Blog Post #4

The video I chose for this week’s blog post is called “What is ChatGPT? OpenAI’s Chat GPT Explained”

How could the video have been designed to generate more or better activity from viewers or students?

The video addressed many aspects of ChatGPT, and it was quite accurate and well done. The video could have spoken about the long-term effects of ChatGPT and maybe an example of what the future could look like; with that being said, it did speak about how the program is free right now but it may cost a fee in the near future. Although insightful, the video did not talk about how ChatGPT could change or any potential improvements.

What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

After watching the video, one should test out ChatGPT, and experiment with the program to fully understand its powers and how it may benefit them in the future. It would help develop a person’s knowledge of ChatGPT, and by using the program enough, it will also hone your skills on what questions to ask and how to communicate with the program to maximize potential. For example, if a person wants to create a workout plan to hit a particular muscle group, they can directly ask ChatGPT for it, but depending on their prompt, the answers can vary from a decent workout plan to an elite one. For example, if the prompt “Workout plan to raise fitness levels” was written, as opposed to “Workout plan for elite professional athletes in pre-season,” the answers would vary and results would be extremely different, so that is why it is important to experiment with the program and see how and what to use and not use. 

In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?

The video spoke about how many movies have robots taking over the world and how it may be perceived as a negative thing. So, because of this, people may react negatively to the video as it may be daunting as it addresses the power of ChatGPT, and how it has already taken over in such a short space of time. The video spoke about how this is a “generative AI,” which means it generates new content instead of analyzing or acting on existing data like many other previous AI programs. Another strength ChatGPT has is its moderating system. Previous programs had problems with the moderation system. For example, Microsoft released “Tay” in 2016 but in the first 24 hours, Twitter users taught it rude, racist and misogynistic language which led to its downfall. Facebook also released Meta, but it failed due to similar reasons to Microsfots Tay, as well as answering questions incorrectly. Many people will see this information on video, take it as a positive, and attempt to try different prompts on ChatGPT. Many people will shy away and decide not to try it out and view it as a negative or a detriment to society because of what Hollywood, the media, and the general public say. 

What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?

The video doesn’t necessarily force a reaction but it will have an inherent reaction on viewers. As mentioned before many people can view it as a negative; AI taking over the world, the end of humanity, and how we are not in control anymore. With that being said, many people will view it as a positive and will feed off of ChatGPT’s success and use it in their lives to further their careers and businesses.