Advice for Entrepreneurs Developing AI Products for Educators

Hundreds if not thousands of start-ups have emerged to leverage the potential of generative AI, which is a good thing. This surge in innovation is crucial for ensuring a fair and beneficial transition to this new technology. Among these companies, many focus on the education sector. It's not just start-ups that are diving into this arena; established companies are also adopting an entrepreneurial approach.

First, let's talk about products that are likely to fail. A common pitfall is exploiting the current lack of AI expertise among teachers and professors. These models act as basic intermediaries, providing minimal assistance in crafting better AI prompts. However, generative AI's true allure lies in its democratic nature and ease of use. It lowers barriers by understanding natural language, eliminating the need for coding or complex interface navigation. Businesses that merely enhance prompt writing and inflate the concept of "prompt engineering" to promote their services are not just unethical but also unsustainable. Their low-value proposition is a short-term strategy at best; users will eventually see through it.

Another error is developing solutions without a deep understanding of educational practices. Merely interviewing a few educators doesn't suffice. To genuinely grasp the needs of the sector, companies should either include experienced educators in their teams or seek continuous, in-depth feedback on their product prototypes. This approach prevents creating solutions that lack a real problem to solve. Unfortunately, few outsiders truly understand the core challenges AI poses in education, with only a handful of products like Khanmigo addressing these issues effectively. One of the core problems for educators is the inability to calibrate AI tools for the Zone of Proximal Development.

Despite these pitfalls, the field of AI in education is ripe for innovation. Instead of creating superficial aids, there's a need for specialized, high-value tools. Each academic discipline has foundational skills critical for further learning, and some aspects of these disciplines can be aided by AI without compromising the development of higher skills. Developing numerous, level-specific assignments that integrate AI use while safeguarding these essential skills is vital. Another significant area for innovation is enhancing student experiences. Many educational institutions, particularly large universities, struggle to provide consistent advising and support in understanding academic regulations, schedule planning, and general wellbeing. Moreover, both K-12 and higher education systems face inefficiencies in their operations. Addressing these real issues and contributing meaningful, high-value solutions is where the true opportunity lies.

No time to learn AI? Use authentic learning

No time to to delve into the world of  AI? If so, you're not alone. Many of us feel a pang of guilt for not being able to spare the time to explore generative AI tools. However, it is much easier than you may think. 

The trick is to use chatbots for the regular tasks life brings to you. Anything, especially tasks you are not looking forward to do is a fair game. Think about updating syllabi, brainstorming assignments, developing grading rubrics, and planning lessons. The list extends to crafting administrative emails, organizing research data, summarizing articles, generating content ideas, and preparing meeting agendas. Try to ask a chatbot first. 

Now, it's important to temper expectations with a dose of reality. In about 70-80% of cases, AI will save you time right off the bat. However, in the remaining tasks, you might not see immediate gains, and they turn out to be easier done by hand. The effectiveness of AI heavily depends on the nature of your work and your willingness to stick to it and learn its nuances.

There's a learning curve, for sure, but it is not very steep.  The results are well worth the effort. For instance, AI's ability to generate first drafts, suggest edits, and even brainstorm ideas can significantly streamline your workflow.

However, it's crucial to understand the limitations of AI. It's not a magical solution to all your problems. Think of it more as a collaborative partner that can take on the heavy lifting of routine tasks, allowing you to focus on the more creative and complex aspects of your work. Literally, ChatGPT and its cousins shine in the most routine, most boring tasks, leaving you more time for creative work. 

The key to effectively integrating AI into your professional life is to start small, use the natural flow of tasks, and gradually expand its role as you become more comfortable with its capabilities. This will allow you to stay ahead of most students. Eventually you will also see how it could be used in instruction. But getting some first-hand experience is the first step. 

AI use is not a sin

The enduring influence of Puritan ethics in American culture presents an intriguing dichotomy. This historical ethos, with its deep roots in hard work and discipline, colors modern perspectives on technology and learning. I am really worried about the disproportional efforts to catch students using AI, as if it was somehow sinful on its own.

Puritan ethics, born from 16th and 17th-century religious reformers, celebrated hard work as a moral virtue. This belief, that success must be earned through effort and toil, subtly shapes American attitudes towards technology, including AI in education. Critics of AI in this realm often argue that it makes learning 'too easy', equating ease with moral decay. They yearn for the 'authenticity' of traditional learning methods, where struggle is seen as the only legitimate path to knowledge.

However, it's crucial to acknowledge that learning does indeed require effort; growth is impossible without it. But this effort need not be synonymous with drudgery. Suffering and effort are not interchangeable. The assumption that struggle is inherently valuable and that ease is inherently suspect is a limited view, overlooking the broader purpose of education.

The Puritanical echo in the debate over AI in education is ironic. The ethos was about self-improvement, yet rejecting AI tools seems counterproductive. AI can democratize and personalize education, making it more accessible and tailored to individual needs.

The overuse of ethical judgments in this context reflects a broader issue. Ethics is often oversimplified, leaving little room for the complexities of life. This misuse of ethics, particularly in education, can hinder innovation.

In re-evaluating these inherited ethical frameworks, it's essential to recognize that ease in learning isn't antithetical to the values of hard work and achievement. Education's true goal is empowerment and enlightenment, and AI offers a transformative potential in reaching this goal.

I'll tell you what's unethical (a rant)

Ah, the great ethical quandary of our times in education – the use of AI! Picture this: earnest educators standing as the last bastion of traditional wisdom, decreeing “Thou shalt not use AI,” with a fervor that's almost admirable, if it weren't so quaintly misplaced. This isn't just a classic case of misunderstanding technology; it's like watching someone trying to ward off a spaceship with a broomstick.

Now, let's talk about restrictions. In education, where reason should reign supreme, the rationale for any restriction must be more substantial than "because it’s always been this way." When an educator waves the flag of prohibition against AI, one can't help but wonder: where’s the logic? It’s a bit like saying you shouldn’t use a calculator for fear it might erode your abacus skills.

Here's a thought to ponder: the only justifiable ground for restricting AI use in education is if, and only if, it hinders the development of a foundational skill – one that's essential for crafting more complex abilities required for advanced learning. And, let’s not forget, the burden of proof rests with the person setting the limits. Which skill, exactly, is prevented from being developed by the use of AI? If you can explain it to students, then yes, be my guest, ban away.

AI is a very good tutor. Yes, it makes mistakes sometimes, but it is infinitely patient and always available, no appointment necessary. No need to be embarrassed when asking for the umpteenth example to illustrate an elusive concept. To withhold this resource from students isn't just a tad unethical; it's like hiding the key to a treasure chest of knowledge and saying, “Oops, did I forget to mention where it is?”

So, what's ethical and what's not in this grand AI debate? Anything that facilitates learning and growth is a big yes in the ethical column. Casting aspersions on AI without a valid reason or depriving students of its benefits is unethical.

The larger, real question we should be asking is this: What defines ethical practice in education? Is it clinging to the past because it’s comfortable, or is it embracing the future and all the tools it brings to help our students soar? At the end of the day, what’s truly unethical is anything that hinders progress under the guise of misguided caution. After all, isn't education all about unlocking doors, not closing them?

What does AI reveal about relational pedagogy?

In the ongoing narrative of education's transformation, AI's integration has prompted a profound reassessment of what constitutes uniquely human skills. Stephen Wolfram astutely observed that AI hasn't so much humanized computers as it has highlighted the machine-like aspects of certain human abilities, such as writing. This insight extends powerfully into the realm of education, reshaping our understanding of teaching and its intrinsic human elements.

Traditionally, teaching has been viewed primarily as a process of instruction, a transmission of knowledge from teacher to student. However, the advent of AI in education challenges this perspective. AI's ability to deliver instruction, personalize learning, and even interact with students reveals that the instructional aspect of teaching is not exclusively human after all. Machines can replicate, and in some cases, surpass human efficiency in these areas. This realization prompts a crucial question: if machines can instruct, what then is the unique value that human educators bring to the table?

The answer lies in the relational aspect of teaching, an area where AI cannot succeed. AI's emergence has inadvertently cast a spotlight on the importance of relationship-building in education, underscoring its irreplaceability. The human teacher's role evolves from being a mere conveyor of knowledge to a mentor, a guide, a catalyst for emotional and social growth. In this light, the human educator's value is redefined, emphasizing those qualities that machines cannot replicate: empathy, emotional intelligence, and the ability to inspire and motivate.

This shift in perspective is part of a broader redefinition of what it means to be human in an age increasingly dominated by machines. As AI takes over tasks that were once thought to require human intelligence, we are compelled to re-examine and emphasize those domains that are uniquely human. The essence of humanity is being recalibrated, focusing more on emotional, social, and creative capacities - areas where humans excel and machines falter.

In the context of education, this recalibration has profound implications. It suggests that the future of teaching lies not in competing with AI in cognitive tasks but in embracing and enhancing the relational, emotional, and creative aspects of education. Teachers, liberated from the routine cognitive aspects of their work by AI, can focus more on developing deep, meaningful relationships with students, fostering their emotional and social growth, and nurturing their creativity.

This evolution does not diminish the teacher's role; rather, it elevates it. Educators become the custodians of those aspects of learning that are quintessentially human. The classroom becomes a place where not just intellectual but emotional and social skills are developed, where students learn not just from machines but from the rich, complex interactions with their teachers and peers.

AI's integration into education does more than just streamline teaching; it prompts a reevaluation of the teaching profession and a redefinition of humanity itself. As AI assumes more cognitive tasks, the unique value of human educators comes into sharper focus, centering on the relational and emotional aspects of teaching. This shift heralds a new era in education, one where the human element is not just preserved but celebrated and elevated, defining a future where humans and machines work in tandem to create a richer, more holistic educational experience.

Originality over convention

Writing has long been a tightrope walk between adherence to convention and the pursuit of originality. Historically, deviating from established norms could brand you as uneducated, while a lack of originality risked the label of being clichéd. This delicate balance has been fundamentally disrupted by the advent of AI in writing, or "wraiting" as I like to call it.

In the pre-AI era, convention held significant value. It was a measure of education and intelligence, a yardstick to judge the clarity and correctness of one's thoughts. However, AI's ability to effortlessly follow these conventions has suddenly diminished their value. Originality has emerged as the sole contender in the arena of writing excellence. 

This seismic shift has understandably ruffled feathers. Many derive a sense of pride and authority from mastering and teaching these conventions. Yet, they now find themselves in a world where these skills are increasingly automated. This change isn't subject to debate or democratic process - it's an unstoppable wave reshaping the landscape.

Ironically, while AI excels in adhering to conventions, it's not inherently original. It can replicate, recombine, and reformat existing ideas, but the spark of true originality still lies uniquely within the human mind. This realization should be a beacon for writers in the AI era. The challenge is no longer about mastering the rules of writing but about pushing the boundaries of creativity and originality.

The implications for education are profound. Traditionally, a significant portion of writing education focused on teaching the rules – grammar, structure, formats. Now, these aspects can be delegated to AI tools. This frees educators to focus more on cultivating creativity, critical thinking, and originality. It's a shift from teaching the mechanics of writing to exploring the depths of imagination and expression.

For those resistant to this change, the path ahead may seem daunting. It involves unlearning the supremacy of convention and embracing a world where originality reigns supreme. However, this change is not a loss but an evolution. It's an opportunity to rediscover the essence of writing as an art form, where the value lies not in the adherence to rules but in the ability to transcend them.

In conclusion, the advent of AI in writing presents an opportunity for a paradigm shift. It's a call to writers and educators alike to redefine what constitutes good writing. As we navigate this new landscape, our focus should shift from convention to creativity, from format to imagination, ensuring that the heart of writing remains a distinctly human endeavor.

AI Pedagogy, the introduction

1. AI-powered chatbot is a tool. By aiding, any other tool displaces human skills. For example, CAD displaced manual drafting, and word processor/printer displaced penmanship. Educators have an ethical obligation to prepare students for the world where the tool is used, not for the world where it does not exist. Skill displacement is expected.

2. Writing with AI, or ‘wraiting,’ is an advanced and complex cognitive skill set, mastering which should be associated with students’ cognitive growth. It partially overlaps with traditional writing but does not coincide with it. Eventually, "wraiting" instruction should replace writing instruction.

3. The default is to allow or require students to use AI. The only reasonable exception is when the use of AI prevents the development of a truly foundational skill. The pragmatic difficulties of policing the use of AI make it even more urgent to develop a rational justification for any restrictions.

4. In some cases, the displaceable skill is foundational for learning higher-level skills. For example, basic literacy is not a displaceable skill because it is foundational for many other higher-level literacy skills. Therefore, limitations on the use of certain tools in education may be justifiable, although they may not be arbitrary.

5. There must be rational criteria for distinguishing between displaceable and foundational skills. An assumption that all skills associated with traditional writing instruction are foundational is just as unreasonable as the assumption that they all are displaceable. The arguments about strict linearity of curriculum are not valid. Just because we used to teach certain skills in a certain progression does not mean that some of these skills cannot be displaced by AI or other tools.

6. A skill is foundational and non-displaceable if:

1. It is needed for pre-AI and non-AI tasks, or is needed to operate AI. 

2. It is demonstrably needed to develop post-AI skills such as original, critical, creative,  and discerning thinking (OCCD thinking).

7. Rather than worrying about students cheating, instructors should make an effort to make their assignments cheat-proof. The key strategies are these:

1. Asking to submit sequences of prompts to assess student development.

2. Refocusing evaluation rubric to focus on OCCD thinkingб ву-emphasizing displaceable skills

3. Raise expectations by considering content produced via a lazy prompt to be the base level, failing product

8. Each of the uses of AI are unique, and raise different questions and concerns. Their use in instruction should be evaluated separately. These are some examples with :

1. Aggregator of information

1. Tell me what is known about global warming

2. Which philosophers are most notable in virtue ethics?

3. Remind me what Cohen’s d is in statistics.

2. Coach/Tutor/Counselor

1. Test my knowledge of Spanish

2. I feel overwhelmed and disengaged. What can I do?

3. Give me some problems that are likely to be on GRE test, and explain what I did wrong

4. Teach me how to [...] using Socratic dialogue, where you ask leading questions, and respond depending on my answers. Present your questions one by one

3. Data processor

1. Run multiple regression analysis on this data

2. Summarize transcript, examine it for main themes and do sentiment analysis

3. Give me keywords for each of these text segments

4. Put data from this copied webpage into a table. I only need first name, last name, email. 

4. Brainstorming partner

1. I am thinking of writing a paper on… Which theories I should rely on? Who are the key authors?

2. I have this idea… Has anyone else been offering an idea like this? Is it original?

3. How would you build an argument, what supporting and opposing points should I consider? 

4. I have these empirical data. What claims can I make based on them? 

5. Feedback provider

1. Give me feedback on my paper. Use the rubric it is going to be graded on

2. What do you think I should do to improve this paper? 

3. Give me feedback on my lesson plan

6. Ghost writer

1. Write a section of my paper; use these key ideas

2. Elaborate and elucidate this fragment

7. Editor and copy editor

1. Give me feedback on the paper I just uploaded. Which parts need elaboration? Which parts may be redundant, which - too wordy?

2. Revise this segment for clarity

3. Revise the segment for grammar only