Telling AI What to Do | Origin: ED160
This is a general discussion forum for the following learning topic:
AI Literacy: Foundations for CTE Educators --> Telling AI What to Do
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
I learned that not all teachers tasks are good for AI and that teacher's need to be careful and double check what info AI gives you back. Ethic assignments or things that students need to critically think about should be created by the teacher
We need to always evaluate where and how much AI can help with our tasks to use it wisely.
AI is a powerful assistant for handling routine task, like drafting lesson outlines, creating activities and organizing data.
This module discusses how to get started using AI. The first step is to evaluate what types of information in your field could be easily handled by AI. Then determine what activities might AI be helpful with - and what what aspects should you maintain complete control over? How well are AI submissions are working for you. Do you notice that your efforts with AI are saving you time - or does something that used to take you 30 minutes to complete now takes you 45 minutes to an hour? Do the questions or drafts require minor adjustments or major editing? Do students find the AI activities helpful or confusing? I foresee AI being helpful with suggesting pertinent physical activities that reinforce lesson objectives, drafting review questions for quizzes or tests, and helping me provide substantive responses to student writings.
Knowing what to tell AI what to do is key for success in utilizing AI in the classroom, and for other components of CTE. Mundane tasks can be done faster, possibly with more accuracy and efficiency, but the result is only as good as the experience of the teacher. Just as you are instructing students in your class, so also are you instructing AI for the results you need from tasks you are asking AI to perform.
AI can be an excellent tool to help brainstorm ideas and concepts, and also help think through things the teacher may want to try for the classroom instruction. Research is also a great area where AI can assist: what would take hours, if not days, to find through research, be it through the Internet or social media, AI would be able to do in the matter of minutes...if not seconds. That is powerful, and it allows more time for the teacher to spend being creative, innovative, imagining and strategizing. Also, it would allow the teacher to concentrate more on the students and the students' needs
I have learnt how to use AI assistants in order to improve effectiveness, save meaningful time, gain experience in judging AI outputs while I develop confidence about it and maintain the control across of high-risk tasks.
I learned that AI is very useful tool, but it must be reviewed guided and controlled depending on the desired objective
This topic taught me that AI can help with everyday activities like classroom content organization and ideation. by helping me assign beneficial tasks, the artificial intelligent will help me save time; and the extra time will allow me to pour into my stuents.
This lesson points out some specific ways AI can help save time, i.e., vocab lists, customer scenarios, etc.
My small experiences with using AI in technical training development haven't been as impressive as I thought they would be But I will say as a tool to help start mapping out a course it was very useful
I learned that AI doesn't have to be feared if used correctly. I learned that it can be very helpful in creating vocabulary lists if checked for accuracy. I don't have a use for this information in my current work status, but I can see how it can be helpful. I have a better idea of how to use it responsibly in my personal life as well.
Esta unidad, me ha permitido definir que tareas podría delegar a la IA y en qué casos podría ser provechoso su uso.
AI is an important tool that can help save time and can, with the proper prompting, handle routine, repetitive tasks and can help with generating content in a collaborative way.
For me, the big takeaway is that AI isn’t “all or nothing.” If a mistake could cause harm, if my specific expertise is needed, or if the work calls for real human connection, that’s where I stay fully in the driver’s seat. But for low‑risk, repetitive, or time‑consuming tasks, AI can be an amazing partner that frees me up to focus on the parts of my work that truly require judgment, nuance, and empathy.
In other words, it’s not about replacing what I do, it’s about protecting the work that matters most and letting AI handle the rest.
I really got a good framework for evaluating the usefullness of AI for a task. I often want to use it because it is so cool, but I now have a toolset to tell me if it is really worth it.
I learned that AI is most effective for routine tasks such as organizing content, generating ideas, and drafting initial responses. I plan to use it as a support tool to save time, while carefully reviewing and adjusting the output to ensure it is accurate and appropriate for my students.
i need to understand the safetyness of the task.
AI can assist in many things time management, agendas, but may also have misleading information that maybe outdated and could harm people is certain crafts
AI is an assistant, not a replacement. The three questions (harm? my expertise? routine?) help me decide what to delegate. If I spend more time fixing than creating, it's not working.
This week I'll delegate one routine, low-risk task (like a vocabulary list). Safety decisions, grades, and empathetic feedback stay with me. I'll measure whether I actually save time without losing quality.
