Category: Assignment 3 – Final Review – Module 3-5 Blog Posts and Comments

Through this unit, we explored different forms of generative AI and how they can be used in unique ways. The first way I did so was by playing a Roleplaying Game (RPG). You may not correlate ChatGPT with playing games, but there are sites that have a plethora of copy and paste prompts that set up entire games for you to play (for free!). The prompt I selected led me on a thrilling adventure where I could alter the future by changing the past. What I noticed immediately was the accuracy of the generated text in depicting the world and time period outlined in the prompt. It felt as though I had stepped into a vividly imagined world, rich with detail. Below is a screen capture of my journey, but I won’t ruin the whole game. You can click here to try it for yourself. Simply copy the text and paste it into a ChatGPT conversation.

What truly captivated and surprised me (although perhaps it shouldn’t have) was the flexibility of the tool. While the initial prompt laid out the course of the game, my inputs allowed me to shape the narrative according to my desires. This level of customization added a layer of immersion and personalization that improved my gaming experience significantly. As someone with a background in gaming, I found this unique feature particularly appealing, as it allowed me to tailor the game mechanics to suit my preferences. It reminds me of basic typing games from the 80s and 90s where you are led on a simple story typing back and forth with a computer, however, this was exponentially more complex and was able to adjust on the fly.

Reflecting on my experience with generative AI applications, I noticed that I primarily use Language Models for educational purposes, but I’ve also dabbled in video and image creation tools – solely for enjoyment. Here is an AI recreation of one of my favourite cars of all time: Porsche GT3 RS. To generate this image, I prompted the AI to “Create a photorealistic rendering of a brown Porsche GT3 RS in a white studio”. This also highlights some of the shortfalls of these tools, as it completely ignored my input to make it brown.

“Create a photorealistic rendering of a brown Porsche GT3 RS in a white studio” prompt, Stability AI, Stable Diffusion, Version 2.1, 27 March, 2024, https://stablediffusionweb.com/app/image-generator

I’ve yet to fully explore their potential for educational use, and I’m curious to see how they could be integrated into learning environments. The versatility of these tools are only limited to the imagination, and they offer exciting possibilities. I’m eager to see how they can enhance the learning experience in the future. Here is a TikTok sharing tips for incorporating image creation in the classroom setting.

In envisioning the future of these tools, I anticipate a continued evolution towards greater sophistication and accessibility. In 2-3 years time, we may see advancements in natural language processing, enabling more nuanced interactions and responses. Additionally, as these tools become even more common, there will be a growing emphasis on addressing ethical concerns such as bias and privacy protection.

One of these ethical concerns surrounding the integration of AI in education revolves around issues of equity, bias, and privacy. As AI algorithms learn from historical data, there’s a risk of perpetuating existing biases present in educational materials or assessment criteria – especially considering a large part of the training material comes from western culture. This could lead to disparities in educational opportunities and outcomes, reinforcing systemic inequalities. Moreover, the collection and analysis of student data by AI systems raise concerns about privacy and data security. Without safeguards in place, there’s a risk of unauthorized access, misuse, or exploitation of sensitive student information. Thus, it’s very important to establish clear ethical guidelines to ensure that AI technologies in education uphold principles of fairness, transparency, and respect for student privacy. Below are some of the aspects that I believe should be considered when creating these guidelines:

Another tool we learned about was the SECTIONS model. Applying the SECTIONS model to the use of media as a learning opportunity and creative tool in this course, I can now see the complexity of taking certain factors into account, such as teaching functions and organizational issues. While video can be a powerful way of conveying information, evaluating its effectiveness requires careful consideration of its alignment, specifically with learning objectives and the resources available. Despite the challenges, I’ve witnessed first-hand how integrating video into this course has enhanced my engagement and facilitated a deeper understanding of course content.

One of the most impactful learning experiences I encountered began with a simple yet impactful story. It was back in high school during woodshop class, where our teacher began his lesson about safety practices regarding the various pieces of equipment around the shop. However, it wasn’t because of the technical details that it left a lasting impression; it was the story he shared. In order to illustrate his point, he recounted the day he had an unfortunate encounter with a bandsaw, resulting in the loss of one of his fingers. As he spoke, he lifted his hand, revealing the stub where his finger once was. Instantly, the room fell silent as the visual impact of his story sunk in. This narrative appealed strongly to the visual sense, as the image of his injury was vividly etched into our minds. Reflecting on this experience, I recognized several storytelling techniques at play, some of which were highlighted in recent readings for this course.

Firstly, our teacher effectively engaged us by sharing his personal story, making the lesson more relatable and memorable. Secondly, he adhered to the principle of “show don’t tell,” allowing the physical evidence of his injury to convey the severity of the situation better than any verbal description could. Finally, he concluded his narrative with a positive takeaway, emphasizing how his experience had motivated him to prioritize safety and help others avoid similar accidents. This combination of storytelling techniques not only made the lesson more engaging but also instilled a deeper understanding of the importance of safety protocols in woodworking.

The storytelling techniques he used were also employed by the TED Talk by Zak Ebrahim, “I am the son of a terrorist. Here’s how I found peace”. I found his presentation particularly compelling. Ebrahim’s talk exemplified several storytelling techniques, including the use of personal narrative to captivate the audience and the incorporation of suspense to maintain interest throughout his story.

While I have instinctively employed techniques such as sharing personal stories, employing “show don’t tell,” and creating suspense in my own storytelling, I can always refine my skills further. One technique I aim to focus on moving forward is building up to a S.T.A.R. moment, as it can add significant impact and resonance to narratives.

My Exploration of Twine Story Creation

Exploring branched narratives like Twine offers learners a unique learning experience characterized by interactivity and choice. By allowing individuals to navigate through different paths and outcomes based on their decisions, branched narratives allows for critical thinking, problem-solving, and exploration in a dynamic and engaging manner. One added benefit of Twine is that it is very accessible for those who may not have any coding experience but still want to build a story of their own! Branched narratives are not limited to educational platforms like Twine; they are prevalent in many forms of media and entertainment, including video games, interactive fiction, and immersive experiences.

Above is an image showing a “heat map”, if you will, of the short story I built in Twine. I created a short choose-you-own-adventure type game revolved around a morning in my life. Only a few paths result in reaching the bus stop in time but there are several ways to do so.

As you can see, I attempted to create the story to have several loops and shortcuts, with the majority of options leading back to falling asleep again! I thoroughly enjoyed this part of the course, but it was very time consuming with a steep learning curve to employ advanced features. If I had unlimited time to explore all of the options and tools provided by Twine, it would be exciting to see what I could create.