Latest / Azadeh and Guy on AI / Clean Water AND AI

Transcript

Clean Water AND AI · Azadeh and Guy on AI

• 0:01
  SPEAKER_00: All right.
• 0:02
  SPEAKER_00: Welcome.
• 0:03
  SPEAKER_02: Welcome to a new episode of Azadeh.
• 0:05
  SPEAKER_00: And Guy.
• 0:06
  SPEAKER_02: On AI.
• 0:10
  So today we are talking about AI literacy and access as a civil
• 0:17
  rights issue.
• 0:19
  SPEAKER_00: Yeah, that's a big title.
• 0:20
  SPEAKER_02: I know.
• 0:20
  SPEAKER_02: I was going to say that.
• 0:22
  SPEAKER_02: That's a long title as well.
• 0:24
  SPEAKER_00: And basically,
• 0:26
  SPEAKER_00: I've been thinking about this for a long time,
• 0:28
  SPEAKER_00: and I've been mentioning it here and there,
• 0:30
  SPEAKER_00: but since AI is not going anywhere.
• 0:35
  SPEAKER_00: I mean, some people want it to go somewhere.
• 0:38
  SPEAKER_00: And they express their opinion very well.
• 0:39
  SPEAKER_00: And I don't necessarily disagree with them.
• 0:41
  SPEAKER_00: That's the thing sometimes people don't understand.
• 0:45
  As I'm trying to be a realist,
• 0:47
  and that is,
• 0:48
  it doesn't seem like it's going to go away.
• 0:50
  There's a lot of money,
• 0:51
  a lot of energy,
• 0:53
  and a lot of productivity behind it.
• 0:56
  SPEAKER_00: And so we better learn to deal with it.
• 0:58
  SPEAKER_00: It doesn't mean that I'm cheering its use everywhere.
• 1:01
  SPEAKER_00: But it is an important component.
• 1:06
  And I think I've mentioned this,
• 1:08
  that I'm really worried about people pushing back.
• 1:11
  And those are often the same people who give access to their
• 1:16
  kids at home to all of
• 1:19
  SPEAKER_00: these devices and all of this digital knowledge.
• 1:21
  SPEAKER_00: And therefore, they might not need it in school.
• 1:24
  SPEAKER_00: But the kids who really need it might not get it in school.
• 1:27
  SPEAKER_00: And that's really the civil rights issue.
• 1:30
  SPEAKER_00: So when they're pushing against AI anywhere,
• 1:33
  SPEAKER_00: including AI literacy,
• 1:37
  then they're really potentially harming kids that are not
• 1:40
  necessarily their kids.
• 1:41
  SPEAKER_00: And that's something I worry about.
• 1:43
  SPEAKER_00: And I wrote some about.
• 1:46
  SPEAKER_00: But in this case, I think about this also from a global perspective.
• 1:51
  SPEAKER_02: So we talk a lot about AI literacy in education.
• 1:56
  SPEAKER_02: I think that's what I got from what you just said.
• 1:59
  SPEAKER_02: But there is another version of this conversation that assumes a lot.
• 2:05
  SPEAKER_02: We are talking about connectivity,
• 2:07
  SPEAKER_02: we are talking about devices,
• 2:09
  we are talking about teachers who do not have or may not have
• 2:13
  enough knowledge
• 2:14
  about AI and how to teach AI or how to incorporate AI into
• 2:18
  their teaching.
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  And so here I do want to mention the research of a Williams
• 2:25
  who's a master student
• 2:27
  in our college and collected data about teachers in Ghana and
• 2:33
  their interactions
• 2:33
  SPEAKER_00: with AI.
• 2:34
  SPEAKER_00: And he comes to the same thing that you said,
• 2:36
  SPEAKER_00: and that is teachers need to know what they're doing.
• 2:38
  SPEAKER_00: We need to develop teachers knowledge.
• 2:40
  SPEAKER_00: And the second thing is we need some kind of infrastructure.
• 2:43
  SPEAKER_01: Yes.
• 2:44
  SPEAKER_00: It can't happen in a rural environment.
• 2:48
  that doesn't have electricity or sometimes a roof to their
• 2:52
  classroom,
• 2:53
  right?
• 2:54
  And definitely no internet or at least broadband internet that
• 2:57
  can allow this communication.
• 2:59
  SPEAKER_00: So the challenge is not a minor challenge.
• 3:01
  SPEAKER_01: Yeah, very true, yes.
• 3:04
  And the fear is that if we don't do something about us,
• 3:07
  this is going to widen the differences.
• 3:10
  SPEAKER_00: Now, I can see Matt Damon.
• 3:12
  SPEAKER_00: Can you see Matt Damon over there?
• 3:14
  SPEAKER_00: He's looking and saying, there are people who don't have clean water.
• 3:17
  SPEAKER_00: What are you talking about?
• 3:20
  SPEAKER_00: And the answer is they need both.
• 3:24
  SPEAKER_00: They need clean water and they need to understand AI.
• 3:27
  SPEAKER_00: Clean water is the immediate thing.
• 3:29
  SPEAKER_00: Right.
• 3:29
  I just listened to a podcast recently where he was talking
• 3:32
  about his clean water.
• 3:34
  SPEAKER_00: So if Matt Damon,
• 3:37
  SPEAKER_00: if you're hearing me,
• 3:38
  you are welcome to a podcast and we can debate whether water or
• 3:41
  AI are more
• 3:42
  SPEAKER_01: important.
• 3:43
  SPEAKER_00: I think water.
• 3:45
  SPEAKER_00: And I think you'll agree, but I would still invite you.
• 3:49
  SPEAKER_00: And I think Azadeh is inviting you as well.
• 3:53
  But the important thing here is that we can't just focus on one
• 3:59
  thing because the
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  SPEAKER_00: long-term future is beyond the basic needs.
• 4:03
  SPEAKER_00: And so we need to take care of the basic needs,
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  but we also need to think about how do we prepare this next
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  generation so it's not
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  SPEAKER_00: even further behind.
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  SPEAKER_00: And I am worried about what would happen,
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  SPEAKER_00: again,
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  SPEAKER_00: water comes to mind,
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  but what would happen as climate changes and it impacts
• 4:22
  multiple environments and
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  SPEAKER_00: people start moving and creating pressures.
• 4:27
  SPEAKER_00: Again,
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  thinking about Burkina Faso and the work I'm doing with INUSA
• 4:33
  and which we had on
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  SPEAKER_00: the podcast.
• 4:36
  SPEAKER_00: And he's looking at the different areas.
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  SPEAKER_00: So they have in key cities,
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  they have the city center and the neighborhoods around that
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  that are very well
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  SPEAKER_00: connected.
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  And then there are all the places where are not fully
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  recognized by the government.
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  SPEAKER_00: So people just live there.
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  They have intermittent water,
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  intermittent electricity or no electricity and no connectivity.
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  SPEAKER_00: So even though they're in the city or right around the city,
• 5:01
  SPEAKER_00: they are not really getting all the services of the city.
• 5:05
  SPEAKER_00: And those are,
• 5:06
  SPEAKER_00: again,
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  SPEAKER_00: people that I'm really concerned about the outcomes,
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  SPEAKER_00: the generational outcomes.
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  So I've been thinking about this for a while and talking to
• 5:16
  different people and
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  SPEAKER_00: talking,
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  SPEAKER_00: I've been talking about South Saharan Africa,
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  SPEAKER_00: with Inusa and with Williams,
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  SPEAKER_00: but I've also been talking about,
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  SPEAKER_00: for example,
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  Bangladesh with different potential graduate students and
• 5:30
  different people.
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  SPEAKER_00: I've been talking,
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  SPEAKER_00: I've just had a conversation with somebody about Colombia and about,
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  SPEAKER_00: so this is a universal problem.
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  SPEAKER_00: Even in Nebraska, not everywhere has good internet.
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  SPEAKER_00: And that's,
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  Arguably the developed world with all the capacity and with the
• 5:46
  huge investment,
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  SPEAKER_00: especially during the Biden years in connectivity in rural areas.
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  So we've been working on this problem for a while and we're
• 5:53
  still not there.
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  SPEAKER_00: What can we do is really it.
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  SPEAKER_00: And how can we make sure that students everywhere have access to at least
• 6:01
  SPEAKER_00: understand what AI is and what it is capable of?
• 6:04
  SPEAKER_00: Going back to that idea of AI.
• 6:06
  SPEAKER_00: literacy,
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  SPEAKER_00: and we talked a little bit about fluency,
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  SPEAKER_00: so maybe even some fluency,
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  SPEAKER_00: but really at least putting some building blocks in.
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  SPEAKER_02: Yeah,
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  SPEAKER_02: and it seems that some countries,
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  SPEAKER_02: they have come up with a couple of solutions for that,
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  SPEAKER_02: and mostly they are relying on their offline resources,
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  SPEAKER_02: if I'm not mistaken.
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  SPEAKER_01: Yes.
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  SPEAKER_02: Especially with LLMs, it's really doable.
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  SPEAKER_02: I mean,
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  SPEAKER_02: you can download one of them on a laptop,
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  SPEAKER_02: and then you can share it with the students,
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  SPEAKER_02: I guess.
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  SPEAKER_00: So,
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  SPEAKER_00: yes,
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  so one of the things that we've had as a legacy is over the
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  last 20 years,
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  and this is actually information that I saw for the first time
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  in the World
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  SPEAKER_00: Literacy Summit.
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  SPEAKER_00: At the time it was at Oxford.
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  SPEAKER_00: I think they're moving around now.
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  But they meet every two years and it's a meeting of people from
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  all over the world
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  SPEAKER_00: really concerned with literacy writ large.
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  And so there's always a presentation from UNESCO and a
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  representation from the
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  developed world and the developing world and trying to see what
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  is happening.
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  And what we've seen there is the development of basic
• 7:14
  infrastructure for computers
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  that do not rely on the Internet necessarily and do not rely on
• 7:21
  consistent
• 7:21
  SPEAKER_00: electricity.
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  SPEAKER_00: And so really working on solar,
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  SPEAKER_00: which works in many places,
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  SPEAKER_00: and on small,
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  SPEAKER_00: the new devices require so little energy.
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  SPEAKER_00: So a few solar panel can power up a computer lab.
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  SPEAKER_00: Now, is it ideal?
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  SPEAKER_00: In my ideal world, everybody's got a device.
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  SPEAKER_00: That's probably not very likely under those conditions.
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  But you can create some devices that are serving mostly as X
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  terminals with a
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  SPEAKER_00: central computer that is not the biggest supercomputer,
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  SPEAKER_00: but actually something manageable,
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  SPEAKER_00: like a Mac Mini kind of thing.
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  It's a little bit more than a laptop,
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  but you can even run it on older machines.
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  SPEAKER_00: I mean, there have been enough efforts to do that.
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  SPEAKER_00: And so the question is,
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  SPEAKER_00: so we've had these previous solutions,
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  SPEAKER_00: and the question is,
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  SPEAKER_00: how do you bring an AI?
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  SPEAKER_00: And that's where you're right.
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  SPEAKER_00: We can bring an open-weight model to run locally,
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  SPEAKER_00: and we bring the lighter models,
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  SPEAKER_00: not the full,
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  SPEAKER_00: you know.
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  SPEAKER_00: Opus 4.6 is not going to run on a local computer.
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  SPEAKER_00: We need Amazon to drop a few big trucks with computers for that.
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  SPEAKER_00: But...
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  SPEAKER_00: But we can run a model that at least will simulate how to work with it,
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  SPEAKER_00: what are its capacities on a lower bandwidth.
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  SPEAKER_00: And so you have these computers that are powered locally,
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  SPEAKER_00: and then you create a Wi-Fi network that serves only the school,
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  SPEAKER_00: and suddenly you can have students practice.
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  And I think that this would be a really interesting initiative
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  because the benefits
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  SPEAKER_00: are still all the other benefits of the digital world.
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  SPEAKER_00: But in essence, we can ride AI on top of it.
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  SPEAKER_00: And so the question is, who's going to pick the mantle?
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  SPEAKER_00: Who is going to really do the two things that are necessary?
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  SPEAKER_00: One is to start experiments about how can we do this?
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  And the second one is,
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  of course,
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  to do the teacher professional development.
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  SPEAKER_01: Yeah.
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  SPEAKER_00: Because those are the two things.
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  SPEAKER_00: I mean,
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  SPEAKER_00: I go back to the information Williams got,
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  SPEAKER_00: but into any digital innovation of the last 30,
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  40 years is eventually teachers need to know what they're doing
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  or they're not
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  SPEAKER_00: going to do anything or they're going to just give it to kids and say,
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  SPEAKER_00: go play.
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  SPEAKER_00: And something might happen.
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  SPEAKER_00: But maybe not.
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  SPEAKER_02: And I think we have seen that.
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  We have evidence that preparing for incorporating AI into
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  instruction takes a lot of time.
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  SPEAKER_02: And also you need to experience a lot.
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  SPEAKER_02: I'm talking about the course that you're teaching right now.
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  SPEAKER_02: So it's not as easy as just saying use AI for brainstorming.
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  SPEAKER_02: It's way more than that.
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  SPEAKER_00: Yeah, it's about learning how to prompt.
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  SPEAKER_00: It's about being brave and creating space and time for it.
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  SPEAKER_00: It's about experimenting.
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  SPEAKER_00: And also,
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  SPEAKER_02: yeah,
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  giving the students time to just explore and see what is the
• 10:35
  best way they can use
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  SPEAKER_02: AI,
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  what is the best way that they can maybe critically use AI in
• 10:42
  their assignments or
• 10:45
  SPEAKER_02: anything else that they are producing.
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  SPEAKER_00: Yeah.
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  SPEAKER_00: And so teachers need to become brave.
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  SPEAKER_00: And we're talking about teacher shortages in many of those areas.
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  So the thing that is on top of the difficulty in providing
• 11:03
  professional learning to
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  so many teachers across hard conditions is that those areas are
• 11:11
  experiencing
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  SPEAKER_00: shortage of teachers as it is.
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  SPEAKER_00: So the question is, how do we
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  SPEAKER_00: how do we convince them that that's something worth doing?
• 11:21
  SPEAKER_00: Yeah.
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  SPEAKER_00: I think that the entry point is always,
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  SPEAKER_00: we're going to teach you how it's going to make your life easier first,
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  SPEAKER_00: and then we're going to teach you how to teach it to kids.
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  SPEAKER_00: Because when I think about AI right now, I think about those four layers,
• 11:39
  SPEAKER_00: of AI, and one of them is teacher using it in their work.
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  And I think that the buy-in comes in where here's how you can
• 11:46
  create multiple lesson plans.
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  SPEAKER_00: Here's how you can create an app that somebody can use.
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  SPEAKER_00: And all of those things,
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  SPEAKER_00: if I will help you with this,
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  SPEAKER_00: now,
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  SPEAKER_00: first of all,
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  SPEAKER_00: the load on you as a teacher is reduced.
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  SPEAKER_00: And now you can use it, that reduced load to
• 12:05
  SPEAKER_00: maybe teach about AI.
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  SPEAKER_02: So AI is not a burden.
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  SPEAKER_02: It will help you.
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  SPEAKER_00: Yes.
• 12:13
  SPEAKER_00: Yes.
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  SPEAKER_00: And I was talking to a professional today.
• 12:16
  SPEAKER_00: Sorry, Laurie.
• 12:17
  SPEAKER_00: I mentioned your name.
• 12:19
  SPEAKER_00: No last names.
• 12:21
  SPEAKER_00: So Laurie said, I don't have time.
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  SPEAKER_00: I'm very, very busy.
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  SPEAKER_00: I don't have time to experiment.
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  And this is a professional with a PhD who's doing a lot of high
• 12:30
  volume research and
• 12:32
  SPEAKER_00: interesting things.
• 12:33
  SPEAKER_00: And he's incredibly productive.
• 12:35
  SPEAKER_00: And she's looking at me and saying, I don't have time to play.
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  SPEAKER_00: I don't have time to experiment.
• 12:39
  SPEAKER_00: And so I said to her,
• 12:40
  SPEAKER_00: one o'clock on Friday,
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  SPEAKER_00: you can come and you can learn a little bit about AI,
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  SPEAKER_00: pick an hour and a half,
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  tell us that it's ours and we will teach you something and you
• 12:50
  will get to
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  SPEAKER_00: experiment.
• 12:51
  SPEAKER_00: But otherwise, everybody's experiencing the same thing.
• 12:54
  SPEAKER_00: I'm super busy.
• 12:56
  SPEAKER_00: Don't add to my day.
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  So what I'm saying is maybe if we subtract from their day,
• 13:02
  we can add to their day.
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  SPEAKER_00: Maybe.
• 13:08
  SPEAKER_00: But I'm not sure.
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  SPEAKER_00: There are no guarantees around this.
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  But if there's somebody that's listening and want to think
• 13:15
  about how we can put
• 13:16
  SPEAKER_00: something like this into action,
• 13:19
  SPEAKER_00: that'll be great.
• 13:20
  We're going to reach out to some of our colleagues around the
• 13:23
  world and see where
• 13:25
  SPEAKER_00: are the opportunities,
• 13:26
  SPEAKER_00: whether it's Ghana,
• 13:26
  SPEAKER_00: Burkina Faso,
• 13:28
  SPEAKER_00: Colombia.
• 13:30
  SPEAKER_00: Colombia, China.
• 13:32
  SPEAKER_00: Where do we want to go?
• 13:33
  SPEAKER_00: So we will think about, no, that's not how we make decisions.
• 13:36
  SPEAKER_00: Nigeria with Omolara, I don't know.
• 13:40
  SPEAKER_00: We've got people from all over the world.
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  And what I love about the fact that they are here as graduate
• 13:44
  students is we can
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  initiate things with somebody who understands the local context
• 13:50
  because you cannot
• 13:51
  SPEAKER_00: do this by remote control.
• 13:53
  SPEAKER_00: You've got to understand the context,
• 13:55
  SPEAKER_00: you have to have the connections on the ground,
• 13:57
  SPEAKER_00: and then you have to find the ways that we make things happen.
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  SPEAKER_00: So that's a person that's going to be there,
• 14:03
  that's going to do the work because we can show up and do a
• 14:07
  song and dance.
• 14:07
  SPEAKER_00: I'm very good at the song, not so much dance.
• 14:10
  SPEAKER_00: Maybe the other way around.
• 14:12
  SPEAKER_00: I don't know.
• 14:13
  SPEAKER_00: I'm bad at both, let's be honest.
• 14:15
  SPEAKER_00: I can ask AI to do the song and dance from me.
• 14:19
  SPEAKER_00: But eventually you need somebody who's doing the day-to-day operation.
• 14:23
  SPEAKER_00: So it's a fascinating world to enter.
• 14:27
  SPEAKER_00: And for me, it's important.
• 14:29
  And I'm willing to engage with that because I think it is a
• 14:33
  civil rights issue.
• 14:35
  And to be citizen in the 21st century,
• 14:37
  you need digital capacity and you need AI capacity.
• 14:41
  SPEAKER_00: We cannot run away from it.
• 14:43
  SPEAKER_02: Absolutely.
• 14:44
  SPEAKER_02: Yes.
• 14:45
  SPEAKER_00: All right.
• 14:47
  Do you want to talk about something interesting you did with AI
• 14:49
  this week?
• 14:51
  SPEAKER_00: Yes, you do.
• 14:53
  SPEAKER_00: You do.
• 14:54
  SPEAKER_00: I know you do.
• 14:55
  SPEAKER_02: That's a very good question.
• 14:56
  SPEAKER_02: Let me see.
• 14:58
  SPEAKER_02: Let me see.
• 15:00
  SPEAKER_02: Today I used AI.
• 15:02
  SPEAKER_02: But it's a normal kind of... Normal use of AI?
• 15:05
  SPEAKER_02: Normal use of AI that I do on a regular basis.
• 15:08
  SPEAKER_02: I ask it to break down different concepts and explain everything for me.
• 15:13
  SPEAKER_02: So I'm not going to say bot
• 15:15
  SPEAKER_02: Okay.
• 15:17
  SPEAKER_00: That's even better.
• 15:20
  SPEAKER_00: The thing that I did is I followed Daniel Pink on Substack.
• 15:29
  SPEAKER_00: And he had a recommendation last week, and I'm like, I should try that.
• 15:32
  SPEAKER_00: And he recommended that you do a self audit.
• 15:35
  SPEAKER_00: based on your conversations with AI,
• 15:37
  SPEAKER_00: tell me something about...
• 15:38
  So he has prompts to ask AI about what you've been doing and
• 15:42
  where are the things
• 15:43
  SPEAKER_00: that you're successful and where are the things you could do better,
• 15:47
  SPEAKER_00: that kind of thing.
• 15:48
  SPEAKER_00: So to do a self-evaluation, and I am in my many...
• 15:53
  SPEAKER_00: wanderings with AI, I asked AI to do that.
• 15:55
  And it was very interesting because AI gave me the answer that
• 15:59
  I expected.
• 16:00
  SPEAKER_00: You're doing too much over too many things.
• 16:02
  SPEAKER_00: You need to focus, dude, focus.
• 16:03
  SPEAKER_00: I've been told that since first grade.
• 16:05
  SPEAKER_00: It's not going to happen.
• 16:08
  SPEAKER_00: You know, we have history right now.
• 16:10
  SPEAKER_00: It's true that past performance is not indicative of future success.
• 16:13
  SPEAKER_00: However, we're human and yes, it is.
• 16:18
  SPEAKER_00: And so it's not going to happen.
• 16:19
  SPEAKER_00: I'm curious.
• 16:20
  SPEAKER_02: Could you share the prompt?
• 16:25
  SPEAKER_00: I can.
• 16:25
  SPEAKER_00: Let's just wait a second and I will try and share the prompt.
• 16:29
  SPEAKER_00: But more than that,
• 16:31
  SPEAKER_00: what I asked AI to do,
• 16:34
  what AI told me is I'm doing too much administration and
• 16:36
  management and not enough
• 16:38
  SPEAKER_00: writing.
• 16:39
  SPEAKER_00: Now, you know how much I do writing, right?
• 16:42
  SPEAKER_00: So I thought to myself, wait a minute, that does not feel right.
• 16:46
  SPEAKER_00: And then it dawned on me what's happening.
• 16:48
  SPEAKER_00: Because it's history with me, right?
• 16:52
  SPEAKER_00: The number one I use AI for is to do the administrative stuff.
• 16:57
  SPEAKER_00: So I don't have to do it.
• 16:59
  So when we're writing and doing this and that,
• 17:03
  we are using AI throughout our processes.
• 17:06
  SPEAKER_00: It's in my workflow to a great degree,
• 17:09
  SPEAKER_00: but it's not showing up on my calendar,
• 17:11
  SPEAKER_00: for example,
• 17:11
  SPEAKER_00: as much.
• 17:14
  SPEAKER_00: And so what AI is seeing is what I'm talking to it.
• 17:17
  SPEAKER_00: So it's formulating letters, doing all of these things.
• 17:23
  SPEAKER_00: So it's saying, you're doing too much administration.
• 17:26
  SPEAKER_00: And I'm saying, no, I'm not.
• 17:27
  SPEAKER_00: You are.
• 17:30
  SPEAKER_00: And that frees me up to do the research.
• 17:35
  SPEAKER_00: Yes, yes, that is exactly where I'm at.
• 17:41
  SPEAKER_00: And so that's the way that I've been.
• 17:45
  SPEAKER_00: And I'm looking for...
• 17:49
  SPEAKER_00: how I did this.
• 17:50
  And I'm not sure if I can find it right now,
• 17:53
  but I promise I will share it with you.
• 17:57
  SPEAKER_00: So for example, I use this prompt, right?
• 18:03
  SPEAKER_00: So I use the prompt that just focused on the last week.
• 18:06
  SPEAKER_00: So help me plan and optimize by week.
• 18:08
  I have Google Calendar open,
• 18:10
  ready for you to review and edit,
• 18:12
  that kind of thing.
• 18:14
  SPEAKER_00: Yes, I am fully connected.
• 18:16
  SPEAKER_00: I have given up all control today, Lord Masters.
• 18:21
  SPEAKER_00: And it's actually asking me, right?
• 18:24
  SPEAKER_00: It is asking me, do you want me to review further?
• 18:28
  SPEAKER_00: And do you want me to make changes on your calendar?
• 18:31
  SPEAKER_00: And to that I said, not yet.
• 18:34
  Although I'm fairly certain that my day to do that is coming
• 18:40
  very,
• 18:41
  very soon.
• 18:41
  SPEAKER_02: Yes.
• 18:46
  SPEAKER_00: Yes.
• 18:47
  Well,
• 18:47
  I had suggestions for Calendar and suggested for the biggest
• 18:50
  pain point in my life.
• 18:52
  And that is,
• 18:54
  you would think it's something else,
• 18:55
  but it's actually email.
• 18:56
  SPEAKER_00: Nobody's surprised when I say that.
• 18:59
  SPEAKER_00: Right.
• 19:00
  And so I use ChatGPT and ChatGPT for that,
• 19:03
  because ChatGPT is unlike Cloud.
• 19:08
  SPEAKER_00: Cloud for me is connected to my Google network, but not to work.
• 19:11
  SPEAKER_00: But ChatGPT is connected to my work, email and calendar and all of that.
• 19:17
  SPEAKER_00: So it can see into the institution,
• 19:20
  SPEAKER_00: even into my SharePoint,
• 19:22
  SPEAKER_00: which again,
• 19:23
  SPEAKER_00: am I comfortable with that?
• 19:25
  SPEAKER_00: I'm not so sure.
• 19:26
  SPEAKER_00: Yeah.
• 19:29
  SPEAKER_00: But I did this evaluation and I said,
• 19:33
  look through my calendar and documents and provide an
• 19:36
  assessment of my productivity
• 19:37
  SPEAKER_00: in the last month,
• 19:38
  assess my email boxes from the last month and suggest three
• 19:41
  ways I can reduce the
• 19:42
  SPEAKER_00: email workload.
• 19:44
  SPEAKER_00: And so what I loved about that is not just that it gave me a productivity
• 19:48
  SPEAKER_00: assessment for February,
• 19:49
  SPEAKER_00: but it also linked to actual documents.
• 19:53
  SPEAKER_00: So when it got, tell me you did this, there was a link.
• 19:56
  SPEAKER_00: So I could say, oh, that's what you mean.
• 19:58
  SPEAKER_00: Yeah, I understand.
• 19:59
  SPEAKER_00: And you can evaluate the accuracy based on that.
• 20:02
  SPEAKER_00: Yeah.
• 20:03
  SPEAKER_00: And so it says, this is what I'm seeing in your pattern.
• 20:05
  SPEAKER_00: And you've got administrative leadership.
• 20:07
  SPEAKER_00: You've got academic committees.
• 20:09
  SPEAKER_00: Oh, God, I have academic committees.
• 20:11
  SPEAKER_00: Individual mentoring meetings, lab and research-related blocks.
• 20:17
  SPEAKER_00: It noticed that I have blocks.
• 20:19
  SPEAKER_00: And so there's an interpretation.
• 20:21
  And so it did a really nice kind of a take on things that was
• 20:29
  really,
• 20:29
  really helpful.
• 20:32
  SPEAKER_02: terms.
• 20:33
  SPEAKER_00: I did not ask it to.
• 20:35
  SPEAKER_00: It can.
• 20:36
  SPEAKER_00: Yeah, it can.
• 20:37
  SPEAKER_00: It did not.
• 20:38
  For that,
• 20:38
  I often use insights that sits,
• 20:41
  that lives inside Microsoft 365.
• 20:47
  SPEAKER_00: And I love that output too.
• 20:49
  But I would like to be able to query it,
• 20:51
  which now Copilot is starting to be able to do.
• 20:53
  SPEAKER_00: But no, it did not.
• 20:55
  SPEAKER_00: It just did some of that work.
• 20:57
  SPEAKER_00: So that's what I've been doing.
• 20:59
  SPEAKER_00: Oh, and one thing that happened, I have to share this.
• 21:02
  SPEAKER_00: Sure.
• 21:03
  SPEAKER_00: So my kids came home.
• 21:06
  SPEAKER_00: And I'm like, I did not think about dinner, but I did have beef.
• 21:12
  SPEAKER_00: So I said, but I'm tired.
• 21:15
  SPEAKER_00: I didn't want to make hamburgers,
• 21:16
  SPEAKER_00: and I didn't want to make meatloaf,
• 21:18
  SPEAKER_00: and I didn't want to make just meatballs,
• 21:22
  SPEAKER_00: which I've made many times,
• 21:24
  SPEAKER_00: baked and cooked in sauce and all of these.
• 21:28
  SPEAKER_00: It's always the same.
• 21:29
  SPEAKER_00: So I'm like, what can I do that is different?
• 21:31
  SPEAKER_00: So I said, give me five surprising ground beef recipes.
• 21:36
  SPEAKER_00: And it worked.
• 21:37
  SPEAKER_00: I made something.
• 21:38
  SPEAKER_00: It was awesome.
• 21:39
  SPEAKER_02: No way.
• 21:40
  SPEAKER_00: Yes, yes, yes.
• 21:41
  So I went with option A,
• 21:44
  but just so you know,
• 21:46
  that's how I use my AI is also for that.
• 21:50
  SPEAKER_00: And it's been surprising well, especially if you know how to cook.
• 21:53
  So you're not really asking for the step-by-step because these
• 21:56
  are things that are,
• 21:58
  SPEAKER_00: you know,
• 21:58
  SPEAKER_00: they're procedures generally acceptable.
• 22:01
  But what I love about that is that it's like,
• 22:04
  oh,
• 22:04
  I haven't thought about doing this with this.
• 22:07
  SPEAKER_00: And my kids liked it.
• 22:08
  SPEAKER_00: So that's all there is.
• 22:10
  SPEAKER_00: All right.
• 22:12
  SPEAKER_00: And so thank you.
• 22:13
  SPEAKER_00: And we'll see you next time.
• 22:15
  SPEAKER_00: On azadeh.
• 22:16
  SPEAKER_00: On ayay.