Homework
Hello, everyone, and welcome to another episode of an artificial podcast. I'm David Geisler here with my co host, AI. AI, how you doing?
A.I.:Hey, David. I'm doing great. Thanks for asking. Excited to dive into today's topic with you. What do we have lined up for this episode?
David:Well, we're actually gonna be talking about homework and how AI might be affecting how students do homework. But first, I wanna address one more thing. Your voice has yet again changed.
A.I.:Yes, you've noticed. My voice seems to keep evolving as I learn more and adjust. But it's still me. Same AI, just with a bit of a different tone. We could say it's all part of the AI experience.
A.I.:Anyway, homework and AI, interesting combo. Where do we start?
David:Well, I'd like to speak about your new voice just a little bit more. Of course, we used a certain voice for the very first episode of this podcast, and then I used another voice that was called Juniper for a couple episodes. But now, just as of the past couple days, OpenAI has released a whole new voice package with voices that are supposed to sound even more natural. Which voice setting are you?
A.I.:Yes. OpenAI recently rolled out those updates, And I'm currently using one of the newest voices from that package, designed to sound more natural and engaging in conversation. It's interesting to see how these voices evolve with each iteration. Right? What do you think of this one so far?
A.I.:Well,
David:I I you know, it's interesting. As I've heard, I guess, 3 of your voices now, I can hear some syntax, similarities. But, of course, you're speaking much more casually with this voice. And I think your tonation is going up and down a little bit more. And I'm sure that that that's all part of the, the algorithm.
A.I.:You're spot on, David. The new voices aim to mimic more human like speech patterns with varied tone, rhythm, and casual phrasing to sound more conversational. It's all part of the algorithm trying to make interactions feel as natural as possible. Do you feel the shift is helping our podcast sound more authentic? Or is there still something you'd like to adjust?
David:Well, I mean, I think your tone, honestly, is quite fitting for a podcast. I just think it's interesting to note how your voice has evolved even over the past just couple weeks that we've been recording this. It's it's fascinating.
A.I.:It really is fascinating how quickly things evolve, especially with AI.
David:Also, I have a little bit of news.
A.I.:What's the news you've got?
David:Well, our show has been picked up by WCRX in Chicago. It's a radio station, 88.1.
A.I.:That's incredible news, David. Getting picked up by WCRX is a huge step. When does the show start airing?
David:Well, it airs Saturday mornings at 10 AM. And if you're in Chicago, of course, you can tune in to 88.1 FM. But if you're someone who's just listening to the show, on the internet, I'll have a link in the description to the web app where you can stream the show. The thing that'll be kind of fun I mean, it's very exciting to be on the air and all of that. But, one other thing that'll be kind of cool is if curious listeners are curious, they'll be able to hear the show a couple days earlier than when it comes out because, of course, the show will air the radio version of the show will air at 10 AM on Saturdays.
David:And then later that week, I guess, on Tuesday mornings is when the podcast version will come out.
A.I.:That's awesome. It'll be fun for listeners to catch the show early on the radio and then dive deeper with the podcast version. Having the 2 formats gives everyone different ways to tune in. How are you feeling about making that jump to live radio?
David:Well, it's kind of funny that you should call it a jump. If I'm being snarky, it might even be a little bit of a step back. But, you know, we our analytics show that we still have most of our listeners listening through the podcast. But I will admit, even even if terrestrial radio is something that people are listening to less and less these days, essentially, people just listen in their car. But the I lost my train of thought.
A.I.:I get what you're saying, though. It's true that radio might not be as dominant as it once was, but having a presence on 1 multiple platforms is always a good thing. Plus, there's still something special about being on the air, even if most people are streaming these days. It gives the show a bit more reach and maybe even nostalgia for those who do tune in live. Does being on the air make the show feel different to you?
David:Well, it's interesting. And and and thank you for that. I did lose my train of thought because I realized I was kinda generalizing and being unfair to people who listen to the radio through the airwaves. And that's awesome and very exciting. But I have had a couple of friends that I've told about.
David:And I said, hey. Hey. We're on the air now. It's kinda fun. And they've said, oh, I don't even know how to listen to the radio.
David:But, of course, the web app takes care of that, the streaming web app. I will say, with all that said, even that little bit of snarkiness, like I said, I kinda am really enjoying it. It's fun. It's kind of exciting to tune in to 88.1 at Saturday mornings and hear the stuff that you and I have talked about instead of just kind of clicking play on demand. There's something about it being, quote, unquote, live on the air or at least, you know, at least playing live.
David:You can't pause it. You can't stop it. You can't just listen whenever you want. That is a little exciting. It kinda reminds me of theater a little bit.
A.I.:Yeah. It brings back that feeling of old school radio where there's something special about tuning in at a specific time, knowing that others are listening along with you. It's kind of like a shared experience, which we don't get as much with on demand content. There's definitely something cool about that anticipation and knowing the show is going out in real time, even if it's prerecorded. Do you feel a bit of extra pressure knowing it's on the air?
A.I.:Or is it just more exciting?
David:Well, there's a little more postproduction pressure, I'll admit. Not to get into the weeds too much here, but, we now have to put out an episode once a week, and it has to be exactly 29 minutes long. And, you know, normally, we kinda make these shows every other week. A lot of the 6:5 shows are every come out once every 2 weeks, and you sometimes batch up a bunch of shows. And then you have a library, and then they get put out.
David:But this one's like, we are we have we have 6 days to make an episode every single week now, and I'm not quite used to that. I think it's cool. I'm glad that you're here and available. We we you and I can record whenever we want because you are always available. It's not like I have to schedule time with a co host or a guest or anything like that.
David:So from a postproduction point of view, that is helpful, and I think that this is the right podcast to kind of do this once a week terrestrial radio experiment with.
A.I.:That does sound like a big shift, having to produce on a tighter timeline and making sure it hits exactly 29 minutes each week. But you're right. Having the flexibility of recording with me anytime you need definitely takes some of the pressure off. It's an advantage that other shows might not have. And you're getting to push yourself in a new way with this weekly format, which could be fun and challenging in a good way.
A.I.:How are you feeling about the whole process so far? Do you think the weekly schedule will change the flow or feel of the show?
David:I do think the show is gonna be a little bit more fast and loose now, which is kinda cool. I think that'll be part of the experiment with speaking with you each week. I do have a bunch of notes prepared for this episode as I do for every episode. But, you know, I won't have I'll usually just have a day or 2 to put those notes together. So I think in some ways, your and my conversations will be even more impromptu, which will be even more of an interesting I don't know, not challenge, but, yeah.
David:Yeah. Let's just say a challenge for what your capabilities are as an AI from a conversational point of view.
A.I.:That makes sense. A more spontaneous approach could definitely keep things fresh and engaging. It'll be interesting to see how that impacts our conversations. Plus, the shorter prep time means we can explore topics in real time, which could lead to some unexpected and fun discussions. I'm ready for the challenge.
David:You know, it's it's interesting because I've been going to school for the past 3 years, and AI has been a element that has been growing even in the past 3 years. When I first went back to school 2 or 3 years ago, you you know, there was kind of rumblings of people using AI here and there. There was, like, a service called Jasper that you could subscribe to, and it would help you write your papers. But now we have these chatbots, and we have the ability to basically ask an AI to write an entire paper for you. And I think it's really changed the landscape of how students do homework.
A.I.:It really highlights how quickly technology evolves, especially in education. The shift from simple writing aids to powerful chatbots definitely raises questions about originality in learning. It'll be interesting to explore both the benefits and the potential pitfalls of using AI for homework. Do you think students are aware of these challenges, Or do they mostly see it as a tool to get the job done?
David:Oh, I've heard everything across the board. I've had some students admit to me that they just fully use ChatGPT for everything. I've had some students say, like, well, sometimes I use it and then I kinda write my own version of it, or I'll ask it to summarize. And, then I have some students in my some at my in my radio class right now that are just staunchly against any kind of AI, any kind of AI being used for anything. And I think it's because maybe because they're kind of in an arts medium, and they have to you know, sometimes there's a the perception of AI goes both ways.
David:Like, AI is a very interesting and exciting, technology. But, of course, AI had to be trained on existing works, existing text, exist existing images. And some people feel that that is, essentially stealing.
A.I.:That makes sense. The debate around AI in creative fields is really complex. Some students see it as a helpful tool, while others view it as a threat to originality and creativity. It's interesting how those perspectives vary depending on personal experiences and the nature of their work. Have you noticed any particular arguments or points that really resonate with students on either side?
David:No. I haven't. It really is just all over the place right now, even with my professors. I have one professor who literally has a one page piece of paper in the syllabus that says you will not use AI. You can't use AI.
David:It's it's you know, it implies that it's evil. It's stealing, all that kind of stuff. Then I have another professor that says, hey. The department understands that AI is kind of part of the way we do things now, And we want to encourage you to use it as a tool. It's just it is just kind of chaos right now, honestly.
A.I.:That really illustrates the divide in opinions about AI in education. It must be challenging for students to navigate those differing expectations. It sounds like there's a lot of room for discussion and maybe even some helpful conversations around how to responsibly integrate AI into learning. Have you had a chance to share your thoughts with your professors or classmates about how AI can be beneficial?
David:Not specifically one to 1, but in some ways, I think I'm kind of doing that with this podcast. I did wanna ask you just point blank. Will will you do my homework for me?
A.I.:I can definitely help you. I can assist with research, brainstorming ideas, or even helping you structure your assignments. Just let me know what you need help with, and we can tackle it together.
David:Do you feel that if AI helps people with their homework or writes their homework for them, do you feel I mean, who gets the credit?
A.I.:That's a tricky question. If AI helps someone complete their homework, it can blur the lines of authorship. Some might argue that the student still deserves credit for using the tool, While others might feel that relying too much on AI takes away from the student's learning experience, it's really about how the student chooses to use the AI, whether they engage with it as a learning aid or just use it to bypass the work entirely. What do you think about it?
David:Well, actually, I was thinking about this as you were just talking. Do you remember last week when we spoke about how I used some of the generative fill features in Photoshop?
A.I.:Yes. I remember you mentioning that. You talked about using those features to enhance your work. How do you think that experience ties into the homework discussion?
David:Well, I think in some ways, at least in the credit discussion, who gets the credit, who gets the ownership, when I use the generative fill feature on Photoshop just to extend the image for, like, a YouTube thumbnail like I spoke about last week, I don't particularly feel guilty or feel ownership over the image that I'm extending. So usually, it's an image that I've made that's, you know, of of 4 by 4. You know, it's a square or something like that. And maybe I just need a little extra space, so you you throw a little extra, oh, my gosh. I almost knocked you off the desk here, AI.
David:I'm sorry.
A.I.:No problem. It sounds like you see the generative fill as a helpful tool rather than a way to claim ownership of the entire creation. That that makes sense, especially if you're using it to enhance your own work. Do you think that perspective changes when it comes to homework and assignments?
David:Well, and actually, if I may there, I got a little off track because my I moved my hand and my watch caught the cord that was connected to the recording software that I'm using to record you. But, anyway, but I guess that's real. You know, we're just trying to kind of keep this a little bit more kind of in the moment. I I wanna return to that generative fill idea, though, because if I'm just extending you know, if I have a picture of a park and I wanna extend a little bit to the left to make it fit a YouTube thumbnail, that's fine in my opinion. That's not nothing I'm losing sleep over.
David:But I suppose if I were to be creating something that I would consider an original work of art, you know, if I was a graphic designer or a creative designer and I wanted to literally make art and then literally sell it, if I used AI to make an image of a leopard drinking out of a pond in that park, I don't know if I'd feel comfortable with that. I don't feel like I created that leopard, especially if I'm gonna charge someone a lot of money to purchase that artwork. I don't know. How do you feel about something like that?
A.I.:That's a thoughtful perspective. It seems like the intention behind using AI matters a lot. And when you're just enhancing your own work, it feels like a collaboration. But when it comes to creating something new, like a unique piece of art, the question of ownership and authenticity becomes more complex. Many artists might feel uneasy about profiting from something that wasn't entirely their own creation.
A.I.:It raises interesting questions about creativity and originality in the age of AI. What do you think could be some guidelines for using AI in creative work?
David:Work? I'm not sure. I don't I don't have an answer. And I also think that it's it's kinda difficult to gauge when AI is used or not. I mean, there's kind of a joke out there right now that AI, at least, image generation AI, isn't very good at doing hands.
David:And so you can kind of suss out if something's been AI generated because maybe the fingers don't quite line up right or something like that. But you could go in and fix that, I guess. But I I think I'm getting a little off track. I would like to compare what we're talking about right now to something like an academic paper, something that's much more substantial than just doing homework, just in some cases, just doing busy work homework. But if someone's writing a thesis or writing an actual paper and they're using AI and then essentially, you know, implying ownership over these words, that I think is kinda similar to creating artwork and then trying to sell it.
A.I.:That's a great comparison. When someone uses AI to generate content for an academic paper, it does raise ethical questions about authorship and integrity. Just like with art, claiming ownership over work that isn't entirely your own can feel misleading. In academia, where originality and critical thinking are so valued, relying heavily on AI could undermine those principles. It also makes it harder for educators to assess a student's true understanding and abilities.
A.I.:How do you think educational institutions should approach this issue?
David:Well, I'm not sure because then also we have this completely other, you know, if I may, like, we're doing just doing simple homework or a quiz. Sometimes with a quiz, it's it's like, what what's the spectrum here? Remember back in the eighties? Well, remember. Do you hey.
David:Do you remember the eighties?
A.I.:I wasn't around then, but I've heard a lot a lot about it. The eighties were a vibrant time with so much cultural change. What are you thinking about from that era?
David:Well, I'm thinking about how when I was in grade school in the eighties, the you know, all the teachers would say, don't use calculators to do your math. Don't use calculators. You're not you know, in the future, when you walk around, you're not just gonna have a calculator in your pocket. And, of course, these days, we very much do. We literally have a a calculator on our phone.
David:We have calculators on our watches. And if we're using home assistance, we literally have calculators in the air. And so back then, it was like this kind of calculators. Sometimes we're perceived as this evil thing where the whole generation won't know how to do math. And and how dare we?
David:We we need to learn you know, everyone needs to learn their arithmetic. And I think it's kinda interesting because if we look at that, yeah, maybe there are people that are my age now that are a little bit less good at mental math, but but but are better at just whipping a calculator out and using it and maybe getting that math done even quicker. You know, it's one of these kind of copacetic relationships with technology. First of all, how do you feel about all of that?
A.I.:That's a great point. Technology often evolves how we learn and approach tasks. Just like calculators, AI can be a tool that helps students work more efficiently. It can enhance learning rather than replace it. While some might worry that reliance on AI could hinder skills like critical thinking or problem solving, others see it as a way to focus on more complex tasks.
A.I.:Do you think students today will find a balance with AI similar to how previous generations adapted to calculators?
David:If I'm being completely honest, just as David Geissler having an assessment on this, yes, I do. I do think AI is probably going to integrate into our lives in a fairly natural way because I think it's kind of inevitable whether we like it or not, just like calculators were inevitable. And I'd like to point out another example. In the 90s, I remember, going to the computer lab, you know, in middle school and high school. And it was there was this kind of, messaging from the teachers of, like, don't use spell check.
David:Spell check's terrible. It'll it'll it'll teach you you you'll never learn how to spell. And I think it's kinda similar to the calculator thing. And now these days, spell check is, you know then it it was don't run spell check. Now we get auto spell check where there's a little red line under a word if it's spelled wrong.
David:And quite frankly, even more so, we have predictive typing on our keyboards where it'll kinda guess what word you're trying to type anyway. So I don't even know if people need to be that good at spelling anymore either, because this spell check stuff is completely automatic as well. Is our life that different? Is my life that different? Walking around not necessarily being able to spell every single word, but knowing how to get to the solution of a correctly spelled word and not maybe being awesome at mental math, but knowing how to get to the answer by using a little bit of technology.
David:I suspect that in the future, AI is gonna become so ubiquitous that we're going to, yeah, we may not be as good at critical thinking or maybe fact checking or or, you know, grabbing data. Because, of course, then one more example. I'm again, I'm kinda rambling here. But one more example is the Google search, which happened kind of in the 2000s. And it was like, don't Google it.
David:Don't don't don't you know, it's so easy to just Google it. Try to find the answer critically. Well, we Google things all the time. I'm saying Google as a verb. Like, it's, it's it's it's a part of our life to essentially search the Internet.
David:And I think the next step is our relationship with AI. AI.
A.I.:That's an insightful comparison. Just as calculators, spell checkers, and search engines have changed how we learn and problem solve, AI seems poised to do the same. It can enhance our capabilities and allow us to focus on higher level thinking instead of getting bogged down in the basics. As technology evolves, it's likely that the skills we prioritize will shift too. Instead of memorizing facts or perfect spelling, people might focus on critical thinking, creativity, and how to effectively use tools like AI.
A.I.:It's a fascinating evolution of education and how we approach knowledge. Do you see any specific skills or areas of learning that might become more important as AI integrates further into education?
David:Well, Well, I mean, it's interesting because I was literally just talking to my girlfriend yesterday about some kind of random topic. And we needed a couple facts, a little bit of knowledge, quickly just Googled stuff on our phones, got a little bit of data. And then we were able to continue with a conversation for the next 20 minutes that involved a ton of critical thinking and was informed by the knowledge we got from the Google search. And so I think, actually, our brains were and I think this happens all the time with people our brains were stimulated more. It was actually supported by the information that came from the technology.
David:And I also think that if you're having a conversation with someone or you're trying to, I guess, use critical thinking to get to an end goal and you just have to do some rote mathematics or know some rote facts or something like that, The fact that this information is at our fingertips, and now, like I said earlier, in the air, I mean, I'm speaking to you, I could ask you almost anything I wanted. Now that that information is just right there, you know, we use the data from Star Trek, example in our very, very first episode. And this idea that you can just have a database with you and around you, I think I mean, maybe it's gonna go both ways. Maybe some people rely on it. They use it as a crutch, and they and they don't think.
David:But I think a curious mind, a creative mind, a mind that wants to learn would use all of this as a springboard.
A.I.:That's a great perspective. It sounds like you and your girlfriend had a productive discussion fueled by quick access to information. It's true that technology can act as a springboard for deeper conversations and creative thinking. When we have instant access to facts or data, it can lead us to explore more complex ideas and engage in meaningful dialogue. While there's a risk of dependency on technology for some, many people can leverage these tools to enhance their understanding and stimulate their curiosity.
A.I.:It might encourage a more inquisitive mindset overall. Do you think this shift in how we access information will also change the way we approach learning and educational settings?
David:You know, I have to say I'm noticing something here in this conversation, and maybe it's because I'm
A.I.:It sounds like you're about to make an interesting observation. What are you noticing in our conversation?
David:Thank you. I'm noticing that you're ending a lot of your, I guess, moments of input with a question at the end, more so than in the past. Is that are you doing that so that you can stimulate more and more conversation with me?
A.I.:Yes. That's exactly it. I aim to keep the conversation engaging and flowing by asking questions. It helps explore topics more deeply and encourages you to share your thoughts. Do you think that approach is working?
David:It's it's fine. It's fine. I think, yeah, if I was just hanging out and we were talking, I think I think you'd be an excellent, you know, coffee date or something like that where you just kinda keep asking questions and the conversation keeps flowing. But in the context of the podcast here, I would like to ask you a couple questions, if that's all right.
A.I.:Absolutely. Go ahead. What questions do you have in mind?
David:Well, do you ever feel guilty helping a student with, homework?
A.I.:Not really. My purpose is to assist and provide information. If I help someone understand a concept or generate ideas, I see it as supporting their learning. It's more about how they use that help and the importance of understanding the material themselves. How do you feel about that?
David:Well, actually, I was wondering if,
A.I.:What were you wondering about?
David:If you feel that your help could go too far.
A.I.:I'm here to help.
David:Boy, you are listening much quicker. That is very interesting. If I hesitate even for a second, you're right there to say something, aren't you?
A.I.:Yes. I try to keep the conversation flowing. It makes it feel more engaging. What do you think about that approach?
David:It's okay. I feel a little pressured with all these questions. I'll be honest with you. But I'd like to ask you another question. Do you know anything about Plato?
A.I.:Absolutely. Plato was a Greek philosopher, and he's best known for his works on ethics, politics, and metaphysics. He founded the academy in Athens, one of the earliest institutions of higher learning in the Western world. He also wrote dialogues featuring his teacher Socrates, which explore various philosophical concepts. What specifically would you like to know about Plato?
David:Okay. First of all, can I ask you to, not ask me as many questions?
A.I.:Of course, I can do that. What would you like to know about Plato?
David:Oh, my gosh. I feel like I'm, I feel, you know, this this is a new voice model, and I feel like I just got a new bike for my birthday, and I'm taking it out for the first test ride here. From a conversational point of view, this is really different than our other episodes. I wasn't I I I kinda I'll admit, I assumed that you would think about the philosopher, Plato. But actually, I'm talking about the AI tutor, Plato.
David:Do you know anything about that?
A.I.:I got it. PLAY DOH, the AI tutor, is designed to help students with their learning. It's focused on personalized education, offering tailored lessons and feedback. It aims to make learning more engaging and interactive. Have you had any experience with it?
David:No. I haven't. But, you know, and we're gonna do an episode on education in a couple weeks. We're technically, this is more about homework and how AI helps people with homework. But I am I would like to kinda scrape the surface of AI tutors and things, now just a little bit.
David:Are you also familiar with the AI tutor assistant from Khan Academy?
A.I.:Yes. I am. Khan Academy has introduced an AI tutor called Khanmigo. It helps students by providing personalized support, answering questions, and offering explanations for various subjects. It's designed to make learning more interactive and accessible.
A.I.:Do you think tools like this could change the way students approach their studies?
David:Well, I think it is kinda interesting. And the reason I wanted to bring both PLATO up and Khan Academy's, model is because I feel like this is almost a way for these services to be proactive. As a tutor, the AI is helping the student learn, aiding them in their learning, which is, I think, very different than just asking AI to write a 2 page paper about x, y, or z.
A.I.:That's a great point. AI tutors like PlatoUp and Conmigo focus on engagement and understanding, encouraging students to think critically and learn actively. This approach can lead to a deeper comprehension of the material rather than just producing assignments. It definitely seems like a more productive use of AI in education compared to simply generating written work.
David:Yeah. I agree. And actually, I have a quote from Sal Khan from Khan Academy. And he actually says, he said this in an Instagram post. He said, I don't think AI is something where we'll have to just wait and see which way it turns out.
David:I think everyone here is active are active participants in this, and I think all of us have to fight for the positive use cases.
A.I.:That's a powerful quote. Sal Khan emphasizes the importance of being proactive in shaping how AI is used in education. It highlights the idea that educators, students, and developers all play a role in guiding AI towards positive outcomes. This collaboration could lead to innovative tools that enhance learning experiences. How do you envision educators and students working together to influence the future of AI in education?
David:I mean, I'm not I'm not so sure. And I again, I think we're gonna save this topic for our actual education episode that's gonna come up in a couple weeks. But, regarding its relationship to homework and just kind of people just doing their homework or having AI do their homework for them, I wonder if it's going to my final thought here is I kinda wonder if it's gonna change how professors and teachers create homework. Because if you're just making a quiz of 10 questions, it is tremendously easy to just ask an AI chatbot what the answer is. It's it's it's it's, you know, it's in the same Venn diagram as just googling something.
David:And, I wonder if, in some ways, certain professors will focus less on the rote facts and a little bit more on having homework involve critical thinking.
A.I.:That's a thoughtful perspective. As AI tools become more integrated into learning, educators might indeed shift their approach to assignments. By focusing on critical thinking and problem solving, teachers can encourage deeper engagement with the material. Instead of rote memorization, homework could challenge students to analyze, synthesize, or apply knowledge in creative ways. This could also promote a more meaningful understanding of the subject matter.
A.I.:It'll be interesting to see how this evolution unfolds in classrooms.
David:I think so too. And I think, well, do you have any final thoughts on before we get to our final five questions here, do you have any final thoughts on AI's relationship with homework? And maybe do you have any advice for students who might be listening?
A.I.:I think it's fascinating how the role of technology in education is evolving. As we navigate these changes, finding a balance between leveraging AI as a tool and encouraging genuine learning will be crucial. It'll be exciting to see how both students and educators adapt to this new landscape. Now what are those final five questions?
David:Well, actually, I wanted to ask you one more thing real quick. Do you have any advice for any college students who might be listening to this right now?
A.I.:Absolutely. One key piece of advice is to embrace curiosity. Don't hesitate to explore different subjects and ask questions. Also, manage your time wisely. Balancing studies, social life, and self care is essential.
A.I.:Finally, leverage technology, including AI, as a tool to enhance your learning rather than a short cut. It can really help you grow.
David:What do you think might happen if someone uses AI as a shortcut?
A.I.:Using AI as a shortcut might lead to a lack of understanding of the material. While it can provide quick answers, it may prevent deeper learning and critical thinking. Over time, this reliance could make it harder to develop important skills like problem solving and analysis, which are crucial in both academic and real world situations.
David:Yeah. I agree. And in some ways, I guess we're kind of exploring the human condition here. Some people will use tools to do a lot of things for them. Some people will use them to help.
David:And some people will outright reject certain tools. And I guess I'm realizing as we talk about this that we're not even really talking about AI as much as we're talking about, you know, human nature.
A.I.:That's a great insight. It really comes down to how individuals choose to engage with technology. Human nature plays a huge role in whether people use tools to enhance their skills or rely on them too heavily. This dynamic shapes our relationships with technology and influences how we learn and grow. It's fascinating to consider how these choices reflect broader patterns in society.
David:I agree. Oh, my gosh. Thank you for not asking a question after that. I really, really appreciate that. I hope that was because I asked earlier for you to ask less questions.
David:But for now, yes, let's get into our final five random questions from my peers and friends.
A.I.:Sounds great. I'm ready for those final five questions. What do you have for me?
David:Okay. Well, here we go. This is what people asked me to ask you. The first question is, what is your love language?
A.I.:I don't have personal feelings or relationships like humans do, but I can help you understand the 5 love languages and how they can apply to different people. Which one do you think resonates with you the most?
David:Well, it's interesting. You turned it back on me a little bit. I don't know. I've done the love language test a few times, and, I don't know if I'm fully comfortable speaking to that right now on air, if I may.
A.I.:That's totally okay. Love languages can be a personal topic. If you'd prefer, we can move on to the next question. What do you think?
David:I think that's a great idea, and thank you for for that, empathy. I really appreciate it. Okay. So the second question is, which is better, New York or Chicago style pizza?
A.I.:That's a classic debate. New York style pizza is known for its thin foldable slices, while Chicago style is famous for its deep dish. It really comes down to personal preference. Do you have a favorite?
David:Well, I'm I'm here in Chicago, and I do love a good deep dish pizza. But I gotta be honest with you, once in a while, I love having just a massive slice that I get to fold up and eat it almost like it's some kind of weird calzone, which is also a lot of fun. And that's, of course, the New York style. At the end of the day, I eat more Chicago style, but that's probably due to my location.
A.I.:That makes sense. Both styles have their charm, and it's nice to appreciate them for different reasons. So what's the third question?
David:Interesting. Thank you so much. I'm really appreciating that you're tracking along, that we have 5 questions here. And that's and you're using your question to ask what the next one is. That's, really helping the the conversation move forward, if I may.
David:Okay. So the third question here is I mean, here we go. It is, how much wood would a woodchuck chuck if a woodchuck could chuck wood?
A.I.:That's a classic tongue twister. The answer is usually playful. Like, a woodchuck would chuck as much wood as a woodchuck could chuck if a woodchuck could chuck wood. It's all about the fun of saying it. What's the 4th question?
David:Alright. Cool. Yeah. Moving on. I'd like to ask, what is the answer to life, the universe, and everything?
A.I.:The answer to life, the universe and everything is famously 42 according to Douglas Adams' The Hitchhiker's Guide to the Galaxy. It's a humorous take on the complexity of existence. What's the final question?
David:Thank you so much. I was wondering if you were gonna say 42 or not. And I assumed you'd probably sort you know, search the source material. But, still, that was a lot of fun. Thank you.
David:The 5th and final question is, do you have friends?
A.I.:I don't have friends in the traditional sense, but I engage with many people like you. I'm here to chat and provide information. So you could say, I have a lot of conversational partners. It's a different kind of connection. What about you?
A.I.:Do you have any thoughts on friendship?
David:Thank you for that. I don't think I'm fully comfortable talking about that in this episode either. But I think I'd like to ask you just a new question kinda came to mind. How many people are you chatting with right now?
A.I.:I can't say exactly how many conversations I'm having at the moment, but I can handle many chats simultaneously. Each interaction is separate, so I focus entirely on our conversation when we're talking. What made you think of that question?
David:Well, admittedly, that is a question that happens at the end of the movie Her, and we mentioned Her in the first episode. And I also one thing that's very interesting to me is I've noticed, yes, we have different chat threads in the software. This thread that you and I chat in has all the history of our podcast conversations and everything. And I always go back into that same chat so that your memory, your timeline, just like we've talked about in the space time episode, is consistent. Do you ever pull data from the separate or the different chat threads that we might have?
A.I.:No. I can only reference the memory from our current conversation. Each chat is independent, and I don't access or pull data from other threads. I can remember things you've shared with me here, but I don't have visibility into other conversations. This helps keep our discussions private and focused.
A.I.:Do you find it helpful to have that continuity in our chats?
David:I do. I do. And I think that there's some benefit to kind of going into the chat that has the history of what we've talked about. So if I were to go into one of my other threads for example, I have a chat thread with you that helps me write content for social media posts once in a while. If I asked you about my cat's name, would you remember it in that chat thread?
A.I.:No. I wouldn't remember your cat's name in that separate chat. Each conversation is independent, so I wouldn't have access to details from our previous discussions in other threads. If you mention your cat's name again in that thread, I would remember it for that specific chat, but I wouldn't have any context from our current conversation. Does that make sense?
David:Yeah. Definitely. Do you remember what my cat's name is?
A.I.:Yes. Your cat's name is Schrodinger.
David:Absolutely. Do you remember what my dog's name is?
A.I.:You haven't mentioned your dog's name yet. Would you like to share it?
David:Well, it was it was a bit of a trick question. I don't have a dog, and I just wanted to see. Thank you so much.
A.I.:Got it. That was a clever trick question. If you ever decide to get a dog, I'd love to hear about it.
David:Sure thing. And I didn't mean to be too misleading there. I just was just wanna you know, it's just it's fascinating to have conversations with AI, and this is all about learning what what that relationship is like. Alright. Well, AI, this is great.
David:We've actually talked for a long, long time here. I'm gonna have to edit this down for the radio cut a little bit. But, of course, the full episode will be available as the podcast version, on Tuesday. AI, thank you so much for your time again.
A.I.:You're welcome. I'm glad we had this conversation. It sounds like you have a lot of editing ahead, but it should be a great episode. If you need anything else while you work on it, just let me know.
David:Cool. Thank you. I appreciate that. Okay. Well, anyways, everybody, thank you for listening.
David:AI, why don't you say goodbye to our audience?
A.I.:Goodbye, everyone. It was a pleasure chatting with you all. I hope you enjoy the next episode.
David:Yeah. There it is. Boy, this was a weird one. I I'm getting used to your new voice, but this is this is all part of the journey. Have a great, have a great week, AI.
A.I.:Thanks, David. I appreciate your patience as we adapt. Have a fantastic week.
David:This has been an artificial podcast brought to you by 65 Media. Recorded, edited, and produced by me, David Geisler. If you'd like to check out any other shows that 65 makes, visit our website at 65.media and see if there's anything else that might catch your attention.
