WE ASKED CHATGPT….

Q: Dinner ideas based on what’s in your fridge

A: ChatGPT

Based on the limited information provided, here are a few dinner ideas you can consider based on common ingredients found in many refrigerators:

1 Pasta Primavera: Cook pasta according to package instructions. In a pan, sauté a mix of vegetables such as bell peppers, zucchini, mushrooms, and cherry tomatoes. Toss the cooked pasta with the sautéed vegetables, drizzle with olive oil, sprinkle with grated Parmesan cheese, and season with salt, pepper, and dried herbs like basil or oregano.

2 Stir-Fry: Heat oil in a wok or skillet and stir-fry a combination of vegetables like broccoli, carrots, snap peas, and bell peppers. Add protein such as thinly sliced chicken, beef, or tofu. Season with soy sauce, ginger, garlic, and a pinch of sugar. Serve over steamed rice or noodles.

3 Veggie Quesadillas: Spread a layer of refried beans on a tortilla and top with a mix of vegetables like sliced bell peppers, onions, corn, and black beans. Sprinkle grated cheese on top and cover with another tortilla. Cook in a skillet until the tortillas are crispy and the cheese is melted. Serve with salsa, guacamole, and sour cream.

4 Omelette or Frittata: Beat eggs in a bowl and add any combination of vegetables, such as spinach, mushrooms, onions, bell peppers, and diced tomatoes. Season with salt, pepper, and herbs like parsley or chives. Cook the mixture in a greased pan until the eggs are set. You can also add cheese or cooked meat for extra flavor.

Dr Williams’ work is of significant interest to the School’s current research on the use of AI. He challenged himself to produce an automated essay grading system with a worldwide application. The result was NAPLearn, which detects features and ‘events’ in student essays through Natural Language Processing (NLP) software. An ‘event’ consists of action, actor, location and time, and algorithms are then applied to assign scores for most of the NAPLAN writing criteria. Essays can be on any topic, as topic training is not needed.

In addition to a numerical essay score, NAPLearn provides comprehensive visual and textual feedback on essay content, which allows teachers and parents to discuss the strengths and weaknesses of the essay, and areas for improvement with the student. Of significance, is the fact NAPLearn assesses the NAPLAN grading criteria of Audience, Ideas, Character and Setting, Cohesion, Paragraph, Sentence Structure and Spelling.

The obvious fear by educators was ChatGPT would lead to plagiarism, especially since the tool is currently free. This was coupled with the fact the output from ChatGPT is unique given if asked the same question the programme will generate two distinct responses. This ability was seen as making it difficult to detect.

5 Roasted Vegetable Bowl: Toss a variety of vegetables like sweet potatoes, cauliflower, Brussels sprouts, and red onions with olive oil, salt, pepper, and your favorite spices such as paprika or cumin. Roast in the oven until tender and slightly caramelized. Serve over cooked quinoa or brown rice and garnish with fresh herbs.

Remember, these are just some general ideas, and you can modify them based on your personal preferences and the ingredients available in your fridge.

However, it must be acknowledged ChatGPT does provide a usefulness in the education sector. It is apparent that AI tools including ChatGPT have the potential to assist with teacher workload but aid in the provision of classroom differentiation and personalised learning. In turn, this would aid in the facilitation of the School’s pursuit of independent learning. If schools ban ChatGPT and subsequent AI programmes that will undoubtedly follow, it will simply reinforce an outdated view of schooling and education.

Moving Forward

It is evident most of the discussion relating to ChatGPT and AI tools in general has focused on the way students could use such applications to cheat. Of equal concern is, how teachers and schools will catch students. RGS wants students to develop the higher order skills. Education institutions, including RGS, are not able to close pandora’s box and AI must become a fundamental part of the learner toolkit. Microsoft is preparing to launch a ‘co-pilot application suite’. Using this technology “you decide what to keep, modify or discard. Now, you can be more creative in Word, more analytical in Excel, more expressive in PowerPoint, more productive in Outlook and more collaborative in Teams.” (Introducing Microsoft 365 Copilot – your copilot for work - The Official Microsoft Blog). It is evident, AI will progressively be further embedded into the day-to-day tools students and staff are utilising.

Outcomes

The School wants students to learn from the AI implemented rather than the tools simply changing their work. Due to the publicity surrounding ChatGPT there is an increased awareness regarding AI tools in education. This is a positive outcome as it will allow the School to ensure the most appropriate course of action is taken in terms regarding this rapidly developing technology. The crucial decision the School must make is ‘when to implement and how to implement AI tools?’ Education institutions who jumped in and banned ChatGPT failed to carefully consider the impact and flow on effects of such a decision.

As already discussed, education has previously faced challenges relating to new technology and AI is no different. A considered and measured approach will serve RGS well in ensuring students are equipped for a world and indeed a workplace that utilises this technology.

Additionally, implementation of AI to support employees will ensure the teaching staff and support staff at the School are able to focus on their core role.

Independent Schools Queensland (ISQ) recently launched a new online Artificial Intelligence in Education Teams group, which has been developed to enhance an awareness of AI across member schools and support collaboration between schools in relation to teaching and learning, assessment and related technical considerations. During Term 1 2023, the Queensland Curriculum and Assessment Authority (QCAA) announced an Artificial Intelligence Working Group (AIWG) would be formed with representatives from Queensland Catholic Education Commission (QCEC), Independent Schools Queensland (ISQ) and Department of Education (DoE); Independent Education Union (IEU) and Queensland Teachers Union (QTU); Queensland Secondary Principals’ Association (QSPA), Queensland Association of Combined Sector Leaders (QACSL), Association of Heads of Independent Schools of Australia (AHISA), CSPAQ; Tertiary institutions, and QCAA. Relevant documentation states, “the purpose of the group is to explain the opportunities and challenges of emerging AI technologies and consider their impact on assessment practices, assessment design and academic integrity.” (www.qcaa.qld.edu.au)

There is currently technology available which would support teachers in completing these important yet time consuming tasks. It is necessary to note reporting requirements are mandated by federal and state governments.

A school capable of addressing and alleviating some of the burden of reporting and compliance will significantly improve the retention of their staff. To this end, schools must begin to consider methods to automate or simplify the increasingly large workload.

There is currently technology available which would support teachers in completing these important yet time consuming tasks. It is necessary to note reporting requirements are mandated by federal and state governments.