- Gener[AI]tion Edu Weekly Notebook
- Posts
- WN #14
The New York Times vs. OpenAI
For all of the promising advancements and possibilities that AI brings, there's a tempering of enthusiasm due to the ethical quandaries that plague the space. On the one hand, AI is this incredible tool that can simplify tasks, open doors to new ways of learning, and spark creativity in ways we've never seen before. But on the other hand, it raises significant concerns regarding data privacy, intellectual property, the potential for misuse, and the broader impact on employment and societal structures. Whether you are a fan of AI or not (or more likely just befuddled as to what it all means), there are several ethical questions that are worth exploring with your students – questions that will become increasingly relevant and critical as AI technology continues to weave itself into the fabric of our daily lives.
Recently, the discussion around AI ethics was thrust into a bigger spotlight following The New York Times' decision to file a lawsuit against OpenAI and Microsoft, claiming that the use of their proprietary content for training AI models without explicit consent constitutes a breach of intellectual property rights. The lawsuit has raised critical questions about boundaries in using existing media for machine learning purposes, and the implications for the future of copyright laws.
The New York Times probably loves that OpenAI’s DALL-E image generator spit out a replica of their logo in this image
The purpose of this section of the newsletter this week is two-fold: (1) To keep you up-to-speed on a major legal battle that could shape the future of AI, and (2) to demonstrate how you can leverage AI to bring discussions like this to the classroom.
From an educator’s standpoint, preparing lessons around current events and issues isn’t always easy. There are plenty of times where I say, “oh that would be a good topic to discuss in class,” before realizing that there are no educator resources that exist (or that are accessible to me), and I’ll have to create the lesson all on my own. Doable? Yes. Time-consuming? Absolutely. The ability to use AI to take content and create whatever resources and formats work best for my students and my schedule is a game-changer.
Take the above-mentioned lawsuit, for example. I went and found two articles, one that detailed the New York Times’ reasoning, and a rebuttal from OpenAI’s perspective. Of course, you could skip this step and use AI to sum up the case for you, but I prefer actually reading the articles so that I can catch any potential hallucinations or shortcomings in what AI gives me. Then, instead of just handing out the two articles for students to read and discuss, or spending hours creating or searching for resources, I can feed them into an AI tool and easily customize how I present the topic in any number of ways. You can use teacher-centric AI tools like Diffit or MagicSchool to create these resources, or you can just use a tool like ChatGPT, as I did below (I highly recommend ChatGPT Plus, but you can get good use out of the free version as well).
For example, I can…
Frame the issue for my students:
Picture this: You're a journalist at The New York Times, one of the most respected newspapers in the world. You've spent weeks, maybe months, investigating a major story. Your dedication, your late nights, your relentless pursuit of the truth, all culminating in a groundbreaking article.
Now, imagine discovering that OpenAI, the creators of ChatGPT, has been using your hard work, your articles, to train their AI, without your consent or even knowledge. This AI is learning from your efforts, your creativity. Yet, you receive no credit, no acknowledgment. How does that make you feel? Is this the price of technological advancement, or is it a violation of your intellectual labor?
As high schoolers, you stand at the intersection of old and new worlds. In one, the traditional rights of creators are sacred. In the other, the boundaries of innovation and shared knowledge are being redrawn. What's your take on this? Is OpenAI crossing a line, or is it simply leveraging the vast resource of the internet for progress? This isn't just a hypothetical scenario; it's a real conflict playing out today, challenging us to rethink the balance between technological advancement and the rights of creators.
Craft a quick vocabulary list to help them with the text:
Artificial Intelligence (AI): The simulation of human intelligence in machines.
Intellectual Property: Legal protection for original creative works and inventions.
Copyright: Legal right to control the use of intellectual property.
Fair Use: Legal doctrine allowing limited use of copyrighted material without permission.
Infringement: Violation of a law or right
Provide a quick summary overview of each side’s perspective:
New York Times' Perspective:
The New York Times defends its intellectual property rights, arguing that the unauthorized use of its content by AI like OpenAI's ChatGPT threatens its financial model and undermines the value of its journalism. The Times emphasizes the need for permission and compensation for their work, asserting the importance of protecting content creators in the digital age.
OpenAI's Perspective:
OpenAI contends that using publicly available information, like news articles, for AI training is fair use and crucial for technological innovation. They stress their commitment to ethical practices, including collaborating with news organizations and providing opt-out options. OpenAI argues that no single source, including the New York Times, is significant in their model's vast training dataset, underlining the importance of balancing copyright protection with the advancement of AI technology.
Create a table of each side’s key arguments, which I could use as a scaffold for students, as a shortcut if we don’t have time to read the full articles, or I could leave some of the boxes blank and turn it into a graphic organizer for students to complete:
I can also have it re-write the articles at different reading levels, or in different languages, or have it come up with some insightful questions that provoke critical thinking and deeper understanding:
1. After reading about the lawsuit between The New York Times and OpenAI, which side do you find more compelling and why? Consider the arguments each side presents regarding the use of copyrighted content.
2. What kind of solution or compromise would you propose to resolve this dispute? Think about a solution that could be fair to both AI developers and news organizations, and explain how it might work.
3. How do you think AI should be used in the future of news dissemination and journalism? Consider the potential benefits and drawbacks of AI in this field.
This just scratches the surface of what is possible, but hopefully it gives you some ideas about how you might use AI to help students engage in key conversations around the technology. These discussions are critical to helping students have a more nuanced understanding of the world they are inheriting, and equip them to be not just passive consumers of technology, but informed, responsible, and proactive participants in shaping its use and impact.
STEM Enrollments on the Rise
STEM enrollments are up worldwide, fueled by advancements in the field of AI. Many schools have reported a large uptick in computer science majors in particular, and the British Computer Society recently began urging schools to start teaching AI from the age of 11. If you want to introduce students to AI through a computer science lens, here is a great resource.
Does the System Need to Change?
AI in education has lots of potential, but it doesn’t necessarily fit well with our antiquated school system. This opinion piece argues that, in order to reap the full benefits of what AI can offer, we’ll need to shift the way we approach school altogether. Easier said than done.
Educators Turn to AI-Powered PD
AI’s promise of personalized learning isn’t just limited to students. AI has the potential to revolutionize the accessibility and efficiency of learning opportunities for educators as well. Professional development for educators is often “one-size-fits-all” whether conducted online or in-person, but AI-powered PD can dynamically adapt to individual needs, such as tailoring scenarios to specific roles and situations, providing real-time feedback, and addressing questions as they arise.
📌 Copilot Goes Pro
Microsoft Copilot (formerly referred to as Bing Chat) used to be a great way to access OpenAI’s most powerful model, GPT-4, for free, but those days are now over. Copilot is splitting into a free version and a Pro version, with the former restricting GPT-4 access to “non-peak hours.” Copilot Pro ($20/month) will provide unlimited GPT-4 access, faster image generation, integration with Microsoft 365 apps (Word, PowerPoint, etc.), and a custom GPT builder. Copilot also now has its own standalone apps on iOS and Android, and will be getting its own key on new keyboards.
📌 ChatGPT Updates
OpenAI’s GPT Store is now live for ChatGPT Plus users, allowing them to browse and use Custom GPTs created by others (though not everyone is using it as intended). They’ve also rolled out ChatGPT Team, which allows for any team of 2 or more to have a collaborative workspace, shared GPTs, increased data privacy, admin controls, and more.
📌 Make a Song with Suno
I’ve shared a few AI music generation links in the “Extracurriculars” section of previous newsletters, but the technology is developing rapidly, to the point where it can actually be useful in the classroom. Suno.ai can generate a song with lyrics from a simple text prompt, opening a new creative avenue (and potentially driving more discussions around AI ethics). You can also access Suno through a plugin on Microsoft Copilot (as long as you are using the Edge browser). Check out “Source Savvy,” which is sure to have me in the running for a Grammy.
Integrating Other Subjects into Your Content
Because large language models excel at finding connections between ideas, AI can be really helpful for finding ways to integrate other subjects into your curriculum. A simple prompt can open up a world of new ideas:
“How can I integrate _____ into my _____ content?”
“What are some opportunities to integrate other subjects into my content on ____?”
More Ideas…
Did you know that you can run ChatGPT voice mode through your car speakers? Just connect your phone to your speakers like you normally would, then activate ChatGPT’s voice mode by tapping on the headphones icon on the mobile app. Now you can have a running conversation with ChatGPT while you drive, and it will keep a transcription that you can access if needed.
Need some ideas for providing support to your multilingual students? AI provides several new opportunities to aid in language acquisition and literacy development.
The rise of AI technology has a lot of people worried about how it may affect elections. Google recently laid out their election gameplan in regards to AI, and OpenAI outlined their own approach.
Nikon, Sony, and Canon are developing digital signature technology to help authenticate real photographs in a world that is going to be increasingly inundated by AI deepfakes. And McAfee recently unveiled new technology to combat deepfake audio, which is becoming more problematic on platforms like TikTok, and in increasingly sophisticated phone scams.
On a lighter note, is your Louis bag fake? AI can tell.
One of the world’s oldest newspapers announced it will be using AI to help free up its reporters to better prioritize their time and effort. Announcing what they are doing and why seems like a better plan than Sports Illustrated’s “Let’s just hope they don’t notice” approach.
That’s all for this week! If you appreciate the content in this newsletter, consider subscribing for free, or sharing with people in your network who may find value in it. If you are looking for more, feel free to check out the archive to catch up on any editions you may have missed.