The following are the outputs of the captioning taken during an IGF intervention. Although it is largely accurate, in some cases it may be incomplete or inaccurate due to inaudible passages or transcription errors. It is posted as an aid, but should not be treated as an authoritative record.
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>> MODERATOR: Good afternoon, everyone. Hello. Thank you so much for joining us in person and online. And welcome to our workshop. Workshop 232, Innovative Approaches to Teaching AI Fairness and Governance in the Age of Global Development.
Little bit more about our session today.
So we will be exploring innovative methods to teach Internet fairness and government Nans and we'll include example sessions gam many gams as well as policy discussions to foster impactful discussions around education. Could you please move onto the next slide?
Perfect. So let me introduce to you our speakers for today. We have over here, Ayaz Karimov, a research and gamification. And cyber institute. We have our online speaker, Tayma Abdalhadi, a research and lit with a focus on human centred technology, a united nations regional youth board member as well and we have melissa El Feghali, she is a global youth representative at the world's organisation for the scouts movement.
All right. Next slide, please. For our workshop agenda today we will be going into serious games for AI education and fairness. We will teach policy questions on inclusivity frameworks and the like. We'll delve into an example game session for you and we'll be talking about project-based training for practical learning as well and we'll finish it off with a Q&A session. Where you can ask the questions to any of our speakers and we will also be asking questions to the speakers itself.
And so without further ado, I think we are going to get started with the objectives of this session. If possible could you please move to the next slide?
Next slide, please.
Yes. Awesome. Some of the objectives for this session will be exploring AI fairness principles, discussing some frameworks around governance and AI and introducing innovative teaching methodies to enhance understanding. As this is a hybrid set upwe are looking to have our online participants ask questions online and all the in-person attendees please save your questions for later during the Q&A session and we'll have an interactive segment later on. The next slide. And the next one, please. Perfect. So I'm going to get started with our online speaker Tayma Abdalhadi. Tam Tayma, if you could get started for us. I'll pass it off to her.
>> TAYMA ABDALHADI: Hello everyone.
>> MODERATOR: Hello Tayma, we can hear you. Go ahead.
>> TAYMA ABDALHADI: Thank you so much for this introduction and for this very important topic and session today. I'll be the -- the introduction for this session. And I will start from the fairness topic. And I think this is important because we have been pretty much inclusive in discussing policies and discussing how can we make this more fit with the human -- sector but we are not inclusive when it comes to technology. Oftentimes we keep the information discussions regarding to how we shape the AI to the technical people. And I think that's very, very wrong because it's pretty much an interdisciplinary field right now. What I mean by that it's a dynamic relationship between the users of this technology and the technology itself. When we use AI model we shape it with information we give it but also shapes our understanding of the topics that we give it and ask it about. That means it's no longer just an input/output aesthetic situation, it's a dynamic situation. And if we do not empower the users by knowledge and by feedback loops, we will have a pretty skewed AI model or we will have frustrated users.
And this leads to multiple problems. The first one is when you're focussing on algorithms itself, we can have bites, this bite can be eliminated in two ways. The first way is by the makers themselves who are students, our future makers of technology. If we manage to install those concepts of fairness and how can we think about the human that we're making the technology to as the -- being automated and we're allowed more time and space to think technically and imagine scenarios, then we can mitigate or at some point create safeguards methodologies to protect the users against adverse (?) The second part is the users themselves. If we empower users through an effective feedback loop, that means we can officially install and mitigate further damage by the bias that's happening.
I'm totally against a concept that was installed traditionally which is the public is wrong, then we (?) We fix it and send it back. But right now we don't have that luxury. Because you simply don't have any competitive context as a user. If you use for example (?) Gives you an answer, you assume that's a fool-proof answer unless you take it and on Reddit, like the David Mayor case where some users base concerns that we do not get any information if we ask it about certain names. It could be a private tactic. It could be a censorship tactic. But we don't have enough transparency from the AI model that tells us what is exactly happening. And the most dangerous thing is when it's only gives us a little bit of information and we think that's all information available.
One example that this could be dangerous in is when a political -- when you ask it about a political figure and it gives you all the great nice stuff that they did but it does not give you the part where you might think badly of them. This can be used -- this can abuse the privacy act for example in the EU and it can allow certain information to go through AI model and some information now. While the user thinks this is the full truth, an unbiased opinion.
This is also in the perfect cases. But we don't also talk about the unintended cases that AI might be used in. One of my colleagues is in Africa and they say that sometimes when the teachers in elementary school have Internet, they try to get pictures online of animals to show their students about animals, about other countries. And the only truth they know is that static picture. So imagine those communities being a target to a misinformation campaign where you have AI generated images. How can you explain to this audience that only knew the true static images because they don't have enough access to Internet that there's something called AI generation and these images need to be fact checked.
I believe this is very very important. I think scenario playing and serious games in education is not just for computer science students or people in that discipline but it's also part -- it should be a part of the policies of companies who are deploying the technology as a way to humanize and to imagine further scenarios of how the technology is being used.
And this CD, extremely fast moving world we have to think for two minutes and say, okay, if I deploy this tomorrow, what might the impact be?
And who do I need to measure and imagine that impact? And this -- and the second question is more important. And I believe this is one of the key messages that we're here to deploy and this is part of conferences like this where we bring diverse people and have messages, discuss and see other aspects too.
>> MODERATOR: All right. Thank you so much, Tayma. If we could go back one slide, please.
All right. So now I'll pass it off to aas to talk about teaching serious games for teaching AI fairness.
>> AYAZ KARIMOV: Today I will talk a little bit about the serious games and I will also show you one game that I made and be played last month in Switzerland at global cyber conference. So it could be good examples of how we actually use the game there to teach cyber security, cyber literacy.
But before I start talking about everything, let's talk about the games and the serious games like maybe it's the first time even you heard about this term, serious games. The main difference between the game and the serious game is it actually when you play the game, you just play for the sake of like getting entertained just something. But in the case of serious games you totally have total different ultimate goal. For example let's say it's actually if your game is about health, let's say, then your ultimate goal is to get healthier. If the game is about education, then your ultimate goal is to learn something or to teach something in a very, very good way. So you don't care actually -- you get entertained or not, but your first goal is to total different thing. When it comes to entertainment there's other stuff. The main difference between the games and serious games you have the one goal and beyond this goal you also have some kind of things let's say.
I also did the research about the serious games to help the learner to achieve something or not. But I also put another research that was carried by other co-researchers about serious games and their effectiveness and the research shows that actually when you use the games, it generally positive impacts motivation, engagement and academic outcome. In the general case of actually you will have had a very good results from the games. But having said this I also want to say actually not all games are good for everyone.
So hereby we need to highlight the importance of personalized learning, but as I mentioned in most the case, the serious games are considered as a very, very efficient tool to teach hard topics. Something like AI or like let's say the STEM subjects.
And why these games are good and other perspective is that most of the games are simulation based, if you play the board game or let's say you play the strategy games, in most of the cases you get the simulation from real life. Maybe while you play the game maybe your brain doesn't understand what's happening there but you learn something which could be implemented in daily life or real life as well. That's very strong too actually nowadays. And I also put in the last bullet point some times of the game but today I will talk about the puddle game which is very good of this puzzle game, the escape from game. And what happens there actually you have the challenge in the game, and you try to do some kind of actions, you try to solve this challenge. And once you solve this, then you move to another level and another level and another level. And you just try to escape the room: Let's say.
If you can go to the next slide, please.
And next one, please.
>> We cannot see the slides like -- if you're sharing them. Because we cannot see them.
(Gultan Asgarli).
>> MODERATOR: Sorry, everyone. Bit of a technical issue. While we work on that you can get started.
>> AYAZ KARIMOV: I will talk about this game. I will stand up because I also put some games from these games that I prepared with one game designer from Portugal and the game's name is the dock code. The idea is actually -- if you can go to the next slide, please.
So the idea is that actually we have a hacker, and the hacker did the hacking in the first cities previously in Europe. So the starts off like that. And then it's one hotel in Zurich and the idea is that the thieves attack was going to happen or is going to happen in this hotel room.
And the players are put in this hotel room and they try to make sure they actually find some kind of clues so that they can stop this hacking. So the narration of the -- or narrative of the game works like this. And it's pretty much simple clues. We didn't use actually anything hard because the idea was that actually if you put here some kind of coding challenge or something like this, not everyone is going to solve this.
We had the really simple clues which helped them to learn some kind of cyber literacy but at the same time really get entertained.
Can we go to the next slide, please?
So again, we had the four hacks happen and the next one is going to happen in Zurich. And our hacker left some of his belongings in this room. And in this -- I will show you -- -- some of the items in the room so you can understand actually what kind of belongings we are talking about. And why even we use these belongings in the game. Because I guess that's very important point to highlight.
If you go to the next slide, please.
So now in this -- in the next slide I will talk about the six different things to you. If you want to use the game or if you want to create your own game, then you can just take another -- I don't know, keep in your minds actually those are the most efficient or those are the main techniques that actually you need to implement. So here -- our question is what you can do as a professional to make sure that the game is engaging and it really teaches something?
If you can go to the next slide please. The fir one is the narrative. When I start introducing the game, if you remember I started directly talking about some kind of background information, right? Like hacking happened in some countries. It came to Zurich. And actually our -- we had the one game master, basically this is a person who was leading the game. The game master was pretending to be the detective in the game. He was in the same room with our players and he was trying some kind of things. And he was just trying or -- trying to pretend -- he's also trying to solve this thing with them.
So the first rule is that you need to have the good narration in the game. If you don't have narration, it generally fails, actually.
Can we go to the next slide, please?
This progressive difficulty. What this means actually in the first clue, let's say in your game if you have the three or four clues, you always should start with that basic one and if you use the basic, basic, basic, then most of the time actually your game fails again. So the idea here in this game techniques is that you always have the Level 1, let's say difficult one, in the Level 2 you have at least a little bit more difficulty. If you don't have more difficulty, it solves another problem. In our case we also implement the same thing and here maybe it's also good to mention actually you don't have to have so many challenges in one game. We had only two challenge actually. We had the one basic and one very, very hard one. Can we go to the next one, please?
And realistic scenario. So here we bout a port from the shopping -- what we did was actually we broke this port in the room. And why we do this, is actually normally if you run away from there, highly possible actually, you crash something and something fall down. Right? And in the game we did these things like we just threw away some books, some glasses fall down and there was some juice on the floor. This kind of things actually.
When you have this realistic things that actually happen or some kind of actions in the game, the most the players actually really like it. You can also integrate this kind of realistic things in the game as well. For example in our case we were using the pieces of the pot here, just pieces of the pot to create some kind of challenge for the player. So that's why we didn't only create this realistic scenario but also used them as part of the challenge.
Can we go to the next slide, please?
The clear objective. So when you play the game, at least I guess it's core of all the learning objectives, not only serious games. But it's create much importance in the games as well. So basically when you have the game, you cannot tell the players that you will win when you escape the room. Right? Because it's not the pretty much objective. You have to be clear actually what are the exact things that they need to do. For example in our narration we started by saying that you will have the two clues and that one -- the first part is there and the second part is there. So they had the clear goal, clear objectives actually what they are going to do.
By the way, in this game, just since this is in the picture I also want to say actually we use exact documents that we try to find from the public resources as a crime office. So we really pretend like it's the real document from the crime office. That's why it has too much detail there.
Can we go the to the next one, please?
Yes. And now actually my colleague, Melissa is going to talk about the project.
>> MODERATOR: Now we will pass it off to Mesa to talk about project based training.
>> MELISSA EL FEGHALI: Hi everyone. We see through the example that Ayaz gave us we can transform abstract ideas about AI -- how do we scale these approaches and how do we use project based learning, how do we use it to transform these one experiences into sustainable and teaching methods and impactful methods that we can use and that are nonforming such as scout groups, community spaces, youth movements, et cetera.
So I'm going to talk about three things. The first question and answer is why use gamification for project-based learning?
So gamification that uses games, challenges, and simulation is a natural fit for project-based learning. But why? Because first of all, it encourages active problem solving and critical thinking. But also it creates a very flexible environment to learn. So it makes learning accessible because usually we're used to traditional curricula where we have to follow it. But in these examples, we have the flexibility to experiment around in the places that -- doing these games. And also it builds engagement through clear objective, realistic scenarios and the progressive difficulty that as Ayez talked about previously.
One question is why use settings and why do these settings work? Nonformal educational environments such as clubs and community spaces are ideal for project based learning because they break down the barriers of participation for youth.
So we have more flexibility to experiment, as I said. And we don't have the barriers of who has access in terms of financials to access these places or not. And it fosters collaborative learning where people work in groups and they learn about empathy and they build collectively ownership over the solutions that they come up with.
And finally, it enables real world customization. So youth can adapt challenges to local context. So they can adapt the game for example to local AI fairness issues such as accessibility to schools or the technological resources that are available or not.
The third thing I want to talk about is impact. So how do we scale the impact? Project-based learning doesn't just stop when the activity ends. It creates a kind of ripple effect that goes on. So if for example someone in a scout group creates an AI challenge game about AI fairness, they can take this game to another scout group, to another school, to another youth club. So from one idea you can generate multiple ideas and it creates this ripple effect. Participants take ownership of the game they created and it can be adapted to multiple communities, not just like a fixed game that I've created and it only works within their context. So I just want to say that project-based learning supported by gamification empowers communities to democratize access to AI fairness and AI fairness education. By integrating your objectives, by creating realistic scenarios, by doing this progressive difficulty, a way of learning stuff, we can bridge the global concepts that are sometimes very complex and that we're not able to break down such as AI fairness to local context and lived realities. And we can make learning more inclusive, engaging and scaleable. One last thought to think about is think about the communities that you live in. Think about the youth that are around you within these community spaces. And how you can use project-based earning methods to introduce them to topics such as AI fairness and ensure that the message scales beyond just the session that you're giving or the room that you're in.
Thank you.
>> MODERATOR: Great. Can we move onto the next slide, please? Thank you Melissa. Now we're launching into a Q&A panel discussion. We'll start off with a couple questions we have from our end and I'll open to the audience that we have. I'll start with Tayma. How can we ensure that the methods being used to teach AI fairness and governance are culturally adoptable and adaptable across education systems globally?
>> TAYMA ABDALHADI: This has two main factors we need to take in mind. First one is grassroot effort. It's really damaging that technology comes from top and to bottom when we go from a global scale to local communities because no mat er how we try to understand the context, we can never get it as the person who's living there. Luckily because the technology is such -- spreading worldwide, we can always find individuals who don't live within those communities who understand the local reality but also has the -- enough qualification or at least ability to connect with those global entities and then get them to speak to the local entities circumstances.
Whether it was Internet access, any cultural difference. It could be the simple story I told you about in classrooms where you don't have much access to Internet or materials.
And it's reached to the right person, it could impact a change in the technology itself.
The second thing, as I always say, it's the feedback loop. We can't always say that when we put this little button that says feedback or support, that it's enough motive or it's suitable for everyone to report through it. We need to go and see what actually motivates people to make an impact and to deliver their voices. And most importantly, how can we make sure that those voices that have been delivered, are actually getting the counter feedback they deserve? So if I tell one company that their videos do not have enough mark-down, and they look too realistic and could be used in, you know, misinformation and then I don't see any impact, it will disencourage me to provide feedback again. And that will create (?) Users from one end and a broken loop of understanding and feedback from another. So it's mainly grassroot work, it's empowering individuals and making their voices heard by updates, by working within the community to provide solutions that work for them.
>> MODERATOR: Response, thank you tame Ma. I now pass off the next question for you.
What strategies would you recommend for measuring the effectiveness of interactive tools such as simulations or serious games, and teaching complex concepts like algorithmic fairness?
>> AYAZ KARIMOV: We already discuss how games are good for teaching especially hard subjects. Actually there has also been research why people are using the games and actually one of the reasons actually for example if you want to teach biology or physics it's very hard subject to teach. So that's why they were just trying to find some ways. And one of the ways is serious games. But I guess the question here maybe we need to ask is that what type of game I need to use. Because for example if I am a teacher, the first question come to my mind is actually there are dozens of games, like the board games, simulation games, strategy games. Which one to use in my classroom.
And actually the best way is to do this actually, you do the sum test iteration, one day you start with the board game, in the second day you play the strategy game, in the third game you play the puzzle game. You just try to see actually which one is the best for your entire classroom. Because I guess that would would be the best strategy to do. And that was the one thing we did with one biology teacher in our research. I would say testing different games and trying which one is much more impactful. At least from the eyes of the teacher.
>> MODERATOR: Perfect. Thank you so much. Our next question goes to Melissa. My question for you, what are the key challenges youth groups might face in implements training based policy. And how can (?) Support these initiatives?
>> MELISSA EL FEGHALI: I'm going to talk about one challenge that I think is essential and talks about other things. Access. Lack of access, in terms of resources but also in terms of expertise. A lot of youth movements lack the expertise in terms of mentorship, but also in terms of the technology that is being used or the tools that are provided to them.
So three things that I think are very important to policy-makers to take into consideration. The first thing is of course investing in infrastructure to have better access to digital tools, and also to digital literacy programmes. The second thing is to create partnerships. Create partnerships not just between governments and private sectors but also between the Civil Society sector and in that way there's bigger room to share expertise from both sides.
Third thing that is the most important is to support the flexible learning networks or frameworks that are available out there. So when you give flexibility to the parse pants or to the people creating these initiatives, you have more room to experiment, to fail, and then to build upon it. And this is a very important concept when it comes to project-based learning and the whole process that is used.
So if these three conditions are met, then for sure the challenges would be less challenging, let's say, for the people who are trying to do this. And youth will be empowered in that way to have -- to not just learn about these concept but also be part of the solutions that are being created and have it be more flexible in terms of contextualization and the communities they live in and that way it's more relatable to them. Thank you.
>> MODERATOR: Thank you so much for that Melissa. Now I will open up the floor to the audience. If anyone has any questions to ask our wonderful speakers.
Online as well. Both online and on-site. Gultan, if you have any questions for the Q&A, let us know and we'll be happy to answer any of the questions as well. All right. Go ahead.
All right. I'll come to you and give you the mic.
>> AUDIENCE MEMBER: Thank you very much for the speakers, for great information. I have one question which is related to the screen time and how we can control knowing that you know these tools is really beneficial and we have -- with the very good intention to improve and develop. How we can manage the screen time in the -- maybe the ought nommic -- I mean the impact of these screen time, or the excessive screen time.
>> MODERATOR: Thank you.
Yes, I think whoever wants to G.
>> AYAZ KARIMOV: Yes. Very good question. Actually it has a name in academia, called like the cyber disease. Not only when you watch the screen too much or when you use the VR or AI, your brain like loses its -- itself. And if you like to watch your phone too much, your head is going to ache too much. That's why it's called the cyber disease. It's very good point actually. I know information what could help for this but actually it's still very, very huge problems, particularly for this immersive technologies. Because everyone is talking about these technologies but when it comes to using them it's very challenging because not anyone can use for longer time.
So normally it depends on actually the learner's age or a little bit more detail is needed to say something exactly. But normally at least from one of the researchers actually I did, if the children's age is between 8 to 12, then the normal playing time for the educational games should be maximum 40 minutes. So it's considered like the one lesson per day it's enough. Like normally one lesson is 40 minutes, in the country that I live in. So 40 minutes is acceptable. But of course if you get higher, I know actually you get to play with more fun and there are also other dimensions as well. For example are you using this time only to play some games, you know, because some games are designed in a way actually it doesn't impact you that much. Actually you don't have to really make your eyes tired.
So it depends on the game. But most time like the shortest answer is 40 minutes. If the children's age is up to 12.
>> MODERATOR: All right.
>> MELISSA: I can add to that on what I said, it really depends on the game you're aiming for. A lot of the games that can be created don't even need to use screen or have screen time. And this is exactly one of the points we talked about, the flexibility of these kinds of settings. You can do a whole game about AI fairness and education in outdoor settings where you wouldn't even need any screen or screen time. And you can relay the message in a creative way.
So I think it really depends on the game, how you want to design it, what's the context you're in on what are the resources as well.
>> MODERATOR: Thank you. Tayma, is there anything to add?
>> TAYMA ABDALHADI: I would echo what Melissa said on like the flexibility of hybrid games. Especially for children. And I think that's very -- that's a very important topic because oftentimes we focus on the distal solution staying in a distal world where we miss the main -- like the core idea that it depends on logic. And at the end of the day if you're not going to do -- if you want to humanize something, you don't need a screen for you to tell you how to humanize it. You just imagine, use the imagination, use relevant cases and scenarios. And that does not necessarily need a screen for you to do.
>> MODERATOR: All right. Perfect. Thank you everyone.
Do we have any other questions from the audience? I'm standing up in case I need to hand the mic to anybody.
Any other questions?
All right. Perfect.
>> AUDIENCE MEMBER: So I think like one question that I have is when it comes to contextualizing project-based learning or even engaging learning or known for medication, many times what happens is if you do not bring in or the elements, trying to bring all those elements, bringing the originality when you contextualize it. That tends to really degrade the level of engagement or the brightness of that product.
So contextualize for basic learnings or initiatives that really have detected you know that originality or has not even like degreed with what is supposed to be. So is not (?) -- yeah.
>> AUDIENCE MEMBER: My question is like recently there have been a number of parents and teachers complaining about children using ChatGPT, whether to learn or to do assignments. I'd like to hear your thoughts on that. Do you have any tips on how to teach children to use ChatGPT, in your own context?
>> MODERATOR: All right I guess if we could tackle maybe each speaker asks one question. I think is most efficient.
>> MELISSA EL FEGHALI: I can answer the first question. I have a lot of examples we can discuss after the session if you're interested. It really depends on the context, contextualize. For example I was part of a training that teaches about peace education. And peace is a very broad subject that can be per -- like perceived in a different way in different context. And so this programme is done around the world in different schools and in different communities.
The idea is you keep the same concept. You can even keep the same game. But you have to change the instructions within the game. So for example we used to do a game about human rights. Okay? And we have to show the difference between visible and invisible violence. And we show them real life examples. So in every community or country that we go to,s we change these examples of scenarios and get scenarios from within the same community or country. So that the people -- so that the children can relate to the stories that they're reading. Instead of just saying that bullying happened in the school, we give a specific example about a specific type of thing that is usually mentioned in bullying within that community.
So that's a very small example, but it doesn't devalue the concept or the idea you're trying to portray. It makes it more relatable. That's the idea about realisation. You can have a set of games you can take around but you can't keep it exactly the same. So that's a very short example.
>> MODERATOR: All right.
>> AYAZ KARIMOV: And I will take the second question, which was about this -- let's start from one thing. If you didn't notice actually all the AI, at least the matter of this boy is saying actually AI or -- healed his son. So if you didn't read the news in the beginning of the November one, one guy did the suicide, and there is still investigation, but actually there is very high possibility that actually it was because of the AI. Because AI basically was misleading.
And again we can discuss it actually how it happened and why it happened. And it happened in the characterize of AI. If you know the tool that was that. So it's not the ChatGPT. And coming back to your question about -- I guess assignment is even like the -- the best case actually, they just use it for the cheating. But I guess they are using for other stuff. Actually it's not even the children. I know pretty much many people actually they treat ChatGPT, as their psychologist which shouldn't be the case. The main important thing this reality state comes with a stage. Because when -- what's the first education we get in our lives is that in the school, at least most of us learn how to read and write.
And that's called literacy. And when you become a little bit older and older, someone teaches you how to use the computer. And that's called digital literacy. And someone comes and teaches you how to be safe on the Internet, you learn a little bit cyber literacy. And it's important to highlight the importance of AI -- and many governments are doing stuff about this. I know Netherlands and in the Arab imrates this they huge installation about this and prompt engineering so you don't get to believe what the AI always tells but you have enough knowledge to understand what's wrong and what's not. If you don't learn the word hallucination, it happens to us as a human being, we think something exists that actually doesn't. Same thing with the LLMs, AI tools, they give you something and pretends actually they are telling the truth but they don't tell the truth, they hallucinate because it's LLM and they just try to give you some random answer.
So the LLM tells you how to not get to the -- and use these things efficiently. My short answer would be really focus on the AI literacy and not only for the children. I know that half of my friends or people around me they don't have enough AI literacy, I guess, to be able to use these tools.
>> MODERATOR: All right. Thank you. Tayma, is there anything to add for any of the questions?
>> TAYMA ABDALHADI: Yes. I want to add something on the second question because I've been working a bit with child safety online, child online safety. And this has been a reoccurring question and I think this has to do with how we're approaching AI tools. And especially generative text tools. The first one is it's very,s very important to make sure that the teacher knows that this is not reality. Or at least it's not the full reality. And this is what I was talking about having comparative ton connection, even us when we're dealing with ChatGPT, we are all in the chat we think this is the full truth and we don't have any way to compare that or verify it.
So for children it's important to be like this is an answer from one AI model. How about we try other AI models or how about we also try humans and ask the teacher or mother or the sibling?
And that way they are bent with the comparative system that they can always verify and check whatever it coming out of the Internet really. Not just AI models. This was also a problem with Facebook before AI models came about. It just got upgraded with LLM.
The second part is what is the goal of the homework? And I think this is a critical problem for all educators. If the goal is just to member prize or just to achieve an essay, then you're failing as an educator to actually adapt with the technology. And the important thing is that you're trying to teach your child how to have critical thinking using that LLM. So instead of being like okay, instead of it writing your homework how about you ask it what subject you can write about? And then also make sure they understand that whatever is coming after this LLM should not be satisfying for them to present on their behalf, that they have this energy and creativity and this style in writing that no AI language model can replicate.
And no matter how perfect -- there's no such thing as perfect or is perfect answer that we can get from the AI model, it's the answer that you actually generate using your imagination, your experiences, whatever language that you have. And this is -- should be awarded. Not just the grammatically correct, the perfect language answer.
And I think this falls heavily on the educator's side.
>> MODERATOR: Thanks so much, Tayma. Okay. Is there any other questions from the audience?
Okay. So I think we are going to wrap it up. Can I please go onto the next slide?
All right everyone. Thank you so much for your time and your attention for this workshop. We have provided actually a digital handbook that you can access. If you can please go onto the next slide. Here are some resources that we've included for yourself. You can scan the QR code. You get a digital handbook that way. It has a lot of our key take-aways from the session as well as some of the presentation slides. And team contact details. If you'd like to connect with us through LinkedIn and the like we have all of that for you. Once again thank you so much for your time and attention. And it was a pleasure. Thank you.
>> TAYMA ABDALHADI: Thank you everyone.
>> MELISSA EL FEGHALI: Thank you.