I have the top of the hour, so let's begin. Greetings everybody, welcome to the Future Trends Forum. I'm delighted to see you all here today. We have one of the best guests anybody could hope for on a topic of a great deal of interest and I'm really looking forward to our questions, answers and overall conversation. We've been looking at artificial intelligence and automation for several years now and since chat EBT was released last November, we've had three sessions on the topic and we have to have more coming up, because this is a subject of a great deal of interest. It's one that seems to be having a huge, huge impact on the world. Now, there are a lot of people we could talk to about this, but the one I'd like to invite is Reuben Puttador. Reuben is an education researcher, speaker and consultant best known for his creation of the SAMRA model, which is a framework to help educators integrate technology and teaching and learning. Throughout his career, Dr. Puttador is focused on the effective use of technology and education. Now, I could say more, but I'm just reading off of what Chat EBT told me to say. I asked it to introduce Reuben and I think it did a pretty good job. So, with that note, already part of me is becoming obsolete. Let me just bring our wonderful guest up on stage. Greetings, sir. Hi, Brian. How are you doing? Good to see you. Well, I'm glad that my background or my foreground matches your background to your degree, some blue to blue. Well, my background is part of an experiment I've been running using AI, which I'll talk perhaps a little bit about later. So what you're seeing here, for those of you who are curious, you say, wait a second, that looks kind of like Gaudi, but it's not like Gaudi I've ever seen. You're right, this is Gaudi you've never seen because it only exists in imaginary land. But I'll talk more about why and how and so on later.  I can't wait to hear about that. But speaking of imaginary lands, you know how we ask people to introduce themselves in the forum by talking about what they're working on for the next year.  Well, thank you. I appreciate your students' enjoyment of use of the Sammer model. So a couple of things. One of the aspects that I'm going to continue working on is something that has been a focus of my work over the last few years, and that's Black Swans and antifragile thinking, particularly applied to education and educational institutions. So that's going to continue looking at what happens now as things change relative to the pandemic, but also giving your book coming up, challenges such as those associated with climate change, challenges associated with shifts in interest and focus of students. So there's a whole world of topics there that I'm going to be looking at. But the other key focus for me in coming months is going to be, in fact, AI. And particularly some aspects related to both generative AI, so what people look at, but you look at something like a chat GPT or GPT. And something like the image generation tools like stable diffusion, mid-journey, etc. But also other forms of AI that have more to do with how somebody can adapt the tools for their own purpose. So again, I can talk a little bit more about that in the context of medical education, as it says. But concretely for today's topic, there are three angles from which I look at tools like GPT and their relatives. And one of them is to look at them from the perspective of saying, so in academia in higher ed, what do we do with these as creative tools? How do we use them to create new things, new ideas, new options and so on? So that's the first one. The second one is to look at them as tools for research. And again, I can talk a bit more about this, but they can be used as tools for looking and saying, are there patterns that we can use the tools to dig into to bring out that we might not have otherwise seen that are important of interest that allow us again to go in new directions with research and so on. And the third direction to me is also an important one, which is what do these tools do in terms of societal transformations? The future of all sorts of things, not just of the technology, but the future of work and to me just as crucially the future of, well, how do people want to live? How would people like to live? Well, for lack of a better term, a good life be in a world where we see these tools in common use. What can they do that could help some of those good aspects bring into coming to being? What can they do that might block some of those aspects? And how do we think about this actively? Because if there's one thing that I, when people ask me, well, what can we in academia do? Well, we need to be thinking about these things actively, engaging with them, engaging with people in the world about them. Because if not, I fear that the things could go very much in the not so great direction. I hear that. That's quite a 12 months ahead. That's an awful long on deck. And friends, you can see why I had him bring Ribbon on stage to talk about this today. I'm going to ask Ribbon a couple of questions to get the ball rolling. But he's here for you, for your questions and comments. So as we start going back and forth, please hit that Q&A box and type in some Qs so we can prepare some A's. And also, if you want to join us on stage, you don't have to have a beard in order to be on stage, but apparently it helps. One thing that I'm trying to figure out is when I talk to educators, they seem to have one of two basic responses. One is this is evil and must be destroyed. And that comes from a few different places. Sometimes it's a fear of being rendered obsolete. It's a fear of cheating. Sometimes it's a fear that's political and we don't trust these companies and they can be doing terrible things. Maybe part of the generalized fear of Silicon Valley. I'm compressing a lot into one stage, but that's one mentality I see. The second argues that we need to rethink a lot of our assessment. Now, I haven't heard this in terms of visuals. I only heard this in terms of text. But then the argument comes either we should remove writing completely and move to say oral exams or air-gapped machines or we should just rethink the entire apparatus of assessment. If you're going to be signing papers, how do you come up with different topics? Do you have multiple scaffolds in order to build a system that reduces the chance of plagiarism? I think I'm seeing those two schools. The first is that it needs to be constricted and the second is it needs to be worked with. How do you see these playing out right now in practice all around you? That's a great question. I think in terms of the first school, I think there's a certain fear of, you know, well, we've been doing this all along and suddenly this comes along and pretty much makes a lot of the tools we've been using useless, meaningless, etc. But to me, it's interesting how it's focused, right? When people start out with the first thing as well, students are going to cheat. They're, wow, that's the first thing you think about with your students, not what they're going to learn, not what life they want to lead, not what you think about cheating. That's a kind of dark lens to look at things through. And it's not that I want to negate the fact that, yes, in some context, students will cheat or there can be encouragements for different reasons, career pressures, etc. But that to me is a weird way to look at it. To me, it's a question of saying, well, okay, what can we talk about engaging students with so that the motivation for cheating is not there or so that it's irrelevant in terms of what's going on. So if you've been doing something like assigning the standard five paragraph essay on topic X, and that's been your final form of assessment and that's been your final form of summative assessment, and you make it a very high pressure, okay, so you're going to show me everything you got in this essay and so on. Well, yeah, I'll tell you right now, GPT-4 just came out, I've been testing it. GPT-35 was still a little shaky on that. GPT-4 is very good, I have to say, at constructing a standard five paragraph essay given a topic and a little bit of coddling along the way. So in theory, you could say, sure, that's going to be what students are going to do, but you have to be asking the question, why were you asking the students to do this in the first place, right? And if you were doing this as summative assessment as a way of saying, hey, what have you learned? The truth is, this is a really bad tool for that, because all it generally is doing is asking students to rehash something that they got and guess what, yeah, a tool like a large language model like GPT-4 is excellent at rehashing things and will only get better with time. So you're asking your students to perform a task that, frankly, a machine as we're seeing can get better and better at doing. But if the reason you were asking your students to write essays was to say, well, look, there are some things I would like my students to have at the front of their mind, so this is a way to get them to put it at the front of their mind. I wanted to do it as a way of, you know, if I asked them to put things together, can I gauge their understanding of how that's coming together and so on? There's a form of formative assessment for which there will be a feedback group and so on. Then suddenly, two things happen. Number one, the incentive to keep for the worry that people have tends to receive into the background. Why? Because this is not any more a kind of this is the sole thing I will judge you on, but more a question of, listen, I want to see where you're at, how your thoughts are evolving. I will give you a tool for analyzing, examining your own thinking. Then there's not much motivation for, see, you start to take away the motivation. And number two, the other thing you can start thinking is about, well, okay, absent a tool like GPT I could assign this writing, but can I change how I do writing with GPT and similar tools in the middle, so I can add richer things. So I might ask my students, for instance, to still write in the standard five-paragraph essay, by the way, I've never liked the five-paragraph form, but we'll say that for another time. I can say, well, okay, let's engage with a topic and let's have the student engage with it using GPT to bring together some arguments, but to go beyond those arguments. So what I'm asking the students, yes, I'm still asking them to thread together ideas, but I'm giving them, if you will, a partner in construction. And this is something we're just, let me be very clear, we're learning how to do that. As the tool evolves, as the tool becomes more useful, et cetera, we can start doing richer, more interesting things. So just between GPT35 and GPT4, the world has changed in terms of what I can ask my students to engage with. So I can ask GPT to give me a brief summary of the thinking of philosopher X, right? So I can ask it to tell me, well, tell me what, for instance, Gadamer might have said about this, or tell me what the following school of continental thought is compared to this school of Anglo-French. That's easy. You can get that, but then you can have your students start to interplay with that in ways that do not go to what something like GPT can easily do. And do tell me, does the student understand how this thinking occurs? Does the student understand how to put it together, how to synthesize something from it? So that's, I think, where I would address that first school, if you will, the negative one. And as you can see, it's closer to the viewpoint of the second school, right? But I also have a comment to make in the context of the second school, and that is, as I said, we're just learning how to use these tools. And to me, it's important that we not lock ourselves into what I would call sub-optimal ways of using the tool. What do I mean by this? I'm seeing already a rush to saying, oh, we have these tutorial models that we developed using some type of scaffolded platforms, whether it's Khan Academy or another one. And now we can use a tool like GPT-4 to provide directed instruction by engaging with the student in a dialogue about what they understand, what they don't understand. Now that in first instance would be indeed an improvement, okay? In summer terms, an augmentation of what was being done, because it is responsive to the student to a certain degree. But my question is, we want to be careful, because I don't want to get locked in and say, well, okay, so what I did is I enhanced that mode of instruction and that's it. But what about constructing a whole new platform that could not be constructed without this type of tool that goes beyond what you could do with the type of standard presentation, video, plus quiz structure with some type of responsive structure, etc. Which, if I have to be perfectly frank, hasn't evolved that much other than in terms of software technology on top of it since the 50s. In other words, so for the positive aspects, what I would encourage us to try to do is to think deeply about saying, well, when you have a tool with this type of plasticity, with this type of power, with this type of possible uses, can we take a step back and say, well, we could enhance one of our existing tools, and maybe we start there because that's fine, but we don't just say and now we call it the day and we're all done. I would encourage us again, summer terms to push through the modification to redefinition levels, where you're doing something that you couldn't do without the doing. That's an excellent, excellent answer. You were by the late last night, I was a little tired, I asked GPT Ford to create a synthesis of the political philosophies of Enver Hoekstra, the Albanian Marxist and Henry George, an American 19th century economist, and then to do so in the style of the Varks Brothers. It did a pretty good job. It did a pretty good job. It really synthesized all of that together. But we need to have that creation, that sense of co-creation and redesign for something that we couldn't do before. We have more questions piling up, and I was going to ask you another one, but I think I want to open the floor here. We have one from Kate Herzog. Hello, Kate. Kate says, do you see institutions in those schools as negotiating group subscriptions so all teachers and students have equal access to those today? The librarian wonders. Kate, excellent question. Short answer? Yes. Long answer? Yes, yes, yes. By all means. In other words, we need to have equity of access to these tools, and that's very important. Equity means, of course, covering that cost of subscription through libraries, through whichever front end for education we're looking at. Those need to be there. It can't be the case that if you can afford it $20 per month you get the good GPT access, and you can't afford the $20 per month you get to this answer brought to you by, fill in the blank of your favorite ad buyer for the day who will proceed to customize the answer to your terms, right? So we need equity, but I want to emphasize that equity needs to stretch beyond just, okay, so we all have this type of, you know, it's not a burden based on economic terms to gain access to this. You also need to be talking about equity in terms of access to what you can do with the tool, because I want to emphasize something in terms of what you can do right now. Right now everybody has access to at least the chat GPT 3.5, right? And you have access to Bing's own interface, whatever Microsoft ultimately decides, well, let's go to Bingbot for now. But that's it. Then pay $20, and you get access to chat GPT 4, and we'll see how that evolves over time, and you have fewer limits on time, what you can ask the depth, how deep a conversation will have and so on. And then pay per token with a developer's license, and you have access to the engine itself. And now I can start doing things that I cannot do through chat GPT. For instance, some of the research I do in terms of exploring patterns that emerge from text cannot be done easily with chat GPT. The chat GPT interface gets in the way. I need to be able to ask and say, here's a huge volume of text classified this way, but if I do it in the interactive chat GPT way, it's going to take me five months to complete it. If I can just pay per token, I just say, boom, just do this whole thing, give it back to me in a file when you're done, and we're all set. And that's what I mean by equity of access. In other words, we need our students to be able to access on all of these terms, because otherwise chat GPT, don't get me wrong, it's a wonderful frontend, but it is a frontend with certain assumptions, certain limitations, certain conditions imposed upon it, some of which may make sense for an educational audience, some of which may not. And again, if we don't allow that fuller access through our institutions, whatever media we choose to provide access to, then we immediately create a situation where there is no equity of access, and you can do very, very different conditions of how you can use, how you can think, how you can create with the tool. I think that's a crucial point. Well, that was in the direction I thought you would go in, and it's a great one. And Kate Herzog, thank you for the superb question. Friends, you can see that Ruben will be very kind to you, and this is a great place for you to put forth your questions and comments. We have a few more coming up, and this is one coming from Ranjana Dutta. Totally butchered your name. This has to do with, I have got creative data and references. I would worry about them using ChatGPT as a partner to build on right now. How can we verify information without having the teachers do that? Ransana, could you clarify for me a little bit more? When you're talking about verifying information, are you talking about verifying whether a student has used ChatGPT or are you talking about whether a body of information is sourced that the student would then be using ChatGPT? I want to make sure I understand your question correctly. Ranjana, please feel free to type in a follow-up question to clarify that. And of course, if you want to just talk out loud, just hit the raise hand button and it will beam you up on stage. Thank you. And while Ranjana is wrestling with that, we have a question from John Hollenbeck. John, I hope you're staying warm. And John asks, why is it we hardly blinked over tools like Grammarly, which passively edit student essays? You know, John, that's a great question. And I have to be honest with you, I think it's a question I don't know the answer to the why explicitly other than to say that I think the tools merged enough with what we already had that we didn't really pay attention or if I could even pay attention to what the tool could do or would do. In other words, you have a, you say, well, a spell checker. A spell checker is like looking up in a dictionary. And the grammar checker sounds like the same thing, except it's not, of course. It starts to get into the structure of communication, the structure of how students talk or what the structures that students use to communicate and so on. But it was approximately enough to the spell checker to be accepted. But that being said, and Don, you're right. It went largely unexamined and it should have been. And again, one of the things you can do, of course, with GPT, particularly GPT-4 is superb. If you give it the sentence that's can you make this clear? Can you make this better grammatically and so on? It nails it, no question about it. But then we again get into a question of, okay, so rather than talking about grammar and if the students have good grammar, bad grammar or however you choose to phrase it can we talk about, well, why are we concerned about grammar and can we instead talk more, a little bit more deeply about communication, meaning, creation and how the tool can be used for that, because a lot of the old grammar tools, of course, my favorite was they either had an obsession with the passive voice. It was nothing may ever be in the passive voice. It's not that. I agree. Yeah, I agree overuse of the passive voice, but or they would be obsessed with Latinate forms or whoever wrote the tool had some obsession typically and some of these were primitive forms of expert systems in AI. It depends on which one you were looking at how it worked. Right? But again, with a GPT-4 you have something that's much more plastic. It isn't going to force you into just this or that. You can instead query and say, well, for this type of audience, in this type of context, how might I best convey this? And, for instance, Brad, one of the points that I think is crucial to the work you're doing with academia and climate change. A lot of the climate change reports, a lot of the climate change documents are deep, they are rich, they have important information. But let's face it, not everybody has the time to read several thousand pages worth of reports. Even the executive summary can be 40 pages or more of that stuff. And I can use GPT to say, hey, just take this, summarize it. And I'm not just going to say, and I'll just spit it out, right? But I can use it to say contextualize it for a given audience. Help me communicate. And of course, a student can use it for themselves, saying, okay, I don't get this. Can you help me by explaining, reframing, etc.? So if you will, we're now taking the old grammar checking tool, the old grammar checking task, and making it a richer task of communication. I had a very cynical reading myself on that, which was that grammar really didn't threaten journalists. But chat GPT scares them. Shin Lee in the chat had a much more thoughtful response, which is that in her understanding chat GPT is not bound up to a particular academic discipline. So everybody can feel challenged. Thank you, Ribbon, for that great, great answer. I wanted to circle back to Ron Johnna, who had her question before. And let's see if we can bring her up on stage. Hello, Aaron Johnna. Welcome. Hello, hello. Yes, this is very interesting. Thank you for answering the questions. And I'm one of those I like to take light for what it is and try to go from wherever we are. And I was just verifying this for my own sake, putting in some questions and getting references to see what comes through and many, if not, like I asked for 10 references on a topic of first generation college students that I was interested in. And it showed up with a number of references. I think about nine of the 10 given were wrong. They were literally amalgamations with similar sounding names, similar sounding titles, very creatively done, but none of them authentic. I couldn't find them anywhere. And what I would worry about as a teacher aid, this is not a teacher would be doing is verifying your references be students don't I mean, especially current current state of the science or state of the world is they don't want to start in time to do the things that they need to do for the paper. So it's usually being done last minute. So they're not going to verify this. And if you're going to build on things that you don't even know where they came from, it becomes very problematic. So I would at this time, I'm hoping future versions may get us to that point where we can do those kinds of things. So that was my concern at this time when you had said that we can use it as a partner, I would love to, but given what I saw, I was just like, ah, can't go that road. Right. Let me that's a very, okay, thank you and that may say very clear and you're absolutely right. So let's be clear one very important thing. We have to also be very aware of the limitations of the tool as it exists right now. And you mentioned one of the key ones, right? If you take just chat GPT even for and ask it to provide references for something, it will tend to do after a certain point what sometimes is called hallucinate. In other words, it creates a new reference and people say why is it making up a reference? You have to understand a little bit how the whole GPT ensemble, all large language model tools work. What they're doing is they're finding patterns, right? And initially you'd say, well it found the pattern and the pattern included as part of that pattern where the pattern was sourced. The trouble is the larger and the more complex the model becomes, the harder it is to keep those references in there. In fact, at some point you have to give up the exact references. So you can do something that would be the equivalent of this is an approximate but almost an exact an exercise and recall. I know this is generally true and I think I saw it there. The trouble is at some point it starts matching patterns to a there that never existed. It's a little bit as though you said, you know I know I heard that it must have been my friend Freddie. Actually, Freddie never said that but you say it must have been my friend Freddie because in your mind you matched it to this. And one thing I would start to emphasize is please, the large language models don't even remotely think like a human being does. These are large pattern discovery and pattern matching generation engines. So how do you solve this? Well, the way in which you solve it is to say, look, the large language model works like a reasonable human being might be in terms of its capacity to have a general body of knowledge to interpret things and that has been growing from model to model.  Instead of saying, I think Freddie told me this you'd say, let me go to my bookshelves or my virtual bookshelves now. Google scholar, etc. and make sure I'm remembering correctly where it is. That is where the GPT family is going right now and you see some of that in Bingbot. If you use the Bing engine it will give you references and those references are legit. I have not been able to make the Bingbot lose its place but I have not yet been able to generate a complete link to a website that doesn't exist. It links to a website. However, Bingbot is still very primitive because the quality of the reference websites it links to varies very wildly with respect to the question even when better websites exist. So for instance, I ran a test on something that would be of interest to any student or in fact any member of the community who was interested in something relative to environmental rules and protection of the environment in the community and so on. And I felt I could get Bing to give me a good answer and give me references but the references were too low quality. So who is it? And it's an interesting question why they got back. I did an analysis later for which ones showed up and why. It's fairly good. It's well beyond what most people would want to do. But again, the team is aware of this. I suspect what we're going to see at some point is an option to say well I would like to have it point towards this set of sources or to fine tune my sources. So that for instance in this particular case, even though government websites, EPA websites organizations devoted to protection of a particular species or environment all existed it was going to as I say very very low a third tier sources and so on. So that still needs to be fine tuned and needs work on. So that's a very long answer. I apologize for that to your point which is to say that at this point would I tell students to go out and get sources references from GPT? No. But what I might do is to say instead, okay so here's a topic you have I give you the references or you find the references and then you use GPT to help you analyze or understand these references. So that's where I would do it. I would not at this point even with GPT or chat GPT for give it that task because the hookup to sources is not yet refined enough. I hope it will be and I hope it will be fine tuned. So that would be exactly my concern was that not only were the and I don't I'm not an AI person at all I'm a psychologist and I was looking at what has what it produced were also even the ideas were some of them were amalgamations. I happen to know some of the people who are in the field and I'm like if somebody cited this about my work I would be up in arms because I never said that but it's like similar people might have said something similar and there was that sort of amalgamation that had me rather concerned like it's not just that it's creating these websites and they look very good. I use APA format and they were in APA format and everything with DOIs and it was all like literally fake that's not hallucination and as I say no no that's exactly it's important to realize that that is a limitation of the technology as it is implemented in chat GPT and as I say the crudeness of the approach so far in being GPT but since you brought this up there's one more aspect and I suspect Brian thought I was going to mention this earlier so I'll mention it now which is that all of these are commercial and all of them are associated in one way or another with advertising the sale of advertising the sale of a platform of voice to somebody that wants to sell a product get a particular message out and so on we can work with them as we have all along that's not anything new but I would also like to see in parallel particularly for those of us in academia but are open source slash you know it's a European term libre efforts develop in AI because I think it's going to be crucial for multiple reasons number one the more engines they're out there the better the more richly the more interestingly I think the field will develop number two having an engine I can look at and look at the source code and look at the body of references materially was trained upon and to say oh I see this working not working because of this and I can make sure that I can answer why did this happen and I can do more and say well that's in the general pattern of hallucination I can say well geez let me see because I have the tools to dig specifically into why this particular failure occurred or this particular thing occurred is I think also crucial so I don't view this as a optional thing I do view the development of open source libre AI as a necessary component as we move forward for again full use of this in academia and for all frankly addressing some of the challenges and potential risks of the existing engines so that's I think one more point that emerges from what you've brought up so thank you again for bringing up that point thank you and thank you professor Dutta and please stay warm if you're in Saginaw I hope it's warm and sunny yes thanks friends that's an example of video question and we now have another example of video question just to show you our geographical reach we are now going to bring on stage a wonderful professor from Armenia this is Brent Anders who's been on our stage before Brent is doing tremendous work talking about chat GPT his Twitter feed is admirable and his videos are just essential welcome okay so I have a couple of different comments I'll try to be quick the first thing is the whole idea with the hallucinations yeah that's a big deal the GPT-4 is supposed to be 40% better but the hallucinations are still there so now it's a little bit above 80% where it's going to be right and then there's still around 15 to 20% where there's a problem so given that one of the big things that I'm always pushing for all my instructors every speech when I talk about chat GPT is this idea of AI literacy of knowing that hey it could be wrong so critical thinking is very important that means that we have to analyze any response but that should go without saying I mean you're a subject matter expert but I'm not just taking what you're saying as dogma right I still have to critically analyze but going back to what you just talked about with the professor that was just talking there the psychology professor so what I've been recommending this is kind of unique I guess is to I have a lot of instructors that teach freshman seminars so that's all right having to know all the different techniques here what I've been recommending to them is this idea of well one of the big things if you happen to use chat GPT which of course you can use it it's their choice we're very flexible with that here at my university but what I've been recommending to them because I'm very much into role play right I think that's how students really learn so I tell them this you need to increase this idea of how severely wrong it would be to have some sort of reference in any essay in any article that's wrong or made up so now what I tell them is that this is exactly what I would do is a student submits a paper and then I would say this if there was an incorrect made up reference I would stop the class and say you know come up you're now going to have to go in front of a board because what you committed was something that's extremely bad it's not just like oh you made a mistake no you created something wrong so that means that you didn't do your due diligence and you just lost credibility in the field wow this is a major thing isn't some minor problem this is wow you're probably not going to be able to present at conferences anymore you're not going to be able to be published anymore this is a major deal and again to role play it out so that they have this emotional connection as opposed to well I'm just going to use chat gpt and turn it in because I'm trying to save time so again whatever we can do to really connect some emotion to the process that's where we're going to make a lot of gains because that learning process needs to have some emotional connection in order for it to really be retained and to really sink in so that would be my little recommendation for that last incident but let me get to my question so with gpt4 that came out OpenAI also released an article to help explain gpt4 and interestingly enough in their article they had a whole section there talking about the dangers of overreliance on any AI model it was very interesting because they talked about some of the big dangers of if we start to use AI for all these other tasks that will you know save us time we're going to actually start to lose skills which makes a lot of sense but it's this balance of what we have to do because on the same day that I read that and I just released the video talking about the dangers of that Microsoft just came out with their big presentation talking about Microsoft 365 co-pilot and what is it going to do it's going to totally change how we do work so that you have a reliance on them to do so much of your in-between work summarizes for me give me drafts really quickly which is great I mean I'm all about productivity so my question to you then is what do you see as the proper balance and how do we express that in the best way to our students to get them to ensure that they have fundamental skills but then also be able to properly use the AI because that's going to be required in whatever job they go into because that's the new reality they still if they lose that fundamental skill they're going to be able to be as effective with that AI and they'll start to lose what Wright actually looks like so I'm really interested in your thoughts on that and if you've given any thoughts as to how we might approach that because this AI literacy thing to me seems like this is what we need to be pushing for in academia as far as the way things were a couple of years ago when oh the term critical thinking yeah that has to be part of every single class that has to be part of I see AI literacy as the new critical thinking I mean critical thinking is part of that but AI literacy I see that as being a necessity an SLO part of every single class from now on because it's so important all right that's it thank you oh thank you that's a great question and I agree wholeheartedly that it is crucial I mean absolutely crucial to get that type of critical relationship to AI and this is something actually even before the large language models I've been working on for quite some time which is where I get people to try to think of these tools shouldn't be a replacement for your thinking they shouldn't be a replacement for what you make how you act they should be a tool in your tool set for getting at this and the example I used I'll go in a slight tangent here because this is a different model from GBT but when IBM was pushing Watson and Watson for medicine in particular they were talking about and then Watson is going to come in and it's going to interpret all of these things for you and the implication was always and you don't need that silly doctor in the middle and what I would always point out is to say that look I don't have the budget that IBM does for Watson but I could on a rather beat up little old laptop since upgrading my machine but just right before the pandemic I had a laptop so I pretty beat up and few years old and I could show how by using some a tools for image recognition say very primitive compared to what you're looking at with the large language models and so on but very specialized very focused on how for instance you read and actually say you work in this region this region has a problem for instance with MBR XDR so multi drug resistant extensive drug resistant tuberculosis and what you have them is a scenario where your patients don't look like a generic patient so you can work with the AI to train it to your needs and now you working with this can do triage you can say right away ok given the analysis this person clearly doesn't have TB or given the analysis this person clearly has TB and then working together you can focus on ok this is the tricky case and that's the type of thinking so I was doing that as I say prior to the pandemic working on different scenarios with the idea that no you don't have to buy the big model and in fact you can do better than buying the big model if instead you focus on this type of thinking alongside the AI with it as a tool focusing on those cases that they work together so to speak in a certain sense gives you a better result than you could get from each chunk on its own and that goes to the heart of what you're saying because it's exactly the same situation now with GPT or for that matter with some of the image generation models right like stable diffusion and to say so how can I work together with this and this is where we need to work with our students and again we're making this up as we go along so please understand I don't have a huge list of you know and here are 10,000 examples here's the book you can go out and buy it tomorrow etc no we're inventing right now the examples where we say look here's where you using chat GPT can do something that chat GPT can do on its own you can do on your own but look at what happens when you have the synergy of the two components and what do you need to know for that synergy to be effective which goes to your point right and make sure but we need to create those examples so you mentioned something earlier which I think is also an excellent arena and I know in fact all three of us now on stage I know are interested in it which is the whole arena of what you do with games role-playing and games and for instance if you look at the guest brand that you have on your forum in terms of the whole concept of teaching history via role-playing with reacting to the past RTD. Mark Harms exactly and what I think you can do there is you can say well can I use chat GPT to generate what would what might have been a speech by filling the blank of you know whoever in whatever location so let's pretend this is a speech by Denton right made to a crowd as you know seeking support etc and then ask a student okay now critique it why would you find this more persuasive or non persuasive what about you construct okay now let's have this play out in the role-play with your fellow students which one of these works which one doesn't why was this telling you about history was this telling you about motivation how would you go about finding more data to make your speech even more persuasive how would you go about as a historian right researching the period and what could you use from GPT but what is not there from GPT that you need to bring to the table how does this influence what you need to know what you need to learn again I think we need to create this type of experience but really very much needs to be something where the students have their hands in the actual machine for a better term so they can experiment and feel for themselves if you will what's working what's working and where they're going to need to I like that so it's more of this dynamic assessment more of a skills application so we're talking about less writing of let's say essays to explain what I know and more opportunity to actually engage and utilize my skills to prove that I can actually go through it I can actually do it so simulation would be a great example of that yeah absolutely so thank you that's a great point that's great commentary friends we're running low on time so I want to make sure that we get in some of the biggest questions and we're going if you'd like we can also publish the unasked unadressed questions to my blog as soon as we get to recording it we have one question from our good friend George Station who circles back to the question of business and to the question of privacy as well related to equity should we expect our students and ourselves to keep feeding chat GPT for corporate game I'll turn in and others is that a fair tradeoff great question George and again this is one of those places where I think we need to push for transparency as much transparency as possible from everybody involved here so to to your point as far as I can tell right now given the contracts given the licensing agreements yes I've done the boring job of reading through the licensing agreements in detail isn't that fun and I'm not a lawyer nor do I play one on TV if I did that play parry Mason that would be at least more fun but anyhow but the point is as far as I can tell right now the GPT family whether it's three five or four is not being trained on materials that we're submitting chat GPT and then GPT themselves so the interface may be a different story and that's a very good question in other words do we have full knowledge of how much input is being used how it's being used I'd like more clarity myself and I think that's something that I'm gonna be honest with you I don't think it's the sort of thing that I am expecting Microsoft to say and here you go everything for you I suspect we're going to have to go and say hey if you want us to you know use this we need to talk about what these conditions are and again here is we're having Libre tools becomes once again a key component because one of the things that is if the only choice you have is Bing Bingbot then yeah you ask all you like but it's either that or nothing and particularly since Bingbot appears to be poised to become the major interface to all of the search engine for Bing so but if I'm the other can you can say well no come on I'm just going to go here where I do know the conditions I do know the toolset and I'll be honest with you some of the Libre efforts are very far along too so it's not like you're saying well here's GPT-4 and the Libre efforts are years behind I'd say some of them are very close and at comparable level so this is the point of which you can say we all have you know at the greater diversity of tools the better but there needs to be transparency in terms of how this is being used and why sorry let's take this in a slightly different direction we've been talking about chat GPT producing texts producing papers producing answers co-producing for us but the tool is actually much stranger and much deeper than that here's a question that I'd like to chime in on myself actually this is from Robert Ventress who says have you tried GPT-4 as new Socratic tutor system it's quite impressive and he also shared a link to some examples which I will not put in the chat for everyone to get a chance to play with the part I wanted to chime in with was I followed a Wharton university professor to coach chat GPT into serving as a game master for a simulation and found that enormously successful and very positive that kind of role that strong interlocutor seems very different from chat GPT as text generator what do you think about this part it's an incredibly rich aspect and you're right it's a very different use of the pattern engine than what you have when you're just using it for text generation that's part of the beauty of large language models this starts to get at some of the directions for research that I was talking about and for expanding the range of what can happen because one of the interesting things is yes I have played a little bit with the Socratic tutor as well it is very intriguing you know I have to I haven't pushed it quite yet as hard as I'd like so I've just begun to push it but but it is very intriguing and it speaks to possibilities that are to go to one of the things I was talking about earlier not locking ourselves into old forms of instruction with just an enhancement from the tool to say well what can we do where still can use the tool to get better insight into their own patterns of thinking to get better insight into how they might think what they might construct and so on so those are possibilities and it's very interesting too to see when you start pushing GPT-4 in these directions just a little bit to see where it starts almost for lack of a better word and I know what's going on at a mechanical level but let's metaphorically say it's almost like it's reaching and saying well clearly I didn't reach quite far enough in the patterns let me pull this in as well so it starts to speak to very much a model that can start very focused on okay I have an immediate issue here that I need help thinking through and so on but it builds out a scaffolding and it's not a pre-established scaffolding that I pre-designed what I call sometimes the abuse of Bigotsky and frameworks etc it is rather a scaffolding that is helping the student explore new directions and that's new in other words that is really something that we haven't had tools for so this is an area both for research exploration personal development and again I emphasize we're at the beginnings of this we all need to just start working on it with an open mind and also know that we're going to come into points work and say oh wait no that didn't work so how do we fix, how do we reroute and so on but I agree it's a fascinating direction and very different from if connected to they write the paper or summarize this or extract this information etc Very good, very good we have time for one more question another angle again and this is from our good friend Charles Finlay from Northeastern who asks this simple but major question what happens to copyright and publishers in this new era? Oh boy huge question Charles I don't know the full answer but let me tell you one of the things I think we need to do we need to take a step back speaking off just like I said take a step back from how we've been teaching and say hey we're going to come up with a whole new approach here we need to do something likewise with copyright because one of the problems is we've gotten down a set of rabbit holes for like a very term with copyright which becomes say well it's the life of the author plus so many years oh is that too many years is that too few years and does this corporation own the rights and does this person retain the rights when do the rights refer we get into a whole business of copyright as a whole system of ownership but we've lost sight of the purpose of copyright and this is where I'm going to suggest that we need to go back to the ideas of copyright and yes pull out the quote from Jefferson but it's not just Jefferson plenty of other thinkers at the time before during and after have weighed in on the topic with nuances complexities you know who gets to have access to on what for what reason but the idea that ultimately the goal of copyright is not just to protect ownership period which is I fear what sometimes it gets constructed as but to provide a scaffold for building upon so I think we're going to need to start rethinking aspects of copyright in this age and it comes out you see behind me an image okay this is from experiments I've been doing on learning spaces and thinking about them using Gaudi's approach to architecture and many of you may not know this but Gaudi designed the school and it's one of the most beautiful spaces I've seen conceptually even though sadly I've never seen it in action because it got made into offices years and years ago but there's a whole series of ideas there's the idea of solar power that's how we use solar energy so there's a bit of solar punk in here as well idea of open joyful spaces for creation by learners so I've been playing with the engine this is with stable diffusion to generate not one not two but literally thousands of variants on this idea to help me think through the process okay but stable diffusion was trained on a ton of images many and many and many of which are in fact under copyright owned by an artist owned by a corporation owned by somebody and the question is well none of those images subsist in the set it's a lot more like somebody going to a museum and getting a lot of ideas from what they see around them then summarizing them but at the same time I don't want to say that you can just go in and say well just because of that then there's no giving back how do we weigh this how do we weigh you know matrices of how we think about what copyright is what copyright might be that allow us to get the richness that makes something like this possible but without starving frankly every artist that might be producing art out there and recognizing that they need to eat living and they have a right to their art also continue to be recognized as something of their own with the voice of their own so the answer to your question is it's a great question and I think we need to think about it but on a very deep level not just at the what judge do we send this to or how many more years do we add or subtract to copyright well thinking at a deep level is what you've had us doing nonstop for the past hour ribbon and I thank you very very much for it but the hour has passed and I'm afraid I have to wrap things up thank you for that answer to that great question Charles ribbon you've been fantastic what's the best way to keep up with your thoughts on AI right now the best way to find me is once upon a time I would have said Twitter but Twitter has been a bit unreliable of late it still is ribbon RP and I'll continue using it so long as it can more or less be used a mechanically but I'm also I'm on LinkedIn and you can find my blog at hipassus.com slash blog and I'm also posting on there last but far from least I also work with Arizona with the shipping you project at ASU and some of my work is also in that context so a bit I will admit it a little bit this you know disseminated in different places but any and all of those should give you access to the work I'm doing these days well everyone we should pay attention to that follow that and he did and we're going to bring you back once we get the chat GPT version nine so we can see what it goes thank you so much and thanks to everybody for your great questions and comments I'm going to share we have a raft of questions that we didn't get a chance to go to because this subject is so huge so we're going to try and save those and post them to the blog so people can access them in the meantime if you'd like to keep up with us please use the hashtag FTT on Twitter or on mastodon or wherever you like looking ahead we have some sessions coming up on a wide range of topics if you we also have all the archive available if you'd like to go back into our previous sessions including our ones on AI above all thanks everybody for wrestling with this great great issue together I'm so excited to see all of these great minds thinking together to try to work our way to the best possible way forward everyone take care I hope springtime for those of you that are in hemisphere is coming to you very sweetly I hope everyone is safe and we'll talk to you next time online bye bye


Thank you for inviting us and letting us participate in this session. I'm going to talk a little bit at a more abstract or at least a different level than we've been talking about. And I'm going to talk about an initiative that we're starting, and we hope that I can convince some of you to join in and to help us out. About 50 years ago, I'm going to start about 50 years ago, because I spent my career in cultural heritage in what's known as contract archaeology. And that started in the United States in 1966. It started in Europe about the same time a little bit later. And essentially, it evolved around the world to where it is now the dominant form in which the practice of archaeology is conducted. And it's regardless of the law, it seems to me that there are two assumptions embedded into all these practices by these various countries. Why were we interested in archaeology and preserving the past? And it seemed to me that there were a couple of things. That we said or countries said that we'll support cultural heritage if you do two things. One was to find and document places of importance to us, to the public. And then the other thing was to share that knowledge more broadly with not just archaeologists, but with society. And so the question is, how did we do? Well, there are several different ways to measure it. We did very well at finding those. We have found hundreds of thousands of sites, millions of things. We've excavated tens of thousands of sites. We have put probably more than a billion things into museums. We have done a really good job of documenting the past. And we have produced lots and lots of reports, just so in case you didn't know. And we spent a lot of money. We spent a lot of public's money at this. In the United States, we spend about a billion dollars in cultural resource management a year. Europe spends considerable amounts worldwide. It's a fairly big industry. So what did the public get out of that? Well, we have found lots of things about the past, though what, where, and when of the past. We know for specific regions pretty much what the cultural sequence is, who was here, what happened to them, who came next, that kind of thing. And we're good at filling in the dots. That's really where cultural resource management works. It lives in cultural history. We fill in those things. So when I started my career more than 30 years ago, we talked about 100-year segments in the American Southwest. We now talk about 10 to 15-year segments. And we know more about what people ate and where they slept and what they did. But the question is, have we really done much more than that? Have we given the public a better understanding of who they are and how they came to be and how they can use that information to envision a future? And I think that's where, for myself and for a lot of my colleagues, that's sort of where we feel we haven't kept up our bargain quite as well. Well, synthesis, creation of that kind of knowledge is a long history in archeology. And it probably started in the beginning of the dawn of the discipline. The Gordon Child is probably the most famous synthesizer, worked throughout the pre-war, post-war period. And about Marxist, he had a theory in which he was able to place data into a scheme that made sense. And he worked at a time where he could command the entire literature. In his office in Edinburgh, he probably had almost all of the published and unpublished archaeological literature on Europe. Today, it is doubtful that you could feel that that office would hold the records of the cultural heritage reports from Edinburgh. So that's a big difference. He worked at a time when you could do that. Brian Pagan's a very different kind of synthesizer. Brian writes about things that the public, specific questions the public's interested in. And when I asked Brian about how he did that, he said he was really good at reading indices and reading fast. And I'm not being honest, he was really good at reading indices and reading fast. I'm not being flippant here. That's how he worked. He was able to go through reports very quickly, looking for specific things. And that's his creative process. But it is limited to one person. And then there's Jared Diamond. So I should back up. Brian does synthesizes. And he doesn't go back to the original data. That's the point. He summarizes syntheses, or he's synthesizing summaries. He's not actually synthesizing data in a different format. So he's accepting what people are saying. Jared Diamond is probably the most famous, or at least the most popular. Jared Diamond is an ornithologist, not an archeologist. But he probably, among the public, is the best known person today that writes about archeology in ways that impact the public. And he has a very decided, like a child, he has decided theoretical outlook. We would call it cultural ecology. There are times when it verges on environmental determinism, when you have no agency involved. But he has an idea of how things are supposed to work, how human behavior works in a complex environment. And the thing about Diamond is, to me, when I read him, makes great sense until he comes to someplace I know something about. Then it's sort of like, well, wait a second. So he reads about the American Southwest. It's like, well, that's really interesting. He may be right about it, but he's wrong on the data. I mean, he doesn't command it. And when you look at it, he is reading two or three articles, and he's cherry picking that data to fit his theory, which is not necessarily bad, but it's not synthesis in any serious way. So the long way of saying, there's an argument to be made if we've done too good a job. We are literally drowning in the data we have created. And one might argue that we have so much data now that we are not able to synthesize it. And indeed, if you look at someone like myself or my company, our reports are getting much smaller. We are writing about smaller and smaller geography because we can't get that. We can't command that much literature. Well, is there a way out? Yes, of course there's a way out. Otherwise I wouldn't be here. Ecologists in the United States face the same problem about 25 years ago. And they said, we think ecology is critically important to the human species going forward. We have lots of issues that are critical to how we adapt as a modern society, but we can't get to them because we have too much data. And so they lobbied and created a national center of ecological analysis and synthesis. And it was in Santa Barbara. It's now migrated to the other side of the United States. But essentially it is based on a model in which they believe very strongly in face-to-face interaction. They believe very strongly in a small group and they believe strongly in diversity. So you have senior scientists, you have junior scientists, and they work on a problem. And the goal is in 18 months or 24 months to make substantive progress on that problem. So their goal is to speed up science, if you were to ask them. And so the deal is, and some of what we were talking about earlier, the infrastructure. How do you get access to this data? Well, that's a big deal. So that's part of the center's responsibility. The cyber infrastructure, having informatics people that will help on ontologies and having data sets talk to each other. And then communicating. It's not just writing articles for science or nature. It's writing white papers to legislators that might actually do something to affect a problem. And then addressing the right questions, which is, what are the questions the public has about the past and about archaeology? So we started something called the Coalition for Archaeological Synthesis. Do I get a few more minutes? Is that it? Is this it? And the goal is basically to take the ecology model. It's actually been taken by a variety of sciences. Biological, the Earth Sciences, the Forensic folks, all have created the synthesis center. So frankly, as a business person, I went to NSF and said, we want one too. And they said, we're not funding those things. So do it on your own. And so that's where we're at. And so we have decided to create a Coalition for Archaeological Synthesis. And its goal, as you can see, there is to advance knowledge. It's to provide informatics or cyber infrastructure to allow groups of archaeologists. I think the other thing that's left unsaid, we have projects that do synthesis. But they're projects like the one on the Driftwood and others. And they're often done at major research universities because they have the money to do this. And they don't empower archaeologists as a group, nor do they empower stakeholders who are not at those research institutes. So that was important to me. This is our conceptual design. I'll quit pretty quick here. The goal is to have a coalition of NGOs, universities, cultural heritage consultancies, anybody and everybody that's interested, Native Americans, elder groups, anyone interested in the past. And using archaeology as an evidence-based means of understanding the past is invited in the coalition. And we'll have a board of directors. And it will call for proposals. So we have two proposals, like Alton, come up with a great idea, get eight to 15 of your closest friends and colleagues. But the deal is it's not a project-based. People could be working on climate change, but on their own projects and then have a synthetic overview of it. How do humans adapt to those kinds of conditions? And yes, their projects are part of it, but they're part of a larger statement. The National Center, just so that's clear, is this is going to we're going to there's a group called the SRI Foundation, which is a private foundation that will move to a university and become the National Center. And that is essentially a administrative function. It is to provide TAs or research assistants in informatics. It is to provide the cyber infrastructure. It's to provide a variety of administrative functions that will allow the coalition to work. And the deal is to have both, yes, there will be science products, but for me, a big part of this is to make sure we have public products. And while the review committee will evaluate proposals, the review committee also will have non-archaeologists on it. And most of the teams are not just archaeologists. They have to have the allied sciences that are part of it, and they have to have other voices that are interested in this. I'm going to skip the example, because I think I'm out of time. But essentially, we have an RFP that's coming out in September. Please, of course, we have a website. And you can go visit it and find out exactly what the elements are. And we have a time frame. As you can see, I have a white beard, so I don't have a lot of time. And my goal is to get this thing up and running within a few years. And so what can you do? You can express interest. You can find us and find me. We need institutions. We need individuals. This is like riding the bicycle while you're building it. You're trying to demonstrate to, frankly, the funding groups, funding agencies that it's a viable concept and that archaeologists are behind it. Because frankly, if archaeologists aren't behind us, this isn't going very far. So please stop and check me out. Send me an email. If you have questions, I'm sure you do. This is a brief presentation. Let me know. And we have a couple of publications, both academic archaeological publications and then a more general one in the proceedings of the National Academy of Sciences, which is aimed at a non-archaeological or broader scientific audience. So thank you. I appreciate it.


What's going on everyone Sam here with late sports car driven 23 punita legacy football hobby six box break number 12 random team style Look again at your random results as always you can find those on the website under the results tab as well as a link in chat It's good luck. Let's do it Chronicles traffic there Josh Allen green to a hundred that get of dominance Jack youngblood And base and all base will be split even on this one as it is a random team for the ages. Venetary There's so many weird guys on Tank tank Bigsby for the Jags silver rookie auto there you go Jacksonville CJ Stroud under lights Orange Herbert to 199 Price prospects where she writes Shock that LP is not a jet Lamar to 150 Dante beyond wicks chrome rookie see Archie Manning as a Viking. What yeah, didn't even know that was a thing There's a couple. 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I think we do I believe we do John Riggins MJD Jake's dropping a link Matt that is a CD lamb under the lights Bruce Smith Warren moon points again random to all at the end 400 Two teams will be going home with points. Come on. This guy Jake is scared to rain We're over on we have late in channel two. Do you mind dropping the link to the YouTube really quick Jake? Okay, Sean beauty Jim Kelly Is it beauty or booty? I think it's beauty I'll drop you a link to the to channel to Kyle have a better Idea to 249 Joey Porter, Jr. That's our person's are being ripped. Yeah head over to that YouTube channel literally right neck like right in the other room next to me is Kyle. He's ripping personals tonight We will not be doing anything over here. No, you're good. No, no, no, you're good This is relatively new relatively new Matt. You're good. No worries at all. No worries at all Perfect awesome orange rakeem Jarrett for the bucks to 199 Bijan Sean Alexander and base Many of Stefan digs for the ages a kelin Winslow senior Oh, it's so awesome Vaughn the chrome is hook tops chrome is so good this year under lights Clayton to Last on the past Bob Lily Chris Carter again as a dolphin Pick one here. That's super thick Base base three of 25 Sean Clifford three colored RPA for the Packers. Congrats Green Bay So when they're Viviana Sean Clifford Will Anderson blew to 35 for the Texans Herschel Walker is an eagle. There you go Another good one I forgot about Red Jordan Addison for the bikes to 299 Travis Kelsey Jason Kelsey dice roll one two three top four five six bottom will go for the rest of the duels Unless it's a one-of-one They're gonna go to the top so that'll go to the chiefs and kill a Trav Nameth farve Rice Young Silver Tony there's another there's the one I was waiting for Tony Dorsett on the Broncos The other one I'm thinking of a what up eluces The other one I'm thinking of it's France Harkin 10 of the Giants That one is weird tealaw to 125 the ages of Alan Page green Matt Jones to a hundred Jordan Addison Chrome just fall back base base base Anthony Munoz Steve Young and MJD two semi-weird cards in one Jackson Smith and jigba under the lights auto for the Seahawks. Congrats on that one. There you go Seattle JSN Couple of nice autos coming out so far. Tana McKee Hey, what up, Hukai? How you doing buddy Fred Jared Goff to 299 decade of dominance Andre Reed I would say the dare-to-tear is Bryant. They have some really cool like vet autos as well We hit like a Navarro bowman the other day, dude Like that's insane, bro Rakeem Jarrett for the Bucks to 199 Under the lights JSN to 100 by his prospects Anthony Richardson Favre Meyer and Bryson Favre that is Darnell Washington under the lights auto Nice one there for the Steelers JJ and TJ walk Yeah, no, it is a lower-end product for sure. It's the first like 2023 that comes up as well God, God, Zach Evans to 150. That's so annoying, Hukai When that happens negative dominance Jeff Saturday, dude, so obnoxious when that happens Thick thick one coming up here Taijai Spears to 249 for the Titans rookie Jersey auto. That's Titans Devante Adams under the lights There's nothing super crazy that kind of a gold standard would be my guess of like the next really nice release Sauce gardener red to 299 Alex Smith Super was in there. Yeah, honestly probably Marvin Mims for the Broncos. Oh Yeah, absolutely big cards getting delivered in the mail. It's the worst There's a AJ Brown red mini to 50 Eagles will love its price prospects that and if you sell a big card Waiting for it to get like to the person is another thing. I'm always sweating. That's Bruce Smith to at 299 Eli There's a picture of the ground The way to make it obvious there a guy dare to tear Dalton Kincaid to 65 for the bills Very nice dare to tear Cam Smith the golfer mini Russell Wilson to 75 Charlie Joiner glass from the past There was the Frank Tarkington Giants in the last one Nt football. Yeah, Nt football. I'll be a big one to August 9 All right guys, let's do a quick points random here. All right gonna roll the dice top two teams after four times We'll get points one two three and four Colts and Seahawks are getting points Colts and Seahawks getting points All right guys dare to tear Dalton Kincaid Shannon Sherp Dante Cole pepperado Miles Murphy tanks Bigsby tank Dell Darnell Washington Jackson Smith and Jigba Tyjay Spears Cedric Tillman be John Robinson nice one there and a Sean Clifford I'll do it for the break everyone. Thanks again for the bill up next is select


The problem we addressed is the disproportionately high children's mortality in sub-Saharan Africa. In the poorest area of the world, infectious diseases claim hundreds of thousands of knives, sometimes remaining neglected due to underfunding of needed vaccines. We focused on one enteric disease at increasing antimicrobial resistance and high mortality rate, setting up a collaboration modern inspired by STG17 to accelerate availability of a vaccine against invasive non-typhoidal salmonelosis, a truly neglected disease of poverty, claiming between 50 and 100,000 lives per year, mainly children. Today, technology allows us to progress low priority candidate vaccines against neglected diseases by targeted collaborations. Our solution is based on a champion to catalyze funds and steer the process. A vaccine company to provide need to know how and timely develop of an appellate, affordable vaccine, one or more academic partners to generate scientific evidence. The innovative aspect of this solution is the focus not for profit organization acting as a catalyst, but also scientifically between funders, industry and academic researchers that not always have the option or time to raise funds are the expertise for a timely development across continents. Our solution had to face the challenges first, advanced development of a chronically underfunded vaccine against a neglected disease of poverty. So with a seed grant from the Tuscany region in Italy, we funded preclinical work and epidemiological modeling, creating the expertise and the basis to obtain two EU projects for a total of 12.6 million euros to fund clinical development and epidemiological research. The 2020 edition of the G-Finder report by the Policy Cures Research Institute cracked the increase in funding from the EU. Second, we had to increase knowledge on this neglected disease to support vaccine evaluation. Foundation Esclavo developed a disease transmission model and vaccine deployment scenarios that were presented with others to WTO to progress vaccine evaluation. Our collaboration model was actually scaled up and reproduced. The key is understanding the reasons why a solution is remaining unfunded, set up and scientifically lead a group of targeted partners contributing their specific know-how and gaining directly or indirectly from the effort. In doing so, the model overcame the financial barriers, accessing funds for a swift development and ultimately addressing the issue.


Hello everyone, welcome back to a new session on dental treatment. So today we have a new topic, school dental health programs. So you know dental health programs are not very common in Indian scenario. Indian schools are not much focusing on the dental health of children. But whereas the programs are mainly concentrating on the nutrition programs like midday, male scheme, ICD scheme. So all such schemes are focusing on the nutrients and the wasting or standing problem to managing a wasting and standing problem. So the countries like USA and other European countries are started the school dental health programs of some 50, 40 years ago. So we are studying in this chapter about the programs which is which was happening or which is currently going in United States and some other countries. So let's see what are the programs they are conducting to promote and to protect cool children's dental health. So we'll see what is school health, why it is important because it is an aspect of community health program. So it is an economical and powerful means of raising community health in future generation. So it was William Fisher, a dentist of England who started this concept of treating children in schools. So in Indian scenario a little bit about its very primordial model was started in 1909 where the first medical examination of school children was carried out in Baroda city and even in board committee of 1946 reported that school health services were practically no existent in India and they existed where in another developed state. So still there is not much improvement happened in our country. So in this chapter or this video we are mainly studying about the United States school dental health programs. So it has a definition it is a very big definition we don't need to break our head for this definition. So let's see the aspect of school health services there will be counseling and emergency care and there will be health embrace and school health education and curative services. So all these are parts of school dental health programs or the aspect of school health services. So objectives like to help every school child to appreciate the importance of healthy mouth to help every school child appreciate relationship of dental health and general health and correlate dental health activities with the school health programs to encourage and observance of dental health practices including personal and professional care so that and oral habits stimulate dentist perform adequate health services for children. So these are the objectives of school dental health program and requirements it should be administratively sound should be available to all children. It provides the fact about dentistry and dental care. It creates favorable attitude provide the environment for development of psychomotor skills necessary for tooth brushing and closing and primary preventive dentistry programs like flu rate programs and screening programs. So all these should be there if a proper program we are planning the basic requirements. So what are the advantages of a school dental health program because these type of programs can bring comprehensive dental care including preventive measures to school children where they gathered anyway for non dental reasons in the largest possible number. So it is a most easy way to treat dental diseases at very early stage. It is just like a screening of a disease because once we treat the disease at very early stage it has a lot of benefits in the future generation because anyway these kids will be becoming the future generation and school clinics are less threatening than the private clinics and if children can be maintained in a state of good dental health it will be relatively easy to maintain their dental health in adult life. So at regular dental attendance pattern in early life will be continued even after the school age and utilizing dental theories can further reduce the cost. So what are the elements of a school oral health program? So first there should be a proper school community relationship then we should contact a dental inspection then we should educate the students then we should conduct programs then we should refer if needs further treatment and there should be a follow up. So these are the elements so we have seen objectives ideal requirements elements of school oral health program. So first we will see what is the community and school relationship there should be a task force or a task committee which includes the school authorities the teachers the parents administrators the dental profession and health officers so these committees should decide what exactly they are planning to do in the school. So that is a first one then we need to conduct dental inspections in the schools so where the dental extent of dental diseases can be found. So we need to know what exactly the disease pattern and the prevalence of dental diseases in school setting. Okay so that is conducting dental inspection so there are lots of benefits for dental inspection that is it serves the basis for school dental health instruction it builds positive attitude in child and the child and parents are motivated to seek adequate professional care and all are concerned with dental health basically an accumulated data for evaluation of school dental health programs. So next there is a lot of limitation also parents and children frequently accept the inspections to be comprehensive and depend entirely upon it rather than a complete dental examination they won't go to any dentists today will be completely trusting this program so that might be a limitation sometimes school inspection may tend to discourage rather than promote the development of habits visiting the dentist at an early age and if it is desirable for parents to be present during dental examination this procedure is not always feasible in school inspection so such limitations are there then we need to give proper dental health education regarding the brushing pattern and other things I we can use the dentist they can act as expert resource person then they can help the teachers to motivate or to educate their children or the students then we need to conduct programs so after the inspection and after the health education we need to conduct specific programs like blue brushing programs, flow rate programs, school water fluoration, nutrition and sealant placement and science fair brushing programs it's like we are teaching the students how to brush so we need to teach them what is the exact brushing method if it is very young group we can go for a phones technique and if it is a little bit higher higher schools so we can go for a modified baths technique so brushing programs, flow rate mark trends programs we keep 2 gram of packed sodium fluoride and it will be mixed in 100 ml of water we have seen this neutral sodium fluoride and we can give it to the students 5 ml of rinse by giving each cup to all children and solution keeping rinsing the solution for one minute so this is a good program at the early stage that is flow rate mouth rinse program then we can give flow rate tablet like 2.2 milligram sodium fluoride that will provide 1 milligram fluoride in the mouth for a minute and then swallow they need to chew and swish it then they need to swallow but it gives both topical and systemic effect then we can mix water fluorides in the school water so it will automatically provides school water provides caries protection it should be we have seen in flow rate chapter it should be around 4 to 5 times higher than the optimal concentration that is 1 ppm then we can give nutrition programs then sealant placement so we can provide pitain fisher sealants for first second sixth and seventh standard because these years are coinciding with eruption of molars and permanent molars and permanent remolars and we can keep science phase for improving the knowledge and we need to always keep a referral as some children's might need further complicated treatment such cases referral is missed but how do we monitor the students we referred whether they got the treatment done or not so in that case we can keep a blanket referral method it is like a program which is proved to be effective in many schools that blanket referral of all children to their family dentists in this program so what we are doing is all children are given referral card to take home and then subsequently to the dentist who signed the card upon completion of examination treatment or both the science cards are then returned to the schoolness or classroom teacher plays an important role because we are giving a referral card to the student students taking the card to the parent and then to the dentist so dentist signs the card by mentioning that this treatment which was referred for was done here and he gets the the student gets the card back to the school dental nurse or class teacher so the school dental nurse or class teacher will be getting the idea that this student has completed the treatment which was referred for so it is like a blanket protecting the children so about the dental diseases because students might they are at a younger age so they might not give very good attention for the treatment part so we are giving a card means they might displace it they might not give to parents so in this way in the blanket referral card will be a very effective way they take it to the parent and parent to the dentist and after signature that the treatment is done then he'll get back to the school dental nurse or class teacher so class teacher will have an idea how much students are completed this if anybody is not getting back the signed card so he can monitor and he can ask the student to do it so we'll be having an idea about how many of the students are completing this task and how many are not completing so that is a blanket referral then we need to keep a follow-up program so let's learn some of the school oral health programs so we have many programs but all the programs are not from our country all are from United States the first one is learning about your oral health then tattle tooth program as co-dental demonstration note Carolina statewide program sharp which is school health addition referral program which is an acronym sharp then theta teenage health education teaching assistant program then some world health organizations program so let's see what is learning about your oral health just started by American dental association in 1971 in the schools it is a comprehensive program to develop the information to teach the students about oral health so it was implemented at various level pre-school level 1 2 3 4 and the core material was each of the file well teaching packet will be there so each packet will be having a guide on dental health fact and curriculum guide which contains school behavioral objects and suggested activities and five lesson plans for preschool and seven or more plans for other levels and 12 spirited masters and methods and activities for parental involvement so this is a program where the school is trying to improve the dental health of the students by providing educational tips to all these levels of all these levels of students so the tattle tooth program is a Texas statewide preventive dentistry program it was started in 1974 to 76 between Texas dental health professional organization and Texas Department of Health so what they were doing is they were giving similar kind of health education tips and in 1989 the tattle tooth to program was launched that is a new generation grades to K6 so there will be three video tapes for part of teachers training package first video tape for the training lesson format second for brushing and flossing 30 provides teachers with additional background information so this is tattle tooth program first one was learning about your oral health it was started in 1971 by ADA tattle tooth by Texas in 1974 then 1989 tattle tooth to program so we just need to know about this program not in very detail next one is a scourved dental demonstration which is again a small farming community in Danish population so there was surveys made 1943 and 46 49 to 47 section of dental health of Minnesota Department of Health supervised a demonstration of school dental health program in escrow because they were reporting a lot of high incidence of caries so in the escrow community all the schools were providing this program so that was like prevention and control and dental health education and dental care so it was done in a scour farming community so after the tenure period there were 28 percent reduction in this age group 34 reduction in 6 to 12 and 14 percent reduction in 13 to 17 age group North Carolina statewide preventive dental health program towards the 1970 North Carolina dental society passed a resolution for this preventing dialysis program embracing school and community water fluidation so the next one is sharp so this is school health additional referral program so acronym is sharp dislike motivation through home visits so the program started in Philadelphia with the purpose of motivating parents so parents should be motivated how these parents are motivated by the district nurses so these district nurses with the corporation of school personnel the nurses made day visits to the family in which mothers were at home so what they do is they keep on motivating the parents day visits are through phone calls for working parents for a better or dental health of their children so the one-to-one basis of health guidance between parent and health worker created a better rapport between school and home so that is an additional referral program by the dental nurse chosen Philadelphia so teenage health education teaching assistant program or a theta so it is like dental personnel train high school children so the dentist or the dental personnel go to the school and they train high school children to teach about preventive dentistry to elementary school children so these people in turn teach the elementary school children ok so dental personnel trained high school children they train elementary school children so that is like teenage health education teaching assistant program so we are training teenage people to train the elementary people so that is theta program before it was sharp so in India we had one program like all gates bright smile and bright future program but it was nowhere seen nowadays and WHO also has some global health initiative program is designed to improve the health of students whole personal families now we have two types of care that is incremental care and comprehensive care so by its name suggest increment means layer by layer comprehensive means all together okay so increment is a layer by layer and comprehensive is all together so incremental layer is a periodic care which is a periodic care we provide a care to the school children on a periodic basis because we don't have enough fund so with the available fund we treat a particular class and next year we take up the another class and the next year we take up another class so each year we provide maintenance care to the previous group okay so one year one class or two class how much our fund we have we provide the treatment and we provide maintenance care in the successive years for the previous students so that is increment care because we don't have enough funds so we provide the dental care to school children by layer and layer it is by increment okay so that is why it's known as incremental care so advantages are we can treat the disease before it is reaching pulp because we are treating the students if you go to a school you always pick up the lowest class first so every time we take the lowest class so each year that class goes to the higher class so we provide maintenance care so at the higher levels one or two classes might miss their treatment but we don't have enough fund to provide all the class so we aren't treating the disease at very early stage we are not going and rating at the highest class that is if a school with one to ten we go and treat the first standard not the 10th standard because we need to pick up the children with earliest lesions that is the initial lesions so all these can be captured and interceptor at very early stage so it will have a good prognosis so disadvantage is time-consuming because restricted industry is more time-consuming on a piecemeal because we are providing at one interval then again and again so more laborious restrictive work comprehensive care is nothing but we are providing all treatment at one point of time okay so we have enough fund we are going as cool and we are providing whatever treatment we could afford to provide them all at one point and on later year we provide maintenance care it is a meeting of accumulated dental needs at the time of population taken into this program and then correction of new increment of dental disease on a semi and a low periodic base whereas incremental care it was not like that we are not taking all the students at once at one point of time or class by class we are taking an increments as a name suggest but comprehensive care we are taking all the students at one point of time and we are providing it initial care and maintenance care so that is incremental care and competency care so that's all about school dental health programs you need to learn a little bit about its objectives its components the community relationship the inspection sealant programs and health education so the components of a school dental health program and few examples which is in the United States that is Texas program that is tattle tooth sharp data program learning and the other programs and the last part is incremental and comprehensive care that is how we provide care to the school children okay so I'll come up with a new session on dentistry and move thank