Tech EDGE, AI in the Classroom: Infographics

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04/29/2025 Added

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AI in the Classroom explores creating Infographics with ChatGPT. University of Nebraska-Lincoln (UNL) | College of Education and Human Sciences (CEHS) | Department of Teaching, Learning and Teacher Education (TLTE)

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[00:00:06.888](upbeat music)
[00:00:10.020]Hi, my name is Guy Trainin, a professor at UNL.
[00:00:13.320]And I'm Williams, a grad student at UNL as well.
[00:00:16.740]And today we're talking about using AI
[00:00:19.650]to make infographics.
[00:00:21.240]I love infographics.
[00:00:22.710]I think they help anybody
[00:00:24.960]that's getting new information understand
[00:00:27.450]what we're talking about with that combination of words
[00:00:30.510]and pictures and maybe graphs.
[00:00:32.940]So you came to me and said,
[00:00:35.227]"Hey, it's making great infographics.
[00:00:38.190]Can you show us an example?"
[00:00:39.600]Yeah, so you need to log into your ChatGPT account
[00:00:44.250]and enter few prompts.
[00:00:47.880]So the prompts should be very explicit,
[00:00:51.510]so that ChatGPT will be able to give you the-
[00:00:54.210]All right.
[00:00:55.110]Great output.
[00:00:56.850]And that's something about prompting
[00:00:58.560]that is really important, right?
[00:01:00.000]Yeah. When you are more specific, the result tends
[00:01:02.880]to be a lot better.
[00:01:04.530]And while we are going to do a lot of things
[00:01:07.260]that are kind of on first try,
[00:01:10.020]you want to sometimes prompt a few times
[00:01:13.350]and to remember that you always have to check the output
[00:01:16.680]because it often gives us great results.
[00:01:19.260]Sometimes it makes mistakes. Let's try.
[00:01:21.090]Yeah so we are going to generate an image,
[00:01:28.290]generate an infographics
[00:01:34.230]that teaches fourth graders...
[00:01:46.080]About?
[00:01:47.520]Yeah. Fourth graders forces,
[00:01:52.320]forces and motion.
[00:01:54.930]Force and motion in science.
[00:02:00.150]So when you think about this specific prompt, go ahead.
[00:02:04.200]Okay.
[00:02:05.033]When you think about this specific prompt,
[00:02:06.450]it does a few things.
[00:02:07.920]It says here's the grade level of the students,
[00:02:12.090]so the language can be adjusted
[00:02:14.040]and often the art itself can be adjusted.
[00:02:16.740]The second thing is the specific topic.
[00:02:19.380]If you keep it too open-ended,
[00:02:21.480]you just don't know what you're gonna get.
[00:02:22.980]It can be great, but not what you wanted.
[00:02:25.350]And then specific domain, in this case from the perspective
[00:02:29.130]of science, so we are now waiting
[00:02:33.900]to see what it creates.
[00:02:35.940]And that may take time
[00:02:37.590]because the new ChatGPT engine creates great graphics,
[00:02:44.880]but it does take a little bit of time-
[00:02:47.137]It takes time.
[00:02:48.630]To make a new image.
[00:02:51.210]But you've gotta be ready to spend a little bit of time
[00:02:54.480]and to try a few times.
[00:02:56.190]And then you can select what's important.
[00:02:59.520]The one thing that's important to know is any search
[00:03:02.490]and any production like that that you've made will be saved,
[00:03:05.340]at least in ChatGPT on the left hand side where we have all
[00:03:09.570]of the prompts, unless you specifically ask for them not
[00:03:12.840]to be there, all of the prompts are gonna show up.
[00:03:15.390]So you can go back to a previous prompt.
[00:03:17.430]You don't have to redo it because you forgot to save it
[00:03:20.160]somehow, it does get also saved.
[00:03:21.870]And again, you can ask for it to not save,
[00:03:25.170]but that's going to create other problems.
[00:03:28.290]So you have to be really selective about
[00:03:31.140]how you choose your options.
[00:03:34.530]And I love this effect where it gets revealed slowly.
[00:03:38.880]It keeps the tension going.
[00:03:42.330]And it's actually very much like they do their
[00:03:45.810]text production, right?
[00:03:47.970]They reveal it. Like you see the word scroll down.
[00:03:51.540]It's not necessarily how it's created,
[00:03:54.600]but it does create this tension.
[00:03:56.970]Alright, so can you tell us what we've found here?
[00:04:01.350]Yes, so this is an infographic
[00:04:03.990]that it's explaining the concept that we give ChatGPT,
[00:04:08.430]that's force and motion.
[00:04:09.690]So easily you can see that
[00:04:12.930]there's a school boy at the level of the students
[00:04:17.220]that we specified grade four.
[00:04:18.840]So it'll explain how force
[00:04:22.590]is a push or a pull.
[00:04:24.600]So when the small boy hits the ball,
[00:04:27.780]it moves the ball across and-
[00:04:31.260]Yeah. You see that,
[00:04:33.450]that even a small boy
[00:04:35.520]or a child will be able to understand what is going on.
[00:04:40.260]Yeah. When you-
[00:04:41.093]And so one of the things about this infographic is
[00:04:44.070]that it is very clearly using images
[00:04:48.060]that are child friendly.
[00:04:49.440]And that's one way to think about it.
[00:04:51.120]And the second thing that they're doing is they're putting
[00:04:56.490]concepts that need to be together right next to each other.
[00:04:59.970]So if you do have a curriculum that does all
[00:05:02.040]of this, that's great.
[00:05:03.690]You definitely can do demonstrations
[00:05:06.159]in class about all of these.
[00:05:08.880]What I love about this specific set of images is that
[00:05:12.240]it is things that kids can try on their own.
[00:05:14.760]One of the things I love about this maybe is that
[00:05:18.900]as a teacher, I'm always looking for graphics
[00:05:22.620]that show my point, but then I have to check
[00:05:25.500]if we have the rights to use the graphics.
[00:05:28.980]Because they might be copyrighted,
[00:05:31.710]they may have been created by somebody or by some company.
[00:05:35.640]And I'm trying not to break copyright laws.
[00:05:38.370]So I do a search without, with things that are
[00:05:43.740]allowable by copyright law.
[00:05:45.840]But then I'm left with very little
[00:05:47.730]and sometimes nothing that I can use.
[00:05:49.890]What this allows me to do is every time I'm missing
[00:05:52.260]an image, I can create it.
[00:05:54.210]And I know that nobody else has this image, right?
[00:05:57.450]This is a unique image
[00:05:58.650]and nobody can claim that it's theirs.
[00:06:01.766]Now there are the ethical questions, right?
[00:06:02.610]Because OpenAI has scraped the full internet
[00:06:07.950]and all the images that are available,
[00:06:11.610]and out of that it created a model that creates this.
[00:06:14.310]So there are some questions around copyright,
[00:06:16.590]but that's not for us to really resolve,
[00:06:20.820]because the courts have not resolved this.
[00:06:23.100]Can we try another one?
[00:06:24.300]Let's try another one maybe for high school students.
[00:06:26.790]And let's try the character
[00:06:33.450]in Shakespeare's "The Tempest."
[00:06:40.140]So create a, let's create a...
[00:06:45.660]Too much.
[00:06:47.310]So many characters, more than anything else
[00:06:50.175]the characters are confusing.
[00:06:53.250]All right, so we try to find the characters in The Tempest
[00:06:56.670]and you can see how, again, this creates
[00:07:00.660]a series of figures and short explanations
[00:07:06.030]and I love that it looks like a card.
[00:07:08.370]And you can actually start thinking about
[00:07:11.160]how you can use this differently, right?
[00:07:13.890]To go with almost anything you teach
[00:07:16.830]that you know, because we know as teachers, we know, right?
[00:07:20.130]We know where in our curriculum, our students get confused
[00:07:25.530]and having something like this, right?
[00:07:29.010]You can print it big, put it in the classroom,
[00:07:31.860]you can put it in your Google Classroom
[00:07:36.210]or something like that for them to refer back to.
[00:07:38.610]Or you can print it really small and have it on their desk
[00:07:42.150]however you want to use it.
[00:07:43.830]It's a way to really overcome those difficult moments right?
[00:07:49.590]Alright, so if you think about infographics,
[00:07:51.810]what do you think are the great benefits
[00:07:54.030]and what do you think is the challenge?
[00:07:55.740]Yeah, so the benefits are huge.
[00:07:58.410]It creates long term images in the minds of the students.
[00:08:03.360]So that forever be with them instead of only text.
[00:08:07.290]If you present them with text alone, it'll be difficult
[00:08:10.710]for them to remember all those things that you talk about.
[00:08:14.160]Images keep a long term information
[00:08:17.850]in the minds of the students.
[00:08:20.940]And what are the challenges?
[00:08:22.560]Yeah, so the challenges are a few of them.
[00:08:27.030]So I can actually,
[00:08:28.200]this specific thing does have a challenge that is,
[00:08:32.130]we have five people described where we have six pictures.
[00:08:36.210]So you have to think about, okay,
[00:08:37.740]I've got one more than I need.
[00:08:40.500]Which one is the odd thing out?
[00:08:43.020]So it obviously tried to add something.
[00:08:47.130]I think it's the boy, second on the left.
[00:08:49.770]It's like, I don't know who that is,
[00:08:51.540]but I don't think they belong.
[00:08:52.860]So obviously there are moments.
[00:08:54.330]So the important lesson here,
[00:08:55.860]and the challenge here is it creates great things
[00:08:58.380]and it does it in a few minutes,
[00:09:00.180]but you do have to watch out
[00:09:02.190]and you have to make sure that the information is good
[00:09:04.800]because the information is often good, but not always.
[00:09:09.210]You've got to make sure whether you're looking at forces,
[00:09:12.330]you've gotta make sure that the physics is right.
[00:09:15.060]And the other thing is when you're looking at information
[00:09:18.330]like this, in this case Shakespeare's "The Tempest,"
[00:09:21.060]you gotta make sure it actually matches what's in the text.
[00:09:25.440]And this is why we're the teachers
[00:09:27.210]and our job is yes, we can play with these tools
[00:09:30.780]and add to our teaching,
[00:09:31.890]but we gotta make sure that it's accurate.
[00:09:34.110]Yeah, I didn't notice that actually.
[00:09:36.060]You see, and that's part of what AI does, right?
[00:09:39.570]What AI does is it gives us something that looks great
[00:09:43.384]and you've got to really look carefully
[00:09:45.900]and make sure that it's actually what you wanted.
[00:09:48.690]Because in a casual glance, I did the same thing as you.
[00:09:52.440]In a casual glance, it looked great.
[00:09:54.510]I'm like, "We're good. This looks fantastic."
[00:09:57.150]But then I'm like, "Wait a minute, it can be better."
[00:10:00.720]And I do have to do that.
[00:10:02.340]Now you can actually now in ChatGPT
[00:10:04.980]mark an area and say, remove this,
[00:10:07.470]so you can actually mark this extra character
[00:10:11.010]and say please remove this.
[00:10:12.840]And it recreates the same thing.
[00:10:14.760]So it doesn't recreate from scratch,
[00:10:16.470]it just recreates the same thing but edits it.
[00:10:19.110]And that's a great advantage versus the old models,
[00:10:21.930]where they would make it a new every time.
[00:10:24.690]So even if you had almost good,
[00:10:27.600]now it's creating everything from scratch.
[00:10:29.490]It might make another mistake.
[00:10:31.350]So that's one of the advantages.
[00:10:33.060]Alright, today on AI in the classroom, we talked about?
[00:10:37.110]Infographics.
[00:10:38.370]And we had a lot of fun with them.
[00:10:40.320]We did have to be a little bit patient
[00:10:42.990]and we did have to be very careful about looking
[00:10:45.450]for a mistake.
[00:10:46.860]But we also think that this is a great tool for teachers
[00:10:50.340]to try to negotiate those problems in the curriculum,
[00:10:54.360]where students have a lot of misunderstanding
[00:10:56.880]and we think a tool like that can help them.
[00:11:00.000]And we'll see you next time.
[00:11:01.896](pleasant music)

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Tech EDGE, AI in the Classroom: Infographics

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