Latest / Teach Me Something Hosted By DJ Prostyle & Penny Dellas / Experiential Learning in the Age of AI with Jason Gulya

Transcript

Experiential Learning in the Age of AI with Jason Gulya · Teach Me Something Hosted By DJ Prostyle & Penny Dellas

0:00
Speaker 1: Hey, what's up. This is DJ pro Style.
0:02
Speaker 2: And this is Pennydellas.
0:03
Speaker 1: And this is Teach Me Something.
0:05
Speaker 2: Brought to you by Berkeley College. I.
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Speaker 3: Ladies and gentlemen, Boys and girls, we are back with
0:09
Speaker 3: another amazing, spectacular episode of Teach Me Something, presented by
0:13
Speaker 3: Berkeley College.
0:14
Speaker 2: I am Pro Style and I am Penny Deellas.
0:16
Speaker 1: Are you feeling today, Penny?
0:17
Speaker 2: I'm feeling pretty good. Liam fixed my mic.
0:19
Speaker 1: That's right.
0:20
Speaker 2: I think we're winning.
0:21
Speaker 1: We are winning.
0:22
Speaker 4: You didn't fix it. It's still broken there. Okay, great, Liam,
0:27
Speaker 4: we'll see how this goes today. Technical difficulties.
0:30
Speaker 3: Oh, it's great to be here. I hope everybody listening
0:33
Speaker 3: is having an amazing day or evening or whatever it
0:36
Speaker 3: is right now while you're listening, yes, wherever that may be.
0:39
Speaker 4: And we have some exciting news. We won a Communicator Award.
0:45
Speaker 1: I know if we're gonna do that right here on
0:46
Speaker 1: this one. That's awesome.
0:47
Speaker 2: Yeah, that's awesome. Why not. We're on the line.
0:50
Speaker 1: So now if you're watching us, here you go. This
0:54
Speaker 1: is what it looks like. Amazing.
0:56
Speaker 2: It's e people, it's me.
1:00
Speaker 1: Emmy's for like for.
1:02
Speaker 4: Acting, right, Yeah, So it's definitely I mean, you act
1:05
Speaker 4: every day, every time, every day. Okay, great, but we
1:09
Speaker 4: are going to jump into yes for those of you
1:12
Speaker 4: on the live, this is what.
1:12
Speaker 1: We do about it. Where that was going?
1:15
Speaker 2: What you know what, Let me drink some water.
1:17
Speaker 1: This is getting fierce, all right, it's going to get
1:19
Speaker 1: spicy people, all right, but.
1:21
Speaker 4: We are excited and we don't have to act in
1:24
Speaker 4: excitement for like that, Like all right, there you go.
1:28
Speaker 2: It's because we won the Emmy.
1:30
Speaker 4: For our guest that's here with us today, Jason Goulia,
1:34
Speaker 4: professor of English and Media Communications at Berkeley College and
1:37
Speaker 4: the chair of the Artificial Intelligence and Academic Integrity Committee,
1:43
Speaker 4: I mean, Jason has been featured on Forbes Wow, so
1:46
Speaker 4: many things. We're so blessed to have you here with
1:49
Speaker 4: us today. And also we have some Berkeley College students
1:52
Speaker 4: in the building today in the bag, so they're observing
1:55
Speaker 4: and watching us, you know, and hopefully they come back.
1:57
Speaker 1: I don't know, that's right. They can see how crazy
1:59
Speaker 1: you are in person hundred percent. Chason, Thank you so
2:02
Speaker 1: much for being here, Like what did I get myself into? Exactly?
2:08
Speaker 1: Welcome to the pod.
2:09
Speaker 2: Welcome to the pod.
2:10
Speaker 1: Thank you so much for having me. How was the tripping.
2:15
Speaker 1: It was good.
2:15
Speaker 5: It was I was very thankful that I could just
2:18
Speaker 5: take the train in and just walk.
2:20
Speaker 1: I didn't have to drive, didn't have to deal with traffic.
2:21
Speaker 3: I almost got out my car and walked that today's traffic,
2:26
Speaker 3: you know, with FIFA in town.
2:27
Speaker 1: It's been a little case.
2:28
Speaker 4: The World Cup has been okay, I mean next there's
2:33
Speaker 4: there's a.
2:33
Speaker 1: Lot going on now that the Nis past that that
2:36
Speaker 1: eased a little bit.
2:36
Speaker 3: But now with the World Cup kicking in, Yeah, it's
2:39
Speaker 3: it's roads or blocks, streets of this da detour here.
2:43
Speaker 1: This is bad.
2:44
Speaker 4: If only we had some platform artificial intelligence assistant that
2:50
Speaker 4: would wait, Google Maps ways, you know, that can tell
2:55
Speaker 4: us the things.
2:56
Speaker 1: But I'm gonna start filming. It'd be a lot easier.
3:03
Speaker 4: Yeah, but then I have to drive to your house
3:05
Speaker 4: a lot. Okay, Okay, okay, let's get into it. Okay,
3:09
Speaker 4: Oh you want me to start. You've become a leading
3:14
Speaker 4: voice in conversations around AI and higher education. Why do
3:17
Speaker 4: you believe that AI sends it such a transformational moment
3:23
Speaker 4: for education?
3:24
Speaker 5: So one of the things I think is so interesting
3:26
Speaker 5: about artificial intelligence is I don't think it really has
3:30
Speaker 5: broken all that much, but it has shown us things
3:33
Speaker 5: that have been broken for a while. And I think
3:36
Speaker 5: that when we have AI programs like Chat, GBT, Gemini, Claude,
3:40
Speaker 5: all these things where you know, in the past we
3:42
Speaker 5: can just tell the student write a paper on something,
3:45
Speaker 5: and now.
3:45
Speaker 1: Suddenly we have these tools that can do that.
3:48
Speaker 5: Right, they can get pretty close to completing that paper,
3:51
Speaker 5: except they're going to do it in a few minutes
3:53
Speaker 5: it's opposed to in a few hours. And so I
3:55
Speaker 5: think that this is actually really cool opportunity for education
3:59
Speaker 5: to take au sep and think about why we educate,
4:03
Speaker 5: why we do things right, Why spend you know, the
4:07
Speaker 5: time to say, write a paper or finish a project
4:11
Speaker 5: when you have an AI program that's kind of waiting
4:14
Speaker 5: in your not even now on your computer, just on
4:18
Speaker 5: your phone. One of the things that has really happened
4:20
Speaker 5: this is where I think it becomes really transformative, is
4:23
Speaker 5: we have these programs that it's less and less about
4:26
Speaker 5: going to them.
4:27
Speaker 1: It's less about going into your.
4:29
Speaker 5: Computer and logging into CHATGPT or anything else not using it,
4:33
Speaker 5: but it's coming to you.
4:34
Speaker 4: Right.
4:34
Speaker 5: You go on your phone and it automatically pops up there.
4:37
Speaker 5: Right you open your browser and it's automatically there, and
4:40
Speaker 5: so I think we need to take very seriously what
4:44
Speaker 5: that's doing for society. I think that it is in
4:46
Speaker 5: many ways a social technology. It's changing how we communicate,
4:50
Speaker 5: it's changing how we think, it's changing how we learn.
4:53
Speaker 5: And so I think that one of the things we
4:54
Speaker 5: need to do in college and education more broadly is
4:58
Speaker 5: to take a step back figure out like why we
5:01
Speaker 5: are doing things, what is the intentionality here, and also
5:05
Speaker 5: how we can bring joy into the classroom. And so
5:07
Speaker 5: I think that is a chance to take a step
5:09
Speaker 5: back and kind of make think about the assumptions that
5:11
Speaker 5: we've been making for a while about education. And that's
5:14
Speaker 5: what I think is transformative and exciting about it.
5:18
Speaker 1: That we're like, it's such a big topic right where
5:23
Speaker 1: we talk about AI and education.
5:24
Speaker 3: And you know, going back to like you said with
5:26
Speaker 3: the paper, like you know, there's such a like balance now, right,
5:30
Speaker 3: Like in the past to write a paper, you had
5:33
Speaker 3: to do the research, you had to really dig it.
5:35
Speaker 3: Now you've got kids, I'm sure who just you know,
5:40
Speaker 3: books in the library, the essay out yourappy, yeah, right,
5:43
Speaker 3: going to the library, that's right.
5:44
Speaker 2: Analogue writing, yeah, right, and all of that.
5:50
Speaker 4: What do you see right now with the dynamic shift
5:53
Speaker 4: in terms of this generation being dependent on the AI tools,
6:00
Speaker 4: two complete assignments to develop thoughts. What is that process
6:05
Speaker 4: now within academia. I mean it affects the whole landscape,
6:08
Speaker 4: but specifically in academia, and.
6:11
Speaker 5: I do think that it's starting to change as we
6:14
Speaker 5: have these tools that were just around more and more
6:17
Speaker 5: and are being worked into everything. So after chat GBT
6:20
Speaker 5: came out, so this would have been November twenty twenty three,
6:24
Speaker 5: for the first year or so, many of us, myself included,
6:28
Speaker 5: really used AI as a search engine.
6:31
Speaker 1: We thought about it like Google.
6:32
Speaker 5: You go and you put in something, you put in
6:35
Speaker 5: a question, and you just take whatever you get the answer,
6:37
Speaker 5: and you take whatever you are given. You don't do
6:40
Speaker 5: the verification. You don't do, you know, the fact finding.
6:44
Speaker 5: And one of the things that I think students and
6:46
Speaker 5: myself are becoming more and more aware of is just
6:49
Speaker 5: how limiting that is. And now we recognize that even today,
6:54
Speaker 5: even with these programs being around for a while, we
6:56
Speaker 5: have to go and we have to verify us there
6:59
Speaker 5: there are still a lot of errors and you still
7:01
Speaker 5: have to go in and direct generative AI programs, and
7:05
Speaker 5: that's something that I talk to my students a lot
7:07
Speaker 5: about that if we go and we are using AI
7:11
Speaker 5: for something, having that level of critical thinking is essential.
7:16
Speaker 5: And I think it's interesting because many times the companies
7:21
Speaker 5: themselves market these programs chat Gbtgemini, Claude and everything else
7:27
Speaker 5: as just making our lives easier, and there's something very
7:30
Speaker 5: tempting about that. In some ways they do sometimes, but
7:34
Speaker 5: we have to get to that point of thinking critically
7:37
Speaker 5: about them, and that's when we start to unlock more things,
7:40
Speaker 5: unlock more uses. And the other thing that I knows
7:43
Speaker 5: with my students is they're becoming more and more aware
7:46
Speaker 5: with passing time of how easy it is to lose
7:49
Speaker 5: your voice. I teach at Berkeley, of course, on aipower
7:53
Speaker 5: communication and for the first two weeks we do not
7:57
Speaker 5: dive into the AI program.
7:59
Speaker 1: We actually spend quite a bit of time.
8:01
Speaker 5: Talking about voice, What is your voice, how would you
8:04
Speaker 5: characterize it? What happens when you have a voice in
8:06
Speaker 5: your writing versus speaking on a podcast or whatever else.
8:10
Speaker 5: And then after a couple of weeks then we can say, well,
8:12
Speaker 5: now let's take a look at AI programs and how
8:14
Speaker 5: can you use them? Once you have a pretty firm
8:19
Speaker 5: understanding of what your voice is. And I didn't used
8:22
Speaker 5: to teach it that way. I actually change that because
8:25
Speaker 5: I felt like that's what was missing, and I think that,
8:29
Speaker 5: you know, I went through my own experience and trying
8:32
Speaker 5: to figure out what happens when you lose your voice
8:34
Speaker 5: of these programs, and that is something that I think
8:38
Speaker 5: the students and faculty alike need to be very very
8:41
Speaker 5: aware of. If you're using chat GVT, it can be
8:44
Speaker 5: a slippery slope. You ask for more things, You start
8:46
Speaker 5: to ask it to write for you, to speak for you,
8:49
Speaker 5: and then at what point do you take a step
8:51
Speaker 5: back and say, well, I'm losing my voice. And how
8:53
Speaker 5: do we help students figure out where that line is
8:56
Speaker 5: and how to pull back from because we've all done it.
8:59
Speaker 2: That's so crue Yeah, you know we don't.
9:01
Speaker 4: We tend not to think of ourselves as our brand
9:03
Speaker 4: and you are and what does that twin of voices?
9:05
Speaker 4: What does that self indicator look like? And when you
9:09
Speaker 4: depend wholeheartedly on tools instead of using them as an
9:13
Speaker 4: assisted tool, you lose yourself. But that's in anything, it's
9:16
Speaker 4: a transferable skill. So it's so important that you're teach students.
9:20
Speaker 1: Do you agree with this? We have students with us today.
9:23
Speaker 4: Thumbs up, thumbs up, All right, you're giving us thumbs up.
9:27
Speaker 1: Guys.
9:28
Speaker 3: I would definitely say that you want to use AI
9:31
Speaker 3: and all these different apps and things as more of
9:33
Speaker 3: a partner than an easy way out, right, like somebody
9:36
Speaker 3: that could It's like having your own partner to help
9:38
Speaker 3: you do an assignment, help you figure things out, versus
9:41
Speaker 3: just spitting out the answers for you, because then you're
9:43
Speaker 3: not it's the easy way out of everything, right, and
9:45
Speaker 3: then that's how you do lose your voice and things.
9:47
Speaker 5: So, and one of the things that's been so interesting
9:50
Speaker 5: to me is if my students are using AI and
9:52
Speaker 5: I invite them to use AI intentionally, I often ask
9:56
Speaker 5: them for their chat logs so I can actually tell
10:00
Speaker 5: this is where I start to see it taking over
10:02
Speaker 5: your what they're asking what the questions? Yeah, because you
10:05
Speaker 5: can see when you have a chat with an AI
10:07
Speaker 5: program when the AI starts to take over, and it
10:10
Speaker 5: will do that if you don't rain it back.
10:12
Speaker 4: Attention, students, employees, we can tell if AI wrote your homework.
10:19
Speaker 1: Yeah. We've had a few people here that specifically say that.
10:23
Speaker 4: You know what's great when they copy the prompt and
10:26
Speaker 4: leave it.
10:26
Speaker 1: They leave it there. They forget leave your question along
10:30
Speaker 1: with the answer.
10:30
Speaker 3: Yes, that's amazing talking about is we keep bringing up
10:34
Speaker 3: students and we have some amazing, lovely Berkeley College students
10:37
Speaker 3: in the building. Shout out to them, walk us through
10:40
Speaker 3: an AI topic in your class.
10:43
Speaker 1: So one of the.
10:44
Speaker 5: Things that I do in my film class, which students
10:47
Speaker 5: really really I can find very interesting. So in my
10:50
Speaker 5: Art of Film class, and I teach this entirely online.
10:54
Speaker 5: In the past, students wrote a paper right five years
10:56
Speaker 5: ago and I was teaching it.
10:57
Speaker 1: They wrote a paper on a movie of their choice.
11:00
Speaker 5: And now I've completely flipped it so that my students
11:04
Speaker 5: still choose a movie, something that they are passionate about,
11:07
Speaker 5: something that they are truly interested in, not something I'm
11:09
Speaker 5: just giving to them. And they go and they create
11:11
Speaker 5: a mini lesson, and for the mini lesson, they have
11:15
Speaker 5: to teach a custom chatbot it. So I will go
11:19
Speaker 5: and create a chatbot for them, and I design it
11:23
Speaker 5: to act like ten year old me. I give it
11:26
Speaker 5: that kind of personality. And I was sort of a weird,
11:29
Speaker 5: very inquisitive kid as a ten year old and so
11:32
Speaker 5: they have to go and they have to engage with it,
11:33
Speaker 5: they have to teach it, and at the end of it,
11:36
Speaker 5: I ask them to send me the entire chat and
11:40
Speaker 5: it's been very very helpful for me to get And
11:42
Speaker 5: what I'm really trying to look at is I'm trying
11:44
Speaker 5: to see their understanding of the movie. So it's what
11:47
Speaker 5: I call a pressure bot because often when we engage
11:50
Speaker 5: with chat GBT, we think about it as something that's
11:53
Speaker 5: just going to take things over. Right, you ask to
11:55
Speaker 5: do something and it doesn't. And one of the things
11:58
Speaker 5: we can do in education is we can actually use
12:00
Speaker 5: of technology to put more pressure on the student. Right,
12:04
Speaker 5: So instead of going to the program for answers, they
12:08
Speaker 5: are going to yet question, I.
12:10
Speaker 1: Would say, the program's coming to you for answers, coming
12:12
Speaker 1: to you for.
12:12
Speaker 3: Answer because if you can that you really know that,
12:16
Speaker 3: yes that I really like that we have we have
12:18
Speaker 3: at our house. We haven't even got into using them,
12:21
Speaker 3: but we've bought like for Christmas or something, we got
12:23
Speaker 3: our kids like one of those like little robots that
12:25
Speaker 3: but I think it's more of a teaching robot. But
12:27
Speaker 3: I would love to have like another those kind of
12:29
Speaker 3: little things. That ask the kids questions consistently and have
12:33
Speaker 3: and they have to answer it back, because that's what
12:36
Speaker 3: you want for your kids. You don't want them just
12:37
Speaker 3: asking questions and to shoots the answer back. I'd rather
12:40
Speaker 3: the opposite way around. So that's great.
12:42
Speaker 1: You want to activate the critical thing, Yeah yeah, you
12:44
Speaker 1: want the brain firing off. Yeah yeah, and at the
12:47
Speaker 1: end you have evidence of it.
12:48
Speaker 3: Until you get to my age, then I just want
12:49
Speaker 3: to ask questions and I need the answer.
12:51
Speaker 1: Oh, pro.
12:53
Speaker 3: Don't agree with me. Penny, Okay, Penny is my AI.
12:59
Speaker 4: By the way, I will confirm yes. Hey, Penny, two am, Hey,
13:07
Speaker 4: I have this question. If YouTube doesn't fix it, there's
13:11
Speaker 4: Penny Jason. How did you get into education? Jason's laughing.
13:19
Speaker 4: By the way, for those of you listening on your
13:21
Speaker 4: way to work.
13:23
Speaker 1: My journey in the education was very odd. So I
13:27
Speaker 1: hated I hated school. I hated school in middle school,
13:32
Speaker 1: in high school.
13:33
Speaker 5: And one of the reasons that I really really disliked
13:35
Speaker 5: it was I felt very micromanaged. I went to a
13:38
Speaker 5: high school that was extremely competitive. It was so competitive
13:41
Speaker 5: that they couldn't tell us about class rank because if
13:45
Speaker 5: you were ranked ahead of someone, they would target you.
13:48
Speaker 5: They would go after you. And so that's not a
13:50
Speaker 5: funny environment. No, it's a very negative environment.
13:54
Speaker 3: I didtive house rus to teach first, who did their
14:01
Speaker 3: bed first.
14:01
Speaker 1: Everything's a competitive great and so.
14:04
Speaker 5: One of the things that I saw was so interesting
14:06
Speaker 5: was when I went to college, the only thing I
14:09
Speaker 5: knew was that I didn't want to teach. It was
14:11
Speaker 5: literally the only thing I was sure of. I wanted
14:13
Speaker 5: to go into law. I wanted to go into something else.
14:16
Speaker 5: And what ended up happening is and this is the
14:19
Speaker 5: kind of weird or counterintuitive par to my story. I
14:22
Speaker 5: went to Rutgers University, which is huge, giant, and I
14:26
Speaker 5: started taking these classes with one hundred students, two hundred students.
14:32
Speaker 5: No one was taking attendance, no one was micromanaging me.
14:36
Speaker 5: It was just you're an adult. Come or don't come,
14:39
Speaker 5: We do not care. I took my first the end
14:43
Speaker 5: of my first year. I took an astronomy course with
14:48
Speaker 5: three hundred students. I swear the average attendance was four
14:53
Speaker 5: of us. So four of us came and talked to
14:55
Speaker 5: the professor about it. And in a weird way, that
15:00
Speaker 5: experience of just having complete agency and doing what I
15:04
Speaker 5: wanted to do, and figuring out what worked for me
15:07
Speaker 5: was actually very empowering and it's so interesting to me
15:11
Speaker 5: because I do want my students to come to class
15:13
Speaker 5: and engage with me. So that's how I'm kind of,
15:16
Speaker 5: you know, moving against that. But for me, it's all
15:18
Speaker 5: about agency. I started to get interested in education once
15:22
Speaker 5: someone said to me, you figure it out, You figure
15:25
Speaker 5: out what works with you, and that's something that I
15:28
Speaker 5: try to put in my classes. So for a lot
15:31
Speaker 5: of my classes now, I don't give my students an assignment.
15:35
Speaker 5: I asked them to create a project that works for them. Right,
15:40
Speaker 5: So based off of what we're doing, what we're covering,
15:42
Speaker 5: what is your project something that you want to exist?
15:46
Speaker 5: And then what is the process? How are you going
15:48
Speaker 5: to get there?
15:49
Speaker 1: What are you going to do along the way? And
15:51
Speaker 1: I walk them through and they evaluate themselves.
15:54
Speaker 5: Right, they have agency over how it's actually going to
15:56
Speaker 5: be assessed at the end of it all, and so
15:59
Speaker 5: we're way. I got into education through a kind of anonymity.
16:03
Speaker 5: No one really cared about me, and that gave me
16:06
Speaker 5: agency and that at that point. Once I got into
16:10
Speaker 5: that environment, that's when I found education to be more
16:14
Speaker 5: interesting and now I recognize that a lot of times
16:17
Speaker 5: you can't force education on another person. You can kind
16:20
Speaker 5: of create the learning conditions where you hope they would
16:22
Speaker 5: choose to learn. But learning is such a personal decision.
16:27
Speaker 5: And so I ended up finding a lot of agency
16:32
Speaker 5: and a lot of power in that kind of anonymity,
16:34
Speaker 5: and that gradually got me into it. I didn't actually
16:37
Speaker 5: have a major in college until I was a third
16:39
Speaker 5: year student. I kind of moved around and then I
16:41
Speaker 5: got into education, but I very much wandered around for
16:45
Speaker 5: a lot of my college education.
16:48
Speaker 4: That's so well, yeah, but it's so beautiful that you
16:52
Speaker 4: took your experience and now you have created a safe
16:56
Speaker 4: space for students to own their experience and control their narratives.
17:02
Speaker 2: And that's really.
17:04
Speaker 4: Unique to position your curriculum that way and to really
17:09
Speaker 4: amplify their voices within the classroom.
17:12
Speaker 1: Yeah, it's really cool.
17:13
Speaker 5: I think people want agency, people want control, and not
17:16
Speaker 5: just like a sprinkling of it. They want to make
17:18
Speaker 5: real decisions, real high impact decisions. And then, you know,
17:23
Speaker 5: the thing that I'm trying to do that I didn't
17:24
Speaker 5: quite have my first couple of years was get.
17:26
Speaker 1: Community in there.
17:28
Speaker 5: Right, what does it mean for students to have real agency.
17:30
Speaker 5: A lot of it is codesigning that I don't just
17:33
Speaker 5: have a syllabus that I teach again and again and again,
17:36
Speaker 5: and a curricula I teach again and again. Students co
17:38
Speaker 5: design with me. They get to choose what we're doing
17:40
Speaker 5: that day, what we're focusing on, and so I found
17:44
Speaker 5: I find that to be exciting for me and different
17:47
Speaker 5: for me, and so trying to find a way to
17:50
Speaker 5: give students that level of agency but also have community
17:53
Speaker 5: in there, because that's what I was missing that I
17:55
Speaker 5: think would have been made my college experience even better.
17:58
Speaker 1: So that's what I try to do. I try to
17:59
Speaker 1: combine those two as much as I can.
18:02
Speaker 2: That's awesome. I want to come shadow a class.
18:05
Speaker 1: Yeah yeah.
18:07
Speaker 4: So interestingly enough, we are sitting in this recording studio
18:12
Speaker 4: and we're doing this because of another program that we
18:16
Speaker 4: have that Jason also teaches in is on the committee for,
18:20
Speaker 4: and we actually developed together two classes for that program
18:23
Speaker 4: called Media Communications, and you know, we looked at the
18:26
Speaker 4: gap analysis and figured out, you know, we don't have
18:29
Speaker 4: college radio and we've talked about it here on the
18:31
Speaker 4: pod and how this came to be, which is pretty cool.
18:35
Speaker 4: I did not know you were like this whole other
18:38
Speaker 4: realm when we were developing that program.
18:40
Speaker 2: But it's so cool.
18:41
Speaker 4: So how do you portray the coursework with media comms?
18:46
Speaker 4: Same kind of workflow, same outline.
18:49
Speaker 5: Yeah, I adapt it based off of the students and
18:52
Speaker 5: what they're interested in and what we're focusing on. So
18:55
Speaker 5: the flow of something like Ani Power Communication can be
18:59
Speaker 5: a little bit different. That's within the media the communications
19:02
Speaker 5: program that focus and so there, and that's why I
19:06
Speaker 5: frontload voice and right now I often teach that as
19:10
Speaker 5: an accelerated online class, and so we frontload voice and
19:14
Speaker 5: even their students have a lot of agency, and we
19:17
Speaker 5: have conversations about ethics. We actually talk about ethics and
19:21
Speaker 5: voice up front. I give them scenarios. I say, well,
19:24
Speaker 5: this student went and used chat GPT for this, or
19:26
Speaker 5: this student used an AI avatar, which I'm more and
19:29
Speaker 5: more common now for doing this, and I asked students
19:31
Speaker 5: to weigh in, and from there they create. And this
19:34
Speaker 5: is where it's kind of similar to some other classes.
19:36
Speaker 5: They create their own process. I'm very big on bringing
19:42
Speaker 5: less and less attention to the product. We're creating those essays,
19:46
Speaker 5: those presentations, and I'm much more interested in getting students
19:49
Speaker 5: and myself to think about the process we actually go through,
19:52
Speaker 5: because that's what matters. Matters is that you learn a
19:55
Speaker 5: lot as you're creating it. What is your journey like?
19:59
Speaker 5: How can you reflect on that journey? And that's something
20:01
Speaker 5: that cuts across all of those classes, right, and I
20:05
Speaker 5: think that especially for communications and media, we have to
20:08
Speaker 5: do that.
20:09
Speaker 3: Right.
20:09
Speaker 5: If we're going to teach our students to really think
20:11
Speaker 5: about their own voice, we need to find ways to
20:14
Speaker 5: get them to slow down as they're creating that process
20:17
Speaker 5: and create a kind of self distance, right, because one
20:20
Speaker 5: of the things about communication is you need to figure
20:22
Speaker 5: out kind of how to understand yourself right instead of
20:25
Speaker 5: just being in your own first person point of view, right, Notice,
20:28
Speaker 5: how are you working, how are you doing things?
20:31
Speaker 1: What is your voice actually like?
20:33
Speaker 5: And trying to find ways and workflows that get students
20:36
Speaker 5: to do that on a regular basis because it's really hard,
20:39
Speaker 5: but it's something that cuts across I think literally every field, right,
20:44
Speaker 5: being able to understand yourself as a thinker and what
20:47
Speaker 5: you're doing and why you were doing it. And once
20:50
Speaker 5: we have that as a pattern, I think it can
20:52
Speaker 5: send students anywhere and it's not just career focused, even
20:57
Speaker 5: though it is that, it's also just life focused.
21:00
Speaker 4: Self assessments of awareness. It's all the transferable skills. You're
21:03
Speaker 4: taking me back to my high school ninth grade math teacher,
21:07
Speaker 4: where she's like, the students are laughing. Yes, listen, you're
21:11
Speaker 4: gonna remember these things. You're laughing because it's true where
21:14
Speaker 4: they used to be like, Okay, that's the answer, But
21:16
Speaker 4: show your work.
21:17
Speaker 2: How did you get there?
21:18
Speaker 4: Yep, see now they're nodding. Okay, you were laughing at
21:21
Speaker 4: the beginning. Yeah, how'd you get there? How'd you get here? Bro?
21:26
Speaker 1: There's not enough pages of work to show you. It's
21:29
Speaker 1: not enough pages.
21:30
Speaker 3: But I do think that's important, showing the work because
21:33
Speaker 3: I help my kids now with their homework, and I
21:35
Speaker 3: love how some of it is on computers now like tablets.
21:37
Speaker 3: We have to log in in New York and they
21:40
Speaker 3: make you, you know, they have an area where you
21:42
Speaker 3: have to break down how you're getting the answers versus
21:45
Speaker 3: just putting the answer in. So Penny, Yes, this pod
21:49
Speaker 3: is going so amazing, right, and I think we have
21:52
Speaker 3: so many, so many more questions.
21:54
Speaker 1: I want to ask you right now.
21:55
Speaker 2: It's never enough time.
21:57
Speaker 1: It's never enough.
21:57
Speaker 3: And we always talk about bringing somebody back, yes, but
22:00
Speaker 3: instead of that, I know we have some amazing students
22:03
Speaker 3: that we've already talked about here. Instead of bringing him back,
22:05
Speaker 3: let's bring the students in here.
22:07
Speaker 1: And say Jason anymore. So, let's keep judent. Let's keep
22:10
Speaker 1: Jason here with the students.
22:11
Speaker 2: That's even better.
22:12
Speaker 1: And let's do another podcast. Do you want to do that?
22:15
Speaker 2: Yeah, let's do that.
22:15
Speaker 1: So we're going to do that.
22:16
Speaker 3: Unfortunately, you guys, not unfortunate, but you're going to have
22:19
Speaker 3: to wait till the next podcast drops to check that
22:21
Speaker 3: one out.
22:22
Speaker 1: Okay, so make sure you're tuning in to the next podcast.
22:25
Speaker 2: But come back, tune in. We're gonna have Liz and Bianca.
22:28
Speaker 1: With us and Jason and Jason criminal.
22:31
Speaker 4: Justice and Media Communications Majors. I'm so excited. Maybe they're
22:34
Speaker 4: going to teach us something.
22:35
Speaker 1: I hope.
22:35
Speaker 4: So thanks for listening. I'm Penny Tellers, I am pro
22:39
Speaker 4: Stole and this is Teach Me Something. Don't forget to
22:41
Speaker 4: follow pod dot Teach me Something and listen to us
22:44
Speaker 4: on WOR seven ten Sundays at nine am, also wherever
22:48
Speaker 4: you catch your podcast, and of course.
22:50
Speaker 1: On one O three five k T you be right
22:52
Speaker 1: back in the flash.
22:54
Speaker 2: Hey, thanks for listening.
22:55
Speaker 4: Tune in next week for all new episode of Teach
22:58
Speaker 4: Me Something, brought to you by Berkeley College