:14.693 --> 00:21:17.370
Okay, so now to switch from this idea

00:21:17.370 --> 00:21:19.470
of how do we deal with the realities

00:21:19.470 --> 00:21:21.030
of students in the classroom

00:21:21.030 --> 00:21:22.770
to the realities of math education.

00:21:22.770 --> 00:21:24.510
I think this is the
perfect question for Sal.

00:21:24.510 --> 00:21:26.310
Peter says, my interest is math.

00:21:26.310 --> 00:21:28.170
I watched the last Khanmigo presentation

00:21:28.170 --> 00:21:30.720
and was disappointed that
use in math was not covered.

00:21:30.720 --> 00:21:32.790
And that's totally on me, Peter.

00:21:32.790 --> 00:21:36.180
Definitely, I have a little
bias towards the humanities,

00:21:36.180 --> 00:21:39.130
but I'm really excited
to remediate that today

00:21:39.130 --> 00:21:41.890
because Sal, of course, got
to start with Khan Academy

00:21:41.890 --> 00:21:44.910
as a math tutor to his own cousin.

00:21:44.910 --> 00:21:48.810
So what Peter wants to know,
Sal, is what are the use cases

00:21:48.810 --> 00:21:50.940
for applying Khanmigo as a math tutor?

00:21:50.940 --> 00:21:54.060
We know that these AI tools are
so great with verbal skills,

00:21:54.060 --> 00:21:55.440
so great with writing.

00:21:55.440 --> 00:21:56.760
What about the math context?

00:21:56.760 --> 00:21:58.140
What should Peter know?

00:21:58.140 --> 00:22:01.020
- Yeah, and in all fairness,
this is still early days

00:22:01.020 --> 00:22:03.240
where we're trying to put
a lot of stuff out there

00:22:03.240 --> 00:22:06.600
and learn what's working
and better or worse.

00:22:06.600 --> 00:22:09.420
You know, the core idea
behind Khan Academy that,

00:22:09.420 --> 00:22:12.330
and now we have actually a ton
of efficacy data behind it,

00:22:12.330 --> 00:22:13.920
and everyone here is
gonna hear more about it,

00:22:13.920 --> 00:22:15.480
but there's 50-plus efficacy studies

00:22:15.480 --> 00:22:18.570
on Khan Academy before generative AI.

00:22:18.570 --> 00:22:21.367
And it's all around, if
students are able to put in,

00:22:21.367 --> 00:22:23.430
you know, the threshold that
have been in these studies

00:22:23.430 --> 00:22:24.810
is 18 hours a year.

00:22:24.810 --> 00:22:27.273
It amounts to about 30
to 60 minutes a week.

00:22:28.150 --> 00:22:30.090
And they're able to do
personalized practice.

00:22:30.090 --> 00:22:32.040
And different teachers have
implemented in different ways,

00:22:32.040 --> 00:22:32.940
but the bottom line,

00:22:32.940 --> 00:22:35.250
if they're able to get those two to three

00:22:35.250 --> 00:22:38.250
20-minute sessions a week
for most of the school year,

00:22:38.250 --> 00:22:39.780
these kids are dramatically accelerating.

00:22:39.780 --> 00:22:41.280
They're accelerating
depending on the study

00:22:41.280 --> 00:22:44.580
and the grade level, 30, 40, 50, 60%.

00:22:44.580 --> 00:22:45.930
And so the key question for us is,

00:22:45.930 --> 00:22:47.640
okay, we have these studies,

00:22:47.640 --> 00:22:50.250
how do we get more kids to engage

00:22:50.250 --> 00:22:52.230
and to feel progress at that?

00:22:52.230 --> 00:22:53.850
I think all educators know,

00:22:53.850 --> 00:22:58.230
regards motivation and
engagement is often the key.

00:22:58.230 --> 00:22:59.580
You know, even 30 years ago,

00:22:59.580 --> 00:23:01.050
if you're sufficiently motivated,

00:23:01.050 --> 00:23:03.060
you could power through a
textbook if you really had to,

00:23:03.060 --> 00:23:05.823
but most people weren't that motivated.

00:23:06.900 --> 00:23:09.090
And so, you know, on
the Khan Academy side,

00:23:09.090 --> 00:23:11.310
that's why we've always
wanted to provide supports

00:23:11.310 --> 00:23:13.020
like videos, et cetera, et cetera.

00:23:13.020 --> 00:23:15.240
I think generative AI

00:23:15.240 --> 00:23:16.830
and what we're trying to do with Khanmigo,

00:23:16.830 --> 00:23:19.620
we're seeing as another powerful support.

00:23:19.620 --> 00:23:22.530
I'm curious, well, at places like KWS,

00:23:22.530 --> 00:23:23.363
we do have math teacher,

00:23:23.363 --> 00:23:24.720
I know they're not here
today who've been using,

00:23:24.720 --> 00:23:26.280
I'll tell you what I've been hearing,

00:23:26.280 --> 00:23:29.190
that it has been able to unblock students

00:23:29.190 --> 00:23:31.560
where they might have been blocked before.

00:23:31.560 --> 00:23:34.020
Sometimes it's a block of
literally they're confused,

00:23:34.020 --> 00:23:34.920
they've watched the video,

00:23:34.920 --> 00:23:36.150
it still doesn't make sense to them.

00:23:36.150 --> 00:23:38.160
They've read the article,
they've looked at the hints,

00:23:38.160 --> 00:23:39.810
it still doesn't make sense to them.

00:23:39.810 --> 00:23:41.880
So that helps to have that generic gen AI.

00:23:41.880 --> 00:23:43.110
And just so y'all know,

00:23:43.110 --> 00:23:47.100
we've done a lot above and
beyond the core GPT-4 model

00:23:47.100 --> 00:23:49.680
and, you know, ChatGPT uses GPT 3.5

00:23:49.680 --> 00:23:51.570
or at least the free version does,

00:23:51.570 --> 00:23:54.120
but even GPT-4, which
is dramatically better,

00:23:54.120 --> 00:23:54.953
we've done a lot of work

00:23:54.953 --> 00:23:56.880
to make it a much, much better at math.

00:23:56.880 --> 00:23:59.660
And so we've definitely
already heard feedback

00:23:59.660 --> 00:24:00.630
in the first three months,

00:24:00.630 --> 00:24:02.370
the last three months of last school year

00:24:02.370 --> 00:24:03.660
when we were piloting it,

00:24:03.660 --> 00:24:07.830
that it is helping students
get their questions answered

00:24:07.830 --> 00:24:10.740
in the moment, oftentimes
on exactly that question

00:24:10.740 --> 00:24:12.660
that they're struggling
with or that concept.

00:24:12.660 --> 00:24:14.100
Sometimes it's a motivational block,

00:24:14.100 --> 00:24:15.630
like why do I need to learn this?

00:24:15.630 --> 00:24:16.860
The famous question,

00:24:16.860 --> 00:24:19.503
the AI can help out with things like that.

00:24:21.180 --> 00:24:24.780
And so those are, I think,
the two clear math use cases.

00:24:24.780 --> 00:24:29.010
And then beyond that, we do
have a general tutor me in STEM

00:24:29.010 --> 00:24:30.750
or math type of subjects

00:24:30.750 --> 00:24:33.150
where if a student just
has any broad question,

00:24:33.150 --> 00:24:33.983
and I could imagine,

00:24:33.983 --> 00:24:35.460
and this is kind of
something we threw out there,

00:24:35.460 --> 00:24:39.810
it's a new scope for Khan
Academy, which is, you know,

00:24:39.810 --> 00:24:42.180
if they're working on a particular
exercise on Khan Academy

00:24:42.180 --> 00:24:43.590
or watching a video and they're confused,

00:24:43.590 --> 00:24:45.720
Khanmigo can show up during those sessions

00:24:45.720 --> 00:24:47.490
and it has the context of the video.

00:24:47.490 --> 00:24:48.323
So you can say,

00:24:48.323 --> 00:24:49.800
I don't understand what
Sal meant at this moment.

00:24:49.800 --> 00:24:52.170
And it can answer that,
or wait, this question,

00:24:52.170 --> 00:24:53.790
I don't understand what
this question is asking for.

00:24:53.790 --> 00:24:54.663
It can do that.

00:24:55.920 --> 00:24:59.850
The general tutor one, we
could imagine that being used

00:24:59.850 --> 00:25:02.100
when you're even doing
your non-Khan Academy work,

00:25:02.100 --> 00:25:06.180
when, you know, maybe
students are in a project

00:25:06.180 --> 00:25:07.590
and if they're confused about something,

00:25:07.590 --> 00:25:08.880
maybe even during a lecture,

00:25:08.880 --> 00:25:10.590
if they're confused about
something right in that moment,

00:25:10.590 --> 00:25:13.860
they can get an answer to it.

00:25:13.860 --> 00:25:15.570
We obviously haven't had time

00:25:15.570 --> 00:25:18.480
to do rich efficacy studies yet.

00:25:18.480 --> 00:25:21.060
We have done some pretty
robust user research

00:25:21.060 --> 00:25:23.580
to at least make sure
that it's not doing harm.

00:25:23.580 --> 00:25:26.850
So far, the initial indications
are it's not doing harm.

00:25:26.850 --> 00:25:27.690
I think there are a little bit

00:25:27.690 --> 00:25:29.130
of classroom management issues sometimes

00:25:29.130 --> 00:25:30.997
because there's so much that
you can do with the AI that,

00:25:30.997 --> 00:25:33.300
you know, okay, don't talk
to Abraham Lincoln right now,

00:25:33.300 --> 00:25:35.010
we have to work on our math.

00:25:35.010 --> 00:25:37.140
So we're thinking through with educators

00:25:37.140 --> 00:25:40.353
on how we can control
that a little bit better.

00:25:41.580 --> 00:25:43.500
But, and we have some early indications

00:25:43.500 --> 00:25:47.100
that it is indeed helping
kids be more engaged in their,

00:25:47.100 --> 00:25:49.200
at least in their Khan Academy core work

00:25:49.200 --> 00:25:50.310
and be less unblocked,

00:25:50.310 --> 00:25:52.623
but that's still a very preliminary news.

00:25:53.590 --> 00:25:54.930
- Very cool.

00:25:54.930 --> 00:25:58.050
And then let's go next to Malia, Malia.

00:25:58.050 --> 00:26:01.440
- I wanted to focus on
something Sal said right there

00:26:01.440 --> 00:26:04.770
about students being able to
kind of like ask in the moment,

00:26:04.770 --> 00:26:06.690
like even if they're
listening to a lecture

00:26:06.690 --> 00:26:09.480
or even in like a live class session,

00:26:09.480 --> 00:26:10.950
just to kind of share an antidote

00:26:10.950 --> 00:26:14.220
from one of my classes this past term,

00:26:14.220 --> 00:26:15.990
we were talking about the founding fathers

00:26:15.990 --> 00:26:17.880
and we were, the students
were reading a book

00:26:17.880 --> 00:26:19.650
that was talking a lot about Ben Franklin

00:26:19.650 --> 00:26:21.750
and the book was also talking a lot

00:26:21.750 --> 00:26:23.910
about his sister, Jane, right?

00:26:23.910 --> 00:26:25.770
And the book was talking about how Ben

00:26:25.770 --> 00:26:27.390
kind of went from rags to riches

00:26:27.390 --> 00:26:30.720
and Jane went from rags to rags, right?

00:26:30.720 --> 00:26:32.700
And one of my students had the question,

00:26:32.700 --> 00:26:35.010
is this author biased, right?

00:26:35.010 --> 00:26:37.920
Okay, so I want them to discuss that baby,

00:26:37.920 --> 00:26:39.180
that's a good one, right?

00:26:39.180 --> 00:26:41.370
I don't wanna like show my hand.

00:26:41.370 --> 00:26:44.550
So I said, why don't
we ask Khanmigo, right?

00:26:44.550 --> 00:26:45.493
And so we sat around and we talked about,

00:26:45.493 --> 00:26:48.420
all right, how would
we prompt this, right?

00:26:48.420 --> 00:26:50.580
How are we gonna get the
information that we want?

00:26:50.580 --> 00:26:52.170
And Khanmigo was able to play with it

00:26:52.170 --> 00:26:54.330
and it knew exactly the
passage we were talking about.

00:26:54.330 --> 00:26:55.980
And then it gave an answer about like,

00:26:55.980 --> 00:26:59.220
this is the difference
between bias and perspective

00:26:59.220 --> 00:27:01.200
and all historians have a perspective

00:27:01.200 --> 00:27:03.000
and like, what do you think, right?

00:27:03.000 --> 00:27:06.240
So that was an opportunity
for me to decenter myself

00:27:06.240 --> 00:27:08.010
and let them have the conversation

00:27:08.010 --> 00:27:10.170
that they were organically having.

00:27:10.170 --> 00:27:13.080
And so I think that's like a
good kind of like in the moment

00:27:13.080 --> 00:27:15.930
and then again, that
modeling of how do we get

00:27:15.930 --> 00:27:20.490
the types of responses that
we want out of this fun tool.

00:27:20.490 --> 00:27:22.380
- Very cool, and then
one last thought here,

00:27:22.380 --> 00:27:23.850
Madeline, give us your take

00:27:23.850 --> 00:27:26.190
and then we're gonna go to
a live caller, if you will.

00:27:26.190 --> 00:27:27.023
So get ready.

00:27:28.980 --> 00:27:31.560
- I saw someone in the
chat also asking like,

00:27:31.560 --> 00:27:33.990
when is science going to come
into the equation as well?

00:27:33.990 --> 00:27:37.950
So I wanted to bring
something up that I know

00:27:37.950 --> 00:27:39.750
had been helpful for a science teacher

00:27:39.750 --> 00:27:42.060
who piloted Khanmigo in my building.

00:27:42.060 --> 00:27:45.240
She and her students
really appreciated the fact

00:27:45.240 --> 00:27:49.170
that Khanmigo is great at giving analogies

00:27:49.170 --> 00:27:52.740
for particular concepts
involving like the sciences

00:27:52.740 --> 00:27:55.350
and involving history.

00:27:55.350 --> 00:27:59.040
So one of the things that
immediately comes to mind for me

00:27:59.040 --> 00:28:01.020
is the cell wall, right?

00:28:01.020 --> 00:28:03.750
I was really bad at biology
when I was in high school

00:28:03.750 --> 00:28:05.730
and I didn't have a resource like this.

00:28:05.730 --> 00:28:09.690
So I went into Khanmigo and
I asked for some analogies

00:28:09.690 --> 00:28:14.640
for the actual term,
make it make sense to me.

00:28:14.640 --> 00:28:16.770
And it was able to give me like five

00:28:16.770 --> 00:28:18.590
or six different analogies

00:28:18.590 --> 00:28:20.580
that made that concept make more sense.

00:28:20.580 --> 00:28:22.080
And I think the final
one that it came up with

00:28:22.080 --> 00:28:24.070
was like Captain America's shield.

00:28:24.070 --> 00:28:25.560
And I loved that.

00:28:25.560 --> 00:28:28.350
So I was immediately picturing an activity

00:28:28.350 --> 00:28:31.250
where you could take your
vocab list of scientific terms

00:28:31.250 --> 00:28:33.840
and have Khanmigo give
a bunch of analogies

00:28:33.840 --> 00:28:37.230
that would help it stick
with your kids better.

00:28:37.230 --> 00:28:39.600
So that's a great way that
it would be able to be more

00:28:39.600 --> 00:28:41.130
than just an answer machine.

00:28:41.130 --> 00:28:43.470
It's a way to cement knowledge for them.

00:28:43.470 --> 00:28:47.520
- You know, I'll add to
that because I, you know,

00:28:47.520 --> 00:28:48.840
for those of you who don't know my process

00:28:48.840 --> 00:28:50.310
when I make say science videos,

00:28:50.310 --> 00:28:51.660
some of them I have the intuition,

00:28:51.660 --> 00:28:54.390
but a lot of it, you know, I
spent a lot of time researching

00:28:54.390 --> 00:28:55.800
and I don't even want to make a video

00:28:55.800 --> 00:28:58.970
until I feel like I really
have a conceptual understanding

00:28:58.970 --> 00:29:01.170
of this thing.

00:29:01.170 --> 00:29:03.510
I've been using Khanmigo myself,

00:29:03.510 --> 00:29:06.570
you know, a couple of months ago,

00:29:06.570 --> 00:29:08.040
I was always curious about, you know,

00:29:08.040 --> 00:29:10.920
why does supernova, you know,

00:29:10.920 --> 00:29:12.540
if you're out of fuel in the star,

00:29:12.540 --> 00:29:13.710
why doesn't it just collapse?

00:29:13.710 --> 00:29:16.290
Why does it eject material?

00:29:16.290 --> 00:29:17.790
Conceptually, why does it do that?

00:29:17.790 --> 00:29:20.640
And I went to Khanmigo, tutor me in STEM,

00:29:20.640 --> 00:29:21.900
and I mean, it was beautiful.

00:29:21.900 --> 00:29:24.390
It said, well, do you have
any theories why it does that?

00:29:24.390 --> 00:29:26.550
And I was like, oh, you're asking me.

00:29:26.550 --> 00:29:28.770
And I was like, well, huh.

00:29:28.770 --> 00:29:29.760
You know, and it made me think,

00:29:29.760 --> 00:29:31.380
and I'm like, well, I don't know.

00:29:31.380 --> 00:29:32.520
Is it like a rebound?

00:29:32.520 --> 00:29:35.460
Is it like, you know, and
then they're like, yeah,

00:29:35.460 --> 00:29:36.660
Khanmigo's like, yeah,
you're on the right track

00:29:36.660 --> 00:29:40.530
because the collapse is,
there's a lot of pressure

00:29:40.530 --> 00:29:41.970
and it's so dramatic.

00:29:41.970 --> 00:29:44.460
Like, you know, have you ever seen

00:29:44.460 --> 00:29:46.770
anything drop from a high
height that doesn't bounce?

00:29:46.770 --> 00:29:48.150
Like, I'm like, oh, good point.

00:29:48.150 --> 00:29:51.930
And like, so it's, yes, it's
that then the bounce ejects

00:29:51.930 --> 00:29:54.130
some of the stuff on the,
and I never understood that.

00:29:54.130 --> 00:29:54.963
And this is, you know,

00:29:54.963 --> 00:29:56.760
this is something I've
always been interested in.

00:29:56.760 --> 00:30:00.450
I've even asked experts and
they never quite gave it to me,

00:30:00.450 --> 00:30:01.590
or sometimes they gave me an explanation

00:30:01.590 --> 00:30:04.260
without making me think it through myself.

00:30:04.260 --> 00:30:06.960
So yeah, I actually think
science is one of the areas,

00:30:06.960 --> 00:30:09.270
because so much of science, if we want,

00:30:09.270 --> 00:30:10.470
and I think we all want the kids

00:30:10.470 --> 00:30:12.810
to go beyond memorizing the formulas

00:30:12.810 --> 00:30:14.940
or memorizing the terms.

00:30:14.940 --> 00:30:15.773
So much of science

00:30:15.773 --> 00:30:18.180
is making sure you
understand it conceptually.

00:30:18.180 --> 00:30:20.430
And, you know, we've gone to great pains

00:30:20.430 --> 00:30:21.630
over the years at Khan Academy

00:30:21.630 --> 00:30:23.820
to hopefully do that
through videos and articles,

00:30:23.820 --> 00:30:26.580
but, you know, different
metaphors, different visualizations

00:30:26.580 --> 00:30:28.140
are gonna connect for different folks.

00:30:28.140 --> 00:30:30.360
And I think this is where
it's really powerful.

00:30:30.360 --> 00:30:31.193
- Love that.

00:30:31.193 --> 00:30:33.340
Definitely so much
creativity baked in here.

00:30:34.410 --> 00:30:36.540
Let's do, speaking of creativity,

00:30:36.540 --> 00:30:37.850
let's do something a little crazy.

00:30:37.850 --> 00:30:40.710
We never actually tried
here at Khan Academy before.

00:30:40.710 --> 00:30:42.300
Let's do some live call-in.

00:30:42.300 --> 00:30:45.480
And I know live talk radio and ed tech

00:30:45.480 --> 00:30:46.680
don't always go together.

00:30:46.680 --> 00:30:48.690
Let's give it a shot in
the interest of innovation.

00:30:48.690 --> 00:30:50.520
So Sandhya, I know you've
had your hand up for a while.

00:30:50.520 --> 00:30:52.020
Thank you for your patience.

00:30:52.020 --> 00:30:54.120
I'll give you the chance
to unmute your line.

00:30:54.120 --> 00:30:55.890
Feel free to come on, Sandhya, if you can.

00:30:55.890 --> 00:30:56.723
Ask your questions.

00:30:56.723 --> 00:30:57.556
- [Sandhya] I'm so excited.

00:30:57.556 --> 00:30:58.770
I've never done this before either.

00:30:58.770 --> 00:31:01.560
Thank you for giving me this opportunity.

00:31:01.560 --> 00:31:03.300
So I'm a math teacher.

00:31:03.300 --> 00:31:04.410
I teach seventh grade math.

00:31:04.410 --> 00:31:08.490
And I went back this year after 13 years.

00:31:08.490 --> 00:31:10.280
The math teacher quit in
the middle of the year

00:31:10.280 --> 00:31:12.810
at my daughter's school and
they asked me to fill in.

00:31:12.810 --> 00:31:15.450
So my learning curve is extremely steep

00:31:15.450 --> 00:31:16.890
coming back after 13 years.

00:31:16.890 --> 00:31:18.450
And then with all these tools,

00:31:18.450 --> 00:31:20.727
and I've spent the whole
summer studying IAI.

00:31:20.727 --> 00:31:22.350
And I was looking at the question

00:31:22.350 --> 00:31:24.810
that we had asked in the Khanmigo

00:31:24.810 --> 00:31:28.440
about the help with
multiplying two fractions.

00:31:28.440 --> 00:31:29.640
And the response that came back

00:31:29.640 --> 00:31:33.270
was basically multiply the
numerator and the denominator.

00:31:33.270 --> 00:31:36.360
Is AI or Khanmigo able to go into more,

00:31:36.360 --> 00:31:38.340
I think, Sal, you were talking about

00:31:38.340 --> 00:31:39.900
conceptual understanding that,

00:31:39.900 --> 00:31:42.660
well, why are we multiplying
the numerator and denominator?

00:31:42.660 --> 00:31:46.080
Or are they just going to get the steps?

00:31:46.080 --> 00:31:47.430
- Great question.

00:31:47.430 --> 00:31:50.170
- Simple answer is it
should be able to do that.

00:31:50.170 --> 00:31:53.400
Like we could even demo it right now live.

00:31:53.400 --> 00:31:56.040
But say like, why do you
multiply the numerator

00:31:56.040 --> 00:31:56.873
and denominator?

00:31:56.873 --> 00:31:57.706
Can you explain that?

00:31:58.590 --> 00:31:59.423
- Yeah, absolutely.

00:31:59.423 --> 00:32:01.290
- [Sal] You want to see
what it does, Jeremy?

00:32:01.290 --> 00:32:02.430
- [Sandhya] Like, for example,

00:32:02.430 --> 00:32:03.630
this year I was teaching the kids,

00:32:03.630 --> 00:32:05.820
like, why do we, when we divide decimals,

00:32:05.820 --> 00:32:07.470
why do we flip it and multiply?

00:32:07.470 --> 00:32:09.753
And the reality is you
don't have to, right?

00:32:11.070 --> 00:32:13.260
All the kids are like,
seriously, you don't have to?

00:32:13.260 --> 00:32:15.120
I'm like, it's to make your life simpler.

00:32:15.120 --> 00:32:16.857
That's why you do it, you know?

00:32:16.857 --> 00:32:18.840
And I just don't, I want,

00:32:18.840 --> 00:32:20.490
as we're building thinking classrooms,

00:32:20.490 --> 00:32:22.170
that's really what we need to do

00:32:22.170 --> 00:32:24.270
is teach the children how to think.

00:32:24.270 --> 00:32:28.110
And if they don't understand
why they're doing the steps,

00:32:28.110 --> 00:32:31.010
even with AI, it's not going
to help them become thinkers.

00:32:32.730 --> 00:32:36.240
- Yeah, and I like the way
that sort of Khanmigo, again,

00:32:36.240 --> 00:32:38.970
reframed it through the kid's lens of not,

00:32:38.970 --> 00:32:41.430
we just do it because that's
the way we've always done it.

00:32:41.430 --> 00:32:44.100
But it sort of puts it in
this sort of pizza frame,

00:32:44.100 --> 00:32:45.360
if you will.

00:32:45.360 --> 00:32:46.860
I think it'd be more effective.

00:32:46.860 --> 00:32:48.990
- Yeah, and you know, the
one you just gave it, Jeremy,

00:32:48.990 --> 00:32:50.670
like we didn't give it the context of the-

00:32:50.670 --> 00:32:51.503
- That's right.

00:32:52.860 --> 00:32:54.600
- Why do, yeah, we probably should ask,

00:32:54.600 --> 00:32:55.950
when we multiply fractions,

00:32:55.950 --> 00:32:58.323
why do we multiply
numerators and denominators?

00:32:59.220 --> 00:33:01.020
Clear the chat and then ask it.

00:33:01.020 --> 00:33:03.993
We'll probably give it when we multiply.

00:33:05.190 --> 00:33:06.960
- And this is a tip, because
people are asking like,

00:33:06.960 --> 00:33:08.940
what's the best way to use AI?

00:33:08.940 --> 00:33:10.680
And one thing that's for
both for your students

00:33:10.680 --> 00:33:11.580
and for your own use,

00:33:11.580 --> 00:33:14.640
whether you use Khanmigo
or ChatGPT or whatever,

00:33:14.640 --> 00:33:16.770
always think about that
sort of classic idea

00:33:16.770 --> 00:33:18.330
of garbage in, garbage out.

00:33:18.330 --> 00:33:19.830
If you just ask something really generic,

00:33:19.830 --> 00:33:21.360
like how do you do this thing?

00:33:21.360 --> 00:33:23.220
It may not have enough context to go on,

00:33:23.220 --> 00:33:24.690
but if you explain what's going on,

00:33:24.690 --> 00:33:25.980
what you're trying to achieve,

00:33:25.980 --> 00:33:27.600
it can be a lot more effective.

00:33:27.600 --> 00:33:30.090
So when you say, when
we multiply fractions,

00:33:30.090 --> 00:33:35.090
why do we multiply the
numerator and denominator?

00:33:38.670 --> 00:33:40.710
- Or the numerators and denominators.

00:33:40.710 --> 00:33:43.020
Let's imagine you have half a pizza

00:33:43.020 --> 00:33:44.610
and you want to share it with a friend.

00:33:44.610 --> 00:33:46.060
How much does each pizza get?

00:33:47.090 --> 00:33:50.820
And yeah, you could say, let's go fourth.

00:33:50.820 --> 00:33:52.523
- That's right, let's try a fourth.

00:33:56.140 --> 00:33:56.973
And this is great.

00:33:56.973 --> 00:33:57.990
This is live TV, everyone.

00:33:57.990 --> 00:33:58.823
This is not pre-recorded.

00:33:58.823 --> 00:33:59.940
- Yeah, this has not been planned.

00:33:59.940 --> 00:34:00.773
- That's right.

00:34:00.773 --> 00:34:02.820
Sandhya, can you confirm
that we are meeting

00:34:02.820 --> 00:34:03.780
for the first time right now?

00:34:03.780 --> 00:34:05.490
- [Sandhya] Yeah, we are
meeting for the first time

00:34:05.490 --> 00:34:08.010
and I'm loving this because
I love how it's going back

00:34:08.010 --> 00:34:11.370
and saying how much, like
asking the question back.

00:34:11.370 --> 00:34:12.203
- That's right.

00:34:13.300 --> 00:34:16.350
- Yeah, so I mean, we
could keep going with this,

00:34:16.350 --> 00:34:19.440
but yes, it is actually, I've actually...

00:34:19.440 --> 00:34:22.110
places where generative
historically struggles the most

00:34:22.110 --> 00:34:23.760
is actually on just doing the math.

00:34:23.760 --> 00:34:25.890
And we've gone through great
pains to make that a lot better

00:34:25.890 --> 00:34:27.510
than you would get it before.

00:34:27.510 --> 00:34:30.630
But on the conceptual, it's quite strong,

00:34:30.630 --> 00:34:35.440
which is still kind of amazing to me.

00:34:35.440 --> 00:34:37.290
- [Sandhya] So how do we use Khanmigo?

00:34:37.290 --> 00:34:38.760
We have to get it permission,

00:34:38.760 --> 00:34:42.180
I'm assuming through our
IT department or at school,

00:34:42.180 --> 00:34:44.790
or can I just use it on my own?

00:34:44.790 --> 00:34:47.280
Or how does that generally work?

00:34:47.280 --> 00:34:48.930
- Jeremy and I are working very hard

00:34:48.930 --> 00:34:51.063
to make that answer simpler over time.

00:34:52.590 --> 00:34:55.200
So unfortunately, it's a little
bit complicated right now.

00:34:55.200 --> 00:34:56.100
There's a couple of ways.

00:34:56.100 --> 00:34:58.200
There's going to be a group of districts.

00:34:58.200 --> 00:35:00.750
So there's ways to go through the district

00:35:00.750 --> 00:35:02.400
that we're talking to school districts

00:35:02.400 --> 00:35:04.230
for this coming back to school already.

00:35:04.230 --> 00:35:05.580
There's also going to be ways,

00:35:05.580 --> 00:35:08.820
or there is a way that
a parent or a teacher

00:35:08.820 --> 00:35:10.950
can sign up for an individual account.

00:35:10.950 --> 00:35:12.690
And Jeremy knows more about that.

00:35:12.690 --> 00:35:14.520
I will say, and this is,

00:35:14.520 --> 00:35:17.130
our mission as a nonprofit
is free world-class education

00:35:17.130 --> 00:35:18.270
for anyone, anywhere.

00:35:18.270 --> 00:35:20.580
And obviously it always costs
money to build Khan Academy.

00:35:20.580 --> 00:35:22.260
Our budget is about 70 million a year.

00:35:22.260 --> 00:35:23.850
But the reason why we've been able to,

00:35:23.850 --> 00:35:25.420
it's funded with philanthropy primarily.

00:35:25.420 --> 00:35:26.880
And then the marginal cost,

00:35:26.880 --> 00:35:30.690
the incremental cost of serving
up the pages or the videos,

00:35:30.690 --> 00:35:33.330
it's low enough that we can do it for free

00:35:33.330 --> 00:35:34.680
for the most part.

00:35:34.680 --> 00:35:36.900
Generative AI, like every
one of those interactions

00:35:36.900 --> 00:35:39.330
that we just did was literally
going to like hundreds,

00:35:39.330 --> 00:35:41.130
if not thousands of like state-of-the-art,

00:35:41.130 --> 00:35:43.050
like NVIDIA chips.

00:35:43.050 --> 00:35:45.390
And so we get charged a lot right now.

00:35:45.390 --> 00:35:49.890
And so we are essentially just
charging folks for that cost.

00:35:49.890 --> 00:35:52.860
So it's passing through us
to essentially go to folks

00:35:52.860 --> 00:35:56.910
like OpenAI and Microsoft and
NVIDIA so that we can do it.

00:35:56.910 --> 00:35:58.650
So, that's currently,

00:35:58.650 --> 00:36:02.610
it's cost about $9 a
month is where we are.

00:36:02.610 --> 00:36:05.100
So, and there's different permutations,

00:36:05.100 --> 00:36:06.870
but that's where it is today.

00:36:06.870 --> 00:36:08.100
But we're working pretty hard

00:36:08.100 --> 00:36:10.410
to see if we can get the cost down

00:36:10.410 --> 00:36:13.440
and if we can make it easier
for people to just sign up

00:36:13.440 --> 00:36:15.127
and sign up their students.

00:36:15.127 --> 00:36:15.960
- Cool.

00:36:15.960 --> 00:36:17.430
Great question, Sandhya.

00:36:17.430 --> 00:36:20.700
You have restored our
faith in the Khan Academy.

00:36:20.700 --> 00:36:21.540
- What would you recommend?

00:36:21.540 --> 00:36:23.810
Because Jeremy beyond running
awesome webinars like this

00:36:23.810 --> 00:36:25.920
is also in charge of trying to get

00:36:25.920 --> 00:36:27.570
what we call grassroots users.

00:36:27.570 --> 00:36:29.280
So people who aren't doing
it through the district

00:36:29.280 --> 00:36:32.100
to how they use Khan Academy
and Khanmigo in particular.

00:36:32.100 --> 00:36:33.630
What is the easiest way that you would say

00:36:33.630 --> 00:36:36.363
if a teacher wants to use it?

00:36:39.270 --> 00:36:40.103
Jeremy?

00:36:40.103 --> 00:36:40.936
- Sorry, my apologies.

00:36:40.936 --> 00:36:43.140
Yeah, so the link that
I shared in the chat

00:36:43.140 --> 00:36:44.790
is the easiest way to get access.

00:36:44.790 --> 00:36:46.800
And similar to like Netflix
or something like that,

00:36:46.800 --> 00:36:48.420
you just sort of sign up.

00:36:48.420 --> 00:36:49.980
That being said, as Sal mentioned,

00:36:49.980 --> 00:36:51.480
we're always trying to find ways

00:36:51.480 --> 00:36:53.790
to make it even more
affordable, more accessible.

00:36:53.790 --> 00:36:56.280
So look for developments
with that in the near future.

00:36:56.280 --> 00:36:57.113
And I will just say,

00:36:57.113 --> 00:36:58.860
I didn't know if that was
question was for Sandhya.

00:36:58.860 --> 00:37:00.810
Sandhya, if you have ideas

00:37:00.810 --> 00:37:02.520
for how we can get into
more teachers' hands,

00:37:02.520 --> 00:37:03.780
more parents' hands,

00:37:03.780 --> 00:37:06.990
please let me know when I
send you that PD certificate

00:37:06.990 --> 00:37:07.823
at the end.

00:37:07.823 --> 00:37:09.300
And I'll be putting a gold star on it

00:37:09.300 --> 00:37:10.800
because you rock this, Sandhya.

00:37:10.800 --> 00:37:12.117
- [Sandhya] Will do, will do.

00:37:12.117 --> 00:37:15.150
And I'm wondering just, sorry,
I don't want to monopolize,

00:37:15.150 --> 00:37:16.260
but one more question.

00:37:16.260 --> 00:37:18.060
Because my daughter and my school,

00:37:18.060 --> 00:37:20.640
we required kids to do
Khan Academy all summer

00:37:20.640 --> 00:37:22.290
to close the gap.

00:37:22.290 --> 00:37:25.800
And my daughter had 133 assignments to do.

00:37:25.800 --> 00:37:28.410
Is there, do you see the future

00:37:28.410 --> 00:37:29.910
of like when they're watching the videos

00:37:29.910 --> 00:37:31.200
or doing their practice questions

00:37:31.200 --> 00:37:34.740
end up being like a
collaboration with Khanmigo

00:37:34.740 --> 00:37:37.650
where if they're stuck
on that practice question

00:37:37.650 --> 00:37:39.540
and can be more interactive with whatever,

00:37:39.540 --> 00:37:40.373
what they're learning

00:37:40.373 --> 00:37:43.500
and their skill-based
learning videos and practice?

00:37:43.500 --> 00:37:45.160
- Yeah, that's already, I mean,

00:37:45.160 --> 00:37:46.650
there's a large area that already exists.

00:37:46.650 --> 00:37:48.270
When Khanmigo gets turned on,

00:37:48.270 --> 00:37:51.330
anytime someone's doing
anything on Khan Academy,

00:37:51.330 --> 00:37:53.190
Khanmigo can assist
them, answer questions,

00:37:53.190 --> 00:37:55.230
quiz them about it, connect
it to other things, et cetera.

00:37:55.230 --> 00:37:56.723
- [Khanmigo] Oh, that's awesome.

00:37:57.870 --> 00:37:59.490
Thank you.

00:37:59.490 --> 00:38:01.490
- Yeah, Khanmigo will
always be that sort of guide

00:38:01.490 --> 00:38:02.890
on the side, as we say.

00:38:02.890 --> 00:38:06.723
- Yeah, watch that video
on intro to fractions

00:38:12.710 --> 00:38:14.433
and ask a question.

00:38:15.840 --> 00:38:17.040
You're in teacher mode right now.

00:38:17.040 --> 00:38:18.750
Go into a student mode.

00:38:18.750 --> 00:38:19.950
That's why it's saying write a lesson plan

00:38:19.950 --> 00:38:20.783
and things like that.

00:38:20.783 --> 00:38:21.616
So now it's a student mode.

00:38:21.616 --> 00:38:22.449
I mean, you could say, you know,

00:38:22.449 --> 00:38:24.030
write a poem about this video.

00:38:24.030 --> 00:38:25.470
- Right.

00:38:25.470 --> 00:38:27.150
- This is, it's actually
a pretty good summary

00:38:27.150 --> 00:38:28.150
when it does a poem.

00:38:29.610 --> 00:38:31.970
A square, a rectangle
and a pie all cut up.

00:38:31.970 --> 00:38:34.150
Oh my, oh wait, I missed that.

00:38:34.150 --> 00:38:36.250
Let's just scroll up a little bit, Jeremy.

00:38:39.690 --> 00:38:40.523
Oh, whoops.

00:38:40.523 --> 00:38:41.356
- All right.

00:38:41.356 --> 00:38:42.597
So yeah, definitely lots of use cases.

00:38:42.597 --> 00:38:43.430
- I wasn't even ready.

00:38:43.430 --> 00:38:44.263
- Oh, sorry about this.

00:38:44.263 --> 00:38:47.250
Lots of use cases from the
sort of teacher dashboard

00:38:47.250 --> 00:38:49.150
all the way to the student experience.

00:38:50.160 --> 00:38:51.150
Sandhya, you've been amazing.

00:38:51.150 --> 00:38:52.890
Thank you so much.
- Thank you.

00:38:52.890 --> 00:38:54.360
- Lots more of these, but for now,

00:38:54.360 --> 00:38:55.920
let me actually go to a question

00:38:55.920 --> 00:38:57.810
that's been waiting very
patiently in the wings

00:38:57.810 --> 00:38:58.643
in the Q and A,

00:38:58.643 --> 00:39:02.100
and actually speaks to sort of
two different variants here.

00:39:02.100 --> 00:39:05.580
First, Scott says, the internet
enabled data retrieval.

00:39:05.580 --> 00:39:07.530
Online tools enabled self-learning.

00:39:07.530 --> 00:39:10.140
AI enhances both and
brings new capabilities.

00:39:10.140 --> 00:39:13.590
Given all this, how much class
time should teachers spend

00:39:13.590 --> 00:39:16.710
demonstrating the best
and most ethical practices

00:39:16.710 --> 00:39:18.630
when you use these resources?

00:39:18.630 --> 00:39:21.770
So in other words, should we
be really diving deep here

00:39:21.770 --> 00:39:24.300
or just providing some general guidelines?

00:39:24.300 --> 00:39:26.040
And then Laura asks a
complimentary question,

00:39:26.040 --> 00:39:27.870
which is how can I teach my ninth graders

00:39:27.870 --> 00:39:30.300
how to use AI effectively?

00:39:30.300 --> 00:39:32.070
So we've kind of gone past that plagiarism

00:39:32.070 --> 00:39:35.730
and cheating issue to, okay,
this is the reality of 2023.

00:39:35.730 --> 00:39:37.470
How do we make the most of it?

00:39:37.470 --> 00:39:39.960
Any thoughts from our amazing panelists?

00:39:39.960 --> 00:39:40.860
Let's go to Malia.

00:39:43.230 --> 00:39:45.480
- The number one thing that
I've stressed in the classroom

00:39:45.480 --> 00:39:46.890
is that this is an opportunity

00:39:46.890 --> 00:39:48.750
for us to all learn together, right?

00:39:48.750 --> 00:39:50.070
Like this just came out.

00:39:50.070 --> 00:39:51.180
It's new to all of us.

00:39:51.180 --> 00:39:52.080
It's new to you.

00:39:52.080 --> 00:39:53.130
It's new to me.

00:39:53.130 --> 00:39:57.090
And so being curious and like
being a role model for them,

00:39:57.090 --> 00:39:58.890
saying like, I'm trying to figure out

00:39:58.890 --> 00:39:59.910
how to use it ethically.

00:39:59.910 --> 00:40:02.280
I'm trying to figure out
how to use it creatively.

00:40:02.280 --> 00:40:05.220
Like it's a tool to like do
the thing with our students,

00:40:05.220 --> 00:40:06.780
which I think is powerful.

00:40:06.780 --> 00:40:08.250
And to say to them, you know,

00:40:08.250 --> 00:40:10.290
as I have before, sometimes I'll say like,

00:40:10.290 --> 00:40:12.060
well, this is how I'm prompting it.

00:40:12.060 --> 00:40:13.800
How are you prompting it, right?

00:40:13.800 --> 00:40:16.113
And to let their voices feel empowered.

00:40:17.250 --> 00:40:18.083
- Love that, Malia.

00:40:18.083 --> 00:40:19.680
Let's go to Madeline.

00:40:19.680 --> 00:40:21.870
- So kind of two things
in response to that

00:40:21.870 --> 00:40:25.080
on the responsible use front.

00:40:25.080 --> 00:40:28.740
This is exactly what I was just
talking about earlier today.

00:40:28.740 --> 00:40:31.290
I was with our students
who are getting trained

00:40:31.290 --> 00:40:33.000
as writing center tutors.

00:40:33.000 --> 00:40:35.520
And I had a lot of them
as students last year

00:40:35.520 --> 00:40:37.680
and one of them got pretty vulnerable.

00:40:37.680 --> 00:40:42.680
And she said, Ms. Barch,
I was so scared to use AI

00:40:43.200 --> 00:40:46.710
because I didn't want to
be doing something wrong.

00:40:46.710 --> 00:40:49.230
And I think what we
really need to internalize

00:40:49.230 --> 00:40:52.410
is because the primary discourse right now

00:40:52.410 --> 00:40:55.350
is ChatGPT is an answer machine.

00:40:55.350 --> 00:40:59.730
ChatGPT is, you know,
causing a cheating outbreak.

00:40:59.730 --> 00:41:04.590
There are a lot of kids
who are genuinely fearful

00:41:04.590 --> 00:41:06.750
that by using it, they're
doing something wrong.

00:41:06.750 --> 00:41:10.110
So by giving them that kind of rubric,

00:41:10.110 --> 00:41:11.310
like the one that I showed you,

00:41:11.310 --> 00:41:13.620
where, you know, we're
setting the tone of,

00:41:13.620 --> 00:41:15.200
hey, this is what we're permitting

00:41:15.200 --> 00:41:18.300
and giving them the
chance to play with it.

00:41:18.300 --> 00:41:20.280
That's how you switch the narrative

00:41:20.280 --> 00:41:22.230
is through giving them that exposure

00:41:22.230 --> 00:41:24.870
and through giving them
that opportunity to try.

00:41:24.870 --> 00:41:27.690
And then that's how they're
gonna get more comfortable

00:41:27.690 --> 00:41:31.980
and also get better at asking
it the right questions.

00:41:31.980 --> 00:41:33.750
The other thing that I brought up to them

00:41:33.750 --> 00:41:36.030
is we would be doing a disservice to them

00:41:36.030 --> 00:41:38.460
if we didn't give them
that exposure, right?

00:41:38.460 --> 00:41:40.830
Because the world that they're going into

00:41:40.830 --> 00:41:45.830
is going to be increasingly
AI based or AI integrated.

00:41:46.560 --> 00:41:51.060
And so if we continued to
shield them entirely from it,

00:41:51.060 --> 00:41:52.140
we'd be causing a problem.

00:41:52.140 --> 00:41:55.140
I think having those structured activities

00:41:55.140 --> 00:41:58.380
where they can play, but play responsibly

00:41:58.380 --> 00:41:59.880
is very, very critical.

00:41:59.880 --> 00:42:01.620
So for instance, for an essay

00:42:01.620 --> 00:42:04.290
that I was doing with my students,

00:42:04.290 --> 00:42:09.290
I let them brainstorm, make
outlines using Khanmigo.

00:42:10.410 --> 00:42:13.050
A lot of my students struggle
with counter arguments.

00:42:13.050 --> 00:42:15.480
I said, if you wanna debate with Khanmigo

00:42:15.480 --> 00:42:19.110
and find a counter argument, go for it.

00:42:19.110 --> 00:42:21.480
In the last webinar, I
actually shared a story

00:42:21.480 --> 00:42:23.880
about how one of my students
wanted to write a paper

00:42:23.880 --> 00:42:27.180
on the likelihood of
future nuclear warfare,

00:42:27.180 --> 00:42:29.970
which I know nothing about.

00:42:29.970 --> 00:42:31.710
What was I going to be able to do

00:42:31.710 --> 00:42:34.470
to help Jimmy with that paper, right?

00:42:34.470 --> 00:42:39.120
But he was, I literally
have read through hours

00:42:39.120 --> 00:42:40.980
of chat history of his this summer,

00:42:40.980 --> 00:42:42.960
just amazed at the kinds of questions

00:42:42.960 --> 00:42:44.100
that he was able to ask

00:42:44.100 --> 00:42:47.010
because he was given permission to do so.

00:42:47.010 --> 00:42:49.660
So they do need that freedom a little bit.

00:42:49.660 --> 00:42:51.030
- I love that, Madeline.

00:42:51.030 --> 00:42:54.210
So much better to face
the world that's coming

00:42:54.210 --> 00:42:55.740
than to stick our heads in the sand.

00:42:55.740 --> 00:42:57.690
I gotta tell you, listening
to you speak, Madeline,

00:42:57.690 --> 00:43:00.000
I'm getting ready to move
my family to Hobart, Indiana

00:43:00.000 --> 00:43:01.800
because I want you teaching my kids.

00:43:03.150 --> 00:43:05.400
Okay, I think we're
gonna roll the dice again

00:43:05.400 --> 00:43:07.680
a little bit here and do another caller.

00:43:07.680 --> 00:43:10.020
So Cherie Nelson, if you're a game for it,

00:43:10.020 --> 00:43:10.940
we're gonna give you the opportunity

00:43:10.940 --> 00:43:13.200
to turn on your microphone

00:43:13.200 --> 00:43:17.163
and feel free to join us
on KSAL Chat with Sal.

00:43:18.380 --> 00:43:21.630
- [Sheree] Hi, I'm Dr. Sheree Nelson.

00:43:21.630 --> 00:43:25.820
I teach economics at
Purdue Global University.

00:43:25.820 --> 00:43:30.820
And I am the course
lead for microeconomics

00:43:32.400 --> 00:43:34.860
and macroeconomics, so
I design the courses.

00:43:34.860 --> 00:43:38.790
And unlike some universities,
what course I design,

00:43:38.790 --> 00:43:42.000
every macro and micro teacher uses.

00:43:42.000 --> 00:43:43.770
So it's not just for me.

00:43:43.770 --> 00:43:47.670
So that being said, what's
been really interesting

00:43:47.670 --> 00:43:52.670
is that I have integrated
Khan Academy videos

00:43:54.840 --> 00:43:59.460
into my courses before, and now
I'm just doing it even more.

00:43:59.460 --> 00:44:00.293
It's just great.

00:44:00.293 --> 00:44:04.800
But I'll be honest, I don't
know much about Khanmigo,

00:44:04.800 --> 00:44:08.550
but I have been using ChatGPT

00:44:08.550 --> 00:44:12.000
to even generate my own
discussion board prompts.

00:44:12.000 --> 00:44:15.900
And so I tell my students, I'm using it.

00:44:15.900 --> 00:44:17.070
It's okay.

00:44:17.070 --> 00:44:21.090
And in fact, Purdue Global
had a school-wide meeting

00:44:21.090 --> 00:44:25.980
with all of the faculty,
encouraging them to use AI,

00:44:25.980 --> 00:44:29.130
but do it responsibly so
that we can learn to do it

00:44:29.130 --> 00:44:32.400
and teach our students
to take advantage of it.

00:44:32.400 --> 00:44:34.713
So what I was wondering is,

00:44:35.700 --> 00:44:38.730
and I know I took all that
time explaining everything,

00:44:38.730 --> 00:44:40.770
but I hope I gave you
a pretty good premise-

00:44:40.770 --> 00:44:43.070
- Remember, context is
key in the world of AI.

00:44:43.950 --> 00:44:48.090
- [Sheree] Yeah, well, and
also I'm doing things now

00:44:48.090 --> 00:44:51.060
that other course leads haven't done yet

00:44:51.060 --> 00:44:53.880
that I wanna teach them how to do,

00:44:53.880 --> 00:44:55.540
because we're a huge university

00:44:55.540 --> 00:44:58.080
and we have a lot of opportunity.

00:44:58.080 --> 00:45:02.070
So what I do in my classes,

00:45:02.070 --> 00:45:06.300
I actually do approach
with the Sal Khan approach.

00:45:06.300 --> 00:45:08.643
And that is, I tell my students,

00:45:10.210 --> 00:45:13.440
if you don't have the foundation,

00:45:13.440 --> 00:45:17.230
because I've watched an interview with Sal

00:45:18.090 --> 00:45:21.270
where you talk to Sal about the,

00:45:21.270 --> 00:45:24.870
if you don't have the foundation
and you're moving forward,

00:45:24.870 --> 00:45:27.660
basically the analogy I
give to my students is,

00:45:27.660 --> 00:45:29.520
if you don't have a
good base in your house,

00:45:29.520 --> 00:45:31.833
the rest that's built
upon it might fall down.

00:45:32.850 --> 00:45:34.350
And that's, I learned from Sal.

00:45:34.350 --> 00:45:35.283
And so I share that.

00:45:35.283 --> 00:45:37.850
So I was wondering with,
and here's my question.

00:45:37.850 --> 00:45:39.390
It took me forever to get to that.

00:45:39.390 --> 00:45:40.910
Just be glad I'm not your professor.

00:45:40.910 --> 00:45:45.910
So I was wondering, is there
a way, or is it already done?

00:45:47.850 --> 00:45:50.620
That something is built
in with the Khanmigo

00:45:51.550 --> 00:45:54.450
where when you type something in,

00:45:54.450 --> 00:45:56.970
it gives you the information you look for,

00:45:56.970 --> 00:46:00.840
but it also directs you or asks you,

00:46:00.840 --> 00:46:03.270
by the way, did you know the,

00:46:03.270 --> 00:46:07.443
and then ask a question about
a concept that is before that.

00:46:09.300 --> 00:46:12.240
Like a foundational thing.

00:46:12.240 --> 00:46:13.730
- Yeah.

00:46:13.730 --> 00:46:16.647
I can take a stab at answering that.

00:46:16.647 --> 00:46:18.360
And actually I'll try to
do a little bit of show

00:46:18.360 --> 00:46:23.010
and tell me, see if I can
share a window and see if-

00:46:23.010 --> 00:46:24.630
- [Sheree] What made you think of that?

00:46:24.630 --> 00:46:26.040
While you're looking for that-

00:46:26.040 --> 00:46:28.290
- This I'm looking at an exercise.

00:46:28.290 --> 00:46:29.730
This is a video on Khan Academy

00:46:29.730 --> 00:46:33.210
on price elasticity of supply.

00:46:33.210 --> 00:46:36.663
And then I could go to Khanmigo and says,

00:46:37.560 --> 00:46:41.703
can you quiz me to make sure

00:46:44.430 --> 00:46:46.230
I am ready

00:46:46.230 --> 00:46:51.110
to understand what is in this video?

00:46:51.110 --> 00:46:52.560
That's what you were
asking, right, Sheree?

00:46:52.560 --> 00:46:54.753
Like the prerequisite knowledge.

00:46:55.790 --> 00:46:56.790
- [Sheree] Well, yeah, yeah.

00:46:56.790 --> 00:46:57.960
That's on track.

00:46:57.960 --> 00:47:00.337
Do they know to ask that question though?

00:47:00.337 --> 00:47:01.170
- Yeah.

00:47:01.170 --> 00:47:02.330
So that's, so you're right.

00:47:04.110 --> 00:47:05.880
So I think there's two layers is that

00:47:05.880 --> 00:47:08.250
what you're describing can already be done

00:47:08.250 --> 00:47:10.830
if someone knows to do it,
which as you know, most people.

00:47:10.830 --> 00:47:12.990
Now it could happen through the, you know,

00:47:12.990 --> 00:47:15.600
the teacher could, and
we're all in this together.

00:47:15.600 --> 00:47:17.190
I like the previous answer
around, like, you know

00:47:17.190 --> 00:47:19.630
we're all learning how
AI is going to be used.

00:47:19.630 --> 00:47:21.630
- [Sheree] Absolutely, yes.

00:47:21.630 --> 00:47:23.310
- But I think it could be a cool practice

00:47:23.310 --> 00:47:27.360
when teachers are having students
watch a Khan Academy video

00:47:27.360 --> 00:47:29.190
or Khan Academy exercise.

00:47:29.190 --> 00:47:30.930
You know, if the student
immediately jumps into it

00:47:30.930 --> 00:47:32.250
and they're able to engage, great.

00:47:32.250 --> 00:47:34.350
But maybe if there's already a sense

00:47:34.350 --> 00:47:35.183
that they might struggle

00:47:35.183 --> 00:47:36.540
like, hey, why don't you start with a quiz

00:47:36.540 --> 00:47:39.900
to make sure you're refreshed
on the prerequisite knowledge?

00:47:39.900 --> 00:47:40.980
That's one way.

00:47:40.980 --> 00:47:42.930
If that seems to be something
that works, then yeah

00:47:42.930 --> 00:47:46.110
we would think about
productizing that or, you know,

00:47:46.110 --> 00:47:47.583
let me clear this chat.

00:47:48.600 --> 00:47:50.450
Let me make this a little bit bigger.

00:47:51.990 --> 00:47:55.560
You know, we have these choices of things

00:47:55.560 --> 00:47:57.060
that we think a lot of people might ask

00:47:57.060 --> 00:47:58.490
and obviously you can
type whatever you want

00:47:58.490 --> 00:48:01.770
but maybe that's something
we can add to this.

00:48:01.770 --> 00:48:03.360
You know, help me prep
with a quiz right now

00:48:03.360 --> 00:48:04.950
that'll just quiz you
on the content of this.

00:48:04.950 --> 00:48:07.170
There could be another one
just like it that we add

00:48:07.170 --> 00:48:11.400
that says, you know, make
sure I'm ready for this video

00:48:11.400 --> 00:48:12.930
or make sure I'm ready for this exercise

00:48:12.930 --> 00:48:14.080
or something like that.

00:48:15.780 --> 00:48:17.360
- [Sheree] I think that's awesome.

00:48:17.360 --> 00:48:22.360
And what made me think of
that is I just currently

00:48:22.640 --> 00:48:24.930
I'm just finishing up the revision

00:48:24.930 --> 00:48:28.200
of my microeconomics course
and I'm using the new

00:48:28.200 --> 00:48:32.520
and I'm not into like promoting
a publisher at this time

00:48:32.520 --> 00:48:34.220
but I will, so I won't mention which one

00:48:34.220 --> 00:48:39.220
but I am with a new publisher
who has so many, you know

00:48:40.590 --> 00:48:44.730
third-party tools for my
students and they have it

00:48:44.730 --> 00:48:45.990
so that when you're in the book

00:48:45.990 --> 00:48:50.990
and you're reading a concept,
it has the icon that says,

00:48:51.980 --> 00:48:55.470
you know, do you need a little
more practice with this?

00:48:55.470 --> 00:48:56.970
Would you like more background?

00:48:56.970 --> 00:48:58.100
You know, things like that

00:48:58.100 --> 00:49:00.840
because sometimes if they're
just looking at one concept

00:49:00.840 --> 00:49:05.010
they don't know what
concepts they're missing.

00:49:05.010 --> 00:49:06.203
- Right. I love that.

00:49:06.203 --> 00:49:08.967
- [Sheree] And so if we
had the suggestions there,

00:49:08.967 --> 00:49:10.320
oh, I'm sorry, Sal.

00:49:10.320 --> 00:49:11.153
- No, no, I agree.

00:49:11.153 --> 00:49:12.000
I actually love this.

00:49:12.000 --> 00:49:13.680
We're gonna take this to the bright light.

00:49:13.680 --> 00:49:14.850
Would you like more background?

00:49:14.850 --> 00:49:17.220
Obviously Khan Academy, we've
always had the exercise piece.

00:49:17.220 --> 00:49:19.900
So like in theory, you could
practice what you learned

00:49:19.900 --> 00:49:22.710
but this idea of would you
like more background for it?

00:49:22.710 --> 00:49:24.840
I think is a really powerful idea.

00:49:24.840 --> 00:49:27.840
- Is it okay if we
borrow that idea, Sheree?

00:49:27.840 --> 00:49:30.000
- [Sheree] Well, you know,
I have no problem with that.

00:49:30.000 --> 00:49:32.340
And in fact, the new publisher
that I'm working with

00:49:32.340 --> 00:49:35.010
has also through this process has said,

00:49:35.010 --> 00:49:38.250
we might hire you to be
a content contributor.

00:49:38.250 --> 00:49:39.630
- There you go.

00:49:39.630 --> 00:49:41.640
- [Sheree] Because I have all these,

00:49:41.640 --> 00:49:43.800
I've been teaching online.

00:49:43.800 --> 00:49:45.060
I've been with Purdue Global.

00:49:45.060 --> 00:49:48.090
I'll have my 20 year
anniversary in October.

00:49:48.090 --> 00:49:50.310
So I have a lot of online experience

00:49:50.310 --> 00:49:53.720
and I'll tell you, I'm
always looking to see

00:49:53.720 --> 00:49:55.680
how we can do it better.

00:49:55.680 --> 00:49:57.837
- Oh, cool. I love it.

00:49:57.837 --> 00:50:00.527
- [Sheree] You can never stop improving.

00:50:00.527 --> 00:50:01.360
- That's right.

00:50:01.360 --> 00:50:02.430
Thank you so much, Cherie.

00:50:02.430 --> 00:50:03.723
You were fantastic.

00:50:04.560 --> 00:50:06.460
- [Sheree] Thank you so much.

00:50:06.460 --> 00:50:07.293
- All right.

00:50:07.293 --> 00:50:10.110
So I think this is the great thing

00:50:10.110 --> 00:50:12.870
about like where Khanmigo is
headed, where AI is headed.

00:50:12.870 --> 00:50:15.120
We all get a chance to write this story.

00:50:15.120 --> 00:50:17.430
Just like our awesome panel
has been talking about.

00:50:17.430 --> 00:50:18.780
Let's get our educators involved.

00:50:18.780 --> 00:50:20.400
Let's get our students involved.

00:50:20.400 --> 00:50:21.660
We should all be driving this forward

00:50:21.660 --> 00:50:23.820
if this is gonna be a
big thing for our future.

00:50:23.820 --> 00:50:27.150
Now, that being said, we're
coming to our final 10 minutes.

00:50:27.150 --> 00:50:30.420
And so I wanna end with those
sort of proverbial fireworks,

00:50:30.420 --> 00:50:31.830
a chance for the panel to show off

00:50:31.830 --> 00:50:33.960
some of their best AI skills.

00:50:33.960 --> 00:50:36.420
And so I wanna tackle
these two twin questions.

00:50:36.420 --> 00:50:39.450
Maria says, how do I best use AI, period.

00:50:39.450 --> 00:50:42.870
Scott says, how can we
make this a powerful tool?

00:50:42.870 --> 00:50:45.150
And so I'm curious from Emily, Kelly, Sal,

00:50:45.150 --> 00:50:50.150
Madeline and Malia, are
there any amazing pro tips

00:50:50.520 --> 00:50:53.520
that you pioneers at the
vanguard of this movement

00:50:53.520 --> 00:50:56.340
can share with educators
across the country?

00:50:56.340 --> 00:50:58.293
Let's go over to Madeline.

00:50:59.610 --> 00:51:01.680
- Sorry if I'm doing some monopolizing.

00:51:01.680 --> 00:51:03.840
I love all of these questions.

00:51:03.840 --> 00:51:06.660
And like I said, I was just
talking about this yesterday

00:51:06.660 --> 00:51:08.490
with the staff at my building.

00:51:08.490 --> 00:51:11.340
I think one of the most powerful ways

00:51:11.340 --> 00:51:14.190
that Khanmigo has helped me as an educator

00:51:14.190 --> 00:51:18.660
is through, it was something
that Sal touched on earlier,

00:51:18.660 --> 00:51:21.360
expediting certain tasks

00:51:21.360 --> 00:51:23.280
so I can use my time more effectively

00:51:23.280 --> 00:51:26.130
to work on relationships with my students.

00:51:26.130 --> 00:51:29.190
One of the things that
all English teachers

00:51:29.190 --> 00:51:32.490
hate making more than anything
in the world is a rubric.

00:51:32.490 --> 00:51:35.760
Mostly because I think we
are some of the most critical

00:51:35.760 --> 00:51:38.850
of our own writing, even in
those like nitty gritty tasks.

00:51:38.850 --> 00:51:42.420
So to make a really good rubric
that takes a lot of time,

00:51:42.420 --> 00:51:44.220
I've got some slides here.

00:51:44.220 --> 00:51:45.930
Let me scroll to them super quick

00:51:45.930 --> 00:51:47.920
and then I'll share my screen

00:51:47.920 --> 00:51:51.780
that I modeled for my colleagues

00:51:51.780 --> 00:51:55.590
about how you can use Khanmigo
to make an effective rubric

00:51:55.590 --> 00:51:57.960
in way less time than it used to take,

00:51:57.960 --> 00:52:02.190
just in terms of like
effectiveness of your plan period.

00:52:02.190 --> 00:52:05.490
So I had first told Khanmigo,

00:52:05.490 --> 00:52:07.770
hey, I'm trying to work on making a rubric

00:52:07.770 --> 00:52:11.080
that assesses a summative for
my English 9 honors students.

00:52:11.080 --> 00:52:14.220
It gave its own
suggestions for categories,

00:52:14.220 --> 00:52:15.960
but I said I wanted to make my own

00:52:15.960 --> 00:52:18.870
that were based off of my curriculum map.

00:52:18.870 --> 00:52:21.040
So then I made my own criteria

00:52:21.040 --> 00:52:24.870
and kind of explained what I
thought those would look like.

00:52:24.870 --> 00:52:27.840
And then Khanmigo asked how many levels

00:52:27.840 --> 00:52:30.120
I would want for those criteria.

00:52:30.120 --> 00:52:33.240
I changed the number of
levels that it suggested.

00:52:33.240 --> 00:52:38.010
And then after 15 minutes
of that back and forth,

00:52:38.010 --> 00:52:40.050
and then some formatting time,

00:52:40.050 --> 00:52:42.213
this is the rubric I was able to make.

00:52:43.530 --> 00:52:45.750
I did some tweaking of the phrasing.

00:52:45.750 --> 00:52:47.760
A rubric like that, just
to give you an idea,

00:52:47.760 --> 00:52:50.220
would normally take me about 50 minutes,

00:52:50.220 --> 00:52:53.760
which is almost that
entire plan period to do.

00:52:53.760 --> 00:52:58.620
And I was able to get so
many other activities done

00:52:58.620 --> 00:53:00.940
for my classroom in that extra time,

00:53:00.940 --> 00:53:03.570
because I didn't have to worry so hard

00:53:03.570 --> 00:53:05.520
about finding that exact phrasing

00:53:05.520 --> 00:53:08.700
for something that really doesn't,

00:53:08.700 --> 00:53:10.170
I don't wanna say it doesn't deserve

00:53:10.170 --> 00:53:11.790
that amount of my attention and energy,

00:53:11.790 --> 00:53:13.050
but there are so many other areas

00:53:13.050 --> 00:53:16.280
that I would rather be
spending that energy in.

00:53:16.280 --> 00:53:18.930
I wanna be giving my
students quality feedback

00:53:18.930 --> 00:53:20.250
on their own writing,

00:53:20.250 --> 00:53:23.340
not spending that time
drafting a rubric myself.

00:53:23.340 --> 00:53:24.180
- I love that, Madeline.

00:53:24.180 --> 00:53:25.440
Like calling out, hey,

00:53:25.440 --> 00:53:28.860
if you've got tedious parts
of your job and don't we all,

00:53:28.860 --> 00:53:30.270
there's probably a good chance

00:53:30.270 --> 00:53:31.797
that AI can take on some of that.

00:53:31.797 --> 00:53:35.580
And then B, don't treat AI like Google,

00:53:35.580 --> 00:53:36.810
like we have for the last 20 years.

00:53:36.810 --> 00:53:39.270
We just put in a question
and settle for the answer.

00:53:39.270 --> 00:53:40.103
Continue to push it.

00:53:40.103 --> 00:53:42.060
Think of it as a dialogue
the way that Madeline did

00:53:42.060 --> 00:53:43.920
and get better and better outputs.

00:53:43.920 --> 00:53:45.450
Thanks for sharing that, Madeline.

00:53:45.450 --> 00:53:46.350
Let's go to Kelly.

00:53:49.020 --> 00:53:52.020
- Hi, yeah, so my
experiences so far with it

00:53:52.020 --> 00:53:55.920
have been similar to Madeline's
as far as proficiencies

00:53:55.920 --> 00:53:57.270
and both, I'll talk a little bit

00:53:57.270 --> 00:53:58.890
about how some of my
students have used it too,

00:53:58.890 --> 00:54:02.550
but I wrote in the chat earlier

00:54:02.550 --> 00:54:04.470
when our Purdue professor was talking

00:54:04.470 --> 00:54:06.360
about using it to design some work.

00:54:06.360 --> 00:54:10.680
I've also used it to design
an online art history class

00:54:10.680 --> 00:54:13.530
that was brand new, kind
of under a time crunch.

00:54:13.530 --> 00:54:14.363
I was like, okay,

00:54:14.363 --> 00:54:17.870
we got to get some
creative assignments here.

00:54:17.870 --> 00:54:19.050
It'd been a little while

00:54:19.050 --> 00:54:22.530
since I'd put together some
new things like that on my own.

00:54:22.530 --> 00:54:26.370
So I used Khanmigo to
help create some projects

00:54:26.370 --> 00:54:27.840
and at Khan World School,

00:54:27.840 --> 00:54:29.700
we do some cross disciplinary work.

00:54:29.700 --> 00:54:31.650
So I even asked some questions,

00:54:31.650 --> 00:54:35.390
like I'd love to get
some novel suggestions

00:54:35.390 --> 00:54:40.390
that would also work with
this art history unit,

00:54:40.800 --> 00:54:44.130
this some of this African
art unit I'm working on.

00:54:44.130 --> 00:54:46.200
And I kind of went back and
forth with it in a little while

00:54:46.200 --> 00:54:48.600
and came up with a good
interdisciplinary project

00:54:48.600 --> 00:54:51.180
with English where they
read things fall apart

00:54:51.180 --> 00:54:54.330
and it goes along with some
of the art history unit

00:54:54.330 --> 00:54:55.163
or something like that.

00:54:55.163 --> 00:54:57.690
So that was just one example
where it saved me a ton of time

00:54:57.690 --> 00:54:59.700
where I think if I was
just kind of sitting

00:54:59.700 --> 00:55:01.740
in front of my screen,
pondering that myself,

00:55:01.740 --> 00:55:04.140
I just would have gone back and forth

00:55:04.140 --> 00:55:05.040
and maybe even walked away

00:55:05.040 --> 00:55:06.990
before finishing what I was trying to do.

00:55:06.990 --> 00:55:09.480
So I had a few handful of assignments

00:55:09.480 --> 00:55:12.600
that really saved me a ton of time.

00:55:12.600 --> 00:55:14.610
And then with our students,

00:55:14.610 --> 00:55:16.710
we have a seminar at Khan World School

00:55:16.710 --> 00:55:18.750
where we go over different
topics every week.

00:55:18.750 --> 00:55:21.900
And sometimes we do
debates or arguments too.

00:55:21.900 --> 00:55:26.900
And I had a student that used
it to flesh out her argument,

00:55:27.900 --> 00:55:29.520
kind of asked it to poke holes in it

00:55:29.520 --> 00:55:32.430
or went back and forth with
different perspectives.

00:55:32.430 --> 00:55:35.730
And she said it really prepared
her for the following day

00:55:35.730 --> 00:55:37.500
where she could have done that with me,

00:55:37.500 --> 00:55:39.330
but with all your students,

00:55:39.330 --> 00:55:41.100
do you have time to do that
with all of your students?

00:55:41.100 --> 00:55:43.230
And probably not.

00:55:43.230 --> 00:55:45.540
And for us, she was also in a time zone

00:55:45.540 --> 00:55:46.590
that was nine hours ahead of me.

00:55:46.590 --> 00:55:49.110
So the chance for us to get together

00:55:49.110 --> 00:55:52.230
before our next session
probably wouldn't have happened.

00:55:52.230 --> 00:55:55.890
So she was able to do that
online and I loved that.

00:55:55.890 --> 00:55:58.057
So she felt so much more
prepared the next day.

00:55:58.057 --> 00:55:58.890
- Oh, cool.

00:55:58.890 --> 00:56:01.020
So clearly it's not
just the tedious stuff,

00:56:01.020 --> 00:56:02.400
it's also the most important stuff,

00:56:02.400 --> 00:56:04.260
whether it's designing
a brand new curriculum

00:56:04.260 --> 00:56:07.230
or helping students sort of
grapple with complex ideas.

00:56:07.230 --> 00:56:08.910
That's pretty powerful.

00:56:08.910 --> 00:56:10.790
Let's go next to Emily.

00:56:10.790 --> 00:56:13.110
- I was just gonna add, I
also work at Khan World School

00:56:13.110 --> 00:56:18.070
and I think the power in helping
students to ask questions

00:56:18.070 --> 00:56:23.010
is really at the crux of what
you can do with Khan Academy.

00:56:23.010 --> 00:56:24.600
I want my students to be curious.

00:56:24.600 --> 00:56:26.390
I want my students to ask questions

00:56:26.390 --> 00:56:29.550
and I can't be there all the time

00:56:29.550 --> 00:56:32.250
to be at the sounding
board, to go back and forth,

00:56:32.250 --> 00:56:34.290
but Khanmigo can be that.

00:56:34.290 --> 00:56:37.290
And whether they're talking
about an important world topic

00:56:37.290 --> 00:56:41.040
or a history topic, or they're
working on an English essay,

00:56:41.040 --> 00:56:43.050
they have that as a
constant sounding board.

00:56:43.050 --> 00:56:45.240
Now, I would love to be that starter

00:56:45.240 --> 00:56:48.840
to kind of work them through
modeling, asking questions,

00:56:48.840 --> 00:56:50.340
because I don't necessarily want questions

00:56:50.340 --> 00:56:54.030
that are instant recall
kinds of responses.

00:56:54.030 --> 00:56:57.000
But if they wanna ask
questions about a novel

00:56:57.000 --> 00:56:59.310
and if they wanna ask questions,

00:56:59.310 --> 00:57:01.270
I know Sal has included our student Sanvi

00:57:01.270 --> 00:57:05.760
in a number of talks where
she discussed Great Gatsby

00:57:05.760 --> 00:57:07.260
and looking at the green light

00:57:07.260 --> 00:57:10.350
and had a conversation
with Khanmigo about that.

00:57:10.350 --> 00:57:12.570
Those are powerful interactions.

00:57:12.570 --> 00:57:14.370
- It's a simulation of Jay Gatsby.

00:57:14.370 --> 00:57:16.720
- Oh, yes, yes, simulation.

00:57:18.650 --> 00:57:23.070
And that curiosity, now Sanvi,
she is a very unique student.

00:57:23.070 --> 00:57:24.270
She is incredibly curious

00:57:24.270 --> 00:57:27.330
and I wish all of my students
were as curious as she is.

00:57:27.330 --> 00:57:29.040
But teaching them that curiosity,

00:57:29.040 --> 00:57:30.180
teaching them to ask questions

00:57:30.180 --> 00:57:34.100
and what a powerful tool Khanmigo can be

00:57:34.100 --> 00:57:35.790
to ask questions and initiate

00:57:35.790 --> 00:57:38.400
a sort of simulated conversation.

00:57:38.400 --> 00:57:39.990
- Yes, love that.

00:57:39.990 --> 00:57:40.830
And I'm gonna show a little demo

00:57:40.830 --> 00:57:43.200
as we switch to our final panelist, Malia.

00:57:43.200 --> 00:57:44.220
Take us home.

00:57:44.220 --> 00:57:46.860
What tips do you have
for educators out there?

00:57:46.860 --> 00:57:49.590
- Most practical thing that
all of my colleagues have said

00:57:49.590 --> 00:57:51.190
is outsource the busy work, right?

00:57:51.190 --> 00:57:54.390
The stuff that the AI is
good at, it is good at,

00:57:54.390 --> 00:57:57.600
let it do that and spend
your time with your students.

00:57:57.600 --> 00:58:01.410
And then I also just, well,
I'll stop there, Jeremy.

00:58:01.410 --> 00:58:02.910
- Okay, no, I love that, I love that.

00:58:02.910 --> 00:58:05.970
And that actually gives us
two minutes, which is perfect.

00:58:05.970 --> 00:58:08.100
I wanna have Sal close us off.

00:58:08.100 --> 00:58:10.530
Sal, you came to me in the
fall last year and said,

00:58:10.530 --> 00:58:12.570
Jeremy, there's this
thing that's coming out

00:58:12.570 --> 00:58:15.060
that could change everything.

00:58:15.060 --> 00:58:17.910
And I said, yeah, yeah,
yeah, Sal, who knows?

00:58:17.910 --> 00:58:19.890
People in Silicon Valley say
all sorts of crazy stuff,

00:58:19.890 --> 00:58:21.240
but now it is a reality.

00:58:21.240 --> 00:58:23.040
Now it is part of our lives.

00:58:23.040 --> 00:58:24.540
What words of wisdom do you have

00:58:24.540 --> 00:58:26.580
for educators across the country

00:58:26.580 --> 00:58:28.010
as they finish up this beautiful summer

00:58:28.010 --> 00:58:31.863
and then get ready to take on
the first fall with AI intact?

00:58:33.420 --> 00:58:35.790
- Yeah, I'll say kind of
what we've been trying

00:58:35.790 --> 00:58:37.170
to tell ourselves at Khan Academy,

00:58:37.170 --> 00:58:38.730
because some of the
stuff is very exciting,

00:58:38.730 --> 00:58:40.380
but it's also intimidating.

00:58:40.380 --> 00:58:41.213
It's a little bit scary.

00:58:41.213 --> 00:58:42.180
There's a lot of edge cases

00:58:42.180 --> 00:58:43.980
that none of us know what to deal with.

00:58:43.980 --> 00:58:46.650
And the solution isn't to hide from it.

00:58:46.650 --> 00:58:48.360
The solution is to try to engage with it.

00:58:48.360 --> 00:58:51.510
And there's all these debates

00:58:51.510 --> 00:58:53.280
about whether AI is gonna
be good for humanity

00:58:53.280 --> 00:58:54.120
or bad for humanity.

00:58:54.120 --> 00:58:55.410
And what I've been telling people is like,

00:58:55.410 --> 00:58:56.730
I don't think it's a flip of a coin.

00:58:56.730 --> 00:58:58.710
I actually think it's going to depend

00:58:58.710 --> 00:59:01.410
on whether good people with good intent

00:59:01.410 --> 00:59:04.730
are jumping in and trying
to make good use of it.

00:59:04.730 --> 00:59:06.840
Because we know the bad
people with bad intent

00:59:06.840 --> 00:59:10.290
are already jumping in and
trying to make bad use of it.

00:59:10.290 --> 00:59:13.170
So I think it's actually
really important for all of us.

00:59:13.170 --> 00:59:16.140
Hopefully everyone here is
good people with good use cases

00:59:16.140 --> 00:59:19.380
who wanna do good by humanity to jump in,

00:59:19.380 --> 00:59:20.970
learn it ourselves.

00:59:20.970 --> 00:59:23.730
This is one of those moments
where no one is an expert

00:59:23.730 --> 00:59:24.870
and everyone can be an expert.

00:59:24.870 --> 00:59:29.310
If you've played with Khanmigo
or ChatGPT for an hour,

00:59:29.310 --> 00:59:32.100
you're already in like
the top 10% of humanity.

00:59:32.100 --> 00:59:33.870
You're already an expert.

00:59:33.870 --> 00:59:37.250
So this is a moment where
people should jump in,

00:59:37.250 --> 00:59:41.730
but also don't judge all of generative AI

00:59:41.730 --> 00:59:44.970
based on ChatGPT, which
was not designed for this.

00:59:44.970 --> 00:59:48.240
And it's in any way, shape or form,

00:59:48.240 --> 00:59:50.820
but give tools like Khanmigo a shot.

00:59:50.820 --> 00:59:53.310
If we can hopefully get you access,

00:59:53.310 --> 00:59:54.810
start playing with it,
seeing how you use it

00:59:54.810 --> 00:59:56.550
with your students, give us feedback

00:59:56.550 --> 00:59:58.260
because we are very serious about,

00:59:58.260 --> 00:59:59.580
we didn't talk about all the guardrails

00:59:59.580 --> 01:00:00.450
about keeping it safe.

01:00:00.450 --> 01:00:01.403
We talked a little bit
about the transcripting

01:00:01.403 --> 01:00:04.560
and the second AI that
actively notifies parents

01:00:04.560 --> 01:00:06.600
and teachers if something is amiss.

01:00:06.600 --> 01:00:07.980
Obviously we're thinking
a lot about cheating

01:00:07.980 --> 01:00:11.173
and things like that,
but yeah, jump into it.

01:00:11.173 --> 01:00:13.620
I think number one, if
you, just as was said,

01:00:13.620 --> 01:00:15.870
if you start using it to start saving you

01:00:15.870 --> 01:00:18.663
from some of your work that you,

01:00:18.663 --> 01:00:21.180
it's not your favorite
thing to write rubrics

01:00:21.180 --> 01:00:25.140
or whatever, you're gonna
start being an expert.

01:00:25.140 --> 01:00:26.730
And then if you start having your students

01:00:26.730 --> 01:00:28.620
start to use it for even light cases,

01:00:28.620 --> 01:00:29.697
you're gonna start learning a lot.

01:00:29.697 --> 01:00:31.170
And we're all actually gonna learn a lot.

01:00:31.170 --> 01:00:33.000
We're all relatively new to this space,

01:00:33.000 --> 01:00:35.640
but it's all about leaning into it

01:00:35.640 --> 01:00:38.460
and thinking about it
boldly, but responsibly.

01:00:38.460 --> 01:00:39.540
- Love that.

01:00:39.540 --> 01:00:40.800
I'll just end with the words

01:00:40.800 --> 01:00:42.510
that I always told my
kindergarten students,

01:00:42.510 --> 01:00:44.610
which is, if you wanna learn
something the best way,

01:00:44.610 --> 01:00:46.350
don't be afraid to get your hands dirty.

01:00:46.350 --> 01:00:47.850
So I think this is a chance for us all

01:00:47.850 --> 01:00:49.860
to build something
really awesome together.

01:00:49.860 --> 01:00:53.070
So here's wishing you all a
beautiful rest of the summer,

01:00:53.070 --> 01:00:54.550
a great start to the new year,

01:00:54.550 --> 01:00:57.090
and we'd love to be part
of that journey as well.

01:00:57.090 --> 01:00:59.160
Here's wishing you many
exciting adventures.

01:00:59.160 --> 01:01:00.010
Cheers, everyone.