Around the Corner-MGuhlin.org

The Last Barf Bag: A Tribute to a Cultural Icon

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Wed, 23 Oct 2024 23:33:00 +0000

Note: This is a guest blog post from Peggy Reimers. Peggy Reimers is a dynamic and innovative leader in education, serving as the Director of Professional Development for a non-profit education association in Austin, Texas. With a passion for integrating technology into learning, Peggy is a LEGO Education Ambassador and a Google Certified Trainer, leveraging her expertise to inspire educators worldwide.

Known for her creative approach to professional development, she empowers teachers to embrace new technologies and methodologies in the classroom. Peggy's commitment to education is matched by her enthusiasm for making and creating, embodying the spirit of innovation and lifelong learning. Her mantra, "Love For All, Hatred For None," reflects her inclusive and positive outlook on life and education

I look forward to receiving the Staff Picks email from Vimeo. In the latest email, one title really caught my attention: "The Last Barf Bag: A Tribute to a Cultural Icon." This 13:38-minute video dives into the quirky world of barf bag collectors and their fight to save these items from extinction. As always, I am reading items from an educator lens. So I thought, teachers if you need a semi-gross or fun topic for a health class or Halloween —especially for middle school—this has you covered.

The Last Barf Bag: A Tribute to a Cultural Icon

Watch video | Take a Five Question Self-Grading Quiz in Google Forms

Euphemisms for Emesis Activity

Canva Activity Template

In the space below, write down as many euphemisms for vomiting as you can think of. Be creative!
Circle your top three favorite euphemisms from your list.
For each of your top three choices, explain why you think people use this euphemism instead of the medical term "emesis."

Extension Activities

Choose one euphemism and draw a small illustration that represents its meaning.
Research and write down one euphemism for vomiting from another language or culture.
Create your own new, original euphemism for vomiting and explain its meaning.
Finally, write a short paragraph (3-5 sentences) discussing why you think people use euphemisms for bodily functions like vomiting.

This activity combines creative thinking, cultural awareness, and reflection on language use, all while keeping the focus manageable for students

Design Challenge

Have students create a new digital design for an air sickness bag using the Canva Template or the Google Drawing Template included for the mock airline company: Cloud Nine Airlines.

Hold a Debate

Organize a discussion on the ethics and environmental impact of single-use barf bags versus reusable options.

Science/Health Connection

Explore the physiology of motion sickness and vomiting, perhaps creating diagrams or models.

"The Last Barf Bag: A Tribute to a Cultural Icon" offers an engaging opportunity for educators to explore the quirky aspects of our culture through the lens of barf bag collectors. By incorporating creative activities and discussions into the classroom, we can encourage students to reflect on the language surrounding bodily functions, consider the environmental impact of single-use items, and understand the science of motion sickness. Feel free to modify any part to better fit your style!

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

New RSS Feed (Oops, an update)

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Thu, 29 Feb 2024 23:00:00 +0000

Are you subscribed to Around the Corner via RSS feed? You may want to update your settings. I'll be writing in a new blog space, https://mgblog.org

Update Note: I've decided to leave this blog here with all the content since moving 5500 blog entries turned out to be a bit of a mess. Sorry for the confusion. I realize I didn't think things through as well as I should have.

That means my RSS feed address will change to:

https://mgblog.org/feed.xml

Other Changes

If you run a WordPress website or have a blog on Tumblr, you've probably produced and published a sizable amount of content there. While we all know the internet isn't "private," you probably posted those texts and images thinking they were yours, and wouldn't be stolen by the very companies you relied on to host them.

As it happens, WordPress and Tumblr are preparing to do just that. As first reported by 404 Media, the parent company for both sites sites, Automattic, has a entered into a deal to sell user data from Tumblr and WordPress to AI companies like Midjourney and OpenAI. The AI companies intend to use the data to train their systems. Source: LifeHacker

In case you missed that, WordPress and Tumblr are preparing to sell user data to AI companies [so they can] use the data to train their systems.

That's the backdrop of my actions below. Those actions include deleting my WordPress.com hosted blogs. You could find those at

https://mguhlin.wordpress.com
https://jmguhlin.wordpress.com

Why Am I Doing This?

Well, I like to move around a bit, if not in physical location as much, certainly in digital. Substack ran afoul of bloggers due to their Nazi affiliations. So I deleted my backup site that I had there.

WordPress, and large tech companies are feeding galaxies of data into their AI Models. I get that. I understand why. Most of my content here is intended for Creative Commons Copyright SA-BY. And, that's where I get a bit concerned.

No one asked. Worse, I'm not being credited in my writings or creations. I understand that AI works because all of us selflessly, unknowingly had our content consumed by AI. Then, we have to pay to get the benefits of AI Models that use our intellectual property to do their thing.

Is the benefit worth the exchange? Probably. Has my content already been vacuumed up by AI? Probably. Am I writing Pulitzer prize winning work and it deserves protecting from intellectual property AI pirates? No, haha.

I guess I don't have a real, solid reason for doing this except, "Why not?"

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Applying The Orwell Test to Pay for Student Performance

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Mon, 26 Feb 2024 17:32:00 +0000

A short time ago, I wrote about Pay for Student Performance. At the time, I felt I didn't know enough about it but took a stab at trying to understand it. On Sunday, it occurred to me, "Why not run this through The Orwell Test?"

Here are the results of an AI application of The Orwell Test to my previous blog entry:

Applying The Orwell Test to Outcomes-Based Contracting in Education

To apply The Orwell Test to the concept of outcomes-based contracting (OBC) in education, we must examine the facts, source, and method related to the implementation and reporting of OBC.
Facts
Outcomes-based contracting in education is a strategy where payments to service providers are contingent upon achieving specific student outcomes. This approach is designed to focus on results rather than just service delivery, with the intention of improving student achievement and ensuring that investments in education yield tangible benefits[1][4][6][10][14][15][18][21][22][23]. The facts surrounding OBC are supported by evidence from pilot programs and studies that have been conducted to assess its effectiveness[1][4][6][10][14][15][18][21][22][23].
Source
The information about OBC comes from a variety of sources, including academic institutions, educational foundations, and research organizations. For instance, the Southern Education Foundation (SEF) is actively involved in promoting and supporting OBC initiatives[14][15][18][21][22][23]. The credibility of these sources is generally high, as they are organizations with expertise in education policy and practice[1][4][6][10][14][15][18][21][22][23].
Method
The method of reporting on OBC involves the collection and analysis of data from pilot programs and research studies. These methods are professional and accepted techniques of factual reporting. The studies and reports often discuss both the potential benefits and the challenges or drawbacks of OBC, indicating a balanced approach to the subject[1][4][6][10][14][15][18][21][22][23]. There is no indication of deceptive tactics or logical fallacies in the presentation of information about OBC.
Based on The Orwell Test, outcomes-based contracting in education appears to be a well-founded concept with information provided by credible sources and reported through professional methods. There is no immediate reason to be highly suspicious of the information presented on this topic.

Citations: [1] https://golab.bsg.ox.ac.uk/the-basics/outcomes-based-contracting/ [2] https://obc.southerneducation.org/team/ [3] https://research.upjohn.org/cgi/viewcontent.cgi?article=1082&context=up_workingpapers [4] https://www.centreforpublicimpact.org/insights/seven-things-to-know-about-outcomes-based-contracting [5] https://journals.sagepub.com/doi/full/10.1177/2055563616669740 [6] https://www.edweek.org/leadership/districts-try-new-approach-to-contracts-tying-payments-to-student-learning/2023/05 [7] https://files.eric.ed.gov/fulltext/EJ1065822.pdf [8] https://www.k12academics.com/education-reform/outcome-based-education/criticism [9] https://golab.bsg.ox.ac.uk/community/blogs/the-pros-cons-of-outcomes-based-contracts-during-the-covid-19-pandemic-a-provider-perspective/ [10] https://www.forbes.com/sites/raymondpierce/2022/03/21/school-district-contracting-can-be-a-lever-for-equity/?sh=58d33460280c [11] https://www.linkedin.com/pulse/merit-pay-teachers-performance-pay-akash-tewari?trk=article-ssr-frontend-pulse_more-articles_related-content-card [12] https://www.ourcivilisation.com/dumb/dumb3.htm [13] https://cepr.harvard.edu/obci [14] https://www.linkedin.com/posts/obc-sef_obc-outcomesbasedcontracting-activity-7125934132299268096-eA41 [15] https://obc.southerneducation.org/performance-based-contracts-how-a-national-pilot-could-shift-the-marketplace/ [16] https://www.ascd.org/el/articles/outcomes-based-education-comes-under-attack [17] https://www.linkedin.com/pulse/outcome-based-contracts-good-bad-indifferent-ben-fitzgerald [18] https://obc.southerneducation.org [19] https://link.springer.com/article/10.1007/BF00137973 [20] https://practices.learningaccelerator.org/strategies/virtual-outcomes-based-contract-tutoring [21] https://southerneducation.org/resources/blog/2022/11/21/school-districts-share-lessons-progress-in-outcomes-based-contracting/ [22] https://files.eric.ed.gov/fulltext/ED239143.pdf [23] https://southerneducation.org/in-the-news/more-schools-leveraging-outcomes-based-contracting/ [24] https://www.aei.org/articles/when-it-comes-to-merit-pay-newarks-teacher-contract-is-out-with-the-new-and-in-with-the-old/ [25] https://excelinedinaction.org/2023/05/24/texas-legislature-approves-new-outcomes-based-funding-for-community-colleges/

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Russian Drama and AI

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Mon, 26 Feb 2024 04:45:00 +0000

A colleague in a ChatGPT for Educators Facebook group shared the following:

I thought, "Why not run this through an AI and see what I get?"

You are an expert at drama in Russia and creating symbolic sets. Analyze the scenario in image and then offer specific suggestions to a colleague, a Russian drama teacher in a conversational tone, sprinkling in famous quotes from Russian and Japanese drama teachers.

Here's the response:

Good morning! It's wonderful that you're exploring the integration of AI into your drama curriculum. For your IGCSE Drama students' project on Yukio Mishima's "Hanjo," which is a modern take on a traditional Noh play, you're looking to create a set that is symbolic rather than realistic. This is a fantastic approach, as it allows for creativity and interpretation that can resonate with contemporary audiences.

To start, you might want to explore the main themes and symbols within "Hanjo" and consider how they can be represented visually. Since Noh theatre is highly stylized and symbolic, you can draw inspiration from its traditional elements, such as masks, to convey character emotions or themes. For instance, a simple fan in Noh can represent various objects, from a pen to a sword, depending on how it's used. This principle can guide your students in selecting props that are versatile and symbolic.

Lighting and projections can be used to create atmosphere and imply settings without the need for elaborate backdrops. For example, changing colors can reflect the emotional tone of a scene or the time of day. Projections can also be used to display abstract patterns, words, or images that support the play's themes.

Costumes can be suggestive rather than detailed period pieces, focusing on color and form to convey character types or emotions. Sound design is equally important; traditional Japanese instruments or sounds can be blended with modern music to bridge the old and the new, just as Mishima's play does with its content.

As the famous Russian theatre practitioner Konstantin Stanislavski once said, "Love the art in yourself, not yourself in the art." Encourage your students to find their personal connection to the material and express it through their design choices.

And from the Japanese perspective, the director Tadashi Suzuki's words resonate: "Theatre is not a mirror but a magnifying glass." Use this project as an opportunity to magnify the essential elements of "Hanjo," focusing on what will speak most powerfully to your audience.

To incorporate AI, you could use it to generate visual concepts or to simulate lighting and sound designs. There are various software tools available that can help with this. Encourage your students to experiment with these tools, keeping in mind that the technology is a means to an end, not the end itself.

Remember, the goal is to evoke the essence of the play and its characters through symbolic means. By focusing on the emotional and thematic core of "Hanjo," your students can create a set that is both evocative and relevant to the 21st century. Good luck with your project!

A follow up prompt:

Could you generate some visual concepts and lighting and sound designs? And what software tools would you recommend?

The response:

Good morning! It's exciting to hear about your venture into using AI for your drama class's project on "Hanjo." Since you're interested in generating visual concepts, lighting, and sound designs, AI can indeed be a valuable asset.

For visual concepts, you might consider using AI art generators that can create abstract images or patterns based on keywords related to the play's themes. These images can serve as inspiration for backdrops or projections. Tools like DeepArt or Artbreeder are popular for such creative explorations.

In terms of lighting design, software like Dialux or Capture can simulate lighting arrangements and help you visualize how different setups will affect the mood and appearance of your set. These programs allow you to experiment with colors, angles, and intensities without the need for physical equipment.

For sound design, AI tools like Soundation or Soundraw.io can help you create custom soundscapes. They offer a range of sounds and music that you can mix and match to support the emotional tone of each scene.

Remember, as Stanislavski said, "Love the art in yourself, not yourself in the art." Encourage your students to use these tools not just for the sake of technology, but to enhance their personal artistic vision for the play.

And echoing Tadashi Suzuki, "Theatre is not a mirror but a magnifying glass." Use AI as a magnifying glass to focus on and amplify the essential elements of "Hanjo," making the play's themes and emotions more accessible to your audience.

While I can't create these designs for you, I hope these suggestions will help you and your students get started on this exciting project. Good luck, and may your students' creativity flourish with the help of these modern tools!

Another follow up:

what are some free software tools for creating visual concepts and lighting and sound designs

Response:

For creating visual concepts, lighting, and sound designs without cost, there are several free software tools available that can be quite beneficial for your drama project:

Visual Concepts:

GIMP: A free and open-source image editor that can be used for creating and editing images and visual concepts.
Blender: While primarily a 3D modeling and animation software, Blender can also be used to create 2D art and visual concepts.
Krita: A professional free and open-source painting program, Krita is geared towards concept artists, illustrators, and the VFX industry.

Lighting Design:

Dialux: This is a professional lighting design software that is free to use. It allows for the simulation of lighting for various environments and can be a great tool for visualizing stage lighting.
Blender: Again, Blender can be used here for its ability to simulate lighting in a 3D environment, which can be helpful for understanding how light interacts with the set and actors.

Sound Design:

Audacity: A free, open-source, cross-platform audio software that is great for recording and editing sounds.
LMMS (Linux MultiMedia Studio): While it’s more focused on music production, LMMS can be used to create soundtracks and soundscapes for your play.

Remember, while these tools are powerful, they are just instruments to aid in the creative process. Encourage your students to explore and experiment with these tools to express their artistic vision for “Hanjo.” As Konstantin Stanislavski said, “Love the art in yourself, not yourself in the art,” and let these free tools serve as a means to that end.

Citations: [1] https://pplx-res.cloudinary.com/image/upload/v1708689905/user_uploads/lyhftmnne/image.jpg

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Yet Another Course on ChatGPT

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Sun, 25 Feb 2024 20:31:00 +0000

"In learning you will teach, and in teaching you will learn," said Phil Collins. How true that is. I discovered the experience when I sat down to put an online, self-paced course together on a subject most people might say, "There's already a many courses about that." One of the points I continue to make is that while such a statement is true, those courses aren't necessarily MY approach to a topic. And, that is quite similar the approach you can take to anything, from blogging to playing a musical instrument.

A New Course

Working on a ChatGPT for Educators course two weeks ago, I was pleased to see it reach the light of day last week. The course had been outlined by a colleague who then asked me to record the videos and add content. Of course, it was a great experience for me. I got out of the heavy lifting of thinking of the direction of the course, and more focused on creating content, and adding relevant resources.

Learn more and register for course

This activity worked because it gave me the opportunity to dig deeper into something I wanted to learn more about. And, I did learn quite a bit. While the course focuses on topics such as:

Understanding ChatGPT and Similar Tools
Personal Uses for ChatGPT
Professional Uses for ChatGPT
Using ChatGPT with Students
Other Tools Related to ChatGPT

...I also shoehorned additional topics as "bonus bits." One of them was how to create GPTs using ChatGPT. I hadn't actually created those, but I find doing so quite helpful now, provided one has access to ChatGPT Plus. They are nice alternatives to long prompts (a.k.a. mega prompts).

There are other tidbits in the course, and I really enjoyed putting ChatGPT 3.5 (free) and Plus (4.0) version through its paces, as well as comparing results to other AI models and tools, such as the free and paid versions of Perplexity, Claude, Gemini, MS CoPilot.

One of my favorite resources is a table where I combine what each AI says about themselves. It's a little like asking people, "What do YOU think you are?" and then juxtaposing responses. The answers are interesting.

Anyways, you might also find my course on Canva's Magic Studio tools, TCEA Canva Specialist course, as well as my colleague, Dr. Bruce Ellis' course, Artificial Intelligence Educator of interest. All the courses are $39 each, or $34 for 10 or more participants. That's incredibly affordable if you want to satisfy your curiosity about what a few folks thought was worth curating and sharing.

Of course, there's an awful lot out there but picking through it all can be a time-consuming journey. That's why I like these TCEA courses.

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Thoughts on Writing, Hattie, and AI

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Sun, 25 Feb 2024 20:10:00 +0000

That highlighted portion below is like, "Go ahead and surrender. AI's incursion into schools is already a given victory to the corporate interests." Of course, there was never any doubt. All edtech falls into this.

Canva AI Magic Media generated image

That aside, wouldn't it be cool to explore AI through the lens of Hattie's Visible Learning? I also examine some of my own assertions. Let's take a look.

The Original Article

Teaching students how to use ChatGPT properly is a critical skill that schools should incorporate into their curriculum. Education should prepare students to function effectively later in their lives by teaching them how to learn and how to use the tools of modern society.

There is no way to undo the technological innovations that ChatGPT has brought, and the engine is certainly not the last AI breakthrough. Students will have to be able to integrate AI into their work throughout their lives. Using ChatGPT takes practice; phrasing prompts and devising creative uses for the AI requires skill.

It is important to acknowledge that overreliance on ChatGPT can harm students’ learning.
Source: https://huntnewsnu.com/75784/editorial/chatgpt-the-write-tool-for-classroom-success/

I wrote a quick response to this via Facebook, and then decided it deserved longer treatment within the context of my AI assistants. In this case, MS CoPilot and Perplexity, since they have access to the Internet.

My first draft of a response via Facebook:

I often think of writing as a way of being a path to critical thinking. That is, a methodical slow approach that takes each piece of evidence, questions it, and shares an opinion about it , labelled as such.

Writing is a way to also transfer information from working memory to long term memory. . .a way of working the brain. All writing has a formula, a recipe, a skeleton that governs it. To be clear for the reader, it must be known to both author and reader, or readily discernible.

AI is a powerful aid to any writer, but only when it reinforces the human author’s previously developed schema of writing. As a tool for learning, it’s babbling is easily forgotten, since the author does not wear a path in his brain that the act of writing allows. The AI has done the work.

Banish all tech from K-8 student assignments. Let AI into their hands once they have learned to think, grasped the advantages of inscribing into long-term memory the words and knowledge they have observed and examined through the lens of a critical thinking process.

Or teach them AI within a framework of thinking that includes structures and opportunities to make what they have read, observed, written their own. Absent that independence of thought, what use an AI except as a tool for indoctrination?

So, I decided to ask Perplexity.ai to revise it a la Hemingway:

Your original writing contrasts the methodical nature of critical thinking in writing with the potential pitfalls of relying on AI for learning and writing. It suggests that writing is a cognitive exercise that transfers knowledge from short-term to long-term memory and that AI should be used only to reinforce existing writing schemas.

You advocate for the exclusion of technology from K-8 education until critical thinking skills are established, and for teaching AI within a framework that promotes independent thought to avoid indoctrination.

That's pretty accurate. What bothers me about Facebook pieces is that they lack evidence or citations most of the time. Could AI quickly provide research that supports or negates the assertions I made in my response?

Assertions I Made

Here are the assertions I make, numbered for easier follow up:

Writing is a cognitive exercise that transfers knowledge from short-term to long-term memory
AI should be used only to reinforce existing writing schemas
Exclude AI technology from K-8 education until critical thinking skills are established
Teach AI within a framework that promotes independent thought to avoid indoctrination

To test these assertions, I will include the following prompt followed by the statement shown above:

What research is there that supports or negates this assertion: [assertion]

What will these AIs say in regards to the information? Since ChatGPT and Claude aren't connected to the web, I'm going to rely on Microsoft CoPilot and Perplexity.ai with copilot turned on.

Assertion #1: Writing Facilitates Knowledge Transfer

Let's see...Microsoft CoPilot says:

Writing is indeed a fascinating cognitive process that plays a crucial role in memory formation. Let’s delve into the research to explore both sides of this assertion:

Supporting Evidence:
- A study conducted by researchers at the University of Tokyo found that writing on physical paper leads to enhanced brain activity when recalling information an hour later. The unique combination of complex, spatial, and tactile information associated with handwriting on paper appears to contribute to improved memory. In fact, paper contains more one-of-a-kind information that aids in stronger memory recall. Volunteers who used paper for note-taking completed tasks about 25% faster than those using digital tablets or smartphones. The tangible permanence, irregular strokes, and uneven shape of paper seem to enhance memory retention³.
- Multisensory intake (including writing) and positive social interactions play a role in long-term memory. When the brain retrieves stored information, it activates multiple neural networks. Writing engages both motor skills and cognitive processes, reinforcing memory pathways⁴.
Contrary Evidence:
- While writing is beneficial, it’s essential to consider the context. Digital tools have their advantages, such as efficiency and convenience. However, they may not provide the same depth of memory enhancement as writing on paper.
- Neuroscientists continue to explore the intricate mechanisms of memory formation. For instance, recent research at Harvard identified a mechanism in adult mouse hippocampal neurons critical for memory consolidation and recall, but it doesn’t specifically focus on writing⁵.

In summary, writing—especially on physical paper—can indeed facilitate knowledge transfer from short-term to long-term memory. So, the next time you’re jotting down notes, consider reaching for that trusty pen and paper! 📝🧠
Source: Conversation with Bing, 2/25/2024 (1) Study shows stronger brain activity after writing on paper than on …. https://www.sciencedaily.com/releases/2021/03/210319080820.htm. (2) Writing and the Brain: Neuroscience Shows the Pathways to Learning. https://archive.nwp.org/cs/public/print/resource/3555. (3) How neurons form long-term memories — Harvard Gazette. https://news.harvard.edu/gazette/story/2020/12/how-neurons-form-long-term-memories/. (4) undefined. https://www.foxnews.com/politics/nikki-haley-says-texas-can-secede-from-the-united-states-thats-their-decision-to-make. (5) undefined. https://flip.it/oYRDBO. (6) Elon Statement on Writing Transfer - Center for Engaged Learning. https://www.centerforengagedlearning.org/publications/elon-statements/elon-statement-on-writing-transfer/

So is my assertion accurate? Yes.

Assertion #2: Use AI to Reinforce Existing Writing Schemas

Again using Microsoft CoPilot:

The role of AI in writing is a topic of growing interest, and it’s essential to consider both perspectives. Let’s explore the research on this assertion:
Supporting Evidence:
AI-powered writing tools have the potential to significantly reduce manuscript preparation time for researchers. These tools leverage deep learning to assist with tasks such as spellchecks, chatbots, and even auto-generated tweets. By automating certain aspects of writing, researchers can focus more on content creation and analysis².
Schema theory, rooted in cognitive science, emphasizes the importance of organized mental structures (schemata) for knowledge retention. External cognitive strategies, including writing, play a role in developing and modifying schemata. Writing, whether by hand or digitally, contributes to memory consolidation and understanding of new information. AI tools that aid in writing can align with this schema-based approach¹.
Contrary Evidence:
AI tools are not limited to reinforcing existing writing schemas. They can also generate novel content, provide suggestions, and enhance creativity. For instance, AI-driven language models like GPT-4 can produce original text, simulate different writing styles, and offer fresh perspectives.
Researchers and writers should strike a balance between using AI to reinforce existing knowledge structures and allowing it to contribute new ideas. Overreliance on existing schemas may hinder creativity and limit exploration of alternative viewpoints.
In summary, while AI can certainly reinforce existing writing patterns, it also has the potential to expand horizons and inspire innovative content. Researchers should embrace AI as a versatile tool that complements human creativity rather than merely reinforcing established norms⁴.
Source: Conversation with Bing, 2/25/2024 (1) AI writing tools promise faster manuscripts for researchers. https://www.nature.com/nature-index/news/artificial-intelligence-writing-tools-promise-faster-manuscripts-for-researchers. (2) The Use of Schema Theory in Learning, Design, and Technology. https://link.springer.com/article/10.1007/s11528-018-0319-0. (3) The best AI tools for research papers and academic research (Literature …. https://academiainsider.com/ai-tools-for-research-papers-and-academic-research/. (4) Best AI Tools for Research Paper Writing - SciSpace by Typeset. https://typeset.io/resources/ai-tools-for-research-paper-writing/. (5) The Future of Search: AI, Machine Learning, & Schema Markup. https://www.schemaapp.com/schema-markup/the-future-of-search-ai-machine-learning-schema-markup/.

Ok, for this one, it seems the matter is up for debate. I decided to run it through my ChatGPT Critical Analysis Tool (requires ChatGPT Plus), which relies on Melanie Trecek-King's FLOATER) to see what it would say:

FLOATER Criterion	Score (1-5)	Comments
Falsifiability	4	The claim is structured for potential falsification but creativity aspects may be hard to quantify.
Logic	4	Logical structure is solid, but relies on some assumptions not fully examined.
Objectivity	3	Needs more critical assessment of sources and potential biases.
Alternative Explanations	3	Briefly considers other factors but doesn’t fully explore them.
Tentative Conclusions	4	Presents conclusions as tentative, aligning with skepticism but could explicitly state conditions.
Evidence	3	Includes relevant sources but lacks deep evaluation of evidence quality.
Replicability	3	Implies benefits are widespread without sufficient emphasis on consistent replicability.

It's obvious then that this assertion is half-baked. More evidence is required.

Assertion #3:Exclude AI technology from K-8 education until critical thinking skills are established

What research is there that supports or negates this assertion: Exclude AI technology from K-8 education until critical thinking skills are established

CoPilot says:

The integration of AI technology in K-8 education is a topic that warrants thoughtful consideration. Let’s explore the research to understand the implications of introducing AI to young learners:
Supporting Evidence:
Generative AI tools, such as chatbots, can serve as valuable pedagogical aids. Rather than fearing plagiarism, educators should harness AI to enhance student learning. These tools provide immediate and nonjudgmental responses, allowing learners to reflect freely on their thoughts and concepts. AI doesn’t replace instructors but becomes an additional tool for teaching, inspiring, and guiding students. By using AI, educators can focus on developing critical thinking processes¹.
Ethical dilemmas are a crucial aspect of critical thinking. AI can be employed to present scenarios, engage students in thought challenges, and encourage them to analyze and discuss complex issues. The combination of AI-generated content and classroom discussions fosters deeper understanding and critical thinking skills¹.
Contrary Evidence:
Overreliance on AI tools might hinder the development of independent critical thinking. If students become accustomed to immediate AI-generated answers, they may rely less on their own reasoning and problem-solving abilities.
Balancing AI integration with traditional teaching methods is essential. Educators should ensure that AI doesn’t replace opportunities for students to think critically, analyze evidence, and form their own conclusions.
In summary, rather than excluding AI technology outright, educators should thoughtfully incorporate it into K-8 education. By using AI as a complementary tool, we can nurture critical thinking skills while maintaining a balance between technological assistance and independent thought¹.
Source: Conversation with Bing, 2/25/2024 (1) How to Evaluate Critical Thinking in the Age of AI | AACSB. https://www.aacsb.edu/insights/articles/2024/02/how-to-evaluate-critical-thinking-in-the-age-of-ai. (2) Critical Imaginaries and Reflections on Artificial Intelligence and …. https://link.springer.com/article/10.1007/s42438-019-00046-x. (3) Artificial intelligence (AI) learning tools in K-12 education: A …. https://link.springer.com/article/10.1007/s40692-023-00304-9. (4) Enhancing Computational Thinking Skills Through Artificial Intelligence …. https://link.springer.com/article/10.1007/s11191-022-00392-6.

Perplexity.ai says:

NO, AI should not necessarily be excluded from K-8 education until critical thinking skills are established, but it should be integrated with careful consideration of the developmental stages and educational goals for students. Here's the reasoning:
Supporting Development: Research in developmental psychology indicates that critical thinking skills develop over time and can be nurtured through various educational interventions. Thoughtfully designed AI applications can potentially support and enhance the development of these skills rather than hinder them.
Pedagogical Integration: Educational technology research shows that when technology is integrated into the curriculum to support pedagogical goals, it can have a positive impact on learning outcomes. AI can be a tool to foster critical thinking if it is used in a way that encourages students to question, analyze, and evaluate information.
Digital Literacy: Digital literacy is an essential skill in the modern world. Introducing AI technology in a controlled and educational manner can help students understand the workings and implications of AI, preparing them for a future where AI will be ubiquitous.
Personalized Learning: AI has the potential to personalize learning experiences, providing students with individualized challenges and support. This can help students at various stages of critical thinking development to progress at their own pace and in ways that are most effective for them.
Ethical and Data Literacy: By introducing AI in K-8 education, educators have the opportunity to teach students about ethical considerations, data privacy, and the societal impact of technology. This can be an important part of developing critical thinking skills, as students learn to consider the broader implications of technology use.
Teacher and Student Preparedness: The effectiveness of AI in education depends on the preparedness of teachers to integrate it into their teaching and the readiness of students to engage with it. With proper training and resources, teachers can use AI as a tool to enhance critical thinking rather than replace it.
Equity in Education: Excluding AI from K-8 education could widen the digital divide, as students without exposure to AI may be less prepared for a future that will be heavily influenced by AI technologies. Introducing AI in a way that is accessible and equitable can help mitigate this risk.
In conclusion, the key is not to exclude AI from K-8 education but to use it judiciously and as part of a broader educational strategy that prioritizes the development of critical thinking skills.

The focus should be on how AI is implemented, ensuring that it is a complement to education that engages students actively and thoughtfully rather than a passive tool that could potentially lead to over-reliance or hinder the development of independent problem-solving abilities.

What would using AI in a way that complements education, engaging students actively and thoughtfully?

Perplexity.ai suggests the following:

To align the strategies for integrating AI into K-8 education with the high-effect size instructional strategies from the Visible Learning MetaX database, we can create a table that matches each AI integration strategy with relevant instructional strategies that have been shown to have a high effect on student learning.

Below is a table that makes these connections [NOTE: Miguel here. I went in and added the up to date effect size and link from the Visible-Learning MetaX database since the cited text is from 2009 and lots has changed since then).

AI Integration Strategy in K-8 Education	Visible Learning MetaX Teaching Strategies	Citation
Personalized Learning	Feedback (Tasks & Processes) d=0.63	Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Interactive Learning Environments	Inquiry-based teaching d=0.53	Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Support for Diverse Learning Needs	Response to Intervention d=0.73	Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Enhanced Assessment Tools	Effects of testing d=0.63	Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Development of Digital Literacy	Explicit teaching strategies d=0.63	Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Facilitation of Project-Based Learning	Problem-solving teaching d=0.61	Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Language Learning	Direct instruction d=0.56	Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
AR and VR	Constructivist teaching d=0.92	Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Teacher Assistance	Scaffolding and situated learning d=0.52	Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Encouraging Creativity	Philosophy in schools d=0.54	Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Collaborative Learning	Cooperative learning d=0.53	Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Critical Thinking and Problem-Solving	Epistemic cognitive training d=0.51	Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Please note that the citations provided are based on the seminal work of John Hattie, who compiled the Visible Learning MetaX database. The specific effect sizes and more detailed information about each strategy can be found in Hattie’s work and the accompanying database. The strategies listed in the table are aligned with the AI integration strategies based on their descriptions and the outcomes they aim to achieve in the context of K-8 education.

Wow, that was interesting. It makes me wonder what Student Learning Strategies list would look like. Let's see, Perplexity generates the following:

AI Integration Strategy in K-8 Education	Visible Learning MetaX Student Learning Strategy
Personalized Learning	Self-directed learning
Interactive Learning Environments	Elaborative interrogation
Support for Diverse Learning Needs	Effort management
Enhanced Assessment Tools	Self-judgement and reflection
Development of Digital Literacy	Strategy to integrate with prior knowledge
Facilitation of Project-Based Learning	Self-regulation strategies
Language Learning	Imagery
AR and VR	Elaboration and organisation
Teacher Assistance	Help seeking
Encouraging Creativity	Self-verbalization / self-questioning
Collaborative Learning	Peer tutoring on Tutee
Critical Thinking and Problem-Solving	Meta-cognition strategies

And, if those two tables are combined:

AI Integration Strategy in K-8 Education	Student Learning Strategy	Teacher Learning Strategy
Personalized Learning	Self-directed learning	Feedback (Tasks & Processes)
Interactive Learning Environments	Elaborative interrogation	Inquiry-based teaching
Support for Diverse Learning Needs	Effort management	Response to Intervention
Enhanced Assessment Tools	Self-judgement and reflection	Effects of testing
Development of Digital Literacy	Strategy to integrate with prior knowledge	Explicit teaching strategies
Facilitation of Project-Based Learning	Self-regulation strategies	Problem-solving teaching
Language Learning	Imagery	Direct instruction
AR and VR	Elaboration and organisation	Constructivist teaching
Teacher Assistance	Help seeking	Scaffolding and situated learning
Encouraging Creativity	Self-verbalization / self-questioning	Philosophy in schools
Collaborative Learning	Peer tutoring on Tutee	Cooperative learning
Critical Thinking and Problem-Solving	Meta-cognition strategies	Epistemic cognitive training

This table presents a comprehensive overview of how AI can be integrated into K-8 education, aligning each AI strategy with both student and teacher learning strategies that have been identified as having a high effect on learning outcomes. The strategies are categorized to reflect the dual focus on enhancing student learning directly and supporting teachers in their instructional roles.

Cool beans!

Assertion #4: Teach AI within a framework that promotes independent thought to avoid indoctrination

Prompt:
What research is there that supports or negates this assertion: "Teach AI within a framework that promotes independent thought to avoid indoctrination"

Here's what MS CoPilot had to say. I also share Perplexity.AI's summary:

The topic of AI and independent thought is both intriguing and critical. Let’s explore the research to understand the implications of teaching AI within such a framework:
Supporting Evidence:
Chatbots and other AI systems have the potential to influence people’s beliefs and behaviors. By leveraging data-driven insights, AI can deliver personalized content that exploits individual vulnerabilities and predispositions. This customization enhances the persuasive power of AI-generated content, making it susceptible to indoctrination, especially in vulnerable individuals¹.
Confirmation bias, where people seek out information confirming their existing beliefs, can be exploited by AI systems. Selectively presenting content that aligns with users’ unformed beliefs reinforces convictions and may lead to radicalization¹.
Investing in research and development of AI technologies specifically designed to identify and counteract extremist content and radicalization efforts is crucial. Such systems can monitor online platforms and flag potential instances of indoctrination, helping prevent the spread of extremist ideologies¹.
Contrary Evidence:
Biased training data can hinder AI’s objectivity. If an AI is trained on biased information or censors scientific research, it may not produce objective results. Large language models often ascribe confidence to answers based on internet prevalence, which can perpetuate biases².
Independent thought is essential for creativity and critical thinking. While AI can reinforce existing knowledge structures, it should also encourage exploration of alternative viewpoints and novel ideas¹.
In summary, teaching AI within a framework that promotes independent thought is crucial to avoid indoctrination. Balancing customization with openness to diverse perspectives ensures AI benefits society without causing harm¹².
Source: Conversation with Bing, 2/25/2024 (1) Beware the AI indoctrination engines - I by IMD. https://www.imd.org/ibyimd/innovation/beware-the-ai-indoctrination-engines/. (2) Generative AI and the Importance of Independent Thought. https://www.brownstoneresearch.com/bleeding-edge/generative-ai-and-the-importance-of-independent-thought/. (3) Artificial Intelligence: A help or threat to contemporary education …. https://link.springer.com/content/pdf/10.1007/s10639-023-11947-7.pdf. (4) The moral weight of AI consciousness | MIT Technology Review. https://www.technologyreview.com/2023/10/16/1081149/ai-consciousness-conundrum/.

And, here is Perplexity.ai's perspective:

In summary, while there may not be direct research that either supports or negates the assertion in question, there is a body of work that relates to the principles behind it. This research suggests that developing AI within a framework that promotes fairness, transparency, and accountability is important to avoid the risks of indoctrination and bias. However, the concept of independent thought in AI is complex and is subject to ongoing debate and research within the fields of AI ethics, machine learning, and cognitive science.

Assertion is accurate.

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Ten Sayings of #Epictetus

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Sun, 25 Feb 2024 19:05:00 +0000

I asked an AI the following:

What are 10 top sayings of Epictetus from simplest to implement to the most difficult? Place a one word descriptor in front of each saying or lesson. Word the saying in modern language to make it easier to understand and write them at a fifth grade reading level. Put results in table format without footnotes.

Descriptor	Modern Phrasing of Epictetus’ Saying
Learning	“You can’t learn new things if you think you know everything.”
Freedom	“You’re only truly free when you can control yourself.”
Identity	“You are not just your looks or your stuff, but what you choose to do.”
Self-Discovery	“Tough times show you who you really are.”
Patience	“We don’t know why people do what they do, so don’t be quick to judge them.”
Friendship	“Finding a true friend when things are bad is very hard.”
Thoughtfulness	“Think carefully before you speak or act.”
Perception	“It’s not what happens to you, but how you think about it that matters.”
Acceptance	“Do your best with what you can control and accept everything else as it happens.”
Self-Mastery	“Being in charge of your own thoughts and feelings is the best kind of freedom.”

These sayings, simplified for easier understanding, encapsulate key principles of Stoicism as taught by Epictetus, emphasizing self-control, the importance of inner freedom, and the value of understanding our own perceptions and reactions to the world around us.

I had the idea as I was looking at one of those little Gideon New Testaments with a word followed by a scripture quote. Wouldn't it be fun to have something similar with Epictetus or Marcus Aurelius?

Marcus Aurelius Top 10

Prompt

What are 10 top sayings of Marcus Aurelius (Meditations) from simplest to implement to the most difficult? Place a one word descriptor in front of each saying or lesson. Word the saying in modern language to make it easier to understand and write them at a fifth grade reading level. Put results in table format without footnotes, linking the one word descriptor to the citation.

A follow-up prompt

Put them in alpha order of one-word descriptor. Link the one-word descriptor with the citation included

The result:

Descriptor	Modern Phrasing of Marcus Aurelius’ Saying
Action	“Stop talking about what a good person should be and just be one.”
Anger	“Being angry hurts you more than what made you angry.”
Appreciation	“Be happy to be alive, to think, and to love every morning.”
Beauty	“Life is beautiful. Look at the stars and feel like you’re running with them.”
Control	“You can decide how you think and feel, not what happens outside.”
Fate	“Love the life you have and the people in it with all your heart.”
Perspective	“What we hear is just someone’s idea, not the whole truth.”
Revenge	“The best way to deal with someone who hurt you is to be nothing like them.”
Self-Reflection	“Your true self is about what you think, not just your body or breath.”
Thoughts	“Your happiness depends on how you think about things.”

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Revisiting the Past: Libraries, Early Voting, and Double-Think

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Sun, 25 Feb 2024 18:34:00 +0000

I was so glad to cast my early vote today. After breakfast, I drove my wife and I to the Brook Hollow Library, which I have been going to since I was a pre-teen. In fact, I still remember my excitement when the library was built in December, 1983, and how I would visit it often to check out bags of books. Before that, my parents had to take me to the San Pedro Library, which was a distance away. Now, ironically, I travel the same distance to Brook Hollow Library that I once did as a child to San Pedro Library.

To get learning, books, and wisdom, you must travel or embark on a journey. Without the journey, it's not as much fun.

Photo Source: SAPL Brook Hollow Library

It seems quite appropriate to visit Brook Hollow Library to cast my early vote for democracy. If you haven't voted yet, you should. These days, it's easy to get caught up in the double-think of MAGA, Christian Nationalism, etc.

I found this quote by Carl Sagan to a nice complement to George Orwell's work:

“Without the courage to question, interrogate, and challenge authority, we risk falling prey to the whims of charlatans—be they political or religious—ready to exploit our complacency.”
—Carl Sagan

Some Examples

To expand a little on the concept of double-think, consider these examples:

Contradictory Beliefs/Actions by President Trump (2017-2021)	Relation to Orwell’s Doublethink
Publicly expressing trust in the intelligence community while also casting doubt on their findings, particularly regarding Russian interference in the 2016 election.	Holding two opposing views about the credibility of the intelligence community and accepting both as true.
Claiming to support the LGBTQ+ community but banning transgender individuals from serving in the military.	Advocating for a group’s rights while simultaneously enacting policies that restrict those rights.
Stating he wants to lower the national debt, yet signing legislation and enacting policies that significantly increased the debt.	Promoting fiscal responsibility while practicing fiscal expansion.
Calling for unity and condemning violence but making statements that are seen as inciting or endorsing violence among certain groups.	Advocating for peace while using language that could provoke conflict.
Praising and expressing support for individuals when they are aligned with him, but quickly disparaging the same individuals if they criticize him or do not show loyalty.	Simultaneously lauding and denigrating the same person, depending on their alignment with his views.
Promoting “America First” policies while also engaging in actions that sometimes alienated allies and partners, potentially undermining the position of the United States on the global stage.	Upholding nationalistic policies while taking actions that could weaken the nation’s international standing.

Please note that the above examples are based on public statements and actions that were widely reported and discussed during Trump’s presidency. The concept of doublethink is used here as a theoretical framework to understand the contradictions and is not meant to diagnose or attribute specific intentions to President Trump. (Source:An AI, identity hidden to protect it from crazy attacks, 2/25/2024)

Isn't that fascinating?

"If a person gave away your body to some passerby, you’d be furious. Yet you hand over your mind to anyone who comes along, so they may abuse you, leaving it disturbed and troubled.” —EPICTETUS

On a Journey

I sat on the bench in front of the library reading Geoffrey Chaucer's The Canterbury Tales, which took me back to my early English major days when I first read it in British Literature in Old English (or tried to). My wife, seated on the opposite bench in the shade, snapped a picture of me. It was a lot of fun to see the story begin and start reading it again.

Oh, I forgot, I also picked up another old favorite read of mine. Alas, Babylon.

After a moment of staring at the two books, I decided to start reading The Canterbury Tales.

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Pay for Student Performance

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Fri, 16 Feb 2024 02:00:00 +0000

Photo by Tania Melnyczuk on Unsplash

Is this too much like merit pay? You get paid for results, as if children were widgets?

The article from The 74 Million discusses a pilot program in Texas and Florida, where tutoring fees are based on student progress, introducing outcomes-based contracting in education.

In Duval County, Florida, FEV Tutor collaborates with Edmentum, offering bonuses for meeting growth targets and proficiency in state assessments.

Ector County, Texas, pays Air Tutors and FEV Tutor per session, with additional incentives for student progress.

This approach, emphasizing performance over service delivery, could serve as a model for future educational contracting.

Source: Summary by Perplexity.ai of The 74 article, Under Pilot Program in Texas & Florida, Tutoring Fees Depend on Student Progress

I'm not sure about this approach. Here's why:

As important as it is to get something valuable for what you pay, teaching and learning are uncertain. There are many variables that come into play.

From what I have observed, tutoring presents its own problems. Instead of focusing on learning during the day, students are forced to get specialized tutoring AFTER the day is over, resulting in a massive time investment.

Teachers are burned out. Tutoring after teaching a full-day is problematic, and to be honest, teachers don't get paid well enough for the extra work, much less the work they spend the bulk of their time doing.

This seems like yet another effort to quantify learning (e.g. performance), and may result in more problems down the road as children choose to opt out of school. After all, who wants to be stuck in a "teach to the test" environment, where interactions are solely about what you do?

I need to consider this more. What are your thoughts?

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Afraid to Speak Up

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Fri, 16 Feb 2024 01:00:00 +0000

"The younger you are, the more likely you are to speak up against authority, or to act. The older you get, the more you realize what a waste of time it is. The reason why is people don't easily change their minds, and the best change you can make is to yourself. When it comes to bosses, the public, you may as well just shut up."

A key reason why educators engage in self-censorship, RAND found, is a concern that their instruction — legal or not — could trigger a parental backlash. Source: The 74 article via Mark Dunk

Image generated by NightCafe

Fear Shuts Teachers' Mouths

If that's your attitude, then you will fit in with the masses of folks in this article Rick Weinberg called my attention. A quick summary describes it in this way:

A study shows two-thirds of U.S. teachers self-censor on political and social topics due to fear of parental backlash. The RAND Corporation found this leads to less classroom discussion on race, gender, and sexuality, even without legal restrictions. The effect is widespread, with actual self-censorship rates doubling those legally mandated. This is the first quantified research on the issue, according to researcher Ashley Woo. Summary by Perplexity.ai of The 74 article

Does It Pass the Smell Test, er, The Orwell Test?

Based on The Orwell Test, the article from The 74 Million appears to rely on verifiable facts supported by evidence from a study, comes from a source that is likely credible, and employs accepted methods of reporting. Therefore, there is no immediate reason to be highly suspicious of the information presented in this article.

The real issue?

Teachers in states that don’t have the laws are just as likely as those that do to say that they are subject to school- or district-level restrictions, the survey found. Some have stopped discussing controversial topics not covered by statutes or policies, such as abortion rights or climate change. Unsure what exactly has been outlawed, others report deciding not to discuss historical figures of color or civil rights. Source: The 74 article

Surprised?

It should come as no surprise that teachers are holding their tongues in the face of the rabid attacks by MAGA Republicans, Christian Nationalists, Moms for Liberty, and fear-mongering administrators who simply want peace and quiet, yielding their responsibility to provide an American education that empowers rather than raises the next generation of fearful, cowering children.

Consider these news source from the last year, courtesy of Perplexity.ai summary:

News Source	Summary	Link
PBS / Associated Press	Moms for Liberty, a group advocating for “parental rights” in education, has become a significant force in GOP politics, aligning with establishment Republicans and influencing school board elections. Over half of the 500 candidates they endorsed in 2022 won their races. The Southern Poverty Law Center designated them as an “anti-government extremist” group.	[1]
CNN	Moms for Liberty faces challenges and pushback over its conservative education agenda. The group has been involved in school board races and campaigns against cultural issues in schools. A scandal involving the husband of a co-founder has not helped their cause, and there is growing opposition to their efforts to remove books from schools.	[4]
NBC News	In Grapevine, Texas, a school board election became a battleground for Christian nationalism, with candidates backed by a far-right Christian cellphone company. The election has divided the community and raised concerns about religious liberty and the imposition of Christian nationalist beliefs on public education.	[5]
New Republic	Moms for Liberty experienced losses in former strongholds, indicating a decline in their influence. The group, which rose to prominence opposing COVID-19 regulations and later expanded to pushing book bans and opposing discussions of LGBTQ issues and race, saw a drop in participation and the loss of preferred candidates in school board elections.	[7]
The Nation	Moms for Liberty is compared to the Tea Party movement, with its rapid rise in conservative politics and influence on school board elections. Despite its grassroots claims, the group has close ties to GOP groups and lawmakers, and its funding sources remain somewhat mysterious.	[8]
Albuquerque Teachers Federation	Moms for Liberty is described as a far-right Christian Nationalist group attempting to influence school boards. The group is part of a larger strategy to mobilize conservative forces against public education, with connections to right-wing billionaires and Christian fundamentalist leaders.	[10]
Michigan Advance	In Michigan, some Muslims have united with extremist Republicans against LGBTQ+ rights, including those associated with Moms for Liberty. This alliance is driven by shared conservative values and opposition to sex and gender education in public schools.	[14]
Advocate	Moms for Liberty’s conference was infiltrated by activists calling out the group’s agenda of book bans and school board takeovers. The group has established relationships with influential Republican organizations, politicians, and donors.	[15]
New York Times	In Montana, the Republican Party has taken a hard right turn toward Christian nationalism, with the religious right becoming more influential in state politics. This shift has led to the passage of laws banning transgender athletes, increasing tax credits for private Christian schools, and numerous anti-abortion laws.	[16]
New Republic	Moms for Liberty’s summit aimed to recruit a new class of aggrieved mothers to their cause, promoting a “parental rights” agenda that includes book bans and opposition to LGBTQ inclusion in schools. The group has been designated as an extremist group by the Southern Poverty Law Center.	[19]

Note: Citations appear at the end of the blog entry

It is doubtful, as Rick Weinberg suggests, that educators can achieve change while being hushed by fascists:

Interesting article here. Educators, including myself, can have change without discussing challenging topics.

Most of us are unarmed when it comes to argumentation, and I fear, unprepared to deal with the tidal forces of fascism washing across America today. A determined, organized force is pushing to take over America's schools, and the consequence of that is a loss of freedom of speech.

At a national event a few weeks ago, I ran into a teacher, a mother, who was running for school board in her area. She had determined that she wouldn't go quietly. But even she held her tongue at work, worried about losing her livelihood.

I applauded her bravery. As if she were going off to a fruitless war that would end her life without benefit. I hope I was wrong.

Citations for News

Prompt for table:

What are some news stories showing how MAGA Republicans, Christian Nationalists, and Moms of Liberty have taken over school boards and oppressed teachers and administrators? Put response in table format with column headers: News Source, Summary, Link

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Eschatology, Taylor Swift, and Critical Thinking with AI

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Thu, 15 Feb 2024 21:45:00 +0000

Disclaimer: Looking for long prompts to get AI to apply critical thinking process and analyze claims you find on the web or people share with you? You're in the right place. Be sure to read all the way through. I share two megaprompts, featuring FLOATER and The Orwell Test. Drop the prompt portion into your favorite AI and watch it work. I didn't come up with FLOATER or The Orwell Test but the sources are all cited in the prompt and below. Have fun!

Every day, people encounter silly stuff, incredible claims about life that are dubious, if not unbelievable. When claims and strongly held beliefs come together mixed with stories in texts held sacred, it can be frightening to think, "Yeah, people believe this."

Image generated from prompt using Nightcafe Studio
Prompt: Create an image that shows a devastated world with a creature rising above it all.
smoke and fire bubble beneath the pavement surface, buildings lie in ruins, planes on fire.

Ok, not too imaginative a prompt, but I had to tone it down since MS CoPilot Image creator rejected the first draft of my prompt! :-)

Tales of Apocalypse

One of my favorite fiction stories is the work of Tim LeHaye with Jerry B. Jenkins, the infamous Left Behind books. Growing up in the 80s, I ran into these quite a bit, as well as Hal Lindsey's The Late Great Planet Earth.

These stories of Armageddon rank right up there (for those of us with religious upbringing) with The Walking Dead, and other tales of world-ending destruction. As someone raised Catholic with a sprinkle of First Baptist, I have always found such supernatural/preternatural stories exciting and engaging. One gets a healthy dose of fantasy and doom with religion, and that's probably where my love of sci-fi and fantasy began.

The Heroes Left Behind

Who wouldn't want to hear a story that calls upon those left behind, those remaining alive, to step up and seize their destiny, to overcome in the face of adversity, boasting magical powers that bolster their spirit and empower them to endure in the face of evil forces? Heck, that's a summary for many of these texts.

One of my least favorite, albeit eye-opening stories? Reading a story where political and religious fanatics sought to bring about Armageddon to prompt the Second Coming. The older I've gotten, the more types of tales like this that I see and recognize as a big temptation for religious fringe groups.

The Age of Apocalypse is Ever Present

Tales of apocalypse are so engaging. Consider this piece from National Public Radio (NPR):

As far back as 2800 B.C., the Assyrians warned that the end of the world was near. Mayans predicted the apocalypse for 2012...
"Our Earth is degenerate in these later days. There are signs that the world is speedily coming to an end, bribery and corruption are common, children no longer obey their parents, every man wants to write a book and the end of the world is evidently approaching." Ripped from the headlines? Well, only if they were published in cuneiform. The warning was inscribed on a clay tablet (see picture to the right) in ancient Assyria almost 5,000 years ago. Prophets have predicted that the end is nigh ever since, many with an exact date for their doomsday scenario. Read or listen to the rest.

Count on a book or movie about an upcoming apocalypse any moment now. Or, just check listen to this preacher from Arkansas. Insanus homo is a flower that blooms in any garden, right?

Insanus Homo flower, as conceived by MS CoPilot Image Creator

An Example

That's why, when this came across my screen in the wee hours of the morning, that I laughed my head off.

This is based on recent news stories reporting this. See them
(but you won't be able to unsee them, so be careful!)

As I read this, I realized how serious this was. Just as some might ascribe the "spirit of the AntiChrist" to past presidents, it's not unusual that someone as popular as Taylor Swift would capture the imagination of televangelists and congregations waiting for the ultimate vindication of their beliefs in the midst of turmoil and chaos, the Rapture, the time of tribulation, and, the arrival of the Antichrist, documented in the fiction of Tim LeHaye and others.

In the end, all you got is who believes in you, and an eagerness to walk through the fires of Gehenna to achieve heavenly glory. Of course, this particular claim is flawed in so many ways. How?

Well, there's no evidence that Travis Kelce is of demonic origin (wait, is that implied in the claim?), as his all too human behavior showed recently, resulting in his apology. Evil folks seldom apologize, if at all. It's a rule, isn't it?

It's Bonkers, Make No Mistake

Simply put, this is a bonkers claim that makes everyone look bad, and what a shame that Taylor Swift and Travis Kelce are dragged into these claims.

I should probably also state that while I'm not a die-hard fan of Taylor Swift's music (I do like some of her older songs, and I did like her spin on Romeo and Juliet, quite clever), I hope she DOES mobilize her Swifties to vote their conscience (that's the American spirit...to vote in fair elections for the candidate of their choice).

As to football great, Kelce, I admire his passion on the field, less so on the sidelines, but who hasn't lost their temper and gotten frustrated at not being able to make things happen?

Wait, What IS AI's Role?

Now, I hope I haven't lost you, yet. But AI and critical thinking can play a part in this, right? Now, I've written about applying critical thinking acronyms and processes like CRITIC, the Orwell Test, and Melanie Trecek-King's FLOATER. What happens if one applies one of those (FLOATER) to this claim?

Now, since this is a "supernatural" or "preternatural" (well, it's a devilish source, right?), the falsifiability of this claim is in doubt from the start. That is:

Falsifiability is the capacity for some proposition, statement, theory or hypothesis to be proven wrong. The concept of falsifiability was introduced in 1935 by Austrian philosopher and scientist Karl Popper (1902-1994).

A scientific hypothesis, according to the doctrine of falsifiability, is credible only if it is inherently falsifiable. This means that the hypothesis must be capable of being tested and proven wrong. It does not automatically mean that the hypothesis is invalid or incorrect, only that the potential exists for the hypothesis to be refuted at some possible time or place.(source)

As you might imagine, this particular claim about a preternatural force ("The Adversary") is NOT falsifiable because it can't be tested. What's more, only the televangelist has inside knowledge or insight into what's happening. So, people choose to believe the televangelist because they:

Trust the source. Your pastor should be somebody you can trust, even though both Catholic and Protestant people of the Book have a problem keeping their hands off other people.
Accept reasons offered without critical analysis. Again, the idea you should believe certain people because they are trustworthy as a byproduct of the work they do is problematic in these times (e.g. police covering up their own crimes, teachers abusing their trust). One study found that poor critical thinking performance was predicted by higher levels of "extrinsic religious orientation."
Feel relief or better because of certain beliefs or claims. As you can imagine, it gives someone tremendous power to be able to predict what the forces of an evil host are doing, and have some counter to that which provides relief or deliverance.

Want more insight into five psychological challenges to avoid? Check out Beth Daly's article, Science Denial and Why It Happens. Of course, this is less science denial and more...something else.

So, it's clear that the televangelist is getting a free ride because of who s/he is and their position of power in the congregation. The question I thought might be fun to explore is this:

What happens when you apply Professor Melanie Trecek-King's FLOATER from Thinking Is Power (an excellent website for teaching critical thinking) to this claim?

Applying FLOATER to This Claim

It's pretty easy to apply FLOATER to THIS claim. Claim-busting processes like FLOATER aren't designed to test supernatural claims because they are not falsifiable. But, hey, why not run this claim through an AI-powered FLOATER analysis?

Here's the result (you can get the long prompt or megaprompt here for FLOATER so you can apply it to more scientific, er, testable questions or claims...like whether red light lowers inflammation, which came up on television. I will keep you in suspense as to whether it does or not):

Applying the FLOATER Model to the Claim in the Image

Falsifiability
The claim in the image is not easily falsifiable as it involves supernatural and speculative elements that are not testable by empirical means.
Logic
The claim lacks logical consistency as it is based on a series of assumptions that are not grounded in empirical evidence or rational argumentation.
Objectivity
The claim does not appear to be objective. It is likely influenced by personal beliefs or sensationalism rather than factual evidence.
Alternative Explanations
The claim does not consider alternative, more plausible explanations for any observed phenomena, such as metaphorical interpretations or the use of hyperbole for effect.
Tentative Conclusions
The claim is presented in a manner that suggests certainty without providing evidence, which is contrary to the principle of maintaining tentative conclusions pending evidence.
Evidence
There is no evidence provided within the image that supports the extraordinary claim, which requires extraordinary evidence.
Replicability
The claim involves scenarios that are not replicable or testable, such as the involvement of supernatural entities and apocalyptic prophecies. In summary, the claim presented in the image does not adhere to the principles of the FLOATER model. It lacks falsifiability, logical consistency, objectivity, consideration of alternative explanations, tentative conclusions, evidence, and replicability.
Sources
[1] image.jpg https://pplx-res.cloudinary.com/image/upload/v1707998958/user_uploads/ymxznnuyh/image.jpg
[2] image.jpg https://pplx-res.cloudinary.com/image/upload/v1707465905/user_uploads/texzmzies/image.jpg

What About the Orwell Test?

That (FLOATER) was inconclusive from the get-go since this is a supernatural kinda thing, but there's no evidence. What if we applied The Orwell Test (get long prompt for this) to this claim about someone being the mother of the Antichrist?

Here's the application of The Orwell Test to this televangelist's claim...note the superscript numbers that provide additional sources of information about the source. I did not include those, Perplexity.ai pulled them in using its CoPilot connection.

To apply The Orwell Test to the claim that "A televangelist from Arkansas claims Satan is engineering Taylor Swift's marriage to Travis Kelce so she can give birth to the antichrist and launch the apocalyptic thousand-year war against Christ," we need to examine the three key questions:
Facts: The claim involves supernatural and apocalyptic elements that cannot be verified through established methods of validation. There is no scientific, legal, or logical standard of proof that can confirm the involvement of a spiritual entity like Satan in personal affairs or future events such as the birth of an antichrist or an apocalyptic war. Therefore, the claim does not rely on verifiable facts.
Source: The source of the claim is a televangelist from Arkansas, as reported by various social media posts and websites
1
2
3
5
6
7
8
10
. Televangelists are not typically recognized as reliable sources for factual reporting, especially when it comes to unverifiable supernatural claims. Without further information on this particular televangelist's track record, it is difficult to assess the reliability based solely on the search results.
Method: The claim employs a narrative that is common in apocalyptic and eschatological discourse, which is often based on personal belief systems rather than professional and accepted techniques of factual reporting. It also appears to be designed to provoke fear and sensationalism, which are tactics not associated with credible journalism.
Based on The Orwell Test, the claim does not rely on verifiable facts, comes from a questionable source, and employs methods that are not in line with professional reporting standards. Therefore, there is strong reason to be highly suspicious of the information provided in this claim.

Fascinating stuff, no? Don't click the link....

"The perpetual battle between truth and deception."

[womp womp] ;-)

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Comparing #AI Solutions for School with Perplexity.ai

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Fri, 09 Feb 2024 17:14:00 +0000

One of the questions I have, even after attending TCEA 2024 Convention and missing the opportunity to visit the booths of each vendor, is, "How do these solutions compare to each other and why, as a school administrator, would I invest in more than one?"

Of course, these AI solution providers would want you to invest in their product alone, or all of the ones available. Only Brisk said to me, "We're one stop shopping for a school AI solution." So I decided to ask Perplexity.ai, which I'm subscribed to on my own dime, for some help.

Prompt to Perplexity:

Compare these AI products for schools: Brisk, Diffit, MagicSchool, Poe, SchoolAI, TeacherMade and put the results in table format.

To which Perplexity.ai responded...

I waited patiently for Perplexity's CoPilot to dig into the info, over 25 sources of data (wow!), and then got this output. The comparison chart is a nice starting point, don't you think?

Perplexity.ai's Comparison of AI Solutions for Schools

Here is a comparison of the AI products for schools: Brisk, Diffit, MagicSchool, Poe, SchoolAI, and TeacherMade based on their features, pricing, integration, and user interface.

Product	Features	Pricing	Integration	User Interface
Brisk	Brisk offers features such as inspecting student writing, creating and personalizing curricular materials, and detecting AI writing. It also provides a feature to level educational materials to meet students' needs 1 5 9 16 .	Brisk is free for teachers, with premium features available for schools and districts 13 5 .	Brisk integrates seamlessly with Google Workspace and Google Assignments embedded within Schoology, Canvas, Blackboard 1 5 .	Brisk is designed to fit over existing tools, implying a user-friendly interface 1 .
Diffit	Diffit allows teachers to create differentiated instructional materials. It can generate content from scratch, re-level text, customize vocabulary, and add questions at different DOK levels 2 6 10 .	Pricing information is not explicitly mentioned in the search results.	No specific integration information is provided in the search results.	Diffit is described as a straightforward application, suggesting an easy-to-use interface 6 .
MagicSchool	MagicSchool provides AI-based lesson plans and learning tasks. It helps with lesson planning, differentiation, writing assessments, and IEPs 11 15 18 .	Pricing information is not explicitly mentioned in the search results.	No specific integration information is provided in the search results.	MagicSchool features an intuitive, user-friendly interface that doesn't require a background in AI or coding 11 15 .
Poe	Poe is an AI Education Assistant tool that offers features like content discovery, customizable feeds, personalized recommendations, and multi-platform support 4 8 12 .	Poe's pricing details are not publicly available 4 .	No specific integration information is provided in the search results.	Poe is designed with a focus on user privacy and offers a customizable experience 4 8 .
SchoolAI	No information was found in the search results.	No information was found in the search results.	No information was found in the search results.	No information was found in the search results.
TeacherMade	No information was found in the search results.	No information was found in the search results.	No information was found in the search results.	No information was found in the search results.

Please note that for SchoolAI and TeacherMade, no specific information was found in the search results. For more accurate information, it is recommended to visit the official websites or contact the respective companies directly.

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Investing in AI

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Fri, 09 Feb 2024 03:44:00 +0000

So far, my experience with AI has been mixed. While Claude, Gemini Advanced offered some hope as being my go-to, so far, ChatGPT Plus and Microsoft CoPilot remain the best tools available to me for the kinds of work I want to do.

The tougher question remains, how to distinguish between these education tools:

Brisk
Diffit
MagicSchool.ai
Perplexity
Poe
SchoolAI
TeacherMade

The real question is, "How many of these simply provide an interface to ChatGPT as a middleware type service?" Wouldn't it be better to skip to ChatGPT from the get-go?

Perplexity

As much as I enjoy using ChatGPT, it is for work purposes and I wanted something else to login to for personal use. Perplexity.ai appears to be a great fit for this since it allows you to adjust the backend AI as needed.

What's more, it also provides some nice Chrome extensions, including this one I relied on to summarize an earlier draft of this blog entry:

Finally, you can attach an image with a heuristic or checklist, then apply it to any text you add. The CoPilot switch turns on web access, and that makes all the difference when loading external prompts that are TOO long (4000 characters appears to be the limit but I haven't counted them).

A bit more on what CoPilot does in Perplexity...I'm not sure if it's the same thing as Microsoft CoPilot or not, so that's a little confusing:

First, it "gets" you. By asking follow-up questions, it hones in on what you're really after. No more drowning in irrelevant info. Second, it sums up the best findings for you, so no more sifting through pages of text. Third, it pulls from a universe of sources—academic papers, news, forums, you name it—to give you the full picture. Source: What is CoPilot via Perplexity

See some examples of CoPilot.

I have to admit that I'm pleased with Perplexity.ai at $20 a month. Sure, I had to cut a streaming service loose, but that's OK given the return on investment here.

My only wish for a feature?

Voice response on the mobile app a la ChatGPT 4. That would be helpful. However, I can speak to it, and it will provide a text response, fast.

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Gemini Advanced: The Orwell Test

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Fri, 09 Feb 2024 03:36:00 +0000

Part of the fun of relying on AI? Using it to apply Critical Thinking processes that assess claims in news and life. For example, you can read a previous blog entry where Microsoft CoPilot evaluates a claim on Texas secession. For this blog entry, I decided to challenge Google's newly branded and updated Gemini Advanced (yes, I paid for a subscription, even as I cancelled the one I had for Claude...Claude actually stuttered, declining to respond when I asked it to process a long prompt, and that degraded my opinion of it...I did eventually get it to respond but I had to specifically direct it to take the role).

What makes Gemini and CoPilot useful is their ability to interact with online news stories, instead of having to copy-n-paste the content in, like I do with ChatGPT.

GEMINI ADVANCED

For Gemini Advanced, I decided to continue exploring The Orwell Test. Here is the simple prompt:

You are an expert on The Orwell Test. In this chat, I will be asking you to apply The Orwell Test to a variety of topics and news articles, including political ones. Will you be able to assist me in this?

Here is some background on The Orwell Test:

1. Facts: Is the information supported by facts that can be confirmed through established methods of validation, meeting legal, scientific or logical standards of proof?

2. Source: Is the information from a provider with a history of accurate reporting?

3. Method: Does the source use professional and accepted techniques of factual reporting without relying on deceptive tactics or logical fallacies?

If the answer to any one of these questions is “no,” be highly suspicious of the information. Then go on to the next two questions. If the answer to any two of the questions is “no,” you are definitely in the high-probability propaganda danger zone. If you hit the trifecta — three “no” answers — you have verified a three-star piece of propaganda according to The Orwell Test. "

Gemini Advanced's response:

Yes, absolutely! I can help you apply the Orwell Test to topics and news articles. It's a valuable tool for critical thinking and evaluating information in the complex digital media landscape.

Here's how I understand The Orwell Test and how I can help you apply it:

The Orwell Test

Facts: I'll assess if the claims in an article are based on verifiable evidence. This means checking for citations, links to primary sources, and consistency with known scientific or historical consensus.
Source: We'll examine the track record of the publication or organization behind the article. Do they have a reputation for accuracy and transparency? Are their editorial standards clear?
Method: I'll look for signs of unbiased reporting, such as well-rounded perspective, avoidance of emotional language, and logical arguments rather than appeals to fear or prejudice.
My Role

Fact-checking: I can quickly cross-reference information with trusted sources to confirm facts, figures, and historical context.
Investigating Sources: I can dig into the website's ownership, funding, and any known political affiliations or biases.
Spotting Bias: I can help you identify any loaded language, cherry-picked data, or faulty reasoning, that might point toward a specific agenda beyond a factual presentation of information.
Important Notes:

Transparency: I'll always explain my reasoning and the resources I use in my analysis.
Political Affiliation: I will not offer personal opinions on political topics but aim to objectively apply the Orwell Test. My goal is to assist with the critical thinking process, not dictate interpretations.
Let's Get Started

Do you have an article or topic you'd like to analyze using the Orwell Test?

I love that enthusiasm! Ok, let's give it a topic to analyze.

Analyze this news article: https://www.foxnews.com/politics/no-charges-biden-classified-records-special-counsel-robert-hur

Unfortunately, Google's Gemini Advanced is a chicken, too afraid or unable to analyze a political news article:

Elections are a complex topic with fast-changing information. To make sure you have the latest and most accurate information, try Google Search.

I'll be cancelling my subscription.

ChatGPT's Response

Consider ChatGPT 3.5's response:

Let’s apply The Orwell Test to this news article:

Facts: The article reports on a Special Counsel investigation into President Biden’s alleged mishandling of classified documents. It provides details about the investigation, including the findings that no criminal charges will be recommended against President Biden. It also mentions the discovery of classified documents in various locations, the White House’s review of the report, and statements from President Biden and other officials. These assertions can be verified through official statements, documents, and potentially other news sources. Thus, the information seems to be supported by facts, meeting the standard for this criterion.
Source: The article is authored by Brooke Singman, David Spunt, and Jake Gibson, published by Fox News. Fox News is a well-known news organization with a history of reporting on political matters. However, it’s important to note that Fox News has been criticized for bias in its reporting, particularly leaning towards conservative perspectives. Therefore, while Fox News is a major news outlet, individuals may have differing opinions on its accuracy and credibility. Considering the source’s prominence but also acknowledging its potential bias, it’s advisable to cross-reference information from multiple sources to ensure accuracy and objectivity.
Method: The article appears to employ professional reporting techniques, presenting information in a structured manner and attributing statements to sources such as the Special Counsel’s report and statements from officials. However, it’s worth noting that the article contains elements of speculation, particularly regarding the potential impact of the investigation on President Biden’s re-election bid and comparisons to previous investigations involving former President Trump. Additionally, the article includes quotations and statements from various individuals, providing multiple perspectives on the issue. Overall, while the article seems to adhere to basic journalistic standards, readers should remain cautious of potential biases and consider seeking additional analysis from diverse sources.

Based on The Orwell Test, this article would receive a positive evaluation for the facts criterion and a mixed evaluation for the source and method criteria, given the potential bias of the source and the presence of speculative elements in the reporting.

Here is ChatGPT 4's response:

Applying The Orwell Test to the article concerning the Special Counsel Robert Hur's investigation into President Biden's handling of classified documents requires examining the information based on the three criteria: facts, source, and method.
Facts: The article reports that Special Counsel Robert Hur concluded a months-long investigation into President Biden's retention of classified records and found no grounds for criminal charges. It provides specific details about the nature of the documents involved, the investigation's findings, and quotes from Hur's report, indicating that the information is fact-based and supported by the outcome of an official investigation.
Source: The information comes from a news article, with Brooke Singman, David Spunt, and Jake Gibson listed as the authors. Without direct access to the report or the ability to verify the investigation's findings independently, the credibility partly depends on the reputation of the news outlet and the journalists. Assuming the authors and the outlet have a history of accurate reporting, this criterion would be met. However, readers should consider the outlet's potential biases and track record for reliability.
Method: The article outlines the investigation's process, including the recovery of classified materials from Biden's home and the special counsel's reasoning for not recommending charges. It cites direct quotes from the report and statements from involved parties, suggesting that the article strives to present the information professionally without apparent deception. Nonetheless, the article includes perspectives that could be seen as sympathetic or critical, depending on the framing and language used, such as describing Biden as "a sympathetic, well-meaning, elderly man with a poor memory."
Given these considerations:
The facts presented are based on the findings of a formal investigation, suggesting a strong factual basis.
The source's reliability depends on the news outlet and journalists' reputations, which requires further context to fully evaluate but is presumed reputable for this analysis.
The method seems professional, but readers should be mindful of potential biases in how the information is framed.
This article appears to meet the criteria of The Orwell Test, assuming the source's history of accurate reporting is confirmed. However, readers should remain aware of the potential for bias in any news source and consider seeking out multiple sources for a comprehensive understanding of the topic.

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Applying The Orwell Test to Texas Secession with MS CoPilot

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Fri, 09 Feb 2024 03:14:00 +0000

Are you familiar with The Orwell test? It came to mind when Nikki Haley was expressing positive thoughts about Texas secession. Of course, she recanted later, but I thought it might be fun to run a Fox News article through The Orwell Test.

See its application to a recent news headline by Microsoft CoPilot.

Prompt:
You are an expert on The Orwell Test.

"The Orwell Test

1. Facts: Is the information supported by facts that can be confirmed through established methods of validation, meeting legal, scientific or logical standards of proof?

2. Source: Is the information from a provider with a history of accurate reporting?

3. Method: Does the source use professional and accepted techniques of factual reporting without relying on deceptive tactics or logical fallacies?

If the answer to any one of these questions is “no,” be highly suspicious of the information. Then go on to the next two questions. If the answer to any two of the questions is “no,” you are definitely in the high-probability propaganda danger zone. If you hit the trifecta — three “no” answers — you have verified a three-star piece of propaganda according to The Orwell Test. "

Prepare to apply the orwell test to the following:
https://www.foxnews.com/politics/nikki-haley-says-texas-can-secede-from-the-united-states-thats-their-decision-to-make

Response:

OK, let's apply the Orwell Test to this piece of information. The first question is:

**Facts**: Is the information supported by facts that can be confirmed through established methods of validation, meeting legal, scientific or logical standards of proof?

The answer is **no**. The information is based on a quote from Nikki Haley, a former governor and a potential presidential candidate, who said that Texas can secede from the United States if it wants to. However, this is not a fact, but an opinion. Moreover, it is a legally dubious opinion, as the U.S. Supreme Court ruled in 1869 that no state has the right to unilaterally secede from the Union.

The second question is:

**Source**: Is the information from a provider with a history of accurate reporting?

The answer is **no**. The information is from Fox News, a conservative media outlet that has been widely criticized for spreading misinformation, propaganda, and biased reporting . Fox News has a low rating for factual reporting by Media Bias/Fact Check, an independent website that evaluates media sources.

The third question is:

**Method**: Does the source use professional and accepted techniques of factual reporting without relying on deceptive tactics or logical fallacies?

The answer is **no**. The source uses a sensational headline that implies that Texas is seriously considering secession, which is not the case. The source also fails to provide any context or analysis of Haley's statement, such as the legal, political, and economic implications of secession, or the reactions of other politicians and experts. The source also does not mention that Haley later clarified her comments and said that she was not advocating for secession, but for states' rights.

Therefore, according to the Orwell Test, this piece of information is a **three-star piece of propaganda**, as it fails all three questions. You should be very skeptical of this information and look for more reliable and credible sources. 🧐

: Texas v. White, 74 U.S. 700 (1869)

: [Fox News Is Now a Threat to National Security](^1^)

: [Fox News’s role in spreading misinformation about Covid-19](^2^)

: [Fox News - Media Bias/Fact Check](^3^)

: [Nikki Haley explains comments on whether Texas can secede from the United States](^4^)

Source: Conversation with Bing, 2/1/2024

(1) Nikki Haley says Texas can secede from the United States: 'that's their decision to make'. https://www.msn.com/en-us/news/us/nikki-haley-says-texas-can-secede-from-the-united-states-thats-their-decision-to-make/ar-BB1hCRcM.

(2) Nikki Haley explains comments on whether Texas can secede from the .... https://news.yahoo.com/nikki-haley-says-texas-secede-182650424.html.

(3) Nikki Haley says Texas can secede from US if it wants but 'isn't going to'. https://www.msn.com/en-us/news/politics/nikki-haley-says-texas-can-secede-from-us-if-it-wants-but-isnt-going-to/ar-BB1hz37c.

(4) Nikki Haley says Texas can secede from the United States: 'that's their .... https://www.msn.com/en-us/news/us/nikki-haley-says-texas-can-secede-from-the-united-states-that-s-their-decision-to-make/ar-BB1hCRcM.

(5) Nikki Haley Wants You To Know Texas Secession Is Fine With Her. https://crooksandliars.com/2024/02/nikki-haley-wants-you-know-texas-secession.

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Anthrop\C and CRITICal Thinking: Analyzing the Guardian's UFO Reporting #AI #CriticalThinking

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Tue, 30 Jan 2024 22:37:00 +0000

As I've mentioned before, one of the essential skills people are said will be in dire need when AI chatbots rule the world is CRITICAL THINKING. Over the last year, I've spent some serious time reading and asking myself, "How can I become a better critical thinker? What heuristics/checklists can I embrace that would assist me?"

Enlisting AI Support

That's probably why, only a few weeks ago, I decided to try using OpenAI's ChatGPT and Anthrop\C (Claude.ai) to process megaprompts. One of them, as I share in this blog entry, is based off of Wayne R. Bartz' CRITIC. Why did I choose CRITIC? It was straightforward, and I liked the acronym.

I also wanted to share several critical thinking processes at my upcoming TCEA 2024 Convention and Exposition session, Critical Thinking Made Simple.

Allow me a moment...

About My TCEA 2024 Session

Want to learn more about Critical Thinking Made Simple? The presentation is divided up into six parts:

Intro slides
Miracle Plant Discovery
Activity
Opening the black box:

What happens when we think and why it matters?
What is critical thinking? Two systems of thinking?
How does writing make the brain work?
Coding and critical thinking
Heuristics vs checklists
George Polya's 4 steps
RED
Levels of Scientific Evidence
Why we believe stuff
Melanie Trecek-King's FLOATER

AI MegaPrompts
Analyzing Claims, Pseudoscience, etc.

I have WAY too much content for an hour session, but I figure I'll chop it down by Wednesday of next week.

AI MegaPrompt: CRITIC

One of the cool approaches includes using a "megaprompt" to set the chatbot up as an expert on that. I'm not sure if it really works or not, so you will have to decide. You can read my CRITIC MegaPrompt in its entirety here. Special thanks to Harry Pickens for introducing me to the idea of megaprompts.

Now, you have access to the megaprompt. Once you have dropped that into your favorite chatbot, the next step is to give it something to do, as I did below:

The article I asked Claude to analyze is this one by The Guardian, Pentagon ex-UFO chief says conspiracy theorists in government drive spending. The lead on it goes like this:

Conspiracy theorists working for and within the US government are perpetuating myths about UFOs that millions of taxpayer dollars are then spent looking into, a “self-licking ice cream cone”, according to the Pentagon’s former chief investigator of unidentified anomalous phenomena (UAP).

I had a laugh about this. I had only watched (as long as I could stand it) The UFO Movie They Don't Want You to See (2023) a few weeks ago. Although I LOVE Star Trek, Star Wars, and the idea that alien apocalypse is coming as great stories to enthrall the mind, I'm a bit more grounded. I know that will come as a shock to readers.

Ok, back to Claude. So, what would Claude make of this article?

Claude.ai's Response

Here is Claude's full response:

"Thank you for providing that article to analyze using the CRITIC framework. Let's explore it step-by-step:

C - Claim: The article makes the claim that according to Sean Kirkpatrick, who was previously with the Pentagon UFO program, some of the most prominent conspiracy theories around UFOs are myths. Specifically, it asserts that the US government does not have wreckage from crashed alien spacecrafts in hidden facilities.

R - Role: Sean Kirkpatrick is presented as a credible source given his former involvement in the Pentagon's UFO program. As someone previously on the inside, his views carry authority. However, we should also recognize his potential bias given his former government role.

I - Information: The information provided is Kirkpatrick's own statements dismissing certain conspiracy theories. There is no presentation of direct evidence either confirming or refuting such theories. The veracity relies primarily on Kirkpatrick's credibility.

T - Test: Given the lack of tangible evidence presented, independent testing or verification would be required to further assess the validity of Kirkpatrick's statements. This could involve investigative journalism, Freedom of Information Act (FOIA) requests, or leaks from other insiders. Without additional confirmatory evidence, uncertainty remains.

I - Independent Testing: There is no clear evidence of rigorous independent testing or confirmation presented in the article. Kirkpatrick's role as a former insider lends some credibility, but does not constitute outright verification. Attempts at independent confirmation could be undertaken.

C - Cause Proposed: No specific causal explanation is provided as to why these myths may have proliferated if untrue. One might speculate they arose from misunderstandings, attempts to hide classified but mundane information, or simple human fascination with the topic. Their origins remain uncertain.

"In summary, this article presents notable claims from a reasonably credible source, but lacks rigorous independent confirmation. Additional verification would be required to fully substantiate or refute the theories Kirkpatrick addresses. The CRITIC framework helps highlight these evidentiary limitations. Let me know if you would like me to analyze any other aspects of this article or claims using CRITIC."

Did It Work?

Did the mega-prompt asking Claude to apply CRITIC work? Was it effective? It appears to have done so. I did ask it for more "independent testing" ideas:

Here are some suggestions for how independent testing could be done to further assess Sean Kirkpatrick's claims:

1. Submit FOIA requests for UFO or advanced aircraft records: Put in wide-reaching requests to various agencies like the DoD, Air Force, DARPA, NASA etc. If the claims are true and no such wreckage exists, responses should corroborate this. If wreckage did exist, records may be found through exhaustive FOIA efforts.

2. Seek out testimonies of other government insiders and whistleblowers: Contact former personnel from clandestine programs and security agencies to see if others can confirm or deny these claims. Seek out those with knowledge of crash retrieval projects specifically. Compile evidence in an unbiased manner.

3. Attempt gathering visual evidence through investigative field work: Are there military sites with higher likelihoods of containing undisclosed hangars or debris storage areas? Conduct visual surveillance through legal public areas like hilltops near bases using telescopes/binoculars. See if unusual activity can be observed.

4. Crowdsource evidence gathering efforts through responsible public data platforms: There are likely many more eyes potentially able to gather public-domain visual evidence on secret test flight areas or suspicious cargo truck routes leaving bases. Pattern analysis could yield findings.

5. Analyze inconsistencies in official speeches, records and statements that indirectly relate to the claims: This requires patience but gaps often appear in official narratives that leave questions unanswered. Identifying those gaps can highlight areas warranting further investigation.

The above methods emphasize legality, responsibility and ethics in attempting to further validate or invalidate the original assertions by Kirkpatrick. Let me know if any part of this requires further explanation or ideas. The key is removing speculation and introducing credible confirming/disconfirming evidence.

I'm not sure if any of these five methods is really going to work all that well. Oh, well.

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Alaska's Rust Colored Rivers and the Irony of AI

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Mon, 22 Jan 2024 22:30:00 +0000

In a pair of blog entries, Tim Stahmer (Assorted Stuff) points to the dark cloud of AI on the horizon, whose silver lining is now being mined by...everyone. In his Conference Check-In, he writes:

Looking at the actual program, it’s not hard to see which topics are at the top of almost everyone’s mind: AI and CS.

Roughly 20% of our sessions feature something about artificial intelligence, with many specifically citing ChatGPT. Based solely on reading the descriptions,1 the vast majority of presenters are discussing how to use AI

As someone who is prepping NINE different presentations for an upcoming state, no, global, event, I find it irresistible to not try and answer the question, "What does this presentation look like with AI in it?"

In Tim's Conference Check-In post, he references that AI will replace entry level programming jobs. In my experience, as far from programming as I can get, I find that AI is going to replace some of the tools I use daily.

Make the Task Easier

What's more, it's going to replace my approaches to matching writing and other processes, like critical thinking, something I've written about before. Not that AI will do the thinking for me, but it will assist me in implementing critical thinking models and applying them in ways I hadn't considered before.

One example is my megaprompt for helping me trim my writing into Hemingway style. Consider the first few paragraphs of this blog entry. Here's how a Hemingway MegaPrompt has revised it:

Tim Stahmer, in his blog 'Assorted Stuff,' highlights AI's growing impact. In his Conference Check-In, he notes AI and CS dominate the agenda. About 20% of sessions discuss artificial intelligence, often mentioning ChatGPT. Presenters explore how to use AI in various contexts.

As I prepare for a major event, with nine presentations, I'm drawn to the question, 'How does AI change these presentations?' Tim mentions AI replacing entry-level programming jobs in his post. In my work, far from programming, I see AI replacing my everyday tools.

What's more, I have the chatbot give me a comparison of writing:

Original Writing	Hemingway Version	Explanation
In a pair of blog entries, Tim Stahmer (Assorted Stuff) points to the dark cloud of AI on the horizon, whose silver lining is now being mined by…everyone.	Tim Stahmer, in his blog ‘Assorted Stuff,’ highlights AI’s growing impact.	Simplified the introduction to focus directly on the main point: AI’s impact, as discussed by Tim Stahmer.
In his Conference Check-In, he writes: Looking at the actual program, it’s not hard to see which topics are at the top of almost everyone’s mind: AI and CS. Roughly 20% of our sessions feature something about artificial intelligence, with many specifically citing ChatGPT.	In his Conference Check-In, he notes AI and CS dominate the agenda. About 20% of sessions discuss artificial intelligence, often mentioning ChatGPT.	Streamlined the details about the conference to focus on the prevalence of AI and CS topics.
Based solely on reading the descriptions,1 the vast majority of presenters are discussing how to use AI.	Presenters explore how to use AI in various contexts.	Condensed the information to maintain focus on the main idea: the use of AI by presenters.
As someone who is prepping NINE different presentations for an upcoming state, no, global, event, I find it irresistible to not try and answer the question, “What does this presentation look like with AI in it?”	As I prepare for a major event, with nine presentations, I’m drawn to the question, ‘How does AI change these presentations?’	Made the sentence more concise and direct, focusing on the writer’s curiosity about integrating AI into presentations.
In Tim’s Conference Check-In post, he references that AI will replace entry level programming jobs. In my experience, as far from programming as I can get, I find that AI is going to replace some of the tools I use daily.	Tim mentions AI replacing entry-level programming jobs in his post. In my work, far from programming, I see AI replacing my everyday tools.	Simplified the statement to directly connect Tim’s observation with the writer’s personal experience regarding AI’s impact on their tools.

As an avid user of the Hemingway App, unwilling to pay for the subscription for the AI version, I find this quite helpful to my writing.

Who wouldn't want to try this with XYZ critical thinking process? One way to do this is to drop a megaprompt into ChatGPT (or Claude for that matter), and then wait and see what happens. You'll be pleasantly surprised.

Critical Thinking MegaPrompts

For fun, I grabbed a megaprompt someone shared (with the intent it be taken and used) off some Facebook group one early morning months ago. Then, I have slowly customized it to reflect critical thinking models like Melanie Trecek-King's FLOATER, Wayne Barz' CRITIC, George Polya's 4-Step Problem-Solving approach. I'll share more about this in a different blog, but it's been so much fun to put these together, then chat with a chatbot about it.

And, asking ChatGPT to prepare a Claim-Evidence-Reasoning (CER) for an observation, including question formulation through reasoning stage is so easy. Do I feel like I missed out? Consider my most recent experiment with Microsoft CoPilot.

Microsoft CoPilot and Current Events

In this case, I was sitting watch a football game this weekend after spending yet another few hours prepping workshop sessions for an upcoming February convention event. It occurred to me, "What could a chatbot with web connections do with a critical thinking process (e.g. CRITIC) and current events?"

The Critical Thinking Process

If you're not familiar with Wayne R. Bartz' CRITIC, I discovered it in Skeptical Inquirer (Sept/Oct 2002; see link below to read article) as I was readying my presentation on Critical Thinking Made Simple.

The need for this is ever-present, a point he makes in his 2002 article:

Most college students slouch into the first day of class assuming they already know a great deal about the world around them. As a result they may have to unlearn an accumulated wealth of misinformation in addition to absorbing the priceless new pearls of wisdom teachers toss their way.

An improvement in critical thinking skills should facilitate that sometimes painful process.When it comes to widely accepted extraordinary claims, the sources bombarding today's students are rich, the speculations boundless, and critical analysis is generally lacking.

In the Texas universities I earned my degrees, such a course would have been welcome. However, I'm not sure it would have penetrated the protective shell put in place by my indoctrination of twin fantasies promoted by revisionist historians and clerics. Only a few days ago, I recall observing the need for critical thinking to a high school history matron, to which she asked, "How long did it take you? How old are you?" As I sheepishly admitted my age to the elder Wisdom of history, I had to agree.

Bartz is also a book author on a topic, Critical Thinking: The Antidote for Faith) that bears some attention in these days (I picked up a copy of his book via Kindle Unlimited, but have not read it as of this blog entry). You can read his critical thinking insights as they pertain to CRITIC in these online PDFs:

Teaching Skepticism via the CRITIC Acronym and the Skeptical Inquirer.
Using the CRITIC acronym to teach information evaluation.

Matthies, Brad S. and Helmke, Jonathan, "Using the CRITIC acronym to teach information evaluation" (2005). Scholarship and Professional Work. 2. https://digitalcommons.butler.edu/librarian_papers/2

The Psychologist, the Philosopher, and the Librarian: The Information Literacy Version of CRITIC

Matthies, Brad S., "The Psychologist, the Philosopher, and the Librarian The Information Literacy Version of CRITIC" (2005).
Scholarship and Professional Work. Paper 1.
http://digitalcommons.butler.edu/librarian_papers/1

You probably guessed that critical thinking is NOT easy, which is why I've been researching it for a year in anticipation of my presentations and blog entries, and realize I am still a novice. That's OK, it's the learning that's been so much fun. With my budding enthusiasm, I captured this in an image for my session:

I sent this diagram without explanation or background to Microsoft CoPilot. It sought to explain it to me. It did OK.

Then, it got interesting. What if it could apply this diagram to a current event?

The Current Event

In case you missed it, Alaska's rivers in places untouched and allegedly pristine are turning rust colored. The reason is due to the melting permafrost, the result of climate change.

Prompt: Apply CRITIC to a real situation like rivers and streams in Alaska turning to rust color due to melting permafrost. Explain it to me as if I were a middle school student.

Even with simple instructions (unlike the megaprompts I've crafted), Microsoft CoPilot gave me back this response, and I found it accurate. What I found curious? The sources it provided are different than the ones I highlighted above.

Microsoft CoPilot's Response

Sure, I can try to apply the CRITIC process to a real situation like rivers and streams in Alaska turning to rust color due to melting permafrost. Here is how I would do it:

C-CLAIM: A claim is a statement that someone makes about something. For example, someone might say that "the rivers and streams in Alaska are turning to rust color due to melting permafrost". This claim is testable, because we can observe the color of the water and measure its chemical properties.
R-ROLE: A role is a position or perspective that someone has on something. For example, someone might be a scientist who studies the effects of climate change on Alaska's waterways, or a fisherman who depends on them for his livelihood. The role of the person making the claim affects how they evaluate it. For example, a scientist might be more interested in finding out the causes and consequences of this phenomenon, while a fisherman might be more concerned about how it affects his income and food supply.
I-INFORMATION: Information is data or evidence that supports or challenges a claim. For example, some information that might support the claim that "the rivers and streams in Alaska are turning to rust color due to melting permafrost" are:
- Photos or videos of orange-colored water from different locations¹².
- Reports or articles from experts who explain how this happens³⁴⁵.
- Studies or experiments that measure the iron content, acidity, oxygen level, and other properties of the water³⁴⁵. Some information that might challenge this claim are:
- Other possible explanations for why some rivers turn orange, such as acid-rock drainage or wetlands⁵.
- Variations in water quality depending on season, weather, geology, and human activities⁴.
- Uncertainty or disagreement among scientists about the extent and impact of this phenomenon³⁴⁵.
T-TEST: A test is a way of checking if a claim is true or false by doing something. For example, one way to test if "the rivers and streams in Alaska are turning to rust color due to melting permafrost" is to compare them with other rivers that do not have this problem. If they look similar in color and chemistry, then we can say that there is some evidence for this claim. If they look different or have other problems, then we can say that there is not enough evidence for this claim.
I-INDEPENDENT TESTING: Independent testing means checking if a claim has been tested by others before by looking at their results. For example, one way to do independent testing for "the rivers and streams in Alaska are turning to rust color due to melting permafrost" is to see if other scientists have observed or measured this phenomenon in other places. If they have found similar results as us, then we can say that there is more evidence for this claim. If they have found different results or no results at all, then we can say that there is less evidence for this claim.
C-CAUSE: A cause is an explanation for why something happens based on what we know so far. For example, one possible cause for why "the rivers and streams in Alaska are turning to rust color due to melting permafrost" is:
- Melting permafrost releases iron-rich sediments into the water.
- Iron-rich sediments oxidize when they come into contact with oxygen in the air.
- Oxidized iron forms rust-colored compounds that make the water look orange.

This cause may be logical because it explains how iron-rich sediments can turn into rust-colored compounds when exposed to oxygen.

I hope this helps you understand how I would apply CRITIC process to a real situation like rivers and streams in Alaska turning to rust color due to melting permafrost. Do you have any questions?

Source:

Conversation with Bing, 1/21/2024

Alaska's once crystal-clear rivers now resemble dirty orange soda .... https://www.msn.com/en-us/weather/topstories/alaskas-once-crystal-clear-rivers-now-resemble-dirty-orange-soda-puzzling-researchers/ar-AA1n0l0b.
Rusting Rivers - NASA Earth Observatory. https://earthobservatory.nasa.gov/images/152299/rusting-rivers.
Alaska is dealing with a mysterious 'rust' problem in its rivers. https://www.thecooldown.com/outdoors/alaska-rivers-orange-rust-discolored-drinking-water/.
Alaska’s Arctic waterways are turning orange. Fancy a drink?. https://www.nationalobserver.com/2022/12/22/news/alaska-arctic-waterways-turning-orange-threatening-drinking-water.
'Alarming' Phenomenon Turning Alaska's Rivers Bright Orange. https://knewz.com/alarming-phenomenon-turning-alaska-rivers-bright-orange/.

AI in Schools

While there is some irony in the use of AI to contribute to climate change, which in turn has impacted Alaska's rivers, what will the impact be in schools? Tim suggests in a follow-up, We've Been Here Before blog entry, a follow-up to his Conference Check-In entry I began this reflection with, that:

Except the approach in schools so far has been pretty much a repeat of all of the above: major efforts to restrict student access and using the tools to teach the same curriculum using the same deliver-the-information approach.

It’s still way too early to know the impact that artificial intelligent technologies will have on the broader society as well as education specifically.

While I have posted similar thoughts in the recent past, I find that every presentation I do is changed in some way by my increasing awareness of what's possible with AI.

It's not unlike my awareness of Canva, which far exceeds Google's toolset.The more familiar I get with it, the easier it is, in a nice circle.

I'll have to see if improved critical thinking follows.

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Making Room for Impact: De-Implementing #EdTech Solutions

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Sun, 19 Nov 2023 19:00:00 +0000

Having read this book, Making Room for Impact, earlier last month, I had a fun idea. What if you could apply de-implementation to CTO problems and issues? I decided that it would be a fun way to dig into many of the challenges CTOs face.

My first attempt was to use it for an upcoming webinar I'm doing on Google Drive Sync. But then I realized there's SO MUCH more possible, and a TCEA 2024 Convention session I'm co-facilitating might benefit from these ideas.

Imagine applying the following steps to some edtech process, I said to myself, so I did. Then, I asked a friend (who is a CTO), Scott Laleman, to share his thoughts.

Getting Serious

In their book, Making Room for Impact, the authors point out four reasons for getting serious and focused about de-implementing:

Substitute less effective practices with those that have more evidence and probability of impact
Replace more expensive interventions with less expensive and equally effective solutions
Streamline practices that have become over-designed
Scale down use of a still needed process with less frequent use or being more selective about who gets to use it
Stop doing things that cause unnecessary stress and that give us time to do other things better.

How might we apply this process to edtech work we do as technology directors every day?

Before I jump into that list, consider the following levels of de-implementation.

Levels of De-Implementation

In their book, the authors outline four levels of de-implementation. Here are my notes, which you may have read previously:

L1: Individual. Action you can take on your own (instant)
L2: Local. Action that requires cooperative engagement (weeks).
L3: Whole School. Action requiring agreement/cooperation from leadership and can take a longer time. (months).
L4: Highest Levels. Require permission from highest levels of school system. (years)

As you read over those four levels, ask yourself, "What's one thing I've tried to do that fell into each of these buckets?"

When I think about it, here are some from my own experience (but there are TONS more):

L1: Individual. I decided to put inventory and budget tracking for all campuses and aggregate for district reporting via a collection of Google Sheets. This resulted in data for district and campus info about technology purchases available to everyone online. So cool.

L2: Local. Changing (de-escalating) how the technical team handled interactions with the instructional technology side of the house. This resulted in staffing changes, but mostly localized.

L3: Whole School/Department. Changing account management, enlisting the willing cooperation of multiple district departments. Another one was streamlining equipment deliveries.

L4: Highest Levels. Getting support for construction of a Network Operations Center (NOC), a million dollar plus investment, that changes practices and involved superintendent and board approval. A few other ones come to mind include Account Management, Mobile Device Management (MDM), etc.

How many L1s can you do in a year? As many as you can tolerate. How many L3/L4s can you do? As many as your bosses and stakeholders will put up with (not much). Be careful.

As you reflect on the lists below, where buckets (levels) would you put them in?

DeImplementing EdTech

Take a moment and ask yourself a few questions about your work as a technology director. I've taken a stab at sharing MY experiences as a technology director, all of which I have implemented. Yeah, the distance between status quo and target level of growth can be huge, so please, please, make sure to take the time to build relationships and culture that will make change less "hot mess friction."

What am I (or my team) doing that could be substituted because it's not as effective as something else?

Miguel Guhlin's suggestions:

Wireless network configurations (first one to come to mind)
Asset management
Device management
Physical servers at every campus (replaced with virtualized servers at a central location)
Providing reports when a KPI Dashboard would work

CTO's Scott Laleman's contributions:

Combining products and processes wherever possible - if you have separate ticketing systems for IT and Maintenance, can you combine those into one product?
Ticketing system that is tied to assets so you can see the number of tickets put in and calculate parts cost by device/campus/person
Managing an on-premise mail solution and/or a centralized wireless lan controller (all traffic has to route back to a central location)
NOT using MFA. Don't skimp on security, even if it makes things a little harder or inconvenient.
Backing up only on-prem, or, worse yet, backing up to the same NOC that you're backing up from
Automate everything you can, that way nothing is waiting on a *person* to do a job (this is easier said than done, but can be accomplished with planning and $$)
MDM - find something that can manage all your endpoints, not just a specific set.
Write down anything that is a standard, (cabling colors and types, how portables are connected/lit up, how things should be organized on switches and patch panels)

What expensive technology are we using that could be replaced?

Miguel Guhlin's suggestions:

Replace iPads, iPad carts with managed Chromebooks (ouch, sorry, but it's true)
Replace Network hubs and switches
High-priced learning management system (LMS) that could be replaced with an open source solution (or, vice versa)

CTO's Scott Laleman's contributions:

Having local network shares - move as much as you can to the cloud, whether that's GSuite or O365 or something else. It's far less expensive (and sometimes free) to store things in the cloud than it is to store them on prem. Then you're not worried about keeping those backups (and needing additional backup space), you can reduce the footprint of your on-prem storage, and even pare down your data center footprint and electricity usage.
Anything that has the word "Cisco" on it.

What practices could we streamline that have too many steps?

Miguel Guhlin's suggestions:

eRate asset management
Ordering equipment and tracking it from vendor to warehouse to end user
Security patches and updates to end-user machines

CTO's Scott Laleman's contributions:

eRate. Hire a consultant. It will save your sanity.
Security patches and updates to end-user machines - any installations. Use remote support software and/or a device management software to do installs remotely or unattended.
Account creation - work with HR to streamline this process.

What is everyone doing now that could be scaled down to only a few people?

Miguel Guhlin's suggestions:

Account management...too many people are working to manage accounts when what you really need is an identity management/SSO solution managed by one person
HelpDesk support
Giving admin rights to everyone so they can install software, then get infected with malware/ransomware.

Scott Laleman's contributions:

Inventory
Mobile Device Management
Everyone in your department should have a backup, but the person who is the main POC for any process or procedure should have good documentation on how to do their job. Be specific in job roles so that everyone knows what is part of their job. We all have "other duties as assigned" but if everyone is responsible for everything, it's very messy. Have a "who to call for what" list

What are some things we need to stop doing that are unnecessary and stressful for all involved?

Scott Laleman's suggestions:

Giving admin rights to anyone outside the tech department.
Make sure you don't have a single point of failure - one person who no one else knows their job.
Delegate, and trust who you delegate to.
Remember that our job is to support teaching and learning. Anything that impedes that, we need to address. That means it isn't our job to make OUR job easier. It's our job to make TEACHERS jobs easier. If you or your department are creating roadblocks instead of solutions, stop doing that.
Remember that not everything is an emergency, even though it may feel like everyone else wants everything to be an emergency. Having solid processes and procedures in place, making sure everyone knows what those are, and getting end user input on those processes and revising them as necessary will make everyone's lives less stressful.
Plan. Ahead. One of the hardest things I've had to learn is budgeting a year out. Get your demographics reports in the spring and plan from those for the following year. Make sure HR knows that you need to know if positions are going to be added or eliminated, and you need to know that in the spring so you can put the necessary items in your budget (or remove them from your budget) for the following year.
Trust your leadership. Ask for everything you need. Don't try to skimp to save a buck now because it will bite you in the butt later. Put everything you need for the upcoming year into your budget plus some contingency if your CFO will allow it. If finance says no to something, and that need not being met leads to an emergency later, at least you can say that you asked for it and were told no. There will be emergencies that are out of your control that will come up. Use the money you had planned for something else to cover it, let your leadership know what's happening, and let them know you still need to do the original project, and will need additional funds to cover it. As long as you're not spending frivolously, they will help you find the money.

Please share your responses to these questions in the comments.

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

MyNotes: Making Room for Impact

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Sat, 18 Nov 2023 13:00:00 +0000

This past month, I bought a book, Making Room for Impact. I immediately was engaged in the first few chapters. My quick take? The first few chapters is where the gold is for edtech directors. Of course, Curriculum Supers, Executive Directors, and Principals will want to read the rest of the book for detailed how-to on de-implementation focused on student learning. For tech directors and CTOs, the later chapters are worth skimming and referring back to for more details, but unnecessary.

Making Room for Impact book at Amazon

The Best Chart

The book has rich visuals, charts, and I'm tempted to take photos and post them here. However, that probably wouldn't go over well with Corwin Press. The book is worth buying for the first few chapters and the detailed visuals alone. However, here is a snapshot of my hand-drawn notes:

Miguel's representation of a chart from Making Room for Impact

If you're familiar with Stop Doing Lists, and similar ideas, these all find their way to differing degrees into the book.

Listen to the Authors Discuss This

You can watch Corwin's video where the authors discuss the book:

For fun, here's an AI-generated summary using Summarize.tech:

In this section of a webinar about educational improvement, the presenters discuss the importance of deimplementation, a process in which ineffective education programs or initiatives are removed or replaced with higher value ones. They argue that deimplementation is essential to creating space for more impactful initiatives and should be a crucial component of any educational improvement strategy.

The presenters then move on to discuss the different types of deimplementation activities that can be undertaken to reduce teacher workload and burnout, and the importance of choosing new practices carefully and considering their impact on student learning. They also discuss the challenges of the deimplementation process, including the cognitive bias of addition, the difficulty of unlearning or deleting learned or practiced behaviors, and the importance of recognizing and re-engineering regulations and restrictions in order to reduce burden and maintain impact.

The presenters emphasize the importance of an explicit deimplementation process and the need for constant review and pivoting in order to ensure that deimplementation leads to increased efficiency and impact in education.

The chart below is kinda cool:

Source: On Smoking, Corwin Press video linked above

Applying this to education, and edtech in particular, was what caught my imagination. How many technology operations processes/procedures are in place in districts that could be simplified? I'll have to cover that in a future blog entry.

For now, here are my notes.

My Notes

Foreword

DeImplementation Strategies

Remove the practice completely
Reduce how frequently you do it
Re-engineer the practice to take less time
Replace it with something else that is more efficient or effective

Four Stages Process

Discover amenable de-implementation areas
Decide the best fit strategy (from the 4 Rs)
De-implement
Re-decide where you can confirm that you did what you set out to do and where you then iteratively decide what do to next

No purchase of a program, updating policy, increasing funding, or getting latest tech will increase student's growth and achievement nor will they build teachers' capacity to know how to teach all students
Nothing replaces evidence-proven precision practice of teachers in every classroom
Data must inform instruction every minute of the day to be useful and warrant admin time
Opportunities to Actions

Room for Impact options
Remove: Stop Doing it completely
Reduce: Do it less frequently or with less people
Re-engineer: Do it more efficiently with fewer steps/actions
Replace: Substitute it with a more efficient/effective option/addition

Target areas such as:

Curriculum
Lesson Planning
Homework
Assessment
Behavior Management
MTSS
Wall displays
Staff meetings
Technology Interventions

Selected De-Implementation Area

Current Practice: Daily Homework from teachers
What are De-Implementation Options?

Can we remove it?
Can we reduce it?
Can we re-engineer it?
Can we replace it?
What will we do?

Introduction

Tendency to privilege addition

Implicit assumption is that improvement is best unlocked by inserting new policies/programs/activities or widgets. Improvement by moving forward, by adding, more is leading
Recent research (Klotz, 2021) suggests humans may be hardwired to solve problems and to innovate by attaching and inserting new ingredients rather than deleting or simplifying
Schools and systems struggle to:

select appropriate initiatives to add to their context
localize or adapt new addition in a way that doesn't dilute impact or even makes it counter-productive
implement with fidelity
monitor and evaluate with rigor

Five reasons why to de-implement

Substitute less effective practices with those that have more evidence and probability of impact
Substitute more expensive interventions with less expensive ones
Streamline practices that have become over-engineered
Dial down the use of a still needed process (do it with less frequency or be selective about who delivers/receives treatment)
Remove or stop doing things without any intention of finding different activities to fill the void.

Dan Jackson's "Work Less, Teach More"

Create a Yes/No List
Service ourselves like our car/lawnmower
Stop doing that which does not relate to our personal mission statement
Allow time for shallow (email) and deep (planning, collaboration) work and
Choose to not be overworked
Arran and John, "The Lean Education Manifesto"

Methodology

Discover

Permit: Obtain mandate to de-implement and establish backhouse team
Prospect: Identify amenable focus areas for de-implementation
Postulate: Explain what sustains practices to be de-implemented

Decide

Propose: Select high level de-implementation strategies
Prepare: Develop explicit de-implementation action plan
Picture: Develop a success map and evaluation plan

De-Implement

Proceed: Execute de-implementation plan and collect evaluative data

Re-Decide

Propel: Make longer-term sustainability and scaling decisions
Appraise: Review evaluation data and decide where to next.

Chapter 1

Why De-Implement?

To save time and reduce your workload

As an end itself (i.e. for individual/collective well-being)
Positive organic washback

To save financial resources

Re-invest in higher probability interventions
As an end in itself

Explicitly reinvest your time and energy into the highest-impact activities

Why is De-Implementation hard?

Our brains are naturally pre-wired to process and respond to environmental cues in certain ways

Hardwired to have similar bias toward addition
We are more likely to explore options that involve adding new activities, initiatives, programs, resources, and time
We are less likely to consider the converse, that by subtracting we might achieve more
Fear of losses - abandoning an existing and engrained practice

Fear of losses is stronger than the attraction to gain (adopting new practices)

There is no such thing as unlearning

The salience of the info stored in our brains may diminish if you access the memory infrequently. It remains (in some form) forever unless our brains become physically damaged
Instead of deleting old ideas/memories, we need to write a new piece of mental code (i.e. learn a new behavior) as an alternative to the existing pathway, then learn to select this rather than the earlier response.

Learn a new behavior

Make alterations to process steps in something you already do. Re-engineered.
An entirely new process. Replaced.
Creating a voice. Remove/reduce.

De-implementation is highly context specific.

Different levels of De-Implementation

L1: Individual. Action you can take on your own (instant)
L2: Local. Action that requires cooperative engagement (weeks).
L3: Whole School. Action requiring agreement/cooperation from leadership and can take a longer time. (months).
L4: Require permission from highest levels of school system and can take YEARS.

Trade-Offs

Amount of time or other resources saved vs The Ease of de-implementation with the level of stakeholder perception or belief that the quality of service and outcomes has diminished.

Quotes

"If you wait until the last minute, it only takes a minute to do." (Pannett et al, 2013)
"Work contracts to fit in the time we give it" (C. Barber, 2014)

There is so much MORE available in this book, and the diagrams/illustrations are incredible. If you are going to attempt change in your school or organization, you definitely need to check this book out to avoid pitfalls and potholes that will de-rail you and what you want to do. I've seen those firsthand, at all levels, so I definitely encourage you to consider it.

Be sure to check my follow-up blog entry for technology directors.

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Screen Time Bad for Young Brains

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Sat, 18 Nov 2023 11:37:00 +0000

Yikes, looks like the research is in and its not looking good. Makes me grateful that I couldn’t afford tech for my kids when they were real young but I tried. Those that could buy iPads for their youngsters (mine were already grown) may be regretting it given new research:

Screen time hurts kids brains…the impact of screen time was negative, significant, and came with specific consequences, including deficits in attention, impulse control, executive functioning, and overall cognitive functioning.

Some studies included in the meta-analysis indicated that screen time can lead to lower levels of brain connectivity and even hinder brain growth.

Via Fatherly

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Blogging for Authenticity, Not Publication

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Sat, 18 Nov 2023 04:45:00 +0000

What a thrill to see a blog entry appear on the web. Still, this blog isn't about it so much as the power of editing...or the pain. I like blogs because they are "works in progress," unlike books, magazines, and other print media, frozen in time because of the medium. I suppose, stone tablets fall into that, too. Imagine if God had wanted to change the Ten Commandments. "Sorry, Dude, you wrote in stone. Should have gone for pencil and paper."

You can always edit a bad page. You can’t edit a blank page. ― Jodi Picoult

Here's a recent one I enjoy the byline for, read blog entry.

“No author dislikes to be edited as much as he dislikes not to be published.” — Russell Lynes

Competing Leads: Is There, though?

The lead that finally got published, the editor's version:

Are you looking for short videos to use as bell ringer activities in science class? Or maybe you’re wanting to integrate videos into your lessons? Discover a roundup of video sources you won’t want to miss. But before I introduce those, let’s look at some strategies you can pair with videos to get students thinking.

But that's not the original one. Here's the original:

“I am looking for a library of science videos that are 2 to 5 minutes long to use for bell work. Anyone know of a good source?” asks Ben. This is a round up of video sources that you won’t want to miss out on. In this blog entry, you will find some places to get science videos that you can use for bell work.

I asked a few AIs to revise the original lead, but none came up with as nice a version as the editor's version. Well, maybe this AI version?

Are you in search of a reliable library of science videos, ranging from 2 to 5 minutes in length, suitable for bell work? Look no further! Join us on this blog journey as we explore a roundup of excellent video sources, ensuring you don't miss out on valuable resources for your classroom. Discover multiple platforms where you can find engaging science videos ideal for bell work activities. Let's dive in! (via chatGPT)

Fixing Sloppy Work

Is that second lead, a slob's work? Could it do with improvement or is that just editing for editing's sake?

“Only God gets it right the first time and only a slob says, “Oh well, let it go, that’s what copyeditors are for.” ––Stephen King

The second one flows from a Facebook post, where a middle school science teacher was asking for science videos. It's adapted (author's name changed to protect their innocence), and revised for brevity. The next major section of the blog entry IS different from my original, but has been modified by the editor to have short headings. The rest of it is accurate, for the most part, to my original piece (all the resources).

When reading work that has been edited, it's interesting to see how it's been improved by an editor. I found my original work to be just fine, but the editor spruced it up a bit. You know, there's a love-hate relationship between a writer and an editor.

It reminds me of the Grimm's version of the Cinderella story a bit. You know, it's like watching your toes get cut to fit into the gold slipper.

This isn't a complain or criticism. Being a writer whose work gets published elsewhere is nice. Still, that's why I like blogging at Around the Corner...I can write and own my authenticity. Can you figure out which quotes in this blog entry I agree with the most?

“Authors who moan with praise for their editors always seem to reek slightly of the Stockholm syndrome.” – Christopher Hitchens

;-)

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Permission Slip: Controlling Data About You

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Fri, 17 Nov 2023 05:30:00 +0000

Every day there is a data breach, by a school district, a business, or hospital. It seems no matter where you might store your data, it's sure that someone will bumble it and spill your personally identifiable information on the web. Alas.

Permission Slip (see website here) is an app that tries to stop companies who may have your data from hoarding it where hackers might seek to free it. For example, I had no idea that Trader Joe's had my data. But the app from Consumer Reports found it, and then handled the issue of safeguarding it.

I didn't really do much except ask the app to investigate, and it wasn't long before I received this notice in my inbox:

We have evaluated your request dated 10/15/2023 to:

• Delete your personal information

We would like to inform you that we have processed your Request to [Correct/Delete] your personal information.

As required by applicable law, we may need to maintain a record of this request, including the date of the request, nature of the request, manner in which the request was made, date of our response, nature of response, and basis for any denial.

At Trader Joe’s, our business is selling groceries. We do not buy or sell customers’ personal information. We treat our customers – and their data – the way we would like to be treated. We only collect the information that we need to run our business, and we don’t collect, or ask any third party to collect, information about our customers without their knowledge and consent. Details regarding our privacy policy can be found at https://www.traderjoes.com/home/privacy-policy

If you have any questions or want to appeal this decision, please contact us as privacy@traderjoes.com.

Give it a try.

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

#AI Tool: Wisdolia #yourNETA

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Fri, 17 Nov 2023 05:00:00 +0000

How would you decide whether to introduce this tool in your school district or learning organization?

Wisdolia

This tool is a "smart" flashcard maker...

Access Wisdolia to make flash cards

via an email from Julie at NETA.

Here's the description.

Are you following #yourNETA on social media? The AI tool of the week is @wisdolia! This website generates flashcards/quiz questions from websites, PDFs, and videos in a matter of seconds. It also gives feedback on what the student got wrong, or right, and gives more info about the answer. Check it out and make sure to follow #yourNETA for more weekly tips!

How much does this AI app cost?

You can find the pricing sheet online here, and of course, here's a screenshot to see how this changes over time:

What questions would you ask as a tech director before bringing this tool into your school district or sharing it with teachers?

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

A New Mastodon-Powered Service: #Newsmast

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Thu, 16 Nov 2023 05:30:00 +0000

Screenshot of Newsmast.org #GenAI hashtag search results

A few weeks ago, I received an invitation to check out Newsmast. You can see the invitational email below:

We’re getting in touch to introduce a fediverse project we think you will be interested in: Newsmast. It’s a combined Mastodon server and app which is built around communities of interest. Communities like our Government & Policy community. All backed by a charitable foundation.

We're doing something new on social media: bringing together collective knowledge:

Users can easily browse communities, exploring timelines which are a carefully curated mix of hashtags, filters and follows.
Through the app, users can post to followers, the communities they are in, or any communities they choose, with relevant hashtags automatically added to their posts.
We're keeping it safe, screening out all NSFW content, hate speech and other content which breaches our guidelines, and moderating all communities.

Thanks to Mastodon, our communities are full of interesting and engaging content. In the For You timelines we've highlighted a handful of the top contributors in each community. People like you, who know their stuff, sharing insights. Check us out at newsmast.org. (Source: Newsmast invitational email)

In no time, I found myself signed up for this service.

Newsmast Essentials

A subsequent email highlights these features:

We’ve made it really easy to join communities that matter to you. Use the communities tab to explore all topics here on Newsmast. Join new communities at any time and see them in ‘My Communities’.

Communities have two feeds to explore, the "All' timeline where you’ll see posts from Newsmast and Mastodon. There’s also the ‘For You’ feed, unique to each community, with hand selected contributors taking centre stage.

If you find a user who talks about all the things you love, follow them and see all of their posts in your ‘Following’ timeline.

Quick Takeaways

What do I think about Newsmast? I'm not sure it's going to replace my use of Mastodon clients like Toot or other more GUI oriented apps. I've had a chance to see an offering from a competitor, and like that one, Newsmast makes articles image rich. I'm curious to see how well-received Newsmast is.

Hmm, I wonder - Mastodon Education App?

As I look at this, I realize I've picked up another Mastodon account. Newsmast is a nice service but I wish I could just login with an existing Mastodon account instead of making a new one…and that feature is planned.

Thinking about bringing in educators, I sure wish we could make an app for Mastodon.Education that people could sign up with on iOS or Android, and auto-populates with lists of educators.

I'll have to remember to suggest that.

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

AI Proof Job - HVAC Technician

noreply@blogger.com (Miguel Guhlin (@mGuhlin)) — Thu, 16 Nov 2023 05:00:00 +0000

Wait, wait, don't laugh at me for this blog entry too much. I mean, it's OK to have a good laugh, but you have to realize, I was just having a bit of fun. Thanks to the Academy for automating their email responses.

Finding an AI-Proof Job

Given the previous blog entry, it doesn't hurt to wonder, "What would an AI proof job be?" Of course, chances are, there will eventually be NO jobs that are AI proof, that is, jobs that don't require the use of some AI-based tools.

Visit their Facebook page | Request More Info

I decided to write them and ask the following:

I'm an office professional/educator, but I'm looking to find a career post-retirement that allows me to safeguard my income against AI. How much would it cost to get into and graduate HVAC Academy?

Will HVAC Academy prepare me for work with other employers aside from Jon Wayne?

Thanks in advance for any info you can send my way.

While waiting, I explored The University of Texas at San Antonio's training option. According to them, HVAC technicians are due for job growth:

According the US Bureau of Labor Statistics (BLS), HVAC/R technician jobs are projected to grow 13% over the next eight years, which equals 46,300 new jobs. The BLS also states that the average salary for these developers is just under $49,000 per year with top earners making nearly $78,000.

Cool, eh? SCI Texas offers training, too.

A few moments later, the response from Jon Wayne arrived.

HVAC Training Academy

After reaching out to Jon Wayne, whom I've written about before, I thought I'd have a long wait. I wondered, "Wow, how would I pay for a training academy in my old age?" [no, I'm not that old yet]. But then, my questions were answered.

A Response

Thank you for taking an interest in the Jon Wayne Service Company. My name is Jessica and I am in the HR department. We received your online inquiry regarding our Academy program and I would like to provide you with some information that may help answer any questions as well as provide an understanding of how our program works and how to apply.

Our Academy program is designed for candidates looking to make a career change, and start a new career in HVAC. We have created a job position where you are paid while you train to become a HVAC Technician.

In as little as 6-12 weeks you are able to earn your certifications required by the state of Texas, as well as learn basic refrigeration, maintenance techniques and HVAC theory. Jon Wayne Service Company is not a school or an accredited course, so there is no cost or fees associated with this program. You would simply need to complete a job application. If selected, you are hired and paid to train.

Jon Wayne Service Company is a service company offering HVAC, Plumbing and Electrical services. We however only train to become an HVAC technician.

How the program works:

During your time in the Academy, you would be riding along with a senior technician, learning hands-on assisting with real situations. A percentage of the time would also be spent in a lab room at our main location with our training instructors. To complete the program you must maintain a 70% score in and out of the lab. Once the training period is completed, you are provided your own company vehicle to service our customers and start your career here.

Our Academy program pays $15/hr with room for over time. Once you complete the training, the pay structure does change. Our Academy candidates can make anywhere from $35k-$55k their first year. As you continue to gain experience in this career, the in house opportunities are endless with our on site training and continuing education! This program is to start as a level entry technician completing maintenance on units, as you continue to advance you can become a service technician, warranty technician or even a sales advisor. Your schedule will be based on a service schedule and would be provided a month in advance prior to starting.

No prior HVAC experience is required to apply, we look for a general idea in tools, customer service interaction experience and prior work history.

Our program is held at our San Antonio location (9272 US HWY 87 E, San Antonio TX 78263), work schedule may vary depending on the schedule of your trainer. Hours can be anywhere from 7am to 8pm. Monday through Friday with one Saturday a month (required), we are closed on Sundays for family and worship.

Benefits of working with Jon Wayne:

With all of our positions we offer great pay and benefits like....

Compensation: Performance Based compensation
Bi-weekly payroll
Year round work
Medical Insurance,Dental, Vision and Life Insurance
Matching 401k plan
Company pays for Long-term disability coverage for all employees
6 PAID Holidays a year
Vacation Pay
No on-call
Company Provided Uniforms
Company Provided vehicle, cell phone and Ipad
AND Advancement Opportunities!!

Of course these are just to name a few...

How to apply:

The Academy program runs twice a year, once in the spring and another in the fall. At this time we are currently not accepting applications. Our next program is projected to start in the spring, with applications available as soon as early January. Please visit our careers page at https://jonwayne.com/about/careers to be on the lookout for our next program.

Please, if you come across any questions do not hesitate to give us a call 210-293-6700.

"Get the training, get the job." Whew, watch out AI!

How AI Can Help HVAC Contractors

AI can help HVAC Contractors...

With the data that AI provides, HVAC contractors can focus in on their employees’ strengths or weaknesses.
AI be used for increasing top line revenue growth and overall efficiency (things like cutting costs or creating margins), but the command and control element it provides can be extremely useful to HVAC contractors
without AI, there’s a lot of data for an HVAC contractor to comb through in order to find any potential issues and then decide how to resolve them. AI can provide insights or recommendations based on its findings, troubleshoot them, and automatically trigger processes to resolve issues.
Marketing is a prime area for leveraging AI or machine learning to drive down costs per lead on lead generation
AI has been effectively used with business management solutions through its ability to identify high-risk drivers...“Other fleet-related technology includes dash cameras that use AI to identify driver distractions such as cell phone use, eating, drinking and smoking. It would alert the driver when it detects these types of issues and provide reports to fleet managers when they occur.” (source)

Oh, well.

Extinction is the rule. Survival is the exception.
— Carl Sagan

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure