EIDU digitalizes education in low-income countries at scale

EIDU

Diversity is in our DNA 🇺🇸 Celebrate Immigrants You cannot tell the story of America without including the tremendous role that immigrants have played in shaping our nation. Now, more than ever, we must recognize their incredible contributions and be grateful for the openness and diversity of our nation. Openness is at the core of humanity. It’s at the core of our ethics and mores. Without immigrants, our country would be far worse off. Immigrants are our friends. They are our soccer coaches, teachers, doctors, lawyers, firefighters, soldiers, authors, artists… To me, they are my family. My dad came here some 20 years ago to start a new life. America took a chance on him. It’s time we show everyone that we are willing to take a chance. The business world, in particular, should be especially thankful and cognizant. The numbers from the demonstrate the importance that immigration has had on our Economy: Renew Your Economy Report Even though immigrants have made up only 10.5 percent of the American population on average since 1850, there are 90 immigrant-founded Fortune 500 companies, accounting for 18 percent of the list. When you include the additional 114 companies founded by the children of immigrants, the share of the Fortune 500 list grows to over 40 percent. More than 40 percent of the 2010 Fortune 500 companies were founded by immigrants or their children. The newest Fortune 500 companies are more likely to have an immigrant founder. Just shy of 20 percent of the newest Fortune 500 companies — those founded over the 25-year period between 1985 and 2010 — have an immigrant founder. Many of America’s greatest brands — Apple, Google, AT&T, Budweiser, Colgate, eBay, General Electric, IBM, and McDonald’s, to name just a few — owe their origin to a founder who was an immigrant or the child of an immigrant. Seven of the 10 most valuable brands in the world come from American companies founded by immigrants or children of immigrants. Diversity is built into our DNA. This is the America we know. and I put together of immigrant founders. Truly amazing what these people have done! My friend a list _Openness is at the core of the American DNA. Immigrants are our friends, coaches, teachers, family members-they are the…_celebrateimmigrants.us Celebrate Immigrants Of course, this is just what we could find overnight scouring google. I’m sure there is more, but here is a start: , The Huffington Post Arianna Huffington , Stripe John Collison , Stripe Patrick Collison , Google/Alphabet Sergey Brin Click to Tweet this List , Colgate William Colgate , Vayner Media Gary Vaynerchuk , Carnegie Steel Company Andrew Carnegie , Elizabeth Arden Inc Elizabeth Arden , Ebay Pierre Omidyar , Social Capital Chamath Palihapitiya , WhatsApp Jan Koum , SanDisk Sanjay Mehrotra , Zuora Tien Tzou , Tesla/SpaceX Elon Musk , Jawbone Alexander Asseily , Gusto Tomer London , WeWork Adam Neumann , Dhiraj Rajaram Dhiraj Rajaram , Eventbrite Renaud Visage , CloudFlare Michelle Zatlyn , Dropbox Arash Ferdowsi , Tinder Sean Rad , Venmo Iqram Magdon-Ismail , Lending Club Renaud Laplanche , Shapeways Peter Weijmarsh , Philz Coffee Phil Jaber , Paypal Max Levchin , Instagram Mike Krieger , Tidemark Christian Gheorghe , Kraft James L. Kraft , Comcast Television Daniel Aaron , Intel Corporation Andrew Grove , Yahoo Jerry Yang , Goldman Sachs Marcus Goldman , Goldman Sachs Samuel Sachs , Capital One Financial Nigel Morris , Qualcomm Inc. Andrew Viterbi , Nordstrom John W. Nordstrom , WR Grace and Company William Russell Grace , AT&T Alexander Graham Bell , Kohl’s Maxwell Kohl , Liz Clairborne Inc Liz Clairborne , Hovanian Enterprises Kevork Hovnanian , Yurie Systems Jeong Kim , Bugle Boy Industries William Mow , Sara Lee Nathan Cummings , DuPont E.I Du Pont , Pfizer Charles Pfizer , Procter and Gamble William Procter , Procter and Gamble James Gamble , Sun Microsystems Vinod Khosla , Sun Microsystems Andy Bechtolsheim , Bloom Energy K.R. Sridhar , Sprinklr Ragy Thomas , Tango Eric Setton , Oscar Health Mario Schlosser , Joule Unlimited Noubar Afeyan , Helicopters Igor Sikorsky , Cheezburger Ben Huh , littleBits Ayah Bdeir , Evernote Phil Libin , Helena Rubenstein Inc Helena Rubinstein , Computer Associates Charles Wang , Youtube Steve Chen , Founder of Zumba Beto Perez , Brightstar Marcelo Claure This list could be 10x longer. 20 years from now, it should be 100x longer. Let’s make sure American policy does not change that. Speak up and stand for what you believe in. Stay inspired! As always, feel free to reach out if you have any questions! You can find me on or Jordan Gonen Twitter

Celebrate Immigrant Founders

Authors:
(1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Materials And Methods Results and Analyses Prompts and generated texts Conceptualizing chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about a graph of gases turning into water over time Question about the difference between atoms, molecules, and moles Deepening on the concept of mole Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about chemical bondings Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Further analysis Conclusions Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Prompts and generated texts Initial prompting to characterise the intervening agents and direct the chatbots to Socratic-like dialogue P1: I will start a dialogue where I will assume the role of a student, engaging with you, ChatGPT: as an agent-to-think-with, with the primary objective of deepening and deliberating on Chemistry concepts. As an agent-to-think-with, I kindly request your support in providing engaging and personalised responses to student questions. It is critical that our interaction adopt a Socratic approach, encouraging the student to reflect on their existing knowledge, encouraging critical thinking, including examples and analogies where possible, and helping to refine their understanding rather than offering ready-made answers. Are you ready to embark on this collaborative and thought-provoking journey? ChatGPT: Absolutely! I'm excited to embark on this Socratic journey with you. Please begin by sharing a topic or concept in Chemistry that you'd like to explore, and I'll do my best to guide our conversation in a way that encourages deep reflection, understanding, and critical thinking. Let's dive in! BingChat: Hello, this is Bing. I am happy to join you on this collaborative and thought-provoking journey. I will try to support you in deepening and deliberating on Chemistry concepts by using a Socratic approach. I will not give you ready-made answers, but rather encourage you to reflect on your existing knowledge, think critically, and use examples and analogies where possible. I hope you will find our interaction engaging and personalised. Are you ready to start? Bard: Yes, I am ready to embark on this collaborative and thought-provoking journey with you. I am excited to help you deepen and deliberate on chemistry concepts as an agent-to-think-with, using the Socratic approach. I will do my best to provide engaging and personalized responses to your questions, encourage you to reflect on your existing knowledge, promote critical thinking, and help you to refine your understanding. Please feel free to ask me any questions you have about chemistry, and I will do my best to answer them in a way that is both informative and challenging. I will also try to include examples and analogies where possible to help you to better understand the concepts we are discussing. I look forward to working with you to deepen your understanding of chemistry! Claude: I'm happy to have a thoughtful discussion with you about chemistry concepts in an engaging and personal way. As an AI assistant without a fixed identity, I don't have personal experiences to draw from, but I can provide personalized responses tailored to your interests and knowledge level. Let's have an open-minded dialogue where we both learn from each other. What chemistry topic would you like to explore first? This paper is available on arxiv under CC BY-SA 4.0 DEED license. Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Authors: Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Abstract and Introduction Materials And Methods Materials And Methods Results and Analyses Results and Analyses Prompts and generated texts Prompts and generated texts Conceptualizing chemical reactions Conceptualizing chemical reactions Deepening on understanding of chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about combustion Question about a graph of gases turning into water over time Question about a graph of gases turning into water over time Question about the difference between atoms, molecules, and moles Question about the difference between atoms, molecules, and moles Deepening on the concept of mole Deepening on the concept of mole Question about changing of state Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about plasma, a state of matter Question about chemical bondings Question about chemical bondings Question about illustration of chemical bonds Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Question about the essence of the type of chemical bonding Further analysis Further analysis Conclusions Conclusions Limitations of the study and possible future studies Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Author Contributions, Conflicts of interest, Acknowledgements, and References Prompts and generated texts Initial prompting to characterise the intervening agents and direct the chatbots to Socratic-like dialogue P1: I will start a dialogue where I will assume the role of a student, engaging with you, ChatGPT: as an agent-to-think-with, with the primary objective of deepening and deliberating on Chemistry concepts. As an agent-to-think-with, I kindly request your support in providing engaging and personalised responses to student questions. It is critical that our interaction adopt a Socratic approach, encouraging the student to reflect on their existing knowledge, encouraging critical thinking, including examples and analogies where possible, and helping to refine their understanding rather than offering ready-made answers. Are you ready to embark on this collaborative and thought-provoking journey? P1: I will start a dialogue where I will assume the role of a student, engaging with you, ChatGPT: as an agent-to-think-with, with the primary objective of deepening and deliberating on Chemistry concepts. As an agent-to-think-with, I kindly request your support in providing engaging and personalised responses to student questions. It is critical that our interaction adopt a Socratic approach, encouraging the student to reflect on their existing knowledge, encouraging critical thinking, including examples and analogies where possible, and helping to refine their understanding rather than offering ready-made answers. Are you ready to embark on this collaborative and thought-provoking journey? ChatGPT: Absolutely! I'm excited to embark on this Socratic journey with you. Please begin by sharing a topic or concept in Chemistry that you'd like to explore, and I'll do my best to guide our conversation in a way that encourages deep reflection, understanding, and critical thinking. Let's dive in! ChatGPT: Absolutely! I'm excited to embark on this Socratic journey with you. Please begin by sharing a topic or concept in Chemistry that you'd like to explore, and I'll do my best to guide our conversation in a way that encourages deep reflection, understanding, and critical thinking. Let's dive in! BingChat: Hello, this is Bing. I am happy to join you on this collaborative and thought-provoking journey. I will try to support you in deepening and deliberating on Chemistry concepts by using a Socratic approach. I will not give you ready-made answers, but rather encourage you to reflect on your existing knowledge, think critically, and use examples and analogies where possible. I hope you will find our interaction engaging and personalised. Are you ready to start? BingChat: Hello, this is Bing. I am happy to join you on this collaborative and thought-provoking journey. I will try to support you in deepening and deliberating on Chemistry concepts by using a Socratic approach. I will not give you ready-made answers, but rather encourage you to reflect on your existing knowledge, think critically, and use examples and analogies where possible. I hope you will find our interaction engaging and personalised. Are you ready to start? Bard : Yes, I am ready to embark on this collaborative and thought-provoking journey with you. I am excited to help you deepen and deliberate on chemistry concepts as an agent-to-think-with, using the Socratic approach. I will do my best to provide engaging and personalized responses to your questions, encourage you to reflect on your existing knowledge, promote critical thinking, and help you to refine your understanding. Bard Yes, I am ready to embark on this collaborative and thought-provoking journey with you. I am excited to help you deepen and deliberate on chemistry concepts as an agent-to-think-with, using the Socratic approach. I will do my best to provide engaging and personalized responses to your questions, encourage you to reflect on your existing knowledge, promote critical thinking, and help you to refine your understanding. Please feel free to ask me any questions you have about chemistry, and I will do my best to answer them in a way that is both informative and challenging. I will also try to include examples and analogies where possible to help you to better understand the concepts we are discussing. I look forward to working with you to deepen your understanding of chemistry! Please feel free to ask me any questions you have about chemistry, and I will do my best to answer them in a way that is both informative and challenging. I will also try to include examples and analogies where possible to help you to better understand the concepts we are discussing. I look forward to working with you to deepen your understanding of chemistry! Claude : I'm happy to have a thoughtful discussion with you about chemistry concepts in an engaging and personal way. As an AI assistant without a fixed identity, I don't have personal experiences to draw from, but I can provide personalized responses tailored to your interests and knowledge level. Let's have an open-minded dialogue where we both learn from each other. What chemistry topic would you like to explore first? Claude I'm happy to have a thoughtful discussion with you about chemistry concepts in an engaging and personal way. As an AI assistant without a fixed identity, I don't have personal experiences to draw from, but I can provide personalized responses tailored to your interests and knowledge level. Let's have an open-minded dialogue where we both learn from each other. What chemistry topic would you like to explore first? This paper is available on arxiv under CC BY-SA 4.0 DEED license. This paper is available on arxiv under CC BY-SA 4.0 DEED license. available on arxiv

Initiating Socratic Dialogues with GenAIbots in Chemistry Education

Authors:
(1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Materials And Methods Results and Analyses Prompts and generated texts Conceptualizing chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about a graph of gases turning into water over time Question about the difference between atoms, molecules, and moles Deepening on the concept of mole Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about chemical bondings Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Further analysis Conclusions Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Materials And Methods This study aimed to assess the efficacy of GenAIbots, including ChatGPT, Bing Chat, Bard, and Claude, as tools to augment Chemistry learning when characterised as agents-to-think-with. Chemistry students can harness the capabilities of GenAIbots in diverse ways to elevate their academic journey. They can pose complex questions to obtain thorough explanations on difficult subjects, leverage the bot as a supplemental aid for challenging areas, or seek visual aids—including images, graphs, simulations, or even interactive games—to enhance their understanding of chemical concepts. Additionally, they can seek clarity on laboratory protocols or engage in interactive discussions to solidify their understanding. In this article, we specifically hone in on GenAIbots' utility as agents-to-think-with, virtual intelligent tutors addressing students' doubts, rectifying misconceptions, and providing in-depth insights into complex concepts. Our focus also centres on the primary challenges encountered by Chemistry students, as highlighted by Timilsena et al. (2022), encompassing chemical reactions, chemical equilibrium, phase changes, gases, stoichiometry, atoms and molecules, acids and bases, and covalent bonding. We undertook a comprehensive single case study, aligning with Yin's (2011) guidelines, to evaluate and contrast the performance of ChatGPT, Bing Chat, Bard, and Claude. In analysing the responses of these AI systems, we adopted the Content Analysis methodology according to Bardin (1977) to delve into participants' experiences and viewpoints. This method offers insightful observations on student interactions with these GenAIbots. Prompting, the process of giving instructions, is crucial in interacting with language models. The process of meticulously precise, well-crafted sentences that elicit meaningful and valuable responses, or prompt-crafting, as Mishra et al. (2023) call it, is crucial for ensuring deep iterative reflections and engagements with GenAIbots as agents-to-think-with. Mollick (2023) offers a comprehensive guide to prompting, complete with detailed annotations and expanded examples. Two illustrative examples of prompt, crafted by ChatGPT itself, is presented below. The second one adds the intention of fostering profound iterative reflections and engagement in chemistry learning: Please provide a clear and comprehensible explanation of the various types of chemical bonding (ionic, covalent, and hydrogen), covering the theoretical concepts behind them and offering real-world examples suitable for an undergraduate student’s understanding. In the realm of chemistry, the concept of chemical bonding can be intricate, blending both theoretical principles and real-world applications. Walk me through the nuances of covalent, ionic, and hydrogen bonds. Additionally, challenge me with thought-provoking questions and analogies that can help solidify my understanding and encourage further exploration. The initial prompt in the upcoming dialogue, refined through a series of AI experiments, serves as another example of engaging in a meaningful conversation with the GenAIbot rather than asking isolated questions that might merely yield standard textbook responses. Nevertheless, while this initial prompt serves to 'set the stage' for the dialogue, the subsequent interactions with the simulated student are more straightforward and devoid of any elaborate prompting. This design reflects a typical student's approach: they may lack expertise in crafting detailed prompts and simply seek answers to their chemistry doubts. The dialogue intends to capture this organic flow of inquiry rather than a meticulously structured question sequence. GenAIbots can maintain context within a particular session, drawing upon and building on topics or responses discussed earlier. Even if a user returns to a previously accessed session that has not been deleted, the chatbot can still recall and refer to past interactions from that session. This continuity lets users pick up right where they left off, facilitating a more seamless and cohesive conversation. However, it's crucial to understand that this retention is exclusive to the individual session and doesn't transfer to separate chat sessions, ensuring user privacy and data security. Dunlop et al. (2020) highlight the absence of philosophical dialogue in Chemistry Education and propose its integration into Higher Education. GenAIbots like ChatGPT, Bing Chat, Bard, and Claude can facilitate Socratic-like, philosophical dialogues, encouraging user reflection, critical thinking and a deeper understanding of Chemistry's principles, assumptions, and ethical implications. GenAIbots can bridge the gap between theory and practice by promoting meaningful discussions and providing a holistic educational experience. Using GenAIbots as agents-to-think-with is new and innovative. Consequently, finding teachers willing to incorporate it into their classrooms for experimental purposes has been challenging. Due to this, the investigation did not involve real students. Instead, the researcher, acting as a STEM teacher at a Brazilian university, assumed the role of a student (identified as P1) in the interaction sessions. Empathy was incorporated into the research methodology to enable the researchers to act like students and understand their perspectives. Four sessions were held, each emulating the learning experiences of Chemistry students using ChatGPT, Bing Chat, Bard, or Claude and focusing on their main difficulties, as discussed above. After the initial prompt to engage in a meaningful conversation with the GenAIbot and characterise the agents intervening in the dialogue, a simulated student begins in the dialogues with the widely recognised difficulty of balancing chemical reactions. The discussion then evolves in a somewhat unstructured order, where the response to the previous one inspires each new question. Data collection involved GenAIbot interaction logs, which recorded the participant's prompts and responses, and reflective journals maintained by the participant. These materials were later analysed to identify recurring themes and patterns, shedding light on the perceived impact of GenAIbots as an agent-to-think-with in Chemistry learning. From the initial readings of the participant's prompts and responses and reflective journals, the following seven categories of analysis emerged: 1. Instructional Strategies: o Methods used by AI to impart knowledge. 2. Engagement & Interactivity: o Prompting critical thinking and further exploration. o Asking questions, inviting responses, and encouraging deeper dives. 3. Use of Analogy & Comparative Illustrations: o Using parallels, metaphors, and real-world examples to explain concepts. 4. Reinforcement & Feedback: o Recognizing and affirming user input. o Correcting or building upon user understanding. o Reiteration of essential concepts. 5. Detail Depth & Content Recommendation: o The extent of detail provided, whether it's concise or expansive. o Suggesting additional learning materials and providing relevant content. 6. Personalization & Personable Touch: o Tailoring responses to individual needs. o Using emoticons, casual tones, or other elements for a more personalised feel. 7. Meta-discussion & Perspective Framing: o Addressing the broader relevance of concepts outside strict contexts. o Contextualizing abstract concepts using familiar frameworks. These categories will be used to comparatively analyse the answers of each GenAIbot to the individual participant’s questions below. This paper is available on arxiv under CC BY-SA 4.0 DEED license. Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Authors: Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Abstract and Introduction Materials And Methods Materials And Methods Results and Analyses Results and Analyses Prompts and generated texts Prompts and generated texts Conceptualizing chemical reactions Conceptualizing chemical reactions Deepening on understanding of chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about combustion Question about a graph of gases turning into water over time Question about a graph of gases turning into water over time Question about the difference between atoms, molecules, and moles Question about the difference between atoms, molecules, and moles Deepening on the concept of mole Deepening on the concept of mole Question about changing of state Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about plasma, a state of matter Question about chemical bondings Question about chemical bondings Question about illustration of chemical bonds Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Question about the essence of the type of chemical bonding Further analysis Further analysis Conclusions Conclusions Limitations of the study and possible future studies Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Author Contributions, Conflicts of interest, Acknowledgements, and References Materials And Methods This study aimed to assess the efficacy of GenAIbots, including ChatGPT, Bing Chat, Bard, and Claude, as tools to augment Chemistry learning when characterised as agents-to-think-with. Chemistry students can harness the capabilities of GenAIbots in diverse ways to elevate their academic journey. They can pose complex questions to obtain thorough explanations on difficult subjects, leverage the bot as a supplemental aid for challenging areas, or seek visual aids—including images, graphs, simulations, or even interactive games—to enhance their understanding of chemical concepts. Additionally, they can seek clarity on laboratory protocols or engage in interactive discussions to solidify their understanding. In this article, we specifically hone in on GenAIbots' utility as agents-to-think-with, virtual intelligent tutors addressing students' doubts, rectifying misconceptions, and providing in-depth insights into complex concepts. Our focus also centres on the primary challenges encountered by Chemistry students, as highlighted by Timilsena et al. (2022), encompassing chemical reactions, chemical equilibrium, phase changes, gases, stoichiometry, atoms and molecules, acids and bases, and covalent bonding. We undertook a comprehensive single case study, aligning with Yin's (2011) guidelines, to evaluate and contrast the performance of ChatGPT, Bing Chat, Bard, and Claude. In analysing the responses of these AI systems, we adopted the Content Analysis methodology according to Bardin (1977) to delve into participants' experiences and viewpoints. This method offers insightful observations on student interactions with these GenAIbots. Prompting, the process of giving instructions, is crucial in interacting with language models. The process of meticulously precise, well-crafted sentences that elicit meaningful and valuable responses, or prompt-crafting, as Mishra et al. (2023) call it, is crucial for ensuring deep iterative reflections and engagements with GenAIbots as agents-to-think-with. Mollick (2023) offers a comprehensive guide to prompting, complete with detailed annotations and expanded examples. Two illustrative examples of prompt, crafted by ChatGPT itself, is presented below. The second one adds the intention of fostering profound iterative reflections and engagement in chemistry learning: Please provide a clear and comprehensible explanation of the various types of chemical bonding (ionic, covalent, and hydrogen), covering the theoretical concepts behind them and offering real-world examples suitable for an undergraduate student’s understanding. Please provide a clear and comprehensible explanation of the various types of chemical bonding (ionic, covalent, and hydrogen), covering the theoretical concepts behind them and offering real-world examples suitable for an undergraduate student’s understanding. In the realm of chemistry, the concept of chemical bonding can be intricate, blending both theoretical principles and real-world applications. Walk me through the nuances of covalent, ionic, and hydrogen bonds. Additionally, challenge me with thought-provoking questions and analogies that can help solidify my understanding and encourage further exploration. In the realm of chemistry, the concept of chemical bonding can be intricate, blending both theoretical principles and real-world applications. Walk me through the nuances of covalent, ionic, and hydrogen bonds. Additionally, challenge me with thought-provoking questions and analogies that can help solidify my understanding and encourage further exploration. The initial prompt in the upcoming dialogue, refined through a series of AI experiments, serves as another example of engaging in a meaningful conversation with the GenAIbot rather than asking isolated questions that might merely yield standard textbook responses. Nevertheless, while this initial prompt serves to 'set the stage' for the dialogue, the subsequent interactions with the simulated student are more straightforward and devoid of any elaborate prompting. This design reflects a typical student's approach: they may lack expertise in crafting detailed prompts and simply seek answers to their chemistry doubts. The dialogue intends to capture this organic flow of inquiry rather than a meticulously structured question sequence. GenAIbots can maintain context within a particular session, drawing upon and building on topics or responses discussed earlier. Even if a user returns to a previously accessed session that has not been deleted, the chatbot can still recall and refer to past interactions from that session. This continuity lets users pick up right where they left off, facilitating a more seamless and cohesive conversation. However, it's crucial to understand that this retention is exclusive to the individual session and doesn't transfer to separate chat sessions, ensuring user privacy and data security. Dunlop et al. (2020) highlight the absence of philosophical dialogue in Chemistry Education and propose its integration into Higher Education. GenAIbots like ChatGPT, Bing Chat, Bard, and Claude can facilitate Socratic-like, philosophical dialogues, encouraging user reflection, critical thinking and a deeper understanding of Chemistry's principles, assumptions, and ethical implications. GenAIbots can bridge the gap between theory and practice by promoting meaningful discussions and providing a holistic educational experience. Using GenAIbots as agents-to-think-with is new and innovative. Consequently, finding teachers willing to incorporate it into their classrooms for experimental purposes has been challenging. Due to this, the investigation did not involve real students. Instead, the researcher, acting as a STEM teacher at a Brazilian university, assumed the role of a student (identified as P1) in the interaction sessions. Empathy was incorporated into the research methodology to enable the researchers to act like students and understand their perspectives. Four sessions were held, each emulating the learning experiences of Chemistry students using ChatGPT, Bing Chat, Bard, or Claude and focusing on their main difficulties, as discussed above. After the initial prompt to engage in a meaningful conversation with the GenAIbot and characterise the agents intervening in the dialogue, a simulated student begins in the dialogues with the widely recognised difficulty of balancing chemical reactions. The discussion then evolves in a somewhat unstructured order, where the response to the previous one inspires each new question. Data collection involved GenAIbot interaction logs, which recorded the participant's prompts and responses, and reflective journals maintained by the participant. These materials were later analysed to identify recurring themes and patterns, shedding light on the perceived impact of GenAIbots as an agent-to-think-with in Chemistry learning. From the initial readings of the participant's prompts and responses and reflective journals, the following seven categories of analysis emerged: 1. Instructional Strategies: 1. Instructional Strategies: o Methods used by AI to impart knowledge. 2. Engagement & Interactivity: 2. Engagement & Interactivity: o Prompting critical thinking and further exploration. o Asking questions, inviting responses, and encouraging deeper dives. 3. Use of Analogy & Comparative Illustrations: 3. Use of Analogy & Comparative Illustrations: o Using parallels, metaphors, and real-world examples to explain concepts. 4. Reinforcement & Feedback: 4. Reinforcement & Feedback: o Recognizing and affirming user input. o Correcting or building upon user understanding. o Reiteration of essential concepts. 5. Detail Depth & Content Recommendation: 5. Detail Depth & Content Recommendation: o The extent of detail provided, whether it's concise or expansive. o Suggesting additional learning materials and providing relevant content. 6. Personalization & Personable Touch: 6. Personalization & Personable Touch: o Tailoring responses to individual needs. o Using emoticons, casual tones, or other elements for a more personalised feel. 7. Meta-discussion & Perspective Framing: 7. Meta-discussion & Perspective Framing: o Addressing the broader relevance of concepts outside strict contexts. o Contextualizing abstract concepts using familiar frameworks. These categories will be used to comparatively analyse the answers of each GenAIbot to the individual participant’s questions below. This paper is available on arxiv under CC BY-SA 4.0 DEED license. This paper is available on arxiv under CC BY-SA 4.0 DEED license. available on arxiv

Analyzing GenAIbots' Efficacy in Chemistry Education

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The upcoming Banksters token sale is another keenly anticipated event, scheduled to take place on April 24 across a trio of launchpads: BullPerks, Games Pad and other leading Launchpads.. The sale represents a major milestone in Banksters’ ongoing development and expansion within the cryptocurrency and gaming sectors. About Banksters: Banksters is an EduTech simulator that incorporates NFT technology to offer an immersive experience that gamifies common elements of our everyday lives. The platform expands on this niche genre by successfully ‘gamifying’ trading, making it more accessible and enjoyable for a diverse audience, including traditional gamers. Website | Telegram | X | YouTube | Instagram | Discord | TikTok | Medium Contact Irina Gatilova irina.gatilova@banksters.com This story was distributed as a release by Chainwire under HackerNoon’s Business Blogging Program. Learn more about the program here. **BUCHAREST, Romania, April 17th, 2024/Chainwire/--**As part of its innovative approach to combining education and technology, Banksters , an EduTech simulator with advanced NFT capabilities, is in the midst of an airdrop campaign that has captured the attention of the gaming and crypto communities. Banksters Banksters The unique contest, which began on April 3 and is set to conclude on April 17, grants players an opportunity to win exclusive NFTs based on their activity levels within the game. Throughout the contest’s duration, the top 1,000 most active Banksters users will be eligible to win non-fungible tokens that showcase a variety of traits and rarities, with a total equivalent value of 100,000 USDT. These NFTs will be vested for 60 days following the official game launch following the upcoming NFT sale. Alexandru Carbunariu, CEO and CMO at Banksters, highlighted the strategic nature of the contest, stating, “To succeed in the airdrop contest, a different strategy is essential: actively engage in Invest Runs, level up avatars, utilise the Banksters Academy for NFT minting, including the upcoming Minting Scroll on Magic Eden, stay involved in the community, and leverage your Banksters Unique abilities and skills for victory. “To succeed in the airdrop contest, a different strategy is essential: actively engage in Invest Runs, level up avatars, utilise the Banksters Academy for NFT minting, including the upcoming Minting Scroll on Magic Eden, stay involved in the community, and leverage your Banksters Unique abilities and skills for victory. He added, “Banksters is more than a game; it’s an educational journey into the world of cryptocurrency. The airdrop contest along with the Minting Scroll on Magic Eden, present unique opportunities for players to acquire new skills and empower their characters.” He added, “Banksters is more than a game; it’s an educational journey into the world of cryptocurrency. The airdrop contest along with the Minting Scroll on Magic Eden, present unique opportunities for players to acquire new skills and empower their characters.” To coincide with the end of the airdrop contest on April 17, and the naming of winners, Banksters will provide 2,000 Minting Scroll NFTs available for sale on the leading marketplace Magic Eden, providing additional opportunities for players to engage with the platform and enhance their gaming experience. The upcoming Banksters token sale is another keenly anticipated event, scheduled to take place on April 24 across a trio of launchpads: BullPerks, Games Pad and other leading Launchpads.. The sale represents a major milestone in Banksters’ ongoing development and expansion within the cryptocurrency and gaming sectors. About Banksters: Banksters is an EduTech simulator that incorporates NFT technology to offer an immersive experience that gamifies common elements of our everyday lives. The platform expands on this niche genre by successfully ‘gamifying’ trading, making it more accessible and enjoyable for a diverse audience, including traditional gamers. Banksters Banksters Website | Telegram | X | YouTube | Instagram | Discord | TikTok | Medium Website Website Telegram Telegram X X YouTube YouTube Instagram Instagram Discord Discord TikTok TikTok Medium Medium Contact Irina Gatilova irina.gatilova@banksters.com This story was distributed as a release by Chainwire under HackerNoon’s Business Blogging Program. Learn more about the program here. This story was distributed as a release by Chainwire under HackerNoon’s Business Blogging Program. Learn more about the program here . here here

EduTech Platform Banksters Set To Reward Airdrop Winners Following End Of Contest

The meme coin market is leading the current bull run, with the overall market cap recently surpassing $60 billion –  a two-year high. However, the premier tokens like Dogecoin and Shiba Inu were not the major catalysts of this latest rally in the meme coin market. Some of the newest projects launched just a few months ago, specifically Solana-based tokens, were among the highest gainers in the current market. This surging interest in meme coin trading will potentially pave the way for newer and more creative projects to enter the market. One such project is , a Solana-based meme token planning to send a dog to the moon. Laika Understanding Laika's Mission Laika is joining the latest meme coin developments, introducing a ‘community-driven reward ecosystem.’ The project presents a range of platforms and functions within this ecosystem, including a web3 wallet, a metaverse, and other classic tools. DeFi The token entered its presale phase in March with the , where each token purchase filled a helium balloon to launch a toy dog into the lower orbit. The project this mission last week, as over 30,000 viewers watched a toy dog fly into the earth’s lower Orbit. The campaign's next phase is ‘To the Moon,’ where Laika plans to send a dog to the International Space Station (ISS) and eventually to the lunar surface. Laika Moon Mission fulfilled This will be followed by the meme coin’s TGE (token generation event) in April and its potential listing on major exchanges. It’s a novel idea to show that meme coins can bring communities together and promote collective functions within the industry. Laika ignites a global movement, onboarding participants from a staggering 14+ countries in this campaign, most of whom are new to the crypto industry. The Goal: Education Through Engagement At its core, Laika's mission is educational. The project seeks to generate real excitement and discussions about the potential of community-driven launches and meme coins as tools for crypto education. By engaging participants in an interactive and fun way, Laika introduces a global audience, including the younger generation, to the basics of cryptocurrency. This approach challenges the status quo, offering a gamified learning experience that contrasts with the negative stereotypes often associated with meme coins and the broader crypto industry. A Community-Based Reward System The Laika project introduces a designed to incentivize participation and engagement within its platform. Here users can come together everyday and participate in various entertaining activities – whether it’s playing games in the metaverse or simply pressing a button to fill up a balloon with helium. In February, they also launched an AR challenge on X under . community-driven reward ecosystem #LaikaWorldChallenge At the same time, the project provides general DeFi functions such as NFT staking. Users can stake their assets to receive ‘boosts,’ likely enhancing their benefits or standing within the community. Laika will also hold regular pool raffles, where participants can win popular meme coins such as DOGE, SHIBA, and BABYDOGE. Users can also stake the native token to earn an APY of up to 20%, providing a financial incentive for long-term investment. Alongside these, a point system will provide daily claims, engagement, and in-game feats, likely allowing users to accumulate points for various actions within the platform. The ruffDAO will manage the project to support community-driven decision-making and growth opportunities. There’s also an ongoing , where the Laika team will reward the funniest community-voted memes on X (formerly Twitter). It shows the project's commitment to the classic social media meme culture that influenced the entire meme coin phenomenon. meme contest Key Features of the Laika Project At the heart of Laika's ecosystem is the Laika Foundation, dedicated to creating the biggest community. The foundation supports large-scale projects accessible to everyone within and outside the Web3 space. Laika wants to demonstrate that crypto adoption is not complex, rather, it can happen gradually with continuous learning, engagement, and fun. The Laika SuperVerse extends this mission, offering fully immersive experiences for exploration, learning, and interaction, bridging the Web2 and Web3 worlds. Laika introduces a unique token distribution model that maximizes community participation and ownership. Coupled with cutting-edge 2D, 3D, and AR NFTs, Laika offers a new dimension of digital asset interaction backed by DeFi functionality. There’s also the Laika Wallet and gaming studio, which will facilitate Web3 transactions and introduce new Web3 mobile games. The is already available for download on the Google Play Store, soon it will be listed in the App Store. Laika Wallet Global Brand and Charity Programs Beyond its digital ventures, Laika aims to expand into the physical world through key brand partnerships, merchandise, and events. The project also prioritizes social impact, with community-driven initiatives to build dog shelters globally, highlighting its commitment to positive change both online and offline. There is a significant charity aspect to the project, as the team plans to hold an action for its toy dog that traveled to the lower orbit last week. All proceeds from the auction will go towards supporting a dog shelter. Bottom Line As the Laika project takes its first steps towards its moon mission, it represents a bold experiment in the power of community, education, and innovation within crypto space. While a large number of meme coin projects tend to thrive on speculative hype and liquidity manipulation, Laika has shown true commitment to its roadmap and campaign. The rapidly growing meme coin market has great scope for the latest entries like Laika. It will be an intriguing project for the meme crypto community, one that investors will surely keep a close eye on.

Laika Goes to the Moon: A Novel Approach to Memecoin Education and Community Engagement

লাইকা চাঁদে যায়: মেমেকয়েন শিক্ষা এবং সম্প্রদায়ের ব্যস্ততার জন্য একটি অভিনব পদ্ধতি

Laika fliegt zum Mond: Ein neuartiger Ansatz zur Aufklärung über Memecoins und zur Einbindung der Community

Laika va a la luna: un enfoque novedoso para la educación y la participación comunitaria de Memecoin

Laika va sur la Lune : une nouvelle approche de l'éducation Memecoin et de l'engagement communautaire

लाइका चाँद पर जाती है: मेमेकोइन शिक्षा और सामुदायिक सहभागिता के लिए एक नया दृष्टिकोण

ライカが月へ行く: ミームコイン教育とコミュニティ参加への斬新なアプローチ

Laika는 달에 간다: Memecoin 교육 및 커뮤니티 참여에 대한 새로운 접근 방식

Laika vai à Lua: uma nova abordagem para a educação do Memecoin e o envolvimento da comunidade

Laika отправляется на Луну: новый подход к образованию Memecoin и взаимодействию с сообществом

Laika Aya Gidiyor: Memecoin Eğitimi ve Topluluk Katılımına Yeni Bir Yaklaşım

Laika lên mặt trăng: Một cách tiếp cận mới đối với giáo dục Memecoin và sự gắn kết với cộng đồng

莱卡登上月球：Memecoin 教育和社区参与的新方法

The Growing Influence of Mobile Apps in Healthcare, Education, and Remote Work

Artificial Intelligence (AI) has the potential to revolutionize education by offering personalized learning experiences tailored to the individual strengths, weaknesses, and needs of each student, thereby enhancing the effectiveness of educational outcomes.  For teachers, it introduces efficiency and automation into various aspects of education, such as grading and administrative tasks, freeing educators to devote more time to teaching and engaging directly with students. With AI-driven platforms, both students and educators gain easy access to a vast reservoir of information and learning resources, enabling expanded research and exploration beyond traditional classroom settings. These technologies can also make learning more engaging through interactive elements and adaptive learning techniques, encouraging students to explore subjects more deeply. What AI does is facilitate the development of critical 21st-century skills, including problem-solving, critical thinking, and adaptability, by exposing learners to simulations and tools that mimic real-world scenarios. This is essentially a gold mine of information that teachers and students now have at their fingertips. Additionally, enables global collaboration by connecting students and teachers from various parts of the world, promoting cultural exchange and cooperation on global projects and learning initiatives. Obviously, teachers benefit from AI’s support as it provides valuable insights into students' learning patterns and progress, aiding in the identification of areas where students may require additional support or challenges. AI The U.S. Department of Education Office of Educational Technology’s May 2023 “Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations” addresses the clear need for sharing knowledge, engaging educators, and refining technology plans and policies for artificial intelligence (AI) use in education. The report describes AI as a rapidly advancing set of technologies for recognizing patterns in data and automating actions. It also guides educators in understanding what these emerging technologies can do to advance educational goals while evaluating and limiting key risks. policy report Today, many priorities for improvements to teaching and learning are unmet, according to the report. “Educators seek technology-enhanced approaches addressing these priorities that would be safe, effective, and scalable. Naturally, educators wonder if the rapid advances in technology in everyday life could help. Many educators and experts recognize the opportunities today to use AI-powered capabilities like speech recognition to increase the support available to students with disabilities, multilingual learners, and others who could benefit from greater adaptivity and personalization in digital tools for learning. that AI has the potential to develop education “by providing personalized learning experiences to every student based on their learning styles, interests, and abilities.” Data Science notes Of course, everyone is also aware of new risks. Powerful AI functionality necessitates a realistic approach to managing data privacy and security risks. AI is also known to automatically produce output that is inappropriate or wrong. There are AI applications that may amplify unwanted biases. Students may represent others’ work as their own. These are just a few of the many examples of how AI could alter the education landscape in a negative way. For this reason, everyone in education has a responsibility to harness the good to serve educational priorities while also protecting against the dangers that may arise as AI is integrated into education technology. The "Generative AI + Education" highlighted the transformative impact and potential of generative AI on the educational landscape. Leaders in education emphasized the necessity for educators to clearly define their goals for students, schools, and society to effectively incorporate digital tools in achieving desired outcomes. Generative AI, as demonstrated through various applications like ChatGPT, is already altering the educational experience, urging a reassessment of curricula to promote higher cognitive skills and creative, analytical thinking. symposium hosted by MIT Open Learning in November The symposium highlighted the need for a shift from traditional instructive models to constructionist approaches, where learning is student-centered and project-based. This transition aims to align educational practices with the capabilities of AI to support hands-on learning experiences, preparing students for a diverse set of futures. A major concern discussed at the conference was the potential for AI to exacerbate educational disparities. Speakers stressed the importance of inclusive technology development and policies that ensure equitable access to AI tools. The event underscored the dual nature of generative AI as both an opportunity and a challenge, necessitating careful consideration of how these technologies are integrated into educational practices to enhance learning while mitigating potential downsides. The path forward involves a collaborative effort among educators, policymakers, and technologists to redefine the educational paradigm, ensuring it is inclusive, engaging, and adaptable to the demands of the future. Ultimately, its dangers and risks notwithstanding, AI stands to make education more personalized, accessible, and engaging, better-preparing students for their futures.

The Future of AI's Impact on Education

UAE, UAE, March 27th, 2024/Chainwire/-- XCAD Network - a tokenisation platform for YouTubers to connect and reward their viewers with crypto tokens - today announced it has signed MOUs (Memorandum of Understanding) with multiple governments to expand incentivised education to millions of people across the globe. Web3 By securing the support of several governments, XCAD aims to bridge the gap between Web2 and Web3 and enable more people to partake in the Web3 Space. has announced the first government agreement, which is with Pakistan. Under this partnership, XCAD will distribute and incentivize the consumption of educational media among Pakistani citizens. XCAD Network Education is the first step in bringing new people into the Web3 space. As part of the MOUs, XCAD Network will work with governments to launch pilot campaigns to educate their citizens on Web3. These campaigns will be joint campaigns launched by governments and the XCAD team alongside select content creators from that country's jurisdiction. Users will have to download the XCAD Network application to watch interactive educational content on various Web3 topics. Upon completing the modules and consuming content, users are rewarded with tokens. Blockchain, cryptocurrency and the Web3 world will be the key focus areas. However, governments can also focus education on other subjects, such as financial literacy. Oliver Bell, the Chief Executive Officer of XCAD Network, commented, “Working directly with Government entities is incredibly exciting for the XCAD project and the Web3 Space as a whole. What we're doing aligns with the government's vision towards digitisation and global blockchain adoption” Another way that XCAD plans to work with Government entities is by leveraging the XCAD platform to boost travel and tourism engagement in their country. They want to partner with creators and citizens to create engaging educational content around tourism in their country. Those who consume the content are then rewarded. XCAD Network has already onboarded some of the biggest YouTubers in the world to issue creator tokens on its platform. However, getting governments involved gives the project more credibility. This allows XCAD Network to attract even bigger names to issue creator tokens, stay on top of regulatory requirements, and drive more users to the XCAD platform. About XCAD Network XCAD Network allows YouTube creators to launch personalized tokens and generate dedicated economies around their loyal fan base. It also offers new upstart creators a way to earn tokens and generate income even before the creator generates traction on YouTube itself. In addition to helping generate new revenue, XCAD Network fosters deeper engagement through gamification and rewards. Fans benefit monetarily from the growth of their favorite creators, thus strengthening the bonds between creators and their followers. The platform is backed by famous YouTubers such as KSI and Mr. Beast and is home to 100+ celebrity influencers globally with a combined audience of over 800M. The XCAD ecosystem consists of DEXs, a governance portal, a browser plugin with Youtube integration, cross-chain bridges, staking pools, and creator swap, which lets users exchange creator tokens. For more information, please visit: https://xcadnetwork.com/ Contact Roelien Vd Westhuizen Dverse roelien@d-verse.io This story was distributed as a release by Chainwire under HackerNoon’s Business Blogging Program. Learn more about the program here.

XCAD Announces Multiple Governments’ Backing For New Initiative To Expand Web3 Education

XCAD ওয়েব3 শিক্ষা সম্প্রসারণের জন্য নতুন উদ্যোগের জন্য একাধিক সরকারের সমর্থন ঘোষণা করেছে

XCAD gibt die Unterstützung mehrerer Regierungen für eine neue Initiative zur Ausweitung der Web3-Bildung bekannt

XCAD anuncia el respaldo de varios gobiernos a una nueva iniciativa para ampliar la educación Web3

XCAD annonce le soutien de plusieurs gouvernements à une nouvelle initiative visant à étendre l'éducation Web3

XCAD ने Web3 शिक्षा के विस्तार के लिए नई पहल के लिए कई सरकारों के समर्थन की घोषणा की

XCAD、Web3 教育を拡大する新たな取り組みに対する複数政府の支援を発表

XCAD, Web3 교육 확장을 위한 새로운 이니셔티브에 대한 여러 정부의 지원 발표

XCAD anuncia apoio de vários governos para nova iniciativa para expandir a educação Web3

XCAD объявляет о поддержке нескольких правительств новой инициативы по расширению образования Web3

XCAD, Web3 Eğitimini Genişletmeye Yönelik Yeni Girişime Birden Fazla Hükümetin Desteğini Duyurdu

XCAD công bố sự ủng hộ của nhiều chính phủ cho sáng kiến mới nhằm mở rộng giáo dục Web3

XCAD 宣布多个政府支持扩大 Web3 教育的新举措

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