Module 1

Screencast

Here is my screencast where I demonstrate how to find the area and circumference of a circle using simple coding and functions using Python coding language.

Reflection

Creating this screencast gave me the ability to present my knowledge in a simple manner that is intuitive and easy for viewers to follow. Due to the multifaceted complexity and nature of coding in some instances, I tried to ensure that my explanation was simple yet straight to the point. I tried to demonstrate my topic in the simplest of terms so that even those with little to no coding experience are able to follow along. I also demonstrated very basic coding that did not have a lot of substance to make for a simplistic tutorial. The audience I imagined while creating this screencast was a group of individuals who have no coding background, like an introduction to computer science class. With this audience in mind, I was able to keep the tutorial as clear and concise. When integrating different principles, one that I tried to focus on was the Germane Cognitive Load. I wanted to ensure that the viewers could retain and understand the information that I was presenting them with and avoid cognitive overload. Another principle I strived to incorporate is the personalization principle. I tried to address the audience using second person language such as “you” and also addressing myself in first person language by using “I”, and “me”. I presented in a softly spoken and polite manner while also remaining my natural self. Overall, participating in this assignment enabled me to hone in on the principles of Cognitive Theory of Multimedia Learning and apply certain ones to my screencast to effectively demonstrate my knowledge.

Module 2

Generative AI Media

“Generate an image of a large castle on top of a hill” prompt, Stable Diffusion, StabilityAI, 9 Oct. 2023, https://stablediffusionweb.com/app/image-generator. 

Using ChatGPT for a SAMR Analysis of Using Google Gemini for Learning Purposes

Google Gemini is a generative AI model developed by Google that combines advanced language processing and image generation capabilities. Here’s an analysis of using Google Gemini for learning purposes within the SAMR model (Substitution, Augmentation, Modification, Redefinition):

1. Substitution

• Definition: Technology acts as a direct substitute for traditional methods, with no significant change in functionality.
• Example: Students use Google Gemini to find information or definitions for specific topics instead of using textbooks or search engines. It serves as a digital encyclopedia or reference tool, providing quick answers to factual questions.

2. Augmentation

• Definition: Technology acts as a substitute but with functional improvements.
• Example: Google Gemini assists students by summarizing lengthy articles, generating outlines for essays, or providing examples of complex concepts. This enhancement allows students to grasp the material more effectively and quickly engage with the content.

3. Modification

• Definition: Technology allows for significant task redesign.
• Example: Teachers can design projects where students collaborate with Google Gemini to create multimedia presentations. Students can input topics and receive visuals alongside text, enabling them to create visually engaging content that incorporates both written and graphical elements, thereby improving their presentation skills.

4. Redefinition

• Definition: Technology enables the creation of new tasks that were previously inconceivable.
• Example: Students can use Google Gemini to simulate real-world scenarios, such as conducting virtual interviews or role-playing historical events through interactive dialogue. This allows for experiential learning opportunities that enhance critical thinking, creativity, and problem-solving skills. Additionally, students could work on language skills by having conversations with the AI, practicing vocabulary and grammar in a dynamic, responsive environment.

Conclusion

Using Google Gemini in educational contexts can significantly enhance the learning experience across all levels of the SAMR model. From simple information retrieval to collaborative projects and immersive simulations, it supports diverse learning styles and encourages deeper understanding through interaction. Educators can creatively integrate Google Gemini into their teaching strategies, pushing the boundaries of traditional education and fostering an engaging, modern learning environment.

Reflection

For module 2, I began by prompting Stable Diffusion to generate an image of a large castle on top of a hill. This AI tool produced a piece of media that reflected exactly what I had prompted the AI to do. This AI model I found was very easy to use and created an accurate piece of media exactly how I had envisioned. It was easy to follow with it’s prompting process within the LLM and it also generated media quickly. Overall, I found Stable Diffusion and effective tool to use for this task. 

I have limited experience working with many AI softwares, but one that I am comfortable using and have used before is ChatGPT. I like to utilize this tool to guide me in my learning and to push me in the right direction. There can be implications however with using generative AI in an educational setting. It opens the doors for students to abuse the tool by using it widely throughout writing pieces, or getting it to do assignments for them. It is hard to draw the line of what is black and white of what these AI tools should and shouldn’t be used for in academics. There are ways to mitigate the risk of cheating and plagiarism through AI detection softwares, however, these are not always ethical as there is risk of falsely detecting the use of AI (Chechitelli, 2023).

Other ethical concerns that I inquire about the use of AI is the accuracy of the information that it is feeding its users. When you first open ChatGPT it provides a disclaimer at the bottom that reads “ChatGPT can make mistakes. Check important info.” Some people may look past this and may not further analyze the information or research that they are collecting from ChatGPT. Additionally, ChatGPT providing false information can lead to potentially dangerous and avoidable situations. I will continue using generative AI throughout my education to aid me in understanding concepts and guiding me in the right direction. I will steer clear of using ChatGPT for research purposes or in my writing as I find that’s when I could get myself into risky or unpredictable situations. 

ChatGPT did a solid job of generating a SAMR Model Analysis for using Google Gemini for the purpose of learning. It defined all the points that are included in the analysis and provided relevant examples for each level of the model. For each layer of the SAMR model ChatGPT provided strong examples to provide evidence that Google Gemini can enhance learning at all levels. Each example provided positive insight and determined that Google Gemini meets each level’s criteria. The analysis it provided for Google Gemini identified that as a Generative AI tool it has the ability to provide significant enhancements for students and educators to incorporate into learning environments.

References

Chechitelli, A. (2023, March 16). Understanding false positives within our AI writing detection 

capabilities. Turnitin. Retrieved October 9, 2024, from https://www.turnitin.com/blog/understanding-false-positives-within-our-ai-writing-detection-capabilities