# Transcript: AI for kids ## Description The demand from technology consumers creates their supply. In this lecture, we will look at what such an educational system could look like and also at the world we want and the opposite one. Who is Eva Nečasová Eva Nečasová is the co-founder of the AI dětem initiative. She has been fully dedicated to education in the field of technology with a focus on artificial intelligence since 2020. She is the creator of the educational concept for the artificial intelligence curriculum for primary and secondary schools. She has developed more than 70 methodological materials for digital education. She collaborates on the Tiny app for personalized learning. Her son Oskar introduced her to the topic of artificial intelligence. Previously, she worked in design under the brand designity.cz. ## Transcript **[00:00:00]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:00:29]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:00:59]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:01:29]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:01:59]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:02:29]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:02:59]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:03:09]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:03:19]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:03:29]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:03:39]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:03:49]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:03:59]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:04:09]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:04:19]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:04:29]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:04:39]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:04:49]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:04:59]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:05:09]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:05:19]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:05:29]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:05:39]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:05:49]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:05:59]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:06:09]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:06:19]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:06:29]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:06:39]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:06:49]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:06:59]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:07:09]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:07:19]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:07:29]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:07:39]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:07:49]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:07:59]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:08:09]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:08:19]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:08:29]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:08:39]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:08:49]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:08:59]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:09:09]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:09:19]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:09:29]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:09:39]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:09:49]** Subtitles created by JohnyX http://johnyxcz.blogspot.com **[00:10:00]** so it's rigid, terrible, and so on. **[00:10:02]** Vinče, I think nowadays it's actually a bigger problem than before. **[00:10:06]** Because it's precisely because these technologies accelerate so much, **[00:10:11]** how fast the world is changing. **[00:10:15]** And if we look at a very simple recent statistic, **[00:10:20]** 59% of Czechs don't know what deepfake is, meaning they haven't encountered the word. **[00:10:26]** That's a lot. **[00:10:28]** Because when I look at the concept of synthetic reality, **[00:10:32]** and we teach it in the materials we have, **[00:10:36]** it covers a transformed online space as we know it. **[00:10:44]** Now, not everyone, but most of us have some social network. **[00:10:51]** Most of us have multiple social networks according to some statistics, **[00:10:55]** and we spend a significant amount of time on those social networks, **[00:10:58]** but also online. We have smartwatches, we look at our phones, **[00:11:03]** we turn on laptops, tablets, desktop computers, and so on. **[00:11:07]** We are constantly interacting with the online world somewhere, **[00:11:11]** receiving information from it, and to a huge extent, the online world shapes us. **[00:11:17]** How we think, how we interact with our environment, with people around us, and so on. **[00:11:25]** And here is our reality, which we can also call Plato's Cave 2.0, **[00:11:30]** where we perceive what is happening there, **[00:11:33]** this online reality can drastically change **[00:11:40]** based on generative artificial intelligence. **[00:11:43]** We've been interacting with AI for a long time regarding the online space on social networks. **[00:11:52]** It's been almost a decade since we had so-called recommendation systems, **[00:11:56]** which are AI systems that, based on some of our user interactions, **[00:12:01]** recommend content to us. **[00:12:03]** And even this has started to incredibly change how we perceive the world. **[00:12:09]** You may have heard of terms like social bubbles, rabbit holes, echo chambers, and so on. **[00:12:18]** When we interact with these systems, they try to offer us something, **[00:12:22]** that they 'think' is relevant to us. **[00:12:25]** And as a result, maybe our opinions don't shift much, **[00:12:29]** because they serve us something that somehow suits us and so on. **[00:12:33]** And now the recommendations vary; different social networks have different models, **[00:12:38]** about who recommends content to us. **[00:12:39]** And these models evolve as the technology develops. **[00:12:43]** If you remember, when you could come to Facebook, **[00:12:47]** I joined in 2009, if I’m not mistaken, or 2010, something like that, **[00:12:53]** back then it worked so that you knew people from real life, **[00:12:57]** you added them on Facebook, and you would see things here **[00:13:02]** that those friends or people you added shared. **[00:13:07]** Then it started to get a bit strange, because you might want to follow people **[00:13:11]** you didn’t know personally, so if you added them, it was a bit like stalking, **[00:13:15]** so networks emerged where you could follow people you didn’t know, **[00:13:21]** like Instagram or Twitter, and it wasn’t weird to follow someone like that. **[00:13:25]** Then it gradually changed over time, and now we consume a lot of content **[00:13:30]** through so-called algorithmic recommendation models. **[00:13:34]** This is the kind that no longer relies much on who our friends are, **[00:13:39]** but rather recommends things based on interactions, **[00:13:42]** like how long we watch a post, how long we read texts, and so on. **[00:13:48]** And it changes very quickly; if people watch it, within minutes, **[00:13:56]** or tens of minutes, up to 95% of the content we see can completely change, **[00:14:01]** so it reacts very fast and is somewhat addictive, **[00:14:06]** which is connected to all these things. **[00:14:08]** At the same time, it means we see content close to us, **[00:14:13]** we close ourselves into our own bubble, and now we’re finding out **[00:14:17]** that even across generations we don’t understand each other at all, **[00:14:20]** not because there’s a 50-year gap between us, **[00:14:24]** but because there’s a 15-year gap, **[00:14:26]** since we have completely different content in our bubbles. **[00:14:30]** For example, I can’t discuss politics with my parents at all, **[00:14:33]** because they get emails, I look at Facebook, **[00:14:38]** and my son definitely doesn’t look at Facebook; he looks at Instagram. **[00:14:41]** So we are basically completely different, and now into this environment, **[00:14:47]** which has been here for a long time and we haven’t even gotten used to it, **[00:14:51]** or we have, but we don’t really understand its impact, **[00:14:55]** and the average person probably doesn’t think about it much, **[00:14:59]** comes generative artificial intelligence, which can generate all kinds of content. **[00:15:09]** It can generate images that we currently can’t tell are fake. **[00:15:13]** For some, we clearly can tell, some people really pay attention, **[00:15:16]** but I don’t know if you’ve tried any tests, **[00:15:19]** there are small games now where you can try to guess **[00:15:25]** which of two images is generated, **[00:15:27]** I recommend you look up such a game; there are plenty on the internet. **[00:15:31]** For example, I really can't tell anymore what's generated or not, **[00:15:35]** so-called authentic or synthetic. **[00:15:38]** And now synthetic reality, because the media that are generated **[00:15:42]** are called synthetic media. **[00:15:44]** Well, these are images, videos, **[00:15:49]** which are even harder to create now, **[00:15:52]** but despite that, given how fast the technology is advancing, **[00:15:56]** in a year we'll be in a completely different place. **[00:15:58]** There are texts, sounds, voices, music, **[00:16:02]** 3D objects. We can basically generate almost anything **[00:16:06]** and we can generate things from generated things. **[00:16:08]** So now, for example, when someone generated an environment in Sora, **[00:16:13]** which is from OpenAI, the video generator, **[00:16:15]** some guy said it would be great if, using a technology **[00:16:18]** called NERV, he could create a so-called mesh from the generated video, **[00:16:21]** turning it into a 3D space. **[00:16:25]** So I can totally imagine that in a year I'll generate something **[00:16:29]** like a fantastic landscape in Sora, immediately make **[00:16:33]** a 3D model or 3D objects from it, and move around in it using VR. **[00:16:38]** The possibilities are truly unlimited. **[00:16:42]** And the online space will start filling up with these things. **[00:16:47]** Maybe for every, I don't know, version, **[00:16:51]** of truth, we'll have something to show and so on. **[00:16:55]** And now the online space will obviously have to respond technically **[00:16:59]** so that we can actually prove **[00:17:03]** what is authentic and what is synthetic. **[00:17:07]** And now the question is, what is authentic on social networks. **[00:17:12]** I honestly don't know, because if we talk **[00:17:16]** about digital manipulation, just taking a selfie **[00:17:20]** and then editing it, making my eyes bigger, smoothing my face, **[00:17:24]** and improving my skin a bit, is that authentic? **[00:17:28]** Some would say it bothers them, that it's not authentic. **[00:17:32]** Others would say it's fine, and now the line is blurred. **[00:17:36]** It's just on a scale from 0 to 100, from authentic to synthetic. **[00:17:40]** Usually something in between. **[00:17:44]** Everyone has their own boundary of what bothers them or not, **[00:17:48]** what they consider manipulation or don't consider manipulation elsewhere. **[00:17:52]** And now we find ourselves in a society **[00:17:56]** where content is served to us based on how we interact **[00:18:00]** and we stop or reach a point, **[00:18:04]** where we no longer know if what we see is true. **[00:18:08]** I just told Honza this. **[00:18:12]** When that video of Elon Musk doing a Nazi salute started flying around the networks, **[00:18:16]** I looked at it and thought it was fake. **[00:18:20]** It just can't be that Elon Musk did that. **[00:18:24]** It kept popping up on my screen, fifty times a day. **[00:18:28]** I kept thinking it couldn't be true, **[00:18:32]** that we weren't in some kind of Twilight Zone. **[00:18:36]** He said, 'Did you see the video?' I said no, so I played it. **[00:18:40]** And now I wonder if it's really a deepfake video. **[00:18:44]** I'm experiencing this myself now. **[00:18:48]** I'm in a social bubble where most people dislike Musk. **[00:18:52]** Of course, this keeps circulating there. **[00:18:56]** And now I don't know if I'm on the other side, being manipulated. **[00:19:00]** It's a kind of uncertainty about what I see. **[00:19:04]** That question of seeing the country from space. **[00:19:08]** Classic. **[00:19:12]** It's actually very hard **[00:19:16]** to form a clear idea about the world around us, **[00:19:20]** one I can say, **[00:19:24]** 'This is the truth I can rely on.' **[00:19:28]** And I call that synthetic reality. **[00:19:32]** It's a question of how technology will respond to this. **[00:19:36]** Whether we'll have Web 3.0 technologies, **[00:19:40]** where blockchain will let us trace the source of a video. **[00:19:44]** Or the internet will be ultra-regulated instead, **[00:19:48]** where everyone has an identity **[00:19:52]** linked to some bank or government system. **[00:19:56]** We'll see. **[00:20:00]** Anyway, the fact that 59%—not even 59% of people in this country think about **[00:20:08]** such things happening and just consume content without reflection, **[00:20:13]** seems really terrible to me. **[00:20:19]** Now how to cope with this, what to do about it, and how to prepare ourselves and children for such a world. **[00:20:30]** I'll go to the website and show what answers we have for children in EHE, **[00:20:36]** or answers in the sense of how we try to mitigate the impacts of these technologies. **[00:20:44]** Just to say, I'm a techno-optimist. For me, technology is truly a great thing, **[00:20:49]** and I believe we can solve many problems we have with it, **[00:20:53]** but at the same time, I strongly feel the negative impacts and think about them a lot, **[00:20:59]** and I believe the only way to mitigate those negative impacts is **[00:21:04]** so it's about talking about them and educating ourselves on what the impacts might be **[00:21:09]** and thus having a society that is more educated and resilient to those impacts, **[00:21:16]** at least a little, by a few percent, even though it will never be perfect. **[00:21:21]** And our first response is the so-called artificial intelligence curriculum for primary and secondary schools. **[00:21:27]** This is a project we've been working on for the last year and a half, and we finished it 20 days ago **[00:21:33]** and I remember it very well because it was the most beautiful moment of my life. **[00:21:40]** This work is very big and fundamental for me, though probably not as much for others, **[00:21:48]** it contains 43 teaching materials. **[00:21:51]** What are teaching materials? They are materials that guide teachers completely through a lesson. **[00:21:57]** They give exact instructions on how to conduct the lesson, and the teacher can download the material **[00:22:03]** and follow it exactly, or just use it as inspiration and bring it into their teaching. **[00:22:10]** We have a so-called competency model there, and within that competency model **[00:22:20]** we try to say what we think children should learn. **[00:22:25]** Now, how I approached the creation, it’s not something created from scratch, **[00:22:29]** or that I just decided to make a curriculum and invented it, **[00:22:37]** or made it all up. It's not like that, we relied heavily **[00:22:41]** or we based it on foreign research; such curricula already exist. **[00:22:47]** It was striking that when we founded our initiative three years ago, **[00:22:51]** Korea already had a full artificial intelligence curriculum for primary schools **[00:22:56]** with educational content and it was already rolled out in schools. **[00:22:59]** Korea is way ahead. Then others started to emerge, **[00:23:03]** the American Day of AI curriculum, or the Experience AI curriculum, **[00:23:07]** created by DeepMind and Raspberry Pi, all of these were **[00:23:11]** very important models for me on how to approach this. **[00:23:16]** At the same time, it also helped us a lot that in 2020 **[00:23:20]** many experts, mostly from American universities, **[00:23:24]** started putting together the so-called Five Big Ideas, **[00:23:27]** which is a very long, boring document about **[00:23:30]** what children should know and when about artificial intelligence. **[00:23:33]** That was a key reference point for us. **[00:23:36]** So whenever I was creating this competency model, **[00:23:40]** which is also largely based on the Korean curriculum, **[00:23:43]** but adjusted based on our experiences, **[00:23:47]** I also relied on the Day of AI. **[00:23:51]** We divide the competency model into three main parts. **[00:23:56]** It's nothing surprising. **[00:23:58]** They are knowledge about AI, skills, and attitudes. **[00:24:02]** The knowledge part mostly includes theoretical concepts. **[00:24:08]** What artificial intelligence is, what machine learning is. **[00:24:11]** And what data is used for, big data, **[00:24:14]** that when we put some data into a machine learning model, **[00:24:18]** it somehow learns from it and the model will be biased, **[00:24:21]** because that's just how it is. **[00:24:23]** We try to open up these completely theoretical things a lot in computer science. **[00:24:29]** Because it fits there. **[00:24:32]** But at the same time, I think it's necessary. **[00:24:34]** Quite often, when I go to some teachers' meeting, I encounter that **[00:24:37]** teachers don't really want to learn the theoretical stuff, **[00:24:40]** because why, it's boring and all, but I don't think so. **[00:24:44]** I think it's necessary to at least know the basics of **[00:24:47]** how the thing works. **[00:24:49]** Because if I don't know that, I don't know what kind of **[00:24:53]** impact it might have on society, or I don't understand it. **[00:24:55]** Also, by the way, my experience is **[00:24:58]** that when I try to explain to people what artificial intelligence is, **[00:25:02]** and these people don't have social media, **[00:25:04]** the concept is really hard to explain to them for some reason. **[00:25:08]** That's surprising. **[00:25:10]** I won't go into details about AI knowledge here. **[00:25:16]** If you happen to be interested, **[00:25:18]** you can check out the website ai-curriculum.cz **[00:25:21]** where the competency model is written. **[00:25:23]** Then there are skills, which of course is nothing surprising, **[00:25:26]** people keep talking about how we have some AI applications, **[00:25:30]** so now we will learn to work with them and so on, **[00:25:33]** everyone is rushing into ChatGPT and other chatbots. **[00:25:37]** For me, it's not just about using those applications, **[00:25:41]** although developing those skills is obviously very important, **[00:25:44]** for me it's mainly about trying, **[00:25:46]** because quite often teachers come and say, **[00:25:48]** well, I don't understand it and now I feel stupid, **[00:25:51]** because I haven't even opened it yet and so on. **[00:25:53]** And I say, well, that doesn't matter at all, **[00:25:55]** because those of us who have opened it, **[00:25:57]** opened it two years ago, **[00:25:59]** and there's not a huge difference, **[00:26:01]** and the kids are really at the same level. **[00:26:03]** And now we're all on a green field. **[00:26:06]** No one knows, we're all figuring it out, we're all trying it. **[00:26:10]** And whoever tries more, knows more. **[00:26:12]** It's just clear. I dedicate the time, so I have it. **[00:26:15]** So I always tell teachers, don't be afraid, **[00:26:17]** just open it up, **[00:26:19]** because that's the basic step **[00:26:21]** and then it will somehow work out. **[00:26:23]** So using artificial intelligence applications. **[00:26:27]** And nowadays it's also a lot about how to combine them, **[00:26:30]** because I have a different app for each thing, **[00:26:33]** we're not yet at the point where we have systems **[00:26:36]** that can do everything at once. **[00:26:38]** So often the workflow itself is quite challenging, **[00:26:41]** the pipeline of how to combine different things together, **[00:26:44]** so that it's efficient and meaningful. **[00:26:46]** And of course, I also encounter this a lot in schools, **[00:26:50]** that it's like, 'Now we're just going to generate this.' **[00:26:53]** For me, that's like, why? **[00:26:57]** I actually need to have the educational goal, **[00:27:00]** which is relevant to the children and moves them forward, **[00:27:03]** whether in knowledge or skills, **[00:27:05]** and only based on that do I choose **[00:27:08]** which app and why I will use it. **[00:27:10]** So it's not about the app, it's about the educational goal, **[00:27:13]** and I use the app because it gets me to that educational goal **[00:27:16]** faster, better, or in some way. **[00:27:19]** So using artificial intelligence applications, **[00:27:22]** but also creating them. I think that's important, **[00:27:25]** to actually think about how to make such apps **[00:27:28]** custom, let's say, for yourself. **[00:27:31]** And today there are tools even for children, **[00:27:34]** it's simply great, tools exist for everything, **[00:27:37]** there's no problem with that. So the skills for using **[00:27:40]** and at the same time creating these applications. **[00:27:43]** And the last thing is attitude, and from my perspective, that's the most important. **[00:27:46]** And I kind of need to have skills with these applications, **[00:27:49]** and I also need to know how AI works, **[00:27:53]** so I can form some kind of attitude towards it. **[00:27:57]** And the basis for that is reflecting on data. **[00:28:01]** You've surely heard 'data is the new oil,' blah blah blah. **[00:28:05]** Probably. Data is all around us, **[00:28:10]** and now different things are happening with it, not always ethical, **[00:28:14]** You may have heard about the controversies surrounding **[00:28:18]** the creation of these systems, that user data was used **[00:28:22]** without their knowledge, and some people here might disagree with that, **[00:28:26]** and so on. It basically exploits our human society, **[00:28:30]** human mind, and so forth. So thinking about **[00:28:34]** what is and isn't ethical data handling is very important. **[00:28:38]** Not just now, but even more so today. **[00:28:42]** Then there's the ethical creation and use of AI systems. **[00:28:46]** I'll show one methodology that I find extremely important, **[00:28:50]** because we all constantly interact with these technologies, **[00:28:54]** and it's really a strong part of our daily reality, **[00:28:59]** but even if we don't think about how and why **[00:29:03]** we use these technologies, they can consume us. And that happens. **[00:29:07]** It's like kids who are always glued to their phones, **[00:29:11]** and adults are constantly on their phones too. It becomes **[00:29:15]** less about consciously using technology **[00:29:19]** for a purpose, and more about escaping from ourselves, **[00:29:23]** others, or problems through technology. **[00:29:28]** It's a new kind of addiction, very easy, **[00:29:34]** like opening a bottle or lighting a cigarette. **[00:29:38]** And that's not right. I believe technology needs to be **[00:29:42]** used consciously. I don't always manage that myself. **[00:29:46]** It consumes me too. But I try to think about it, **[00:29:51]** and I try to prepare materials that make people **[00:29:55]** reflect on this. And it's funny, I don't know if you know **[00:30:00]** Mr. Hábl, who often bases his lectures on the fact that kids spend about 8,200 hours in elementary school. **[00:30:10]** That's a lot. And I think school should be the place where these topics are primarily discussed. **[00:30:16]** Of course, also at home. And there should be time for it at school. **[00:30:22]** There should be discussions about whether technology still benefits me or not. **[00:30:29]** There are various methods and strategies, which we try to include in the curriculum and provide materials for teachers, **[00:30:40]** so they can talk about it during lessons. And the last part is about attitudes and evaluating the impact **[00:30:45]** of AI on society and individuals, which is closely related. **[00:30:52]** So that's what I think, or what you'll find in the curriculum, basically. **[00:30:58]** Looking at the materials there, they follow the competency model. **[00:31:08]** For example, we have these robots called UAP, with nine lessons for computer science from third grade up. **[00:31:17]** These robots teach kids theoretical concepts. I think this is great for early grades, **[00:31:24]** teaching kids how it works. We teach it just with pencil and paper, no technology, **[00:31:32]** though it's recommended in the methodologies, but the methods don't rely on it. **[00:31:37]** Because I believe kids shouldn't have much direct contact with technology in early grades, **[00:31:42]** but should learn how it works. Of course, they do use it. **[00:31:47]** But it just doesn't have to be as frequent as in the upper grades. **[00:31:55]** So here we have some UAP robots and then we have computer science for upper grades and high schools, **[00:32:06]** and here I will show the methodology about development and use of technologies. **[00:32:12]** Whenever someone visits our website, they can actually download the methodology here, **[00:32:17]** they can download the presentation too, no registration or payment required. **[00:32:22]** They just come and download it. And this is what the methodologies look like. **[00:32:26]** They are PDFs like this, always described as preparation for the teacher, **[00:32:31]** explaining what the activities are about, what we want to achieve, and how to approach it. **[00:32:36]** And we connect it, of course, to the national curriculum and so on. **[00:32:40]** We try to pass on these things or guide teachers, **[00:32:45]** or provide these instructions so that the kids enjoy it. **[00:32:49]** So we base it on the so-called constructivist framework. **[00:32:53]** That means we want, or see it as, that children don't come to school **[00:32:58]** or to the lesson as a blank slate. **[00:33:02]** We recognize that they already have some preconceptions or prerequisites, **[00:33:06]** or simply some experience and knowledge about the topic. **[00:33:10]** And what happens in the lesson is that we find out what the children know **[00:33:14]** or what they think they know, and we develop it through some activity. **[00:33:19]** Then at the end of the lesson, during Reflection, we try to anchor it into some structure, **[00:33:25]** so that misconceptions are removed and the knowledge is deepened and well established, **[00:33:30]** the things they brought into the lesson. **[00:33:34]** We operate with a so-called three-phase learning model. **[00:33:38]** That means we have an evocation phase where we find out what the children know. **[00:33:42]** Then there is an awareness phase where something active happens. **[00:33:46]** And then in Reflection, usually through some discussion, we talk about it. **[00:33:51]** Here we have the methodology for ethical development and use of technologies. **[00:33:59]** Within it, children work in the awareness phase with the so-called ethical matrix. **[00:34:07]** It looks like this. It's a simple table and we can apply it to any topic. **[00:34:15]** Here we recommend the topic of using mobile phones in class as personal devices. **[00:34:21]** This is a hot topic. It's being talked about a lot right now. **[00:34:24]** Maybe you've noticed a book that probably sparked this big discussion about **[00:34:31]** whether it's okay for children to have or use their own devices at school. **[00:34:37]** It has its pros and cons. Schools take different approaches. **[00:34:41]** Some ban it completely; even Mr. Čunek in Vsetín, the founder, **[00:34:47]** said no school there will use them, which was illegal. **[00:34:52]** In some schools, they don't regulate it at all, or in others they say during lessons, **[00:34:58]** if the teacher allows it, you can use them, but not during breaks, **[00:35:02]** so kids don't stare at their phones all the time, and so on. It's just varied. **[00:35:06]** But this topic interests a lot of people and they feel **[00:35:10]** that parents and others are expressing their opinions about it. **[00:35:14]** At the same time, I found this topic interesting because I assumed **[00:35:18]** that children would have different opinions on it than teachers, school management, **[00:35:23]** or parents, and so on. And this ethical matrix works like this, **[00:35:27]** where children, for example 8th-9th graders, get this table, **[00:35:34]** and they are asked to reflect on the issue, **[00:35:38]** the use of mobile phones in schools **[00:35:43]** from the perspective of different stakeholders. So here, students have to describe in order, **[00:35:48]** how students view it, where they see positives and negatives, **[00:35:53]** why they want it or don't want it. Then, how teachers and management might see it, **[00:35:58]** how parents might see it, **[00:36:01]** and also how the app or technology developer views it. **[00:36:05]** Because if we think about it, each of these stakeholders **[00:36:08]** has different interests and values. And this actually causes **[00:36:13]** the mismatch that we have many technologies, **[00:36:17]** which are not really for the target group. Because if we think about, **[00:36:21]** I don't know, social networks, and now it's a very **[00:36:26]** often mentioned cliché that developers obviously want **[00:36:30]** us to be there as much as possible because they show us ads, **[00:36:33]** that's what they say. This means that the interests and values of those **[00:36:38]** who create the app don't always, very often, **[00:36:43]** align with the interests of the target group. **[00:36:46]** And what we should strive for is to develop technologies **[00:36:49]** that benefit the target group. That would be the ideal state. **[00:36:54]** Then we would use those technologies and they wouldn't take things away from us **[00:36:57]** or cause dependencies and so on. **[00:36:59]** But this doesn't happen because there is no conscious demand from us people **[00:37:03]** for what kind of technologies we want **[00:37:07]** very often. Because we don't talk about it, because we don't think about it. **[00:37:11]** So this methodology is focused precisely on **[00:37:15]** looking at this specific issue through the different eyes of various stakeholders **[00:37:20]** and trying to maybe find **[00:37:24]** some consensus within the school. We can then build on this **[00:37:28]** in the school, for example by creating rules **[00:37:32]** for usage that include the needs of each target group. **[00:37:37]** Or maybe not the developers, but at least those **[00:37:40]** who participate in the school. What's nice about this is **[00:37:45]** that this ethical matrix can even be opened at the primary level. **[00:37:49]** And there we have, for example, a model topic about eating sweets, **[00:37:53]** where children reflect again from the perspective of children, **[00:37:56]** the dentist, the parent, the grandmother, and so on. **[00:38:01]** So it doesn't matter what topic this is applied to, **[00:38:05]** but it's important to make the whole process conscious. **[00:38:09]** As a society, we use technology, we are the ones who matter, **[00:38:12]** because developers actually create it for us, **[00:38:16]** and as a society, we have to decide what technology we want. **[00:38:19]** And I think this is the absolute foundation of what we should actually discuss with kids in schools, **[00:38:22]** because it leads exactly to awareness and at the same time to some kind of **[00:38:26]** active attitude, which is very important precisely because **[00:38:30]** we use technology so much in our lives. **[00:38:34]** So that's one of the methodologies. **[00:38:38]** Then we have others, for example methodologies **[00:38:42]** for project-based learning, so we teach kids to create **[00:38:46]** AI assistants within hackathons or teach them to generate **[00:38:50]** images in Canva and transform their school using Canva, **[00:38:54]** or we teach them to work with chatbots and so on. **[00:38:58]** And I would also pause a bit there, but in a slightly different context. **[00:39:02]** This is what I already touched on with one or two sentences **[00:39:06]** at the beginning, that I often perceive in schools that when it is said **[00:39:11]** that things are going to be generated, but often, **[00:39:15]** the perception of generative artificial intelligence **[00:39:19]** is quite shallow and also how to use it is shallow, **[00:39:23]** because people don't know the methods to approach it in schools. **[00:39:27]** So the educational goal that should be there, **[00:39:31]** should actually be much more important than just **[00:39:35]** the fact that something is being generated, but it often gets lost. **[00:39:39]** That means we actually try to teach teachers **[00:39:43]** that the most important thing is to have that goal, **[00:39:49]** because I always say it everywhere. **[00:39:53]** Whenever I enter a staff room, there is always one, **[00:39:57]** but usually more, teachers who raise their hand and say, **[00:40:00]** "But we have generative AI now and all the kids will get dumber." **[00:40:05]** There are even studies now saying that as a society we will get dumber. **[00:40:10]** Or teachers also feel that kids will cheat, I hear that absolutely everywhere. **[00:40:15]** I understand that this is a completely relevant concern, but at the same time what I perceive so far is that **[00:40:20]** educators often don't understand that it can be like that, **[00:40:25]** but also that it is our responsibility as adults not to let it happen. **[00:40:31]** That we actually have to work with these technologies so that this doesn't happen here, **[00:40:38]** and there are methods and strategies for that, and they are actually quite simple. **[00:40:43]** And we have them described here on this cheerful pink website Čet boti ve škole **[00:40:53]** and we base it on a framework called the five levels of AI use. **[00:40:59]** I really like it because it's very simple and easy to explain, **[00:41:04]** and at the same time, it's very concrete. **[00:41:06]** This five-level AI usage framework was created by Australian Leon Furze. **[00:41:12]** I'm very happy that we recently secured funding to **[00:41:15]** publish his book Practical Strategies for Integrating Artificial Intelligence into Education. **[00:41:20]** In it, he describes this and says that we have some educational goal in the lesson, **[00:41:29]** which can be, for example, a knowledge-oriented educational goal. **[00:41:33]** For instance, wanting children to understand concepts like what machine learning is, **[00:41:37]** or what flatworms are, or something like that. **[00:41:41]** Then there can be an activity-oriented educational goal. **[00:41:44]** So I want children to do something that leads them to some realization or understanding. **[00:41:50]** Or I can have a competence-oriented educational goal. **[00:41:54]** Where I want children to develop a competence, like communication, **[00:41:59]** collaboration, or digital competence, it doesn't matter. **[00:42:02]** There are eight key competences defined by the state. **[00:42:08]** I have some educational goals here, and as a teacher, I can say, **[00:42:14]** this is my short-term goal, where children should understand something in the lesson. **[00:42:18]** Or I can have a long-term educational goal, tracking how children progress over a year, **[00:42:23]** half a year, or even years, for example, introverted kids communicating more, **[00:42:29]** or different things, or collaborating better. **[00:42:34]** Based on that educational goal, I choose the form of teaching. **[00:42:38]** So I might say I have an educational goal like **[00:42:41]** I want children to learn to write and express their thoughts. **[00:42:48]** And most likely, at this moment, I would use the level here **[00:42:52]** where I do not use generative artificial intelligence, **[00:42:56]** because I need the children to write themselves. **[00:42:59]** Or I can choose the level of preparation with artificial intelligence, **[00:43:04]** where I have a topic and tell children to generate, **[00:43:11]** using a chatbot for example, an outline for that topic, **[00:43:15]** or a mind map of what it includes. **[00:43:17]** Some topics benefit from this approach in a completely different way, and often it can happen **[00:43:22]** that children have some idea about a topic, but the topic is much broader, **[00:43:26]** than their initial understanding. This means that in the learning process, it is beneficial, **[00:43:32]** and this is important, that children expand their perception of the topic, **[00:43:36]** when the chatbot generates the mind map for them. **[00:43:39]** But the individual points, and this is what this level of AI use defines, **[00:43:44]** they process themselves, thinking about it, writing it themselves, **[00:43:47]** finding sources on Wikipedia, in books, etc. **[00:43:51]** Another level is collaboration with artificial intelligence. **[00:43:55]** So, for example, kids write something, like an essay or whatever, **[00:43:59]** and they get feedback from a chatbot. **[00:44:05]** They upload it and ask, hey, what could I improve for next time, **[00:44:10]** or is something missing? Chatbots are fantastic for this, **[00:44:14]** and the child's output ends up much better, **[00:44:20]** without the teacher having to check everything manually. **[00:44:23]** The teacher actually gets something much better, **[00:44:26]** because the kids receive feedback during the lesson. **[00:44:29]** The feedback is personalized, and based on that, **[00:44:33]** they can choose to revise what they did or not, and then submit **[00:44:37]** the assignment, which is better. Or it can be better. **[00:44:41]** Then there's level E without limits, which is when, as a teacher, **[00:44:46]** I don't care at all how the kids arrive at the output. **[00:44:51]** There's also some freedom in that. It's all about thinking **[00:44:56]** about the educational goal, and it's one of the approaches. **[00:45:02]** And the last, fifth one is exploring AI. **[00:45:05]** If you use chatbots, you know they're better in some areas, **[00:45:11]** worse in others, and this changes quite quickly over time. **[00:45:15]** For example, they used to lie a lot in math, or if you compare **[00:45:20]** grammar, like if we want parts of speech in Czech **[00:45:24]** or some other grammar aspect in English, it might be much better in English, **[00:45:29]** and so on, because there's more data in English. **[00:45:33]** So it's about the teacher exploring together with the kids **[00:45:37]** where these generative AI tools can be beneficial in certain domains. **[00:45:41]** It's about discussing, sharing examples, good practices, **[00:45:46]** and moving forward together in effectively using **[00:45:50]** chatbots, image generators, or any kind of generators. **[00:45:53]** Now, a lot of these topics come up, like, **[00:45:57]** what if kids stop submitting assignments they wrote themselves, **[00:46:03]** because we can't check if they just generated them? **[00:46:08]** And yes, it happens, of course it happens. Those are the funny examples **[00:46:13]** teachers tell me, like kids submitting work with phrases like, **[00:46:18]** "ChatGPT says, yes, I am happy to help you." **[00:46:21]** You know they didn't even read or look at it. **[00:46:24]** It happens, but I think it happens simply because **[00:46:27]** the teacher doesn't approach it systematically, **[00:46:32]** the school doesn't approach it systematically. **[00:46:38]** Because even when I meet teachers who do approach it systematically, **[00:46:48]** That means, for example, they created rules in their class **[00:46:51]** for using generative artificial intelligence, **[00:46:53]** they said it should be cited somehow, that they would talk about it, and so on, **[00:46:57]** but often the school doesn't approach it that way. **[00:47:00]** Like every dog follows its own path. **[00:47:02]** Some teachers forbid it, others don't even know it exists. **[00:47:06]** And now the kids are creating their own strategies, **[00:47:09]** like using it in physics here and in Czech there, and so on. **[00:47:12]** It's kind of a mess, and I think the kids don't even feel comfortable with it, **[00:47:16]** because some teachers see it as cheating, others don't care. **[00:47:20]** So I advocate the theory that there's a need to think about it **[00:47:26]** in the whole school environment, and even with the parents, **[00:47:29]** because they often say kids should or shouldn't use it. **[00:47:35]** Everyone has very strong opinions on this topic. **[00:47:38]** It's hard to work with it if the community doesn't discuss it **[00:47:43]** and the opinions aren't refined. **[00:47:46]** Then it's about setting rules, and now we're discovering them together **[00:47:51]** and changing the rules, which should be at least somewhat consensual. **[00:47:56]** Then it's no longer about kids cheating. **[00:47:59]** It's about whether we use it or not, as long as we agree on it. **[00:48:06]** And we agreed. **[00:48:08]** Now we share how we used it, what benefits it brought, etc. **[00:48:13]** We move forward and actively look for ways to make it beneficial. **[00:48:19]** Then it's no longer about whether kids will get dumber or cheat. **[00:48:23]** It's simply about actively making sure that doesn't happen. **[00:48:29]** And that seems really important to me. **[00:48:32]** At the same time, it's something that's a bit difficult to pass on and even harder to implement, **[00:48:37]** because I always encounter in schools that as soon as there is, **[00:48:43]** or isn't, a pedagogical leader, a principal who really tries and has a vision, **[00:48:50]** it falls apart into some kind of bubble, **[00:48:53]** which doesn't work as it should. **[00:49:00]** Well, I still have 13 minutes. **[00:49:04]** So I'll move on to the last thing we're working on, **[00:49:08]** because what we do is that we created a curriculum **[00:49:11]** where we provide guidelines. **[00:49:13]** Now I'm trying to put together databases of didactic methods **[00:49:17]** on how to use generative artificial intelligence regardless of the subject, **[00:49:22]** regardless of anything. **[00:49:25]** We also have 25 trainers who visit schools in all regions, **[00:49:29]** because we find that actually without it, **[00:49:32]** if we don't meet those people, the change doesn't really happen. **[00:49:37]** Or actually, I didn't say something important at the beginning, **[00:49:40]** that we strive for systemic change through what we do. **[00:49:43]** Because for us, these are partial activities, **[00:49:46]** that put these pieces together. **[00:49:49]** Basically about how to at least partly contribute to making **[00:49:53]** the education system work a bit better here. **[00:49:56]** And so that the kids simply... **[00:50:00]** are at least somewhat prepared for the world. **[00:50:04]** So these are pieces like curriculum, instructions, and other materials, **[00:50:09]** which we create for adult education and so on. **[00:50:12]** Then there is training, so we focus on pedagogical faculties, **[00:50:17]** and now at Charles University, starting in March, we will run the second round of a course **[00:50:25]** for future teachers, where we teach them very practical things, **[00:50:29]** what AI is and so on, but mainly how to use it in preparation, **[00:50:33]** how to use it in lessons, and just these things, so it is beneficial. **[00:50:38]** So I hope that once this course is completed, **[00:50:42]** we will also involve other pedagogical faculties, **[00:50:45]** so the course will start to expand further, **[00:50:48]** even though universities are already creating their own courses, **[00:50:52]** we just want to contribute pedagogically, **[00:50:56]** because I think we have some expertise in that. **[00:51:00]** And the last thing, which is very important to me, **[00:51:03]** but I don't talk about it much, even though we've been building it for a year, **[00:51:07]** is the Tajny app, because we visit many schools. **[00:51:14]** There we talk with people about what they need. **[00:51:16]** Actually, I think the most important thing about our nonprofit is that **[00:51:20]** we talk a lot with the target group and create things based on their needs. **[00:51:25]** I think that's really the core of how we operate. **[00:51:30]** And what I identified in schools is the following one single finding. **[00:51:36]** Teachers don't have data. From my point of view, we teach inefficiently. **[00:51:41]** Because if I take a model classroom and summarize it into an average, **[00:51:52]** we have about 4,270 primary schools in the Czech Republic or something like that. **[00:51:59]** On average, there are 20 children per class, because many schools have up to 150 students. **[00:52:07]** More than half. These are the rural schools with fewer children and so on. **[00:52:11]** And we have 8% of children whose mother tongue is not Czech. **[00:52:18]** Then there is a fairly large percentage of children, which I just forgot, **[00:52:22]** it was about 15%, who have some special educational needs, **[00:52:25]** ADHD or are somewhere on the spectrum. And now inclusion has come, **[00:52:29]** where these children go to regular classes and we don't always have, for example, **[00:52:35]** a teaching assistant who helps during the lesson. **[00:52:38]** So, to sum up, we have a teacher who might be alone with the children, **[00:52:46]** but there are children who need more support than the others. **[00:52:50]** So the teacher mainly pays attention to those children. **[00:52:53]** Or it doesn't have to be children who need support. **[00:52:56]** They might be children who raise their hands or, frankly, misbehave and so on. **[00:53:02]** So often the teacher comes into the classroom and now focuses on those children, **[00:53:07]** who need support or are more active, etc. **[00:53:10]** And a large percentage of the children in the class are actually unnoticed. **[00:53:15]** Now, looking at it from an IT perspective, **[00:53:18]** there are on average two teachers per school, **[00:53:29]** teaching IT, and on average there are 140 children in the upper grades. **[00:53:34]** That means one teacher teaches 80 children IT once a week and sees them. **[00:53:42]** And now they go into the lesson and might not even remember their names. **[00:53:47]** And now it's about how the teacher can know what the children need. **[00:53:53]** How to help in the learning process. **[00:53:56]** It's just not possible, they don't have the capacity. **[00:53:59]** And I think this can be solved technologically, and that's what tajny is for. **[00:54:04]** Tajny is an app, its name means tiny or small in Czech, **[00:54:09]** because we want to support human interaction. **[00:54:14]** We don't want children to spend too much time with technology during the lesson, **[00:54:19]** looking at computers; we want them to talk and share opinions. **[00:54:23]** So children spend a small amount of time with the app during the lesson, **[00:54:27]** and it's a small helper with a big impact. **[00:54:30]** Tajny is meant to, **[00:54:34]** well, not yet, **[00:54:37]** it will take us a few more Fridays, **[00:54:42]** but it should provide teachers with data. **[00:54:47]** Because we keep talking about, in the context of collective intelligence, **[00:54:52]** some huge personalization of education is coming, and everything will be personalized. **[00:54:55]** But there are smaller steps leading to that, and I don't see them yet. **[00:55:00]** Having ChatGPT is great, it helps me as a teacher with preparation and so on, **[00:55:03]** I can use it somehow during lessons. **[00:55:06]** But real personalization isn't happening, **[00:55:08]** because these aren't the right tools. **[00:55:13]** To get there, we need to monitor the student long-term. **[00:55:18]** We need to understand their motivation, what they enjoy, **[00:55:23]** how they learn, what they know, what competencies they have developed. **[00:55:27]** That means we need a lot of data about the child. **[00:55:32]** And we must do it ethically, of course, but only then does true personalization come. **[00:55:36]** We are here now like in standard education, **[00:55:39]** where all children learn the same things in the lesson. **[00:55:43]** We measure them all by the same standard. **[00:55:47]** We give a test, grade one to five, and expect minimum knowledge. **[00:55:53]** And then we know some are further ahead, **[00:55:57]** so we have a slightly different level there, but still within some standards. **[00:56:01]** We don't have personalization. **[00:56:03]** And now often, when people say personalization, **[00:56:05]** they imagine everyone immediately learning completely different things. **[00:56:10]** I don't think that's realistic. **[00:56:12]** I think the real personalization, **[00:56:14]** which is currently realistic and can have a big impact, **[00:56:17]** is personalized feedback. **[00:56:19]** Because here we're talking about some kind of assessment. **[00:56:22]** And assessment can be divided into so-called summative and so-called formative. **[00:56:26]** Summative is when I give children a test at the end and then calculate a grade. **[00:56:30]** From my point of view, it's ineffective. **[00:56:32]** Why would I do that? **[00:56:33]** Why would I say you're a C student, or an A student, or an F student? **[00:56:37]** Sure, okay, it's necessary to measure somehow. **[00:56:40]** But what I think actually moves children forward in the learning process, **[00:56:45]** is the feedback I need. **[00:56:47]** Which is not a one or a five. **[00:56:49]** It's just something like... **[00:56:50]** Look, you're calculating really slowly right now. **[00:56:53]** And that's exactly because you're counting on your fingers. **[00:56:55]** Try it another way. **[00:56:56]** That's the kind of feedback. **[00:56:58]** Come learn this. **[00:56:59]** And you can do it like this. **[00:57:01]** And we can actually personalize that feedback **[00:57:05]** for each child. **[00:57:07]** To support them in the learning process. **[00:57:10]** To really help that child. **[00:57:12]** And it leads to a relatively long path. **[00:57:14]** And then we can also talk about so-called differentiation, **[00:57:18]** where each child receives educational material at once, **[00:57:24]** which is more suited to them. **[00:57:25]** We have some theories, the zone of proximal development. **[00:57:29]** Because you can only learn what you are just reaching. **[00:57:33]** Not what you are three steps ahead of. **[00:57:36]** An old, described thing from the 1960s, I think. **[00:57:41]** So the idea is that we only offer the child what **[00:57:45]** they are currently ready for. **[00:57:48]** And even the teacher can't do that. **[00:57:50]** So with this application, we try **[00:57:52]** to make the learning process more efficient, but very gently. **[00:57:55]** In the feedback, in the slight differentiation, **[00:57:58]** we have the same topic, the same learning context, **[00:58:01]** the same lesson, the same subject, for example, **[00:58:04]** but we give the children something where they will experience **[00:58:08]** the right balance of success and failure, **[00:58:10]** so they continue effectively in the learning process, **[00:58:13]** and so we don't have to fight so hard with motivation in schools, **[00:58:16]** and all teachers share this with me, it's a huge struggle. **[00:58:20]** The kids just don't care about what we teach them, it doesn't matter to them. **[00:58:24]** Partly because it's outside their context, **[00:58:26]** because of intergenerational differences and so on. **[00:58:29]** And we actually need to awaken motivation in those kids, **[00:58:32]** and I think that this is the way **[00:58:34]** we can actually do it. **[00:58:37]** So we measure, **[00:58:40]** or try to measure and map out, **[00:58:43]** what the kids come with, **[00:58:46]** we want to give feedback, we want to provide data to educators, **[00:58:50]** so they can see where the kids need help, **[00:58:54]** but it's only a supplement. **[00:58:56]** Ideally, the teacher should also know the kids, **[00:58:59]** but it doesn't always work out, **[00:59:01]** and the system isn't always set up that way, **[00:59:03]** so it's possible. **[00:59:05]** And maybe in the future, **[00:59:07]** when we have enough data **[00:59:09]** and enough educational content, **[00:59:11]** and the systems are so good, **[00:59:13]** that they can even generate, **[00:59:15]** we want to provide fully personalized **[00:59:18]** feedback educational content for kids, **[00:59:20]** who are interested in a certain topic, **[00:59:22]** but no longer get it at school, **[00:59:24]** so we're moving from school **[00:59:26]** maybe later to some kind of homeschooling. **[00:59:29]** And of course, there should be a chatbot, **[00:59:32]** that helps children with learning, **[00:59:34]** which is already kind of a standard today. **[00:59:37]** Right now, we are focusing **[00:59:39]** only on curriculum methodologies, **[00:59:42]** these will be educational contents in the app, **[00:59:45]** mainly media studies, **[00:59:48]** and computer science more or less. **[00:59:50]** For the other subjects, **[00:59:52]** we only have one lesson each, **[00:59:54]** so it doesn't really make sense. **[00:59:56]** Also financial literacy **[00:59:58]** and now global education. **[01:00:00]** on topics, but we will try to gather quality educational content so we can expand **[01:00:08]** to as many subjects and topics as possible. **[01:00:12]** Well, we are currently developing this app, although after a year of development we are still relatively at the beginning, **[01:00:18]** because it is very hard to have relevant data on what children actually take away from the lesson. **[01:00:24]** AI can help with that, it doesn't have to be only AI, it can also be quizzes, just those old school methods, **[01:00:31]** but we are looking for ways to combine them to get the right data on **[01:00:39]** how we can really help children. So, okay. **[01:00:45]** Thanks. Now I'll come to you. **[01:00:47]** There are a lot of questions, so just a reminder, if you want to ask something, **[01:01:01]** even you there in magenta, please do it through the Slido app. Listening to you, **[01:01:10]** I wonder what the difference is between teaching AI to children and AI to adults. **[01:01:17]** And when I saw the competency model, I immediately wrote down, **[01:01:22]** that any company can take it and just apply it to their educational program. **[01:01:30]** What do you think? **[01:01:32]** I think here we operate with the term 'literate person'. **[01:01:38]** And I think it should be every person. **[01:01:40]** Something like that. **[01:01:42]** I actually think, and you even changed it, that we are all really at the same starting line. **[01:01:50]** Everything changes every six months, again and again. **[01:01:54]** We recently talked about this with Dita Formanka, with Čekita, with Michal, **[01:02:02]** that the trains just keep coming and coming and coming. **[01:02:08]** And that idea of 'I won't live to see it, it doesn't concern me anymore, I'm too old for it'. **[01:02:15]** That no longer applies at all, now you just have to wait, **[01:02:20]** the train arrives, you get on, and that's exactly what you wrote about, it's about attitudes, **[01:02:25]** it's about skills, about trying things out simply. **[01:02:30]** I'm from Chodová okolnost, and yesterday I had an interesting story with my kid, **[01:02:34]** because he came in totally excited that he chose a presentation about walrus ice, **[01:02:41]** and that now he's going to make a walrus ice presentation at school. **[01:02:44]** And I couldn't help myself, so I looked into it and we talked about it for a bit, **[01:02:51]** and he showed me the gifs she put there, all that stuff. **[01:02:53]** And I said, hey, now I'm hitting on those five things you put there, **[01:02:59]** and I said, what if I asked, say, ChatGPT, **[01:03:04]** try it, just ask it about walrus ice, maybe it knows, stuff like that. **[01:03:08]** So I tried it, and this happened. **[01:03:10]** I said, do you know there's an app that can make the whole presentation from A to Z? **[01:03:15]** So I just gave him gamma.ep and now he was totally amazed and said, **[01:03:21]** wow, this is awesome. **[01:03:23]** Then the older one came in, and he already knew, **[01:03:26]** he was hearing the dollar signs and said, **[01:03:29]** ah, that's good, I've already seen how to cheat. **[01:03:32]** And now I'm actually wondering if I did the right or wrong thing, **[01:03:36]** because obviously he's trading off some skill from it, **[01:03:41]** he probably won't learn much about walrus ice, or maybe he will, but he'll learn other skills instead. **[01:03:46]** So I always think, as a parent and teacher, how to actually approach it. **[01:03:52]** Whether to go this way or that way. **[01:03:55]** So I think this is a dilemma every teacher really has in every school. **[01:03:59]** But I don't think it's a dilemma. **[01:04:01]** What they did is, in my opinion, totally fine, **[01:04:03]** because they would have figured it out anyway. **[01:04:05]** The problem is, it doesn't end here. **[01:04:07]** You show Gamma AI, say how great it is, **[01:04:09]** let yourself be fooled a few times at first, **[01:04:12]** so you get that good feel, **[01:04:14]** then you say, okay, but look what you learned about walrus ice. **[01:04:17]** And you wanted to know something about walrus ice. **[01:04:19]** Because so far there's motivation, he wants to know about walrus ice. **[01:04:21]** That he has a tool for it is great. **[01:04:23]** But that gets old. **[01:04:25]** But he wants to know about walrus ice. **[01:04:27]** And that's actually another point, **[01:04:29]** that came to me in the context of, **[01:04:31]** when I compared kids with companies, **[01:04:33]** that in companies we often just need to check the box. **[01:04:37]** That we actually don't need to, **[01:04:39]** or don't want to learn much. **[01:04:41]** That I actually need to make that presentation, **[01:04:43]** like send it somewhere to the boss and stuff. **[01:04:45]** So it's actually a bit, **[01:04:47]** like a different motivation, **[01:04:49]** when the kid comes with those sparks in their eyes, **[01:04:51]** that the walrus is something **[01:04:53]** they really should know about. **[01:04:55]** So you let them be and don't say, **[01:04:57]** but that's nonsense, this and that. **[01:04:59]** But in companies, we really focus a lot on performance. **[01:05:01]** So those apps, in my opinion, **[01:05:03]** I wonder what role they have **[01:05:05]** in terms of education and learning. **[01:05:07]** Because that's exactly where we want it **[01:05:09]** quick, done, so we can preferably **[01:05:11]** just leave and not deal with things at all. **[01:05:13]** And yet learning **[01:05:15]** is important. **[01:05:17]** So I don't know. Let's probably **[01:05:19]** go to questions, as I said, **[01:05:21]** their bazillion. **[01:05:23]** Kristýna asks, **[01:05:25]** how to check, **[01:05:27]** how big was **[01:05:29]** the level of cooperation between the student and AI? **[01:05:31]** Well, talk about it. **[01:05:33]** And it's about the fact that I then have to **[01:05:35]** slightly change the flow of the lesson. **[01:05:37]** And take time for **[01:05:39]** us to talk. Which is a kind of **[01:05:41]** mindset shift that's not easy. **[01:05:43]** I think for many teachers, suddenly **[01:05:45]** we're not negotiating the subject, but talking about some **[01:05:47]** thing like this. And I'm not saying, **[01:05:49]** that it has to be every lesson, but why **[01:05:51]** not? **[01:05:53]** Just talking about it is **[01:05:55]** fundamental because it moves everyone forward. **[01:05:57]** I think that **[01:05:59]** and I wasn't **[01:06:03]** not much in other schools, **[01:06:05]** than teachers talking **[01:06:07]** with the kids there. **[01:06:09]** But **[01:06:11]** is that the usual standard? **[01:06:13]** I don't know. **[01:06:17]** I guess it's assumed that we **[01:06:19]** or we go to some schools that are considered **[01:06:21]** more progressive than others. **[01:06:23]** I assume so. **[01:06:25]** And it also depends on the teacher. **[01:06:27]** That's really pure frontal teaching. **[01:06:29]** And now there's also a need **[01:06:31]** to say that, for example, the average age **[01:06:33]** of a Czech teacher is somewhere **[01:06:35]** between 41 and 50 years. **[01:06:37]** That's the largest group **[01:06:39]** of such teachers. **[01:06:41]** And these teachers **[01:06:43]** have been teaching for a long time **[01:06:45]** and have their own **[01:06:47]** established methods. **[01:06:49]** Because it's not easy during the lesson. **[01:06:51]** And five days a week on top of that. **[01:06:53]** That's really intense for me. I couldn't do it. **[01:06:55]** I admire it. **[01:06:57]** But when I do it for a few years, **[01:06:59]** I get into a rhythm, I feel somewhat comfortable. **[01:07:01]** And suddenly to start doing it **[01:07:03]** differently is a bit **[01:07:05]** challenging. **[01:07:07]** And that's the whole discipline. **[01:07:09]** Transferring new things into practice. **[01:07:11]** Even if they're trained in something, **[01:07:13]** it ends up with, "Johnny did this," **[01:07:15]** and "we didn't finish anything again." **[01:07:17]** So it's tough. **[01:07:19]** So I don't always see that **[01:07:21]** it's anything other than frontal teaching. **[01:07:23]** But it depends. **[01:07:25]** For example, it's better in that first introductory one. **[01:07:27]** Because there's more space there. **[01:07:29]** And by the second one, we're already rushing like a kid tying shoes. **[01:07:33]** I have a parallel. **[01:07:35]** When I actually talked with people, **[01:07:37]** who do corporate training. **[01:07:39]** If I take it back again, **[01:07:43]** I remember a sentence **[01:07:45]** from a person who does facilitation. **[01:07:49]** And he told me, look, I exactly started like this, **[01:07:51]** companies hired me for workshops. **[01:07:53]** And I just went at people for five hours, **[01:07:55]** doing this and that. I was always **[01:07:57]** sweaty and exhausted. **[01:07:59]** And now I've gotten into a role, **[01:08:01]** where I just give them a task. They sit down **[01:08:03]** in groups. **[01:08:05]** They discuss things. **[01:08:07]** I'm just there, helping a bit. **[01:08:09]** I ask them for reflection. **[01:08:11]** I'm completely calm, totally relaxed. **[01:08:13]** The people are excited because they're solving their own problems. **[01:08:21]** They can educate this way. **[01:08:23]** By involving the group. **[01:08:25]** They don't interfere much. **[01:08:27]** They're just a support system. **[01:08:29]** They create the environment. **[01:08:31]** And this is probably how it should look with this too. **[01:08:33]** This is how the teacher's role is defined. **[01:08:35]** A person who creates an environment **[01:08:37]** so children can learn well in it. **[01:08:39]** And acts as a mentor. **[01:08:41]** So of course, that would be great. **[01:08:43]** But I need to pass on **[01:08:45]** a certain amount of knowledge. **[01:08:47]** And now the RVP no longer says, **[01:08:49]** it must be this and that and the other. **[01:08:51]** Not always. Maybe in some subjects. **[01:08:53]** But it's more flexible now. **[01:08:55]** So I think even teachers **[01:08:57]** They can celebrate that a little. **[01:08:59]** But if you know your field, **[01:09:01]** you have that knowledge and think **[01:09:03]** that everyone is important. **[01:09:05]** You touched on that a bit. **[01:09:07]** And I also wanted to get to **[01:09:09]** the framework educational programs. **[01:09:11]** Because many people really think **[01:09:13]** that it's some kind of stretch. **[01:09:15]** But good teachers **[01:09:17]** find their place in it. **[01:09:19]** And they are actually able to do it. **[01:09:21]** I even heard from people **[01:09:23]** who know about it that the framework educational programs **[01:09:25]** are quite good here. **[01:09:27]** That it's not complete nonsense. **[01:09:29]** For example, I saw something about **[01:09:31]** children should learn computer science, **[01:09:33]** but they should also learn **[01:09:35]** how to handle a phone **[01:09:37]** and other things. **[01:09:39]** But computer science isn't tied **[01:09:41]** to how it should look. **[01:09:43]** The teacher can put their own **[01:09:45]** creativity and everything that is **[01:09:47]** trendy and so on. **[01:09:49]** For me, the first reaction to the framework educational programs **[01:09:51]** is that they really aren't nonsense. **[01:09:53]** I'm like that about it. **[01:09:55]** And now we've gone through a revision **[01:09:57]** on December 30th of last year. **[01:10:00]** The ministry said it was approved, **[01:10:04]** the new framework educational program. **[01:10:06]** It no longer even lists specific subjects, **[01:10:09]** like you should learn this or that. **[01:10:11]** It's often about competencies and such. **[01:10:14]** And it really doesn't restrict schools. **[01:10:17]** Nor the individual teacher, and what you just mentioned about computer science, **[01:10:21]** that was a big stumbling block. **[01:10:24]** In the sense that there was a so-called small revision before this big revision. **[01:10:28]** And in that small revision, the field of computer science changed, **[01:10:32]** because before that small revision, **[01:10:35]** computer science was taught exactly as Word, Excel, and those things. **[01:10:39]** That's just how it was. **[01:10:40]** Then after the revision, it was said that in computer science, Word and Excel are no longer taught, **[01:10:45]** instead, children learn to think computationally. **[01:10:48]** So they learn programming, algorithms, **[01:10:51]** they learn about information systems, spreadsheets, and so on, **[01:10:54]** a big topic. **[01:10:55]** They learn about data and modeling and such. **[01:11:00]** And besides those computer science classes, **[01:11:04]** digital competencies will be developed, and that's the crux of the matter. **[01:11:08]** Because suddenly, teachers who weren't used to using computers before, **[01:11:12]** were told, look, Word and Excel are no longer taught in computer science, **[01:11:16]** now you'll teach those in history, Czech, and so on. **[01:11:20]** And those teachers basically had no strategy on how to do it. **[01:11:24]** So many teachers basically said no. **[01:11:28]** And now that small revision was some time ago, **[01:11:33]** and now children started graduating from those schools, **[01:11:36]** and in some schools, computer science teachers took on teaching those computational skills, **[01:11:43]** but the others didn't pick up on the digital competencies, **[01:11:46]** so these kids from elementary schools came to high schools, **[01:11:50]** and at those high schools, the teachers started struggling, **[01:11:52]** because they said they didn't even know how to open a presentation, **[01:11:56]** because no one taught them, they thought computationally but couldn't open a presentation. **[01:11:59]** And now some kids didn't open the presentation, **[01:12:02]** and some kids at the high school opened the presentation many times. **[01:12:05]** So basically, the teacher at the high school **[01:12:08]** started doing nothing else but spending the first year getting the kids on the same page, **[01:12:12]** so they could function similarly, and now again, **[01:12:15]** there was pressure on the computer science teachers, **[01:12:18]** saying, you have to teach Word and Excel, **[01:12:21]** because otherwise it won't work. **[01:12:23]** And now into this whole environment, **[01:12:26]** AI suddenly burst in and said, **[01:12:29]** digital competence is something completely different. **[01:12:31]** It's not Word, Excel, it's generative AI, sorry. **[01:12:35]** So we're in this, it's not easy. **[01:12:38]** Well, I think we all heard you clearly. **[01:12:42]** Many kids will be much further with AI than the teachers. **[01:12:46]** Wouldn't it be good to involve children so that they come up with AI in Czech **[01:12:49]** and so that children teach the teachers? **[01:12:51]** That would be nice. **[01:12:53]** I think it's not about children teaching teachers, **[01:12:56]** it's really about discovering together **[01:12:58]** and that teachers should just say they don't know. **[01:13:01]** Well, children are fine with that. **[01:13:03]** Children don't know. If the teacher doesn't see it, the child does. **[01:13:06]** And my experience is, **[01:13:08]** for me, when I started teaching, I'm not a teacher, **[01:13:11]** but when I was at school, **[01:13:13]** I always went into the school thinking, **[01:13:16]** this is how it is, and now I will tell the children exactly that. **[01:13:18]** And then suddenly I didn't know, **[01:13:20]** because technology, of course. **[01:13:22]** And it was really hard for me to say I don't know. **[01:13:24]** It was hard for me. **[01:13:26]** Then I started saying I don't know, **[01:13:28]** because the children's eyes always lit up. **[01:13:30]** And they said, I know. **[01:13:32]** It was just great. And suddenly **[01:13:34]** the lesson worked better. **[01:13:36]** Well, I think you're exactly getting **[01:13:38]** back to companies, **[01:13:40]** where the big boys and girls, **[01:13:42]** who run those companies, **[01:13:44]** I don't know, have forgotten. **[01:13:46]** And now it's hard for them to rediscover it **[01:13:48]** and they will have to. **[01:13:50]** And often we encounter, **[01:13:52]** hey, do the digital transformation. **[01:13:54]** We're actually totally fine. **[01:13:56]** You tell us, so you guys, **[01:13:58]** who should be showing the way. **[01:14:00]** Well. **[01:14:02]** That's kind of a thing, **[01:14:04]** we often struggle with there. **[01:14:08]** Katka's question **[01:14:10]** is very interesting. Aren't you afraid **[01:14:12]** that using AI in schools could lead to **[01:14:14]** to the rise of much more sophisticated forms of bullying? **[01:14:18]** That's a topic we address in media education **[01:14:20]** and cybersecurity. **[01:14:22]** There, it's like, **[01:14:24]** actually, **[01:14:26]** I don't consider generative AI the biggest **[01:14:28]** villain in this context, **[01:14:30]** because **[01:14:32]** most people don't consider WhatsApp a social **[01:14:34]** network, at least us adults don't, **[01:14:36]** so kids already have it on their phones, **[01:14:38]** even in elementary school, and since they **[01:14:40]** don't know how to communicate properly, **[01:14:42]** it just happens in those groups. **[01:14:44]** And now the technology **[01:14:46]** supports that. I can create a group in **[01:14:48]** seconds and invite **[01:14:50]** three classmates to hate on someone there. **[01:14:52]** Exactly. And now, with things like fake accounts, **[01:14:54]** that's quite common now. **[01:15:00]** And this, **[01:15:02]** yeah, **[01:15:04]** exactly. **[01:15:06]** And the worst part is that **[01:15:08]** often adults don't even find out about it, **[01:15:10]** we don't know, **[01:15:12]** these things happen completely **[01:15:14]** somewhere else, **[01:15:16]** only some kids know about it, **[01:15:18]** and so, **[01:15:20]** for me it's always a big question **[01:15:22]** how to open up these topics in the **[01:15:24]** classroom. **[01:15:26]** I created a methodology for that, **[01:15:28]** who Sára is, and I have a fictional **[01:15:30]** fourteen-year-old girl **[01:15:32]** who serves as a platform, **[01:15:34]** she has her blog, her **[01:15:36]** Instagram, and **[01:15:38]** through Sára, I want to address these topics **[01:15:40]** to open. So now, the first methodology **[01:15:42]** was digital footprint and OSINT, **[01:15:44]** but in the second one, I immediately plan **[01:15:46]** the fakenuts, where Sara publishes **[01:15:48]** a blog post that I stalk her like this **[01:15:50]** from the dorm and so on, and it seems to me **[01:15:52]** like a relatively safe **[01:15:54]** environment to talk about it and at the same time **[01:15:56]** not be fully involved. **[01:15:58]** I hope it will work out. **[01:16:00]** Yeah, otherwise **[01:16:02]** I might still recommend Kat **[01:16:04]** Anna is dead, **[01:16:06]** Marty is missing. Films that were **[01:16:08]** like this kind of recording. **[01:16:10]** Marty is dead. **[01:16:12]** Yeah, sorry, I said it the other way around. **[01:16:14]** For me too, **[01:16:16]** I opened a film that **[01:16:18]** kind of shook me as a parent, **[01:16:20]** so if you haven't seen it, we'll put it in the materials **[01:16:22]** and definitely don't watch it **[01:16:24]** in the dark if the kids are younger. **[01:16:26]** Watch it yourself first. **[01:16:28]** Yeah, **[01:16:30]** it's definitely not just **[01:16:34]** as a society, again, concerning **[01:16:36]** all of us, because anyone can **[01:16:38]** be exposed and have their voice put on social media, **[01:16:40]** and deepfake videos will just work, **[01:16:42]** and we don't know what to do about it, **[01:16:44]** but it's good to at least prepare a bit **[01:16:46]** and realize it's even possible. **[01:16:48]** Also a good digistory **[01:16:50]** that was transferred from a person in a song. **[01:16:52]** It's an app **[01:16:54]** with video and so on, that **[01:16:56]** nicely conveys this topic as well. **[01:17:00]** What do you think is the most important **[01:17:02]** the thing we need to improve as a society, **[01:17:04]** to be able to adapt **[01:17:06]** to a rapidly changing world? **[01:17:08]** I think it's communication, yeah. **[01:17:10]** I believe we don't communicate well among ourselves **[01:17:12]** and that's exactly what's causing the problems **[01:17:14]** we have right now. **[01:17:16]** But that's **[01:17:18]** a very broad question **[01:17:20]** and it would require much more discussion. **[01:17:22]** I'll try **[01:17:24]** to help as much as I can **[01:17:26]** with what comes to mind in this context **[01:17:28]** and we're actually discussing it **[01:17:30]** with Pepa Holý, **[01:17:32]** who is also part of your kolikoliv, **[01:17:34]** collaborating with many other **[01:17:36]** interesting people. **[01:17:38]** Paradoxically, he puts technology **[01:17:40]** in second place and says that it's actually **[01:17:42]** emotional intelligence. **[01:17:44]** This is something we must develop extremely well, **[01:17:46]** and I'll cut myself a little bit, **[01:17:48]** because there are basically **[01:17:50]** two streams of people, **[01:17:52]** and the other is technology. **[01:17:54]** Without mastering soft skills, **[01:17:56]** it will simply be very difficult. **[01:17:58]** So yes, we can be **[01:18:00]** just geeks and somehow **[01:18:02]** function, but if **[01:18:04]** we can't communicate with someone on the other side, **[01:18:06]** can't empathize, can't **[01:18:08]** engage in non-violent communication, solve problems, **[01:18:10]** and so on, then I'm afraid **[01:18:12]** the gap is huge, **[01:18:14]** and no one taught us that, meaning, **[01:18:16]** if there was a curriculum, **[01:18:18]** like the one you'd put together, **[01:18:20]** for kids, basically these soft skills **[01:18:22]** and collaboration and communication. **[01:18:24]** Some materials are, it deals with **[01:18:26]** for example logic or software. **[01:18:28]** Definitely recommend, great. **[01:18:30]** Could it work as a tool **[01:18:32]** for managers in companies for personalized work **[01:18:34]** with employees? **[01:18:36]** Yeah, just we, sure, **[01:18:38]** basically yes. **[01:18:40]** Basically, I think it's the same everywhere. **[01:18:42]** Only we focus **[01:18:46]** exclusively on children and educators. **[01:18:48]** I'm thinking, **[01:18:50]** whether to ask this question, but it's very liked, **[01:18:52]** so I'll ask you, why do you have so many tattoos? **[01:18:54]** Well, yeah, I have to... **[01:18:56]** It's the most liked question. **[01:18:58]** Really? Yeah, here 8 likes **[01:19:00]** and people are interested, so you have to say, **[01:19:02]** you have to say, it's all a deepfake video, **[01:19:04]** but I'm not at all, it's an avatar, you know? **[01:19:06]** You had an avatar made, right? **[01:19:08]** I did, yeah. **[01:19:10]** When we co-filmed that video. **[01:19:12]** Yeah, I have two now and yesterday I had a second one made, yeah? **[01:19:14]** I have an avatar made first from video and voice **[01:19:18]** and yesterday they scanned 130 photos of me, **[01:19:20]** all like this. **[01:19:22]** And now I'm totally in the cloud. **[01:19:24]** Well, because I don't know why I'm like this. **[01:19:26]** Whether it relates **[01:19:28]** to your creativity **[01:19:30]** and design, you know? **[01:19:32]** Yeah, a lot, a lot, yeah. **[01:19:34]** I have, well it's not very visible, **[01:19:36]** so these are, what are they called, tree rings. **[01:19:38]** I really like trees and forests. **[01:19:40]** And I liked the concept of **[01:19:42]** having tree rings on me. **[01:19:44]** I don't have 41 of them though **[01:19:46]** and I don't add them every year, **[01:19:48]** but I think, **[01:19:50]** that I'm done with tattooing. **[01:19:52]** Although yesterday, **[01:19:54]** for me it's kind of conceptual, you know? **[01:19:56]** Yesterday, when they were making my avatar, **[01:19:58]** they were creating a 3D model. **[01:20:00]** and they put dots all over my face, **[01:20:04]** to synchronize based on those dots. **[01:20:08]** And I was like, wow, that's really cool. **[01:20:11]** But hopefully I won't do it. **[01:20:14]** So they actually did with you what **[01:20:18]** I saw when they were filming real avatars. **[01:20:21]** That means you really get captured by the immunitarians. That's awesome. **[01:20:24]** Like in Hollywood movies. It's amazing. **[01:20:27]** And where is this available here? **[01:20:30]** We started with Heidžen, of course some, **[01:20:33]** so who does this here? **[01:20:36]** Honza Burjánek and some studio were involved. **[01:20:39]** And I haven't told the problem yet, what it's called, **[01:20:42]** but I'll tag it later. **[01:20:45]** And what do you want to use it for with those? **[01:20:48]** I still have some of my own creative projects. **[01:20:51]** I've been working on an installation for about eight years now, **[01:20:55]** and it's a beech tree I cut down somewhere in the forest. **[01:20:58]** Then I tried for several years to get rid of the bugs, **[01:21:03]** which significantly affected my apartment. **[01:21:06]** And now it's like a tree, **[01:21:09]** and I focus on making glowing objects, **[01:21:12]** so I work with textiles, **[01:21:15]** and glowing mushrooms and various things grow from it. **[01:21:18]** And at the same time, it has sensors on it. **[01:21:21]** Eight sensors, which are simply inputs. **[01:21:24]** So I can trigger different things through those sensors, **[01:21:27]** and I want to use this avatar here. **[01:21:30]** In Unreal, I want to make the avatar speak in 3D like AI, **[01:21:35]** and I want to texture it with various real-time textures, **[01:21:38]** which will morph. **[01:21:41]** So I will trigger different projections and interactions **[01:21:44]** using those sensors or user input. **[01:21:47]** That's great. **[01:21:50]** By the way, I really praised **[01:21:53]** the design of your Methodica website. **[01:21:56]** It's beautiful, so if you haven't visited the site, **[01:21:59]** that's another reason why you should check it out. **[01:22:02]** It's really beautiful and it has your handwriting style. **[01:22:05]** It's very well done. **[01:22:08]** I feel like this is one of the important things **[01:22:11]** that somehow predicts success for those things. **[01:22:14]** If it's written ugly **[01:22:18]** in T6 pairs and like this, **[01:22:21]** it won't look good, but when it's polished, **[01:22:24]** it looks professional, trendy, modern, **[01:22:27]** so I think this really helps a lot. **[01:22:30]** Jirka asks what tools you would recommend to kids **[01:22:33]** to verify information generated by an AI application? **[01:22:36]** The generated information isn't always correct. **[01:22:39]** For verifying text. **[01:22:42]** Maybe text, video, and so on. **[01:22:45]** Let's try to take it step by step. **[01:22:48]** For text, I don't think there are any **[01:22:51]** meaningful tools to verify whether it was generated or not, **[01:22:54]** at least none that I know of. Because they always output **[01:22:57]** some probability, and then what do you do with that? 95% yes, no. **[01:23:00]** And about a year ago, there was a funny story **[01:23:03]** where it said that the Bible was generated. **[01:23:06]** So that's just... **[01:23:09]** You also have that 10. rom there. **[01:23:12]** Yeah, yeah. But that was written in the morning. **[01:23:15]** So I don't see it there. **[01:23:18]** And of course, you can tell **[01:23:21]** if you're chatting with the AI, you know it's talkative **[01:23:24]** and always the same, unless you tell it to do otherwise. **[01:23:27]** And when there's user input, even less so. **[01:23:30]** Regarding images, for me the most reliable is **[01:23:33]** a simple Google Lens or Google image search. **[01:23:36]** If I have something, I try to upload it there, something comes up, it wasn't. **[01:23:40]** Also interesting is PimEyes, **[01:23:43]** which is a tool called PimEyes, **[01:23:49]** like eyes, PimEyes, which searches using AI, **[01:23:52]** so it looks for patterns and might find your face. **[01:23:55]** It found me somewhere when I was 16, where someone took a photo of me. **[01:24:00]** I'm already somewhere on the internet. **[01:24:03]** It found me looking younger like that. **[01:24:06]** It's good for searching identity, for example. **[01:24:09]** Regarding videos, I actually don't even know **[01:24:12]** how to search for videos. **[01:24:15]** We, we actually still, **[01:24:18]** and I know you posted that T-mobile video, **[01:24:21]** where parents come into the cinema **[01:24:24]** and see their daughter, like you are the future. **[01:24:27]** Regarding cybersecurity, when you say someone took a photo of you at 16, **[01:24:30]** we actually try, I personally, **[01:24:33]** but in Red Button we had a consensus that we try not to show kids **[01:24:36]** completely outside. So just try to say something about that. **[01:24:39]** For example, posting like that **[01:24:42]** might not be the best idea. **[01:24:45]** Yeah, because even in the methodology with Sara, **[01:24:48]** who deals with digital footprints and synthesis, **[01:24:51]** we end the methodology directly there. And have you talked with parents **[01:24:54]** about whether they post your photos and reminded them about it? **[01:24:57]** Because very often parents really don't realize that you are overexposed. **[01:25:00]** Sure, I understand that. **[01:25:03]** But I think it's really important to discuss this with the kids, **[01:25:06]** whether they really want it. **[01:25:09]** Because kids think about it. For example, my son doesn't allow me **[01:25:12]** to post him anywhere. And once I managed to, and I had to pay him a hundred for it. **[01:25:15]** So it is possible. **[01:25:18]** If you have money, it is possible. **[01:25:21]** Everything can be bought and broken. **[01:25:24]** Adela has a question here. Hello. **[01:25:27]** What do you think a healthy attitude of elementary schools, especially the first grade, **[01:25:30]** towards AI and working with technologies looks like? Where is the line of too little? **[01:25:33]** Thank you. **[01:25:36]** A healthy attitude in the sense of... **[01:25:39]** In the first grade. **[01:25:42]** I don't know. **[01:25:45]** I only base it on some of my personal experiences. **[01:25:48]** And that is when kids talk to a chatbot **[01:25:52]** In primary school, it often seems to me that it's about **[01:25:55]** trying to write something, maybe three words with three mistakes, **[01:25:58]** and the chatbot spits out some nonsense, **[01:26:01]** and they say it's pointless and leave. **[01:26:04]** Because they actually don't know how to formulate the thing, **[01:26:07]** and therefore don't understand the quality of the tool. **[01:26:10]** So to me, it seems pointless there, because I think kids should mainly read, **[01:26:13]** to be able to read with understanding, **[01:26:16]** and based on that reading, **[01:26:19]** also be able to formulate what they want. **[01:26:22]** And this is what is needed in primary school, from my point of view. **[01:26:25]** Reading with understanding is great, **[01:26:28]** that's a good tip, good advice. **[01:26:31]** I'm thinking about the questions, **[01:26:34]** there are still many, a lot of them. **[01:26:37]** Here Juraj, it's more just a comment, **[01:26:40]** just a note that the current state with AI is something like **[01:26:43]** the nineties in business, so I probably agree that **[01:26:46]** everything will somehow change. **[01:26:49]** I think I'll end it here today, **[01:26:52]** if you don't mind. **[01:26:55]** Thank you very much, Eva, for your input into this discussion, **[01:26:58]** into this topic, which I think we could talk about **[01:27:01]** for a very, very long time. **[01:27:04]** I'll try to go back to the presentation, just asking the crew. **[01:27:07]** I would really appreciate it if you **[01:27:10]** give us feedback on how you **[01:27:13]** liked this breakfast and also a word that comes to mind **[01:27:16]** when you heard this breakfast. **[01:27:19]** There are normal stars. **[01:27:22]** And what will be more important for us, **[01:27:25]** try to **[01:27:28]** actually with a colleague **[01:27:31]** or at home, try to sit down **[01:27:34]** and discuss a bit what you heard, **[01:27:37]** reflect on what surprised you, **[01:27:40]** and maybe changed something in your own way of working. **[01:27:43]** And as usual, we will continue **[01:27:46]** with another digestif, **[01:27:49]** when on 11.3. at two o'clock you are warmly invited **[01:27:52]** for the discussion. **[01:27:55]** I invited a few guests, **[01:27:58]** so it’s not just the two of us again, **[01:28:01]** but it’s kind of a clubhouse format, so you can join, **[01:28:04]** you can raise your hand to speak, but primarily the guests discuss, **[01:28:07]** who you will join. **[01:28:10]** There will be Marv from the Flow school, **[01:28:13]** who actually founded the school based on technological literacy. **[01:28:16]** Karolina Presová will be there again, whom you might know **[01:28:19]** and definitely recognize from the Brain Breakfast, **[01:28:22]** who was here at homodigitus **[01:28:25]** and also interesting, also interesting. **[01:28:28]** Ondra will be a guest and a few others as well, **[01:28:31]** so if you make time and the topic interests you, **[01:28:34]** and you feel like it, then on March 11th on the edu platform **[01:28:37]** at 2 PM there will be this discussion. **[01:28:40]** Just a reminder, it’s here and now, we don’t record these discussions, **[01:28:43]** so we can be as open as possible with each other, **[01:28:46]** we can disagree, we can even rant a bit, **[01:28:49]** so this really is a unique opportunity. **[01:28:52]** As I said, it’s good to take some time to reflect, **[01:28:55]** so I encourage you to do that. **[01:28:58]** And of course, I also invite you to the next Brain and Breakfast Business. **[01:29:02]** We will build habits in the people area, **[01:29:05]** in technology we will move from Dita and AI **[01:29:08]** to customer experience. **[01:29:11]** Here you have it set. **[01:29:14]** February 26th, a lesson by Professor Milan Zelený **[01:29:17]** School of Life, our traditional next project, **[01:29:20]** which we have launched. **[01:29:23]** Book of the Month, read it, show what you do. **[01:29:26]** The legendary book is now the Book of the Month for February. **[01:29:29]** Hanka Jadavan is working on it, rbkniha.cz. **[01:29:32]** And maybe, if you need anything, **[01:29:35]** Red Button is there for that, **[01:29:38]** if you have a problem pressing the red button, **[01:29:41]** so press it. **[01:29:44]** And now the most important part. **[01:29:47]** In March, we will continue with the breakfasts as well **[01:29:53]** and the topic Karel Novotný, a man who is a marketing strategist, **[01:29:56]** he created many brands. **[01:30:00]** who really understands the craft, **[01:30:03]** so we decided to look at marketing **[01:30:06]** from a slightly different perspective **[01:30:08]** and see how marketing actually works on us, **[01:30:12]** what works on us, what we should watch out for, **[01:30:14]** and that's why we called it It's Campaigns. **[01:30:17]** So if you're interested in the topic of marketing **[01:30:20]** and how it affects us, **[01:30:23]** on the 23rd from 8:30, **[01:30:26]** I'll be looking forward to seeing you again at Magenta **[01:30:28]** or with you at your TV screens. **[01:30:32]** Take care, thanks a lot, bye and see you. **[01:30:35]** Thanks again to you once more and to you. **[01:30:37]** Thanks a lot, goodbye. **[01:30:58]** www.arkance-systems.cz