Getting Started with the AI Toolkit

AI-generated with Lexica. I used prompt: “A steampunk tool box in a mysterious setting

I’ve been exploring AI use for teachers and students for the past view months. I recently was interviewed by Aaron Maurer for his educator’s podcast “Peter Pappas And How AI Is Challenging Educators To Rethink Practices Of Teaching And Learning

Listen on Apple Podcast

Listen on Spotify


Here’s an AI Toolkit that I designed to assist students and teachers with integrating AI into teaching and learning. This is reposted from my course website: EdTechMethods


Since the recent launch of ChatGPT – Artificial intelligence (AI) tools are in the news. Here’s a brief list of AI tools and resources. All are free (or have free intro promotions). We will be integrating them into our course over the semester.


OUr Course AI Policy

You are free to use AI tools in this course for your weekly assignments. Some assignments – like this week’s – will require it. You are free to use AI in creative ways. But be sure to always site AI use as noted in #1 below. See my example at the end of this page.

Be aware of the limits of ChatGPT and other text generating apps:

  1. AI is a tool, but one that you need to acknowledge using. Please include a paragraph at the end of any assignment that uses AI explaining what you used AI for and what prompts you used to get the results. Failure to do so is in violation of academic honesty policies.
  2. If you provide minimum effort prompts, you will get low quality results.
  3. You will need to refine your prompts in order to get good outcomes. This will take work.
  4. Don’t trust anything it says. If it gives you a number or fact, assume it is wrong unless you either know the answer or can check in with another source. You will be responsible for any errors or omissions provided by the tool. It works best for topics you understand.
  5. Be thoughtful about when this tool is useful. Don’t use it if it isn’t appropriate for the case or circumstance.
  6. AI is a tool. It is not always the right tool. Consider carefully whether, given its weaknesses, it is right for the purpose to which you are planning to apply it.
  7. There are many ethical concerns you need to be aware of. AI can be used to infringe on copyright, or to cheat, or to steal the work of others, or to manipulate. And how a particular AI model is built and who benefits from its use are often complex issues, and not particularly clear at this stage. Ultimately, you are responsible for using these tools in an ethical manner. Be transparent about how you use AI, and take responsibility for the output you create ~ adapted from Ethan Mollick

Start Here: How to use AI to do Practical Stuff: A New Guide

And  Seven Ways of Using AI in Class
writing Tools – type in prompt / get a text response
  • Access GPT4 without a key or invitation on Hugging Face. | Link
  • ChatGPT | Link. First create an OpenAI account to log in (registration may require a phone number)
  • Best option if ChatGPT is down, use  OpenAI Playground
  • Perplexity | Link Better at looking information up than generating new ideas. But shows sources and lets you edit them out or add new sources. [Click 3 dots in upper right of the response.]
How to Create writing Prompts
AI Plagiarism Detectors
  • GPTZero. Built for educators. Paste in text and see if its created by AI | Link
  • GPT-2 Output Detector – Paste in text and see if its created by AI | Link

image Tools – Type in descriptors (or upload image) / get an image response
  • Lexica | Link Requires sign up (my favorite of this group)
  • DALL-E | Link Requires sign up
  • Midjourney | A powerful image generator on Discord. Link to QuickStart guide
  • Image Maker | Link Free to use Stable Diffusion-powered text to image generator
  • Karlo Generator| Link Can be a bit wonky and only produces low resolution images, but no sign up needed.
  • Image Mixer | Link Combine multiple images into one. No sign up needed
How to Create Image Prompts
  • How to use AI image prompts to generate art (this post references Microsoft Designer, but tips work with all image generators) | Link to article
  • DALLE-E Prompt Book | Link

Audio / Video Tools
  • AssemblyAI – extract transcription, summary or topic detection from a video | Link
  • Google Speech-to-Text | Link | Free sign up
  • Google Text-to-Speech | Link | Free sign up

AI note for this page: I elected to use AI to generate a featured image for this page. Thought it would be proof of concept. I used Lexica and this prompt: “A steampunk tool box in a mysterious setting.” It took me a number of tries to add descriptor prompts to get something I wanted. The final image included some elements that make no sense – what’s the “screen” at right and cables in foreground? Mysterious?

Our first AI Lesson

Mapping Inequality: Exploring Personal History in Redline Maps and the 1940 Census

Designing Inequality

The Detroit Eight Mile Wall is a one-foot-thick , six-foot-high  separation wall that stretches about 12 mile. It was constructed in 1941 to physically separate Black and white homeowners on the sole basis of race. The wall no longer serves to racially segregate homeowners and, as of 1971, both sides of the barrier have been predominately Black. Photo by John Vachon / Library of Congress

This is repost of a lesson I did in my social studies methods class at University of Portland. It explored the largely forgotten government policies that segregated nearly every major American city and metro area. We also looked at how those unconstitutional actions fostered inequality in America since their enactment in the 1930s.

Scroll down for student projects.


In preparation for this class,
students watched the video Segregated by Design.

class session – via Zoom

Class opened with the brief film Housing Segregation and Redlining in America: A Short History. I then put students into breakout groups and (using a Jamboard) they created mind maps of the legacy of redlined neighborhoods based on what they had seen in the two introductory videos. They brainstormed and developed visual comparisons that explored multiple factors such as – income, wealth, health, schools, policing, services, employment, environment.

Next I introduced the tools they would use for the lesson – digitized version of  1940 US Census and the website Mapping Inequality: Redlining in New Deal America . Mapping Inequality allows the user to explore the “redline” maps created by agents of the federal government’s Home Owners’ Loan Corporation (HOLC) between 1935 and 1940. The maps are displayed over contemporary maps that make it easy to view where redline districts are today.

HOLC Map of Portland Or See interactive map here.



Next I took them to the the 1940 US Census and showed them how to look up street addresses and navigate to specific neighborhoods. I shared census pages from some Portland neighborhoods.

Sample “Best” and “Hazardous” neighborhoods

Best” A7 Arlington Heights District- Census page from 229 SW Wright Ave. in A7 | 229 SW Wright Today

Clarifying Remarks from HOLC map: Deed restrictions have expired but single-family residential zoning and topography give ample protection. Infiltration of Subversive Races is remote. Foreign-born families: 0% Negro: none. Residents: Executives, business and professional men, retired capitalists, etc.


Hazardous” D8 Southwest River District – Census page from 931 SW 1st Ave in Portland in D8. | Rooming house torn down. 931 SW 1st is now the World Trade Center

Clarifying Remarks from HOLC map: This is distinctly a workingmen’s rental district and approximately half of the population being employed in the industrial plants along the river.
Infiltration of Subversive Races has occurred. Foreign-born families 35%; Orientals 750 Chinese, 250 Japanese, 35 Filipinos, Negro 30%


How to search in Census of 1940

Note: it helps to refer to Blank 1940 Census form showing categories

You will “search by location where the person lived.” Begin by narrow search by state, county, city, street. 

After you click search, you have the option to add a cross street. 

It will take you to multipage document that may not exactly zero in on the intersection you wanted. You may need to scroll through some pages to get to that location. You can find the streets and house numbers on far left. (Street written vertically) 


The assignment

I wanted the student to draw a personal connection between the HOLC categories (best, still desirable, definitely declining and hazardous) and the data from the 1940 census. To demonstrate, I shared my mother’s family entry from 1940 census then showed that my grandparents and family were living in a HOLC designated “Definitely Declining” neighborhood. I shared some family photos of the house and neighborhood. Then we looked at the family home value in 1940 and shared how the neighborhood had steadily declined to the point that the home today is currently valued at less than one-half of the inflation-adjusted value listed in the 1940 census.

I knew that not all students would be able to find a family listing in the census nor might they ever have lived in a city mapped by HOLC. So I left the final product very open ended and invited them to make connections that worked for them.


Sample student work

A number of students were able to find family members on the census and family home in the HOLC maps


A few students focused on the history of homes they lived in.


Some students looked how the HOLC influenced residential options for immigrant groups


Others looked at redlining’s impact on property values and neighborhood development

Making Connections – Virtual Organizer

I have been teaching my pre-service social studies students historical thinking skills based on the work by Stanford History Education Group. (SHEG). I created – what I call a “Hexagonal Thinking Corroboration Tool” to help them work with corroboration skills. For content we used a selection of documents from the late 19th century curated around the them of rise of industrial America.

I’m sharing the idea to help teachers assist students in making connections. You can easily modify with new content boxes to match your instruction.

Download and copy Keynote file from Google Drive

In my Ed Methods class, students worked remotely in teams to explore the documents in my book, Progress and Poverty in Industrial America (available free at iTunes). Also available online as a Microsoft Sway. We used the 11 sources to create a graphic organizer that responds to the essential question: “How do we evaluate the social costs and benefits of technological innovations?”

  • Image showing "Hexagonal Thinking Corroboration Tool."

They had read all the documents in advance of class. As part of our Zoom class session, I put them in breakout groups and supplied them with a Keynote file “Hexagonal Thinking Corroboration Tool.” Corroboration prompts are from SHEG. This thinking tool was inspired by this post. Keynote design adapted from here.

Instructions:
Work with the members of your breakout group to corroborate the source readings.

  1. Move the source document boxes into spaces on the grid.
  2. Arrange the boxes so you can make connections between two or more source documents.
  3. When you have made an association between two or more documents, move one of numbers to that point
  4. Use the final slide to identify five key connections among the documents.
  5. Corroborate the sources in the connection and create an explanation of what you belief to be the most probable account.

As a final exercise, I supplied them with a Google Jamboard and asked them to evaluate the question “How do we evaluate the social costs and benefits of technological innovations?” in the context of the modern world.

Jamboard showing brainstorm of "Progress and Poverty Today"

Close Reading Historical Documents

Close Reading Historical Documents

Teachers are looking for resources for online instruction. So I am reposting lessons from my Social Studies Methods Course at the University of Portland’s School of Education. See original post here.


Teachers can use historical documents to build literacy skills in a content area while empowering students to be the historian in the classroom. But document-based  instruction in this context requires four key elements to be successful:

  1. The right documents. (shouldn’t be reliant on background knowledge)
  2. Knowing how to “read” the historical document.
  3. Letting students discover their own patterns, then asking students to describe, compare and defend what they found.
  4. Basing the task on enduring questions, the kind that students might actually want to answer.

In Class 7 we will practice some strategies for assisting students to more closely read a document (in all their multimedia formats) by answering three Common Core questions. Broad version:

  1. What does it say?
  2. How does it say it?
  3. What’s it mean to me?

More specifically, what do we mean by close reading? Teachers can guide students with scaffolding questions that explore “texts” (in all their forms).

Key Ideas and Details:

What does the text say? Identify the key ideas. What claims does the author make? What evidence does the author use to support those claims?

Craft and Structure:

Who created the document? What’s their point of view / purpose? How did the text say it? How does it reflect its historic time period?

Integration of Knowledge and ideas

Distinguish among fact, opinion, and reasoned judgment in a text. Recognize disparities between multiple accounts. Compare text to other media / genres. How does it connect to what we’re learning? 

And what’s it mean to me?

IN CLASS ACTIVITY 

Find a historical image and pair it with one of the Primary Source Icebreakers. The post to the padlet below. Include title of icebreaker, response to prompt and hyperlinked source of image. (See example below) These icebreakers are from TPS Connect at MSU Denver.

Source TPS Connect

Made with Padlet
  • target audience
  • content (what will be studied)
  • process (what will you do – what will students do)
  • resources for lessons

Take a Closer Look – Close Reading Historical Images

Teachers are looking for resources for online instruction. So I am reposting lessons from my Social Studies Methods Course at the University of Portland’s School of Education. See original post here.

Today’s class will focus on finding and curating historical content – in this case images. Our focus will be on sourcing material that is in public domain using our historical archive resources.

Most materials are in the public domain if they were produced before 1923. I see this as roughly equivalent to everything that happened in the world up to and including World War I! If you’re looking for newspaper articles in Chronicling America, for example, you will note that coverage ends in 1922. 

Primary sources produced by the federal government are normally in the public domain both before and after the magic copyright date of 1923. That explains why we as teachers can use the fabulous oral history interviews of former slaves collected between 1936 and 1938 by workers from the Federal Writers’ Project.

Class Session

Class will open with a discussion on strategies for supporting remote learning – both in our course and our student placements. 

Next, Peter will share some information on public domain and Creative Commons. He will also share strategies for searching using a selection of historical archives

Students will then practice:

  1. find a historical image
  2. download it
  3. get citation information and source URL
  4. adding image to practice post
  5. include citation with active hyperlink back to source in image caption 

Lastly, Peter will introduce this week’s assignment and some strategies for working with WordPress to create learning activities base on close readings of historical images. 

Assignment 2 

IMAGE DETECTIVE CHOICE 1: (INSPIRED BY CROP IT LESSON)

Being able to find and curate historical source material is a foundation of historical thinking. This activity merges three Instuctional goals: finding / curating historical sources, looking closely at historical sources and using WordPress tools to add images and hyperlinks. It will help students learn how to find material for future lesson design activities. 

Here’s some sample student work from Fall 2019. 

  1. find 3 historical images
  2. for each image: provide full image with citation in hyperlink back to source
  3. then add a of crop area of each image to show one of the following clues (add clue in the image caption) Tips on how to crop an image
  4. Put all content into a post. Give it a clever title. Include a featured image.
Possible questions:
  1. who or what this image is about.
  2. where this takes place.
  3. when this happened or was created.
  4. what is the creator’s point of view or purpose.
  5. something I have a question about

Example: Image with two crops

African American Soldiers in an Automobile Source
When? It’s an upside down 1919 NYS license plate. I think they are returning Black WWI soldiers in a parade.
These Black soldiers are being honored in a parade. Knowing 1919 is in the Jim Crow / KKK era, I wonder what else faced them back in America?

IMAGE DETECTIVE CHOICE 2: CREATE AN IMAGE COMPARE

WordPress now has a built in “Image Compare” block. Find a two suitable images to compare and use the compare to explore continuity and change. 

Do the image compare for two sets of images. So you will have two separate “image compares” with guiding questions for each.

Possible questions exploring continuity and change:
  1. what is the same?
  2. what is different? 
  3. what do the similarities and differences tell us?
  4. how are they explained by historical events / trends?
1897 topographic map of Portland, OR compared to Google Maps
Possible questions raised by comparison:
  1. How has geography shaped the development of Portland?
  2. Why is PDX airport likely in its current location? How is that location both and asset and a liability?
  3. What’s the history of Vanport? How did geography intersect with race and history to cause its demise?

Resources

Note that this post uses JuxtaposeJS to create the same image compare (it was before it came to WordPress). So ignore that aspect and focus on examples of comparative images and my technique for getting best image alignment. I used Google slides in video. But same technique would work in Apple Keynote. 

Here’s a video where I demonstrate how to align the images and export as image files using Google slides. Ignore the fact I was using JuxtaposeJS. I start it about a minute in.
Here’s how to get Keynote into a portrait shaped size for comparing portrait images. Set custom size to 768 width by 1024 height
In Keynote change document format to a vertical portrait shape
In Keynote change document format to a vertical portrait shape
Here’s how to align images. 

Click on image. Then open Format window. Click on Style. Then adjust the opacity slider to where you want it. Once you have images aligned, remove all opacity. Duplicate the slide with one image on each.

Click on image. Format:style: opacity
Click on image. Format:style: adjust opacity
Then export the two slides as images to use in your image compare
Export slides as images
Export slides as images

Feature image uses photo by Clay Banks on Unsplash