And so what we're
going to cover today won't cover everything accessibility,
but it will be a really good start to get you going in the right direction.
Now is as we are making our classes more accessible,
I want to give this little, encouragement to you when you're
taking a course that's already built and you're making it accessible.
It is actually harder to do it that way.
Then when you build it the first time, and then you build it as accessible
so as you're adding content just do what you can to make things accessible.
As we show you today and other things that might be out there.
So we are gonna ask my God how to get started.
I know Rob is on his way back
to catch up with this, so I'm going to share my screen.
And let me move this out of the way.
And I am definitely one of those instructors who you know what?
Just interrupt me.
I'll try and keep an eye on everything over here on the right hand side,
but mostly I'm just going to focus on what's in front of me here.
So one of the things that we have that is going to just really make
your life and ours and everybody else's so much
easier, is there is what's called a pop tech
accessibility checker, which is in the lower left hand corner.
And if I look real quickly here, sorry, I have one.
Here it is.
Pop this up right here.
Put this over here some more prepared.
Have like a cooking show,
pre-cooked meal right there that I can jump over to.
So that last I was saying, there is a poke
tech accessibility checker, and that pop tag accessibility checker
allows for your entire course to be checked.
Anything that is in the content rich editor.
Now, if you happen to be looking at your navigation bar, your course
navigation bar, and this is not showing up anywhere on your course navigation,
all you need to do is come down to the bottom, click on settings.
After you go to settings, click on navigation
and then I just do a command or control F for find and I type in pop.
And then these little dots right here.
The eight dots will let you move it
from this bottom section which is hidden from students and yourself.
And then we'll pop it up here and I'll just put it down here at the bottom.
Once you've done that, go ahead and click on save.
And that will allow that pop tag accessibility checker to show up here.
Now I do want to let you know that if you go into Student view in your course
and you view as student that pop tech does not show up
for students, it doesn't have the eyeball and the line through it.
But I know that we get that question a lot.
Will my students be seeing that?
Can they check the course for accessibility?
And no, they don't see it. They can't check.
So I'm going to go ahead and click on Leave Student View right there.
So then what we're going to do is take a
look at the accessibility checker and how it works.
So I am going to come back down to this pop tech, click on this.
And then once I'm in the pop tag Accessibility checker, we can see this
course has not been run before which is on purpose.
And so while we're here, all you'd have to do
is just click on this enable and scan and pop it.
What's happening is your course is now being sent over to the
the pop tech is put name that way because the last name of the guy's J.
I think Scott Pope they're brothers.
That's our last name is Pope.
And so this is our Pope tech checker.
Your course is being sent over to their servers, and what is happening
next is that it will eventually work its way back here.
This depending on how big your course is, can take an hour or more.
So I would say once you basically what our rule of thumb is, is just
when you're ready to get to the stage, all you have to do
is click that enabled scan and we can see that we are in sync.
We're in queue position one.
So in theory it shouldn't take that long.
But again I'm not sure how big this course is.
I haven't dove into it quite a bit.
And so it's going through a lot of information,
checking out all the zeros and ones and going to come back with results.
So what I've done here is I've created a like again cooking show.
I'm going to pull that pie out of the oven is ready to go.
So we can see that I have created a pop tech example course
and let's just get you used to the playground that we see in front of us.
This course has been scanned.
It was scanned yesterday, and if it is in scan
and you're not sure if it's ready, you can click on this refresh
and it will let you know where you are in position for the scan.
This pop tech example is the name of the course.
So we would see that nurses 163 right there.
You would see that also right there.
So this is the example dashboard that will give you this or this course
dashboard that will give you bring you to this area right here.
You can go into my dashboard, which is all your courses
and alerts, and I am a participant in many courses.
So I my dashboard is going to look very different from yours.
And if you need to get into, reports you can come in here.
I can go into like my photo 150 course, which is a photography course,
and then I can choose which format I want to receive.
If I want to receive a course summary, results summary.
And this is good for like if you're working with evaluations
and you need to get a report out
from a course so that you can hand it to somebody else.
Or if you're an evaluator, you can also pull this information from the course.
And then of course, you can always send to external email addresses if you want to.
And there is a time restriction if you want to use that, if you want to
reoccurring report, feel free to go ahead and click on reoccurring and Create.
And then you can see past
reports would be noted down here, which I have not done on this.
If I had scheduled reports,
like I just want to constantly get updates on the course, I can do that.
I'm going to go back here, back to the dashboard.
Last thing I want
to point out while we're at this top bar is there's documentation.
I'm going to hold down the command or control key and click on that.
So it will open up in a new tab.
And this brings us to the Pope text blog,
which gives you an incredible amount of information about accessibility.
And if you were truly like a person who is very interested in accessibility
as I am,
they their blogs are very interesting, and one of the things that they will do
is every month they will go into a single point of accessibility.
So it might be alt tags for a month, and then the next month
it might be closed captioning in the next month it might be PDFs.
And so they just really do a deep dive into just one point of accessibility.
But know that this is available for you if you need to reach out to them
for, using the tool itself.
Like if you are having challenges, I have always found them to be responsive.
I do hear directly from one of the brothers.
It's pretty interesting that you know, hear back from them.
So this course has been reviewed.
I see that it has seven critical errors with that square box,
red square box with a white x means that these do need to be fixed.
And this triangle with the orange triangle with a white, exclamation point.
And it lets me know that these are things I need to lay eyes on.
I have 609 things that I need to lay eyes on and,
you know, and that's like, what I.
Yeah.
And so definitely take care of your errors first.
And that just because I need to lay eyes on it doesn't necessarily mean
that it is broken.
But sometimes it is.
And I've run into it enough that you need to, to pay attention to this.
One of the beautiful things about the Pope check checker.
The whole class checker is that as you fix things and then you have a re scan
done, these numbers will change, but it also pays attention to where you're at.
So you may know that
I'm just going to go into the assignments tab right here.
If I go into not a discussion, but I can
if I come down to the edit
in the discussion
or any assignment or quiz, we have a canvas
checker right here, the little, you know, the, accessibility man.
If we click on that, we see that this is not, named correctly.
So a screen reader would just say image image dot PNG, right?
It's not a descriptive text.
So you you whoever would be working on
this, we'd look at this and we see elements of a blog structure.
You could type in element whatever you would use to short,
quickly describe the image over the phone usually works best.
So elements
comments
and that dot you put in blog structure.
If this is just a decorative image, it's
not adding information to the students like it's
if you took the image out, it would change nothing and the page for wording.
Then you can come and choose decorative text.
And what that would do is it.
This tells screen readers to skip over it and then you click on apply I.
And because this is actually it's just in my pop tech example class,
I'm going to click on apply.
When you get everything correct, you will get these balloons.
Now this is the canvas checker as I was saying before.
And then if we come all the way down here at the bottom
to the left of the cancel and save is this little stylized P.
That's a pop tech accessibility guide.
So I am working in the course.
You may have seen these before, which is why I'm bringing you to these.
We can see here that Pope text is zero errors and it's giving
gives me two alerts it lets me know about.
In this particular page.
Underline and contrast.
So if I click on this little error right here and expand this down,
underline and contrast.
Oh okay.
Right here is notice that and let me click on this.
See how it highlights in gray.
That's telling me where I need to look.
And so with this when you're working with documents,
the only thing that can be underlined are hyperlinks, which are down
here, hyperlinks need to have underline anything else.
Even if you want to add emphasis, they need to not be underlined.
They can be bold.
They could be italics.
They can put in quotes, they could be indented.
They can be a different color as long as the color is it used as a description.
Like see the text in red.
That's not going to help somebody that has it completely colorblind.
So just be aware of that.
So what you would want to do in this particular case is
you could click on the remove underline and that would get rid of it.
And let's just say I want that to go and bold to again
I want to have that emphasis available.
I can work my way down and then it gives me my next one.
Usually there we go.
And it's letting me know that there is no heading structure.
And so a heading structure is where you will have like assignment
blogs, 20 points.
You could come here and say this is heading two.
A lot of people like to try and stylize or design their documents
so that their headings are the right size.
So they'll be like, oh, you know, that's too big. I'll go to heading four.
That's what I want it to look like.
That's not what headings are for.
Headings are for screen readers, and they have to be in nested
order, meaning that you start with heading two.
And then if you have a subheading, for example,
like instructions, you can go to heading three.
And then if you want this to be a different size,
then you
can come up here and I want my heading two to be 14.
I want them to be bold.
I want my heading three to be, 12.
And then I want it to be bold.
You can decide what it is that you want in your course.
You can stylize your headings, but this is still heading two.
We can see that that is available right there.
This is still heading three.
And this right here is a paragraph.
And the reason that you want to make sure
that you have your headings structure in the right order
is because screen readers will allow the person
that's using the screen reader to hit the tab key and jump from heading
to heading to heading
to get down to the information they want, especially on a very long document.
Yes. Rob.
I just wanted to also point out I wasn't here
for the very beginning of it, but where when you have no headings structure,
notice it has that little yellow caution symbol on it.
So you have no headings structure.
That's kind of okay.
If you have the wrong headings structure.
That's really bad.
Yeah.
So no hiding structure.
You're like it'd be better with one.
But you know, having the headings not in the right order
is is actually worse than not having any, any headings structure at all. Yes.
You will get a page and that will be a very, informational.
They won't just give you a little, heading with a little exclamation point.
It will actually be a red square that says this is an error.
And then it explains what it is.
The what it is you need to do to fix it.
If you have a if you have a document
that is a very short page of information, there's not a lot there.
You're not going to have a heading structure.
It's just,
you know, there's there's nothing to really give a heading structure with.
So again as we can see we've got this little canvas accessibility man.
And then we have the Pope tag.
Once you get everything done you can always click on re scan.
Now I have zero errors, zero alerts.
I can go ahead and click on save.
And that takes care of that page.
Now that's a page by page basis if you're working and building.
But if you're trying to check your entire class for accessibility,
then you definitely want to come back and do this Pope Tech
accessibility checker right here.
I'm not going to re scan it.
It should have fixed one of the errors.
But I am going to go down this.
And this is what's beautiful about this is because again
it scans the entire document.
And I can take a look at this.
Now very low contrast.
If I click on these details right here,
that will open up my pages that have very low contrast.
If I click on, well, I'm not seeing what I want to see.
If I click on this pencil right here,
we can see that as we're coming down the page, we have again
some hey, you need to check out your images of links.
Do you have suspicious alternate text.
But really we work our way down to this red one right here.
Text and very low contrast.
And what it is is this red.
When you highlight your text and you chose this red
on a white background in canvas, it is not enough contrast
and I have this happen so many times in my own classes.
There are very few colors here on this little color picker
that will actually work in canvas on a white background
to be a high enough contrast.
So what you can do is you can highlight
this text and notice over here in Pop Tag, it allows me to come over
and darken the text for text that is
18 points or smaller,
the contrast ratio needs to be 4.5 to 1.
Any text that is 18,
I'm sorry, 19 points or larger.
I should say the contrast ratio needs to be 3 to 1.
Now how do we know that?
Well, quite honestly, we can just highlight the text.
We'll get our little ratios in here.
And then all we have to do is just dial this in.
You can see right here on the right hand side as I make this darker.
Eventually it goes to green.
Plus it goes a higher than 4.5 18 point text by the way is
or 19 point text.
That's 18 point text.
It's pretty big.
So just remember 4.5 to 1 right.
If you got 4.5 to 1 you're good.
You're good with all that remember
because it tells you on the side that's that's the beauty of the tech tool
that is that is one of the beauties of the Pope tech tool.
Any questions at this point for this tool?
And I know
I have heard from a lot of people who who start using Pope Tech.
They want to make all those, alerts the, the yellow symbols go away as well.
That'll drive you crazy.
Just focus on the red squares.
Those are the have to's.
But definitely take a look at your your alerts because we have suspicious
alternative text.
We take a pic a look at that.
Which one is this? First one.
And basically this was an image.
Image pinning right. That needs to be fixed.
Pope tech can't tell it basically because it has a scoping.
That's why you're getting the alert.
But that needs to be an alternative text.
Or if this is just decorative, it's not really adding to the content.
Again all you do is mark it is decorative and then click apply.
Go to the next one which will be had this little box around it.
That one looks like that could be decorative to apply.
And you can see these points just start to disappear.
And work their way through.
So once you have I won't go into all of this,
but once you have everything corrected, make sure you hit the save button.
Please make sure you don't want to.
I don't know, I don't want to do it twice.
And then you're going to come back into your Pope
Tech accessibility checker.
And one of the things that I personally like to do
when I'm working on it is, instead of keep jumping back and forth
as I'm clicking on these edit pics pencils,
I hold down my command or control key on my keyboard.
I click on this and it opens it up in a new tab.
You can see this is where I'm at before.
This is where I'm at.
After I come in here, I get very low contrast again.
Oh, this is my page of errors.
If anybody wants to play around with the page of errors,
but you can see like this is a sample contrast ratio.
If I change this so that it is darker.
And let me just get it to a 4.5 ish right there.
I personally don't really like that color,
so I can always come in and choose a different color if I want to,
and then go ahead
and somewhere down there click apply and we can change that color.
As I was saying, these colors that have the red, bar
through them are non accessible colors.
They don't have a high enough ratio in with a white background.
So they should even this green I would think that that green
would have a high enough ratio.
Not that green does not limit.
So when you're talking about colors
it reminds me of,
a student I had many years ago that was colorblind.
And so those that contrast fall into that category.
Or is this, an element for screen readers, the color contrast?
It is for people that are low vision or have color blindness.
Yes. Okay.
And the other note on color blindness is when you're choosing colors,
what you don't want to do is have color be the only meaning for something.
Right?
So if you say, in this paragraph,
all of the, all the words that I highlighted
green are, are verbs or something like that, right.
Well, someone who's colorblind can't tell them
they may not be able to tell difference between, especially on the screen
between a dark green and a black pixel.
So they'll all look black to that person.
Right?
So with, with color, with with colorblindness specifically,
it's making sure that there's, something else besides just color,
like if it's bolded or italic and green or whatever it is, it's those,
those two things together
that.
Yeah, that makes sense. Thinking,
I'm going at just a tiny bit
over my time, but I just want to point out some things very quickly.
As far as accessibility goes.
We had, talked about, headers,
make sure that they're always in the nesting order.
You can change the size of them. That doesn't matter.
Alt tags are on images.
If you have an image, you can click on Image Options right here.
And then go ahead and change it.
Alt tag you're looking at again.
Think Twitter style 120 characters or less.
Okay, I mean, you don't have to say it's an image of screen
readers were already call out image of and then you.
It will read out whatever it is that you have as the alternate text.
Again, if it's decorative, just mark it is decorative.
For example,
these would definitely be considered decorative,
so I could just mark those as decorative.
When you
use, using a screen reader, correct.
For grammar, capitalize the first letter in the sentences
in whole sentences with a period that will actually add a space or a pause
in the screen reader, so that that doesn't all run into one long sentence
without any periods that go on forever and nobody knows what's going on.
We already talked about color contrast.
There is a company called Web Aim if you need to go out and check that.
But again, the, poke tag accessibility checker will check everything
that's inside of this square that is not linked out.
So Pope tag, while this is a link and opens
up, Pope Tech does not go to this website and check to see if this is accessible.
It will just let you know over here on the right hand page
that or the right hand panel that you have something that links out
and you need to make sure that whatever you link out to
is accessible to all people with low vision,
hearing and pure performance, or even motor functions.
Can it be, accessed both by just
the mouse or just the keyboard?
You have to be able to get around in both.
Where I talked about the contrast ratios.
Hyperlinks, as we said before, should be the only thing that is underlined.
Do not use a click here.
Instead, you want to use a descriptive link
that explains what it is you're linking to.
It's not it's really difficult to, you know, here,
like this URL being called out on a screen reader.
And the screen reader will call this all out letter by letter,
if you can imagine what that's going to sound like. Right.
So instead I'll say link two links should be descriptive.
And that's just links out to something that is descriptive lists.
Make sure that you're not using, you know,
little asterisks or anything like that.
Highlight your list.
Go here, click on bullets and you'll be able to do that.
Or if you need to number them, number them.
But make sure that you're using this tool right here because again, screen readers
will call that out.
And whenever you're using tables, do not design with tables, which is
something I'm guilty of and am correcting, which is not as easy as I want it to be.
But it's working out beautifully.
So don't we have an image here and then a description below it?
Instead, figure out a better way
to present your images and tables if you need to use tables,
because that is what how the information needs to be presented.
Reach out to us at the FCC and we'll help you
with header columns and getting those correct for you.
Okay.
Thank you so much for let me go over a little bit.
I'm going to hand this over to Rob so he can do his next bit.
I think we're jumping the
Karen actually for Raquel,
I'm not sure Karen is here.
Here?
Yeah.
I can she was helping someone, which is why we kind of like,
we were trying to, help some people in the lab.
I am fine doing mine.
If you want to track down Karen, and we'll we'll do grackle afterwards.
Okay?
And actually,
to kind of jump on to what,
say was just talking about, especially with,
AI tools and,
captioning of images.
I want to show you something I just did 10s ago with an AI tool.
And,
we'll we'll have more conversation about AI in general.
But one of the things that you can do really nicely
with, various AI tools, whether it's I'm showing a, tool called Gemini,
which is Google's AI
chat, but you can also do this ChatGPT or anything else.
What I did is actually give it an image and give it a prompt.
Please describe this image to 120 characters or less,
which is what we want for the
the alt tags. Right.
And this is what it gave me.
So what's kind of nice about AI tools is this is the kind of stuff that excels at.
So if you're trying to create a caption for an image or a chart
or a graph or whatever it is, and you don't know what to write
in this particular tool,
which is Gemini down here at the bottom
in the in the prompt, you can upload an image.
And this can be again a chart, a graph, something from, from your textbook,
whatever it is.
And just give it the you can say just please describe this image.
It'll give you a nice, long description of it, especially if it's a chart.
Right.
If you want to make a graphical chart more accessible
to someone, maybe they don't.
They're not getting the chart or if it's just someone who has,
little to no vision, you can create a text version of that.
But I just added this in 120 characters or less just to fit into that alt tag,
but it's really super easy to, to do that.
Gemini itself
is, like I said, Google's chat bot.
So it's Gemini dot google.com.
The problem with this particular tool
is was not problem with the tools, problem with Spcc.
We have most AI tools locked down from our pipeline accounts.
So even though pipeline is a Google account, you can't use Gemini with it.
So if you're
interested in playing with this tool and the next tool I'm going to show you,
it is you would have to use
your personal Gmail account to do it.
So since we're already in the thick of it, I'm going to show you
this other tool, which I think you guys might find very interesting.
As far as a teaching and study assistant tool, and then we can talk
a little bit about,
plagiarism and other concerns and things like that.
So what I have done in my class this semester,
and I'm teaching a, hybrid or a high flex class.
So I have like 30 students in class, and I have like seven students online,
but most of my students are international students.
So a little bit different audience in the U.S is a marketing class.
But what I did is I'm taking every single.
Actually, I want to share my screen really quick.
So forgive me for stopping, sharing and resharing.
I want you to be able to hear the audio, but I want to play for you.
Fair sound.
so this is the lecture
recorded in in class, but down here, what I did is I took the, the chapter
in this case in chapter nine, and I converted it into a podcast.
If you all are at watching the news at all about AI,
you might have seen this or seen various tools about this.
This is another Google Tools part of job.
It's called a notebook.
LM language model.
So notebook LM and I'll show it to you in a second.
But what it does is I feed it to the chapter, so I give it
the PDF of the entire chapter, and then I click one button
and I say create a podcast, and it gives me an audio file.
And what it does is it creates an overview of the
chapter in audio format, what it doesn't do.
And I copy this to my class,
is it it doesn't pick up every single detail of the chapter.
It's like a conversational overview.
So especially for my marketing students are using a logic terminology
that they don't know. Put it things together.
They don't know either.
Inviting error in putting in a new concepts,
of of tools and things that they may not know either.
So what this
allows me to do is say, hey, before you read the chapter,
listen to the podcast, and then when they read the chapters,
they're going to absorb more of the information
because they already know what the concepts are about.
So it's kind of like a Cliff notes version in the audio format.
So let me just play a little bit of notes for you.
All right.
Diving into the stack of marketing goodies you sent textbook excerpts.
Notes.
Looks like we're all about products and services this time,
and how those work together to make a customer experience.
People want.
You hear that? Okay. You're trying to build a brand, right?
Something with real staying power. That's it.
It's really more than just what you offer.
It's the feeling you create
that whole journey from the moment someone hears about your brand.
That's how you build loyalty.
So personally, this is a journey and they can speed it up.
They can slow it down.
Added captions.
This is not my learning style.
I tried this for a couple chapters, got some feedback for my students.
They absolutely loved it.
The two two way conversation that's all one click.
So this cost me.
I did the entire book in probably an hour and a half,
and most of that time was waiting for it to finish uploading captioning,
which it's really no work on my end other than setting it up.
And I've got it for future, future versions of it.
So the way that you do this is, again, you go to notebook
LM, dot google.com, and I can put this in the chat here.
Am I still echoing.
Yeah. Yeah.
Oh, wow. So sorry I had to turn it off.
Let me try.
It started it started when you shared the audio.
Let me try it out.
Is sharing us.
That's why I don't usually have it on.
Okay.
Is that better?
Cool.
Okay, so notebook lm dot google.com.
And what I would do,
I don't have one set up right away.
And it takes a little while to do this, but I would create a new notebook.
And then you upload a PDF to it and you click a single button.
So I'm going to show that to you with, with this particular
actually I'll show you the other one.
So here's it always puts the last one you worked on in front chapter 13.
I would, the first thing it's going to ask me for is to add, a source.
So I would just drag up a PDF, but I could also add multiple sources.
You can have up to 50 different pages of documents up here.
You can add YouTube videos, websites.
So you could give it a chapter, two YouTube videos, a website
and say, give me a synopsis of these, all these things combined.
So it's not just what I'm doing, which is here's a podcast just on the chapter.
You can do all kinds of fun stuff with it.
Then, down here in the
bottom, right hand corner, click on this notebook, guide.
This would actually usually pop up right away.
And instead of load right here where my cursor is, it'll say,
do you want to make a conversation?
And you just hit create
and then that'll give you that MP3 podcast,
depending on how much information you give it,
depending which way the wind is blowing, depending on the time of day,
this can take anywhere from ten minutes to about a half an hour.
To create that podcast.
So again, it's like I just click it and then once it's going,
you don't have to sit there and wait for it.
So I'll go and do grading and do whatever else
and then just let it finish its audio file.
And then I can download it.
The other thing that notebook does is these items over here.
So what I've done is I've also created
a study guide so I don't have to do anything.
You just click on study guide and it creates it.
And I want to show that to you in a second.
But what it's done is it's created this quote unquote study guide
based off the chapter of the book.
So what it does is it creates these short answer questions.
It gives the answer key as well.
It creates essay questions,
but more importantly, it gives me this glossary of terms.
So if I'm using an older book that doesn't have a great glossary of terms in it,
so I could actually copy this out and paste it into my class
if I wanted to use it for that.
The other,
other cool tool inside of notebook is the table of contents.
So if you wanted to give it 5 or 6 different documents,
you could have it create a table of contents, which is basically
an outline like a study guide outline, for,
a group of documents.
So let me show you, just a really quick sample of how that works.
So I'll go back in the 19 where I don't have that study guide created
a notebook guide.
And this works like ChatGPT.
This works like other AI tools where I can ask it questions,
but instead of looking across the web,
it's only looking inside the documents I gave it.
Right?
This is all completely free, but you do have to sign in with a
with a personal Google account.
Students can do the exact same thing so students
can just give it whatever documents they want and do the same thing with it.
But I'm going to hit study guide
to show you how
kind of simple one click this tool works
and watch. It'll take like forever.
This usually goes about 30 or 40s maybe.
Questions while this is generating.
But you guys think about the podcast idea.
Maybe.
Maybe not.
I think some students might like it.
You know, I guess the conclusion would be
if it's leaving out important information or.
Yeah.
And that's why I told my students like, this is a good overview
before you read the chapter.
It's not a replacement of reading the chapter
because you're not guaranteed that it's hitting all the most important things.
Now, if you know what the chapter is about,
one of the cool things that you can do now is when you,
before you hit create, there's now a customize button here,
and you can give it a, a prompt and say,
make sure you focus on A, B, and C,
make sure you don't leave out this or that and it'll actually tailor it.
You can't change the voices, which I also don't like,
but so every single podcast sounds exactly the same.
But you can kind of like give it some extra prompts
now that you couldn't do this literally just happened last week.
So I don't have the option inside of of this older prompt.
To do that.
But let's look at this study guide that it created.
Again, it's the same thing.
It's the answer keys. It's the essay questions.
If you're looking for a discussion question,
this might be a good way to make a good discussion question.
You could actually prompted to create discussion questions.
But again, what I like is that it kind of gives you a nice little,
glossary of terms at the end here that I can, I can toss out to my students
who are new to this topic.
And it's just super
simple, and they don't need to know how to use chat tools.
I don't need to decide what's the best prompt.
How should I be asking this?
Because it's just click, click that's done.
I can do the FAQ the same way and it'll just
generate this document for me.
So what I'm doing is I'm using this as a tool
to create this for my students and then giving them the end result.
Like, I could copy and paste this out
and put it into a, Google doc or put it into a canvas page,
or like I'm doing where I'm, I'm embedding the the audio file here
for students.
There are some things we want to keep in mind
if we're asking students to use the tools.
Right.
Let me go back a couple, pages.
So right now Google LM is free.
Guess what?
Two days ago, they announced a pro version,
which means they're going to be adding some stuff to it for a fee.
It also means six months from now that the free version may not be free anymore.
So I always whenever I show an AI tool,
I also say it's free today.
What's nice about notebook LM two is I've created all those audio files.
I already downloaded them all so they don't live in Google.
So if they shut down the tool next week, I've got everything I need out of it.
Don't rely on these AI tools.
Being around six months from now,
you just don't know where these things are going.
So what are the actual monetary costs involved and what's the time cost?
How much time are you spending
fighting with the tool to create something that may or may not be used?
Right.
So before I generated all all the chapters is the audio.
I wanted to make sure that my students were actually going to kind of use it.
What am I gaining?
What am I giving up? Right.
So how much am I?
Am I creating a pathway for students to just ignore the textbook?
Right.
So it's those kinds of things we always want to ask when we're, we're
putting tools in, and then what's the data that the cool tool is collecting.
Well, with, most of these tools,
they're collecting all kinds of data and notebook LM,
it's pretty limited to whatever your Google account has
and then whatever documents you're feeding it. Right.
So yet be careful about what documents you're feeding it.
What I'm not going to do is give it my grade book and say like,
give me feedback on my grade book, rework the grade book or whatever, because
I don't want to break those verbal rules by giving another tool my actual grades.
Right.
What I'm doing is I'm taking
a free textbook and giving it a PDF that already exists on the web.
No problem.
If I want to analyze the spcc like budget,
I can do that because that's already public knowledge, right?
Be very careful about what data you're giving these tools.
How do you access it?
Honestly, earlier this year
there was a lot of tools that you could use that
without logging in, without giving them any type of information.
And most of these tools now require you to log in.
So the AI tool is going to be collecting some kind of data from you.
And honestly, the first time I showed my students the, the podcasting thing,
the first thing they asked me was show me how to how you did that.
They wanted to be able to create it themselves.
I wasn't planning on giving it, giving them that access,
but they really wanted to learn how to do it.
So if it's a tool that you're
using, be prepared for your students to be really interested in it.
And do they have the same kind of access?
Right. Same rules apply.
I always let my students know
before they dive into a tool that we don't know how much of this data
they're cleaning gleaming off of us, and what they're going to do with that data.
Most, most
tools are locked down from pipeline by I.T.
So like in this case, for, for notebook, we have to use, our Gmail,
our personalized Gmail accounts,
whenever you can,
if there's a certain other AI tool that you want to use,
and I've got a couple other videos
that I can send you guys with tools that we did from in-service,
that are pretty fun.
What I do is I sign up with my personal email address
or just send it with my pipeline email address,
as opposed to logging in with Gmail.
So that way it's not connecting to my account.
So if I have the option of creating account with an email address
or connecting it to my Gmail account, I'll always use an email address first
because that doesn't block it from the the pipeline account either.
Don't share any student information.
I would be really hesitant.
There's there's a growing number of tools out there that do do some kind of
automatic grading or will give you, give you generalized feedback on a paper.
I'm really, really wary about those tools.
And I know there's a lot of people that are I'll give you one other insight.
I don't know the tool off the top of my head.
But for writing, you get your students, do essays and things, write papers. Yes.
Yeah.
So any AI tool
that they're using to create content can be made
with tools like stealth, Giphy, GPT to bypass any AI detector.
So there's no AI detector on the market right now
that can 100% tell you that a student is using an AI tool or not.
It just doesn't exist.
Turn it in.
Has a built in AI probability score.
It's it's wrong as as often as it is. Right.
So the the rule of thumb is if you're suspecting AI,
that to always have the conversation with the student.
Right to add in on this. Yeah.
I just recently found out that chat GPT zero, which is an AI detector,
somebody ran the Constitution, United States Constitution on it.
It is 97% AI, by the way. Yeah.
According to the eight AI detector,
the Constitution was written by AI.
The other thing I want to point out,
I hate even saying this out loud,
is there are now tools, chrome
plug ins that can automatically fill in,
what's it called?
The the quiz questions inside of a campus quiz.
I just saw your questions, Max.
Yeah.
Everything I showed you is available on your personal account.
For.
And it's it's completely free.
High yield
study for a chapter in a book.
What do you mean by that, exactly?
Hi, Rob.
For example, like, if you,
let's say if you have a certain chapter and you want to create, like,
a, like a summary for that chapter or, you know, like, create highlights.
Yeah.
Highlight the important key facts, then what do you what do you say?
Yeah.
I would actually be very, in very straight English.
Just type it down here.
So once you give it the chapter or any other documents you want,
just put in there like like the FAQ.
Q is pretty, pretty nice.
This is the, the FAQ for the chapter, which I did just from the notebook.
Right.
I just did the FAQ.
So this gives me a nice little outline, an overview of the chapter.
But you can do exactly what you just said to me.
You can put in here
what are the main points of the chapter, you know, give me give me an outline.
I've actually had to create worksheets, out of this.
And you just type it down here.
Can you create a worksheet based on the documents?
And it'll spit it out.
The best thing you can do is play with it, see what it gives you back.
Where it was.
Yeah.
Oh, so there are plugins for Chrome now that will automatically fill
in the multiple choice questions in a, in a quiz,
using AI.
So, that being said, the only thing
that you can really do to prevent that is use a tool like respond is
even if you're not using the video recording part where it just locks
them down so they're not actually in able to use like Chrome to take the the quiz.
That's just the reality of where,
these AI tools are going.
What I've done over the years, I think Linda, Lynnette
and I have had this conversation.
I think Linda has had this conversation too.
Over the years, I've gone to where most of my quizzes from a marketing
class are just reading quizzes, and they're very low stakes.
They're very low percentage of the of the class.
But the and I've gone to more projects, less papers,
more projects, more creation, more more creativity built into the class.
That doesn't work for everybody.
But it's something to really think about.
What are the types of assignments that you're using?
And what are the stakes involved with those particular assignments?
I know you guys are in a in a tight bind,
just like nursing in a couple other departments where you're,
you know, preparing students to take a, a state exam or something like that.
So it's, it is what it is.
The other thing I want to
point out on the the doom and gloom side is Gemini,
which is what I've been using, copilot, which is Microsoft's,
AI tool, and Apple intelligence are all being baked into every device.
Now, before the semester started, I went to the Best
Buy to pick up something here locally in Santa Barbara.
And they had giant signs outside advertising back to school.
But this is the first year I've seen it where
instead of advertising the new laptops or the new iPhones, the new iPads,
they were strictly advertising Microsoft Copilot.
It wasn't about the device, it was about the AI tool to do your homework for you.
And that's the reality of the devices that people are buying.
So you can't even say you can't use AI tools because it's built into windows now.
It's built into their phones now it's built into everything.
So just saying,
you know, you can't you can't use it as isn't necessarily an answer.
I really encourage you, if you haven't tried any AI tools
to try things like copilot, there's another tool called perplexity,
which is going to some changes, honestly, but perplexity.
I, this is a little bit more,
what's the,
academic focused it gives you when you do,
prompt or search inside of here, I'll just, see what it gives me.
I'm just clicking inside here.
I'll just let it run
whatever it wants to run, because I want to just show you something
what perplexity does instead of just giving you an answer to whatever,
prompt or something you put inside of it,
it actually gives you the sources at the top first.
So it's kind of like the opposite of,
Wow, it's the encyclopedia software,
Wikipedia, website, Wikipedia.
Thank you. Wow. Then we just went out by brain.
So Wikipedia gives you the source is usually at the bottom.
Perplexity gives you the source is right at the top.
This is where it's pulling these this information from.
So what I've actually shown students to do is
put in the question that you're looking for that
you want to do research on, and don't bother with the answer down here.
Start looking at the sources, do your research starting from here
and see you see what it's giving it.
What what you can glean from that as a place to start from
a lot of people are using perplexity.
And Gemini now is kind of like a replacement for Google search
because Google search is getting really heavy into AI ads
and a lot of the information it's giving you at the top is actually incorrect.
So perplexity is a
little bit more narrow in scope than Google is.
So it's, it's really giving you some sources to start out with.
Yeah.
I, I'll leave it there for the most part,
but any any questions, concerns,
anything you want to chat about specifically about AI
in general?
Okay.
I think the biggest thing is
AI, where especially where our industries are going to definitely try
these tools out.
Yeah.
Go ahead. Alison.
This is very vague.
I'm just curious. It's all a bit overwhelming.
What do you recommend to instructors in regards to, like,
stay on top of this somehow outside of, like, what you're doing right now
because it's even just reading, like, upper dive papers at UCSB.
Like at this point,
it's taking so much time to figure out, like how what are they using?
Are they using something?
Well, but how do you even.
Yeah, I'm just really overwhelmed by the whole thing.
I'm just curious what advice you would give us in regards to
what's going to happen with all this, or where do we go as instructors
to make sure we're still serving our students to the best of our ability?
I can say that, oh, go for it, Laurie.
So, I'm
not I haven't met all of you yet, but, the more Vasquez
and I'm the assistive technology specialists in DSPs.
And I've talked to some of you over the period of time, but I'm also,
part of the chancellor's office cohort
that is working with AI in our system.
And basically what that means is that
because of the Chancellor's office
vision 2031 of the strategic,
direction is part of that planning document
is artificial intelligence.
So the Chancellor's office is furiously working
to develop resources for faculty, staff, administration
to not only be aware of the tools that are coming down the pike.
I mean, it's every day I get masses of emails
about artificial intelligence tools drawing this.
Here's a free training and,
very soon, if not immediately, you'll be,
you'll have access to a lot of this information.
And a state academic senate is, trying to ramp up and train
faculty across the state as quickly as possible.
I attended a webinar today where the Faculty Association
of California Community Colleges is also working on creating policies,
for the community colleges,
especially around the use of AI and academic integrity.
And, so there's a lot of
information that will be available to you very shortly.
So, Rob is on ITC, which is the Instructional Technology
Committee, which I chair as, one of the Senate subcommittees.
So we'll be making this, information available to you
probably sooner than later, but it's changing every day.
And just be aware that that will be available to you before long.
The other thing I want to say to as far as,
like what you can do now, as far as you know, how how do you prevent
students from quote unquote using AI to, to cheat on a paper or something else?
I think there's no way to block it or prevent it.
I think the best thing you can do is to really rethink your assignment,
rethink what you're expecting from students and expect more, right?
What AI tools are really good at is the first level of information.
I want to take a bunch of facts.
I want to restructure them into a paper
that's that's easy to do for the these AI tools.
What it's hard to do is to analyze and compare
and to be creative, even if it's if it's a writing assignment, right,
to to pull from multiple specific sources, it can't really do that.
So making sure that you're giving
really explicit instructions to students
and to have them create images,
AI is really bad at creating two things at one time.
It can't create a paper with with a graphic that goes with it.
It's it's completely different tasks.
Asking students to compare and contrast
and to, to analyze are things that the, the AI tools
just aren't very good at doing, at least in its current form.
But I think the biggest thing is to just keep expecting more from students,
because you're not going to stop them from using these tools.
So it's really what what can what's the difference
between these these low level AI tools versus
what we want students to do, which is which is think right.
So how do we get them to to show that they're thinking
beyond just regurgitating out information?
And Sims?
I've already seen at the time it's close to, to four.
So I'm thinking that we don't show grackle and we can just we can send out a video
for you guys on that.
Is that helpful?
Allison? Oh, I want to put a link in the chat to you.
This is a, newsletter.
It's a daily newsletter called the neuron.
It goes to your email if you want to sign up for it.
Or you can just go to the website occasionally.
This is what we kind of keep an eye on.
The somedays it's kind of pointless to talking about stocks and other things.
It doesn't matter.
Other days they're very focused on education.
They're really focusing around the entire gamut of where AI is going
and what AI tools are coming out.
What I tell AI tools are shutting down
when AI tools are trying to change and charge, and they're tracking
the big ones are doing a lot of analysis for us.
So if this is something you really want to stay up on top of,
like where AI is going, that's a great newsletter.
If you just want to know, like how to be a better teacher with AI,
that's not necessarily the best place to go.
But if you're really interested in the the background of stuff,
we look at those things all the time and try and disseminate
that information to you.
The other tool.
Yeah. Alison.
Oh, no, I just said thank you.
Appreciate it. Yeah. You bet. Yeah.
The other tool that we were going to show you today,
I think some of you have seen before, and we can send you out a brief video on
it is a tool called grackle that the the school has a license for.
And what it does is it does an accessibility check
very similar to what pop tech does
for canvas grackle does for Google Docs.
So you can run it on Google Docs, you can run it on sheets
and you can run it on, the, the Google Slides,
and it'll check it for accessibility issues like the color contrast
and all those and the tables and all that stuff and help
you fix anything that are inside of a Google doc.
It works very similarly.
But we, I know we have a video that's just on that.
So, I will send that out to you guys as a, as a follow up to this as well.
Thanks, Rob.
This was great. Yeah.
I haven't heard half the things you talked about.
The, the AI umbrella.
So that's interesting.
You also can have students use AI, like, make an assignment
where they actually have to use it, and then you're kind of, you know, it's
playing into the idea that they're going to use it anyway.
Yeah, absolutely.
And I'm a big fan of the evaluation.
Yeah. Evaluate what they're getting out of it.
But and then there's also the idea of equity too,
because if the AI tools get more sophisticated and it costs money,
then our our students across the board are going to be able to afford them.
Right.
So there's absolutely an equity stuff, stealth GPT,
which is the, the thing that makes it so the detectors don't work that cost money.
So the students with the most money are going to be cost less.
Right? Right.
So how much we enforce the use of AI, you know, do that with a grain of salt
because it's the people who are just kind of playing with it or trying it out.
You know, they're they they need to be understand why
why what why should they not use the AI tool.
Right.
So those conversations with students is really powerful in the English space.
A lot of faculty, this is a statewide thing.
A lot of faculty are having students, right.
Something on a topic
and then have I do this the same prompt
and then compare what they wrote versus and talk about the differences
where they're pulling from, experiences and things like that.
So yeah, having students use the tools really powerful.
That's I've actually incorporated that at UCSB in
we have active learning pod classrooms now and that's what I was guided
towards like start using it in class.
So that's something that I started doing and just did this last week is like,
okay, look at you're pulling up a question and wanting evidence based information.
And we're recognizing that a greater percentage
of the sources that AI is listing are not verifiable.
And so that was something we did this week.
So it's yeah, it's it's fascinating.
But I'm learning I'm trying to stay ahead of them.
You know it is. Yeah. And that's where perplexity is nice.
It's a lot of librarians like perplexity.
Yeah it does.
You have your your question at my, my wife loves perplexity.
I know a few.
You know my wife Sheryl. So she's a very going I love perplexity.
Something else I wanted to say is that,
in Senate last spring,
Senate voted to have faculty create an AI statement, and there's syllabi.
So you want to make sure that your,
department does that so that it's something that
in case there's a problem that comes up and a student challenges
you or they state that you didn't have it in your,
syllabus, you can point to you have something to point to.
So that's your first point of, protection
and education for the student. Yep.
Just go ahead and unmute.
You have your hand up.
Oh. Yeah.
Anyways, it's Diane.
I teach with Lynette in the HRT program.
Your name was Disney, and I was like, who is that?
Oh, yeah. Anyways,
So you muted yourself on accident?
I think.
Okay.
Going to try it again
anyway, I what I thought was a very interesting perspective.
On another speaker, event that I had been on about,
you know, AI and education and I
to have added it to one of my classes where, again, like you said,
they have to come up with a topic and then they have to ask AI about the topic and,
and compare sort of their description with what they came up with.
But, but it was a perspective I had not heard previously.
Was that by not use, allowing our students to get active with
these tools is setting up another layer of,
you know, of challenges to not only diversity, inclusion
and equity because you're going to end up having a population
much like a population who can't read if they don't know how to use these tools,
and other people are using them in business
and in other areas, but it's the responsibility of it.
But I just thought that was an interesting perspective, you know, that if we
if we keep saying no, you can't use it or there's too many risks in using it,
then, you know, as they get out into business
and that other people may be moving further forward faster
just because they don't have that skill set.
Absolutely.
And in marketing, which is where I teach a lot,
there is so many AI tools in marketing, for better or for worse.
So to understand how these tools work
and how they function, and to let them play with it
and giving them a space to play with it that's safe, is is really good.
My bet is that on the medical coding side and stuff, you're going to see
a lot of more AI tools over that sooner rather than later, right?
So having having people have experience with how these tools work
as we automate more stuff, computers still make mistakes.
So you got to have human eyes on top of it to make sure that you know
what it's spitting out as. Correct.
So I'm also putting a link in there for the State Academic Senate
newest publication, Academic Integrity Policies
in the Age of Artificial Intelligence resource document came out spring 2024.
So awesome use that also.
But I also put a link in the chat to our AI page.
It's somewhat outdated because it's like three months old at this point again,
but on there is some syllabus statements, on top of a syllabus statement.
I want to go as far especially I do this in my in my marketing class,
per assignment that I give them, I tell them in the instructions
for the assignment how much allotment for AI they're allowed to use or not use.
So if I'm having them
come up with some fresh ideas, I want them to not use AI at all.
If we're generating package designs and, you know,
maybe they want to take their fresh idea and run it through AI and see what
they come up with on top of that, as an idea generation tool,
I give them instructions and how I want them to use the AI tool to do that.
Other tools that's like free rein.
Go ahead and play with whatever tool you want.
And actually, students have come up with some really fun tools
and some really amazing artworks based off of things.
And, on the same time, I don't require it of students.
Right?
So I give them choices of of how much, whatever their skill level is and whatever
they're, they're willing to do, because not a lot of students do.
They don't want to use these AI tools
because they're afraid of of their taking their information.
So keep all of that in mind.