Chatbot Generative Pre-Trained Transformer (GPT)

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Model: GPT-4 [note; reflection is on page 9].

 

I am taking an online certificate course for e-Learning design. Here are the instructions for this week that require me to have a conversation with you and subsequently post an 'artifact' into a website shell I've created:

 

ChatGPT

I'm sorry but you haven't provided the instructions yet. Can you please share the details of the task you're supposed to complete for your online certificate course? I'm ready to assist you to the best of my abilities!

 

Each week, your coursework consists of a learning activity (with reflection) and participation in a whole-class discussion. In this week's learning activity, you will have a conversation with ChatGPT on a learning-related topic, create and share an artifact of your conversation with your peers, and give and receive feedback. This is a deliberately open-ended activity, and it can be hard to know where to start. The goal is to engage your creative, generative, divergent thinking and explore some "what if" scenarios related to learning and AI. That could include an example of a learning activity you imagine, a conversation about the ethics of AI in learning, or an exploration of using ChatGPT to acquire new technical skills like coding. Please don't worry about "doing it wrong" - the brief here is to tinker and explore. If you find yourself stuck, try asking ChatGPT itself for suggestions. If you get really stuck, post in our Questions and Sharing Discussion or contact me directly. Review the steps for accessing ChatGPT and for embedding the artifact of your learning on your website on the Week 2 Road Map page if necessary. Create a new page for your Week 2 work on your website, then embed your artifact with a brief reflection there. This is the page that you'll share for feedback as well as for grading. Your reflection should be 1-2 paragraphs, and include your thoughts and feelings on your experience, what you learned, and how it will shape your thinking and practice as an educator. Think more in terms of how to put the power of this tool in the hands of learners to actively create their own knowledge and less in terms of how to use it to create content or material for learners to consume passively.

 

ChatGPT

Sounds like a wonderful opportunity to dive deeper into the intersection of AI and learning! Let's create a discussion around the role AI could play in fostering self-directed learning, a critical skill in the 21st century. I can simulate an example of how I can assist in such a scenario. Does that sound good to you?

For instance, you could take on the role of a learner who wants to learn more about the principles of graphic design. I'll act as an AI tutor that guides your learning. Let's begin:

 

You: "Hello, I'm interested in learning about the principles of graphic design. Where do I start?"

Me: "Great, graphic design is a fascinating field! It's all about communication, problem-solving through the use of type, space, image and color. The principles of graphic design include elements such as balance, alignment, contrast, repetition, proximity, color, and space.

You might want to start by understanding these principles. Here are some questions you can ponder upon:

1. How does balance create stability in design?

2. What role does alignment play in creating a cohesive and orderly design?

3. How can contrast draw attention to important elements in your design?

4. In what ways can repetition strengthen your design by tying together individual elements?

5. How does proximity help in creating relationships between similar or related elements?

While you are learning, try creating some simple designs that embody these principles. Remember, learning by doing is often more impactful. Would you like some resources where you can learn more about these principles?"

 

what are the respective definitions of these principles in this particular context?

 

ChatGPT

Certainly, I can provide definitions for each of these principles:

1. Balance: Balance in design is the distribution of elements of the design. It can be symmetric (elements are arranged equally on both sides) or asymmetric (elements are arranged unequally, yet there's still a sense of balance).

2. Alignment: Alignment is the process of ensuring that every part of your design connects to others visually via an invisible line where elements are placed. This ensures that your design is organized and visually connected.

3. Contrast: Contrast is the arrangement of opposite elements (light vs. dark, rough vs. smooth, large vs. small, etc.) in a piece so as to create visual interest or drama. It can be used to draw a viewer's attention to a specific part of the design.

4. Repetition: Repetition works by repeating elements throughout the design. This can contribute to the organization of the work, strengthen the work by tying together individual elements, create consistency, and also add visual interest.

5. Proximity: Proximity creates a relationship between similar or related elements. Elements that are related should be grouped close together, while those that are not should be further apart. This helps to organize information, reduce clutter, and increase viewer comprehension.

6. Color: Color is used to generate emotions, define importance, create visual interest, and unify branding. It's critical in creating a mood for the work and guiding the viewer's response to the design.

7. Space: Space in design can be used to separate or group information. Use of space can bring clarity to a design and can also create hierarchy. Effective use of space can make a design easier to understand and more engaging to the viewer.

Remember, these are fundamental principles and they are often used in combination with each other. Understanding how they interact and how to use them can greatly improve your abilities as a designer.

 

thanks, this is helpful. Next task: I am responsible for redesigning cultural competency trainings related to sexual and gender minority (SGM) older adults in long-term care settings. To be effective, the trainings must target different levels/types of direct care staff. For example, administrators have more power over policies and procedures; nursing staff focus on providing psychosocial supports and medical interventions; certified nursing assistants (CNAs) typically provide support in residents' activities of daily living (ADLs) and instrumental activities of daily living (IADLs) . While each of these groups have differing essential functions, the trainings I provide need to 1) universally share the sociocultural, political, and historical contexts that are social determinants of SGM health disparities (e.g., higher rates of multiple poor mental and physical health outcomes due to discrimination), and 2) trainings need to be targeted to the respective groups of direct care providers within their purviews, for example CNAs versus nurses versus administrators/directors. what ideas do you have?

 

ChatGPT

Creating a culturally competent training program that is both comprehensive and specific to the different roles within a long-term care setting is a complex task. Here are some ideas on how you might approach this:

1. Universal Training on SGM Health Disparities: Begin by creating a universal training module on the sociocultural, political, and historical contexts that have shaped SGM health disparities. This should include an overview of the key health issues facing SGM older adults, historical and ongoing discrimination, and the concept of intersectionality (recognizing the compounding effect of belonging to multiple marginalized groups). Interactive components, such as quizzes and discussions, could reinforce understanding and empathy.

2. Role-specific Training Modules: After completing the universal training, attendees would then move on to training modules specific to their role. For example:

   • Administrators/Directors: Focus on policies and procedures that promote an inclusive and supportive environment for SGM individuals. Discuss how to handle potential issues of discrimination or bias and how to effectively communicate the organization's commitment to inclusivity. Training can also cover the importance of actively recruiting a diverse workforce and ensuring SGM representation.

   • Nursing Staff: Concentrate on the medical and psychosocial needs of SGM older adults. This could include topics like recognizing signs of mental health issues related to discrimination, sensitivity in medical discussions, and how to create an affirming and comfortable environment for SGM patients.

   • Certified Nursing Assistants (CNAs): Focus on ensuring dignity in activities of daily living (ADLs) and instrumental activities of daily living (IADLs). Highlight the importance of respecting privacy, the correct use of pronouns, and being supportive during personal care tasks. The training could also include skills for identifying signs of distress or discrimination and knowing when and how to report these issues.

3. Scenario-based Learning: Real-world scenarios or case studies can be powerful tools for learning. Use real-life examples that are relevant to each group. Encourage learners to discuss and explore the scenarios, asking what they would do in each situation.

4. Ongoing Training and Support: Cultural competency is not a one-time achievement. It requires ongoing effort and learning. Plan for follow-up training sessions, provide resources for further learning, and create a supportive environment where staff feel comfortable discussing issues and asking questions.

5. Evaluation and Feedback: To ensure the training is effective, implement evaluation processes to gather feedback from the attendees. Surveys or one-on-one feedback sessions can help you understand the impact of the training and areas for improvement. Regularly update and improve the training based on feedback.

Remember, the ultimate goal is to create an environment where SGM older adults feel safe, respected, and understood, leading to better health outcomes. Make sure this objective underlies every aspect of the training.

 

I have two versions of assessments we have developed to determine the effectiveness of our trainings. One is titles "Safe Home Pre-Post Assessment " and the other is "Competency scale 8th grade" They are are posted here. Which version do you think is more effective and why?

 

ChatGPT

I'm sorry for any confusion, but as an AI, I'm currently unable to browse the internet or access external files or links. However, I can certainly guide you in considering the strengths and weaknesses of each assessment method if you provide some information about their structure and content.

When evaluating the effectiveness of an assessment, you may want to consider:

1. Relevance: Does the assessment accurately measure what the training aims to teach? The content of the assessment should directly reflect the learning objectives of the training.

2. Clarity: Is the assessment easy to understand? Participants should clearly understand what each question is asking.

3. Completeness: Does the assessment cover all the key content areas of the training? It should not neglect any significant topics.

4. Reliability: Is the assessment consistent? If the same person took the test multiple times (without additional instruction in between), would they get a similar score each time?

5. Validity: Does the assessment measure what it intends to measure? For example, if the training aims to increase knowledge, the assessment should measure knowledge and not just confidence or attitudes.

6. Usefulness: Will the results of the assessment be useful? The assessment should provide information that will help improve future trainings, or that will help participants understand their learning needs.

If you can describe the main features of each assessment method, I can provide further guidance.

 

Safe Home Pre-Post Assessment Module 2: 2023_0417 [updated] Identify and explore personal and professional attitudes and biases toward LGBTQ+ older adults and older adults of color. Develop appropriate communication skills to ensure inclusive practice, including those related to sexuality, gender, gender identity and expression, diverse cultures, ethnicities, race, and age. Develop cognitive and behavioral skills to cultivate inclusive and safe environments for LGBGQ+ older adults and older adults of color. Create culturally affirming and responsive long-term care environments that benefit all residents and their families and caregivers. Identify resources available to vulnerable LGBT/BIPOC older adults in their communities. 30% increase in the use of communication skills to engage vulnerable seniors, e.g., can use appropriate language. CS 30% increase in the use of behavioral skills promoting inclusivity of vulnerable seniors, including ability to interrupt unconscious bias, identify and intervene in bullying CBS 40% increase in the ability to identify five key components of a safe environment promoting person centered care for vulnerable seniors. SE 50% increase in knowledge of resources available to vulnerable older adults in their communities RA My level of awareness of bias that I hold toward diverse cultures, such as racial/ethnic and sexual and gender minorities (SGM) is:  I do not have any bias.  Very low bias.  Low bias.  Moderate bias.  High bias.  Very high bias. CBS Which of the following is not a strategy for reducing nonconscious bias? (Check all that apply)  Reflecting on the origins of stereotypes.  Not questioning one’s own negative stereotypes.  Assessing the level of one’s own bias.  Focusing on seeing people as individuals. CBS Which of the following is an effective key component for providing affirming and safe care for transgender older adults?  Using the name and pronoun(s) that are appropriate to their gender presentation and identity  Not asking sexual orientation and gender identity questions  Isolating them from other residents to protect them from being bullied  Asking personal questions regarding their transition process CS CBS SE Please list at least one primary resource for LGBTQ+ older adults and staff in long-term care facilities: List at least one resource ________________________________________ OR  I’m not sure and I’m looking forward to learning more about resources in the training RA Calling a resident by the pronouns they use (even if they do not correspond to the resident’s perceived gender) is:  Against my sincerely held beliefs  A way to communicate respect  A way to communicate my beliefs  A way to affirm their actual identity CS CBS SE What are barriers to residents reporting incidents of bullying? (Check all the apply)  Staff members may be unsure of the correct process and protocol to follow  Lack of staff training on how to recognize and respond to bullying behaviors.  Staff would prefer the situation to take care of itself.  People are used to being bullied. CS CBS SE As a result of discrimination and stigma, BIPOC and LGBTQ+ older adults are: (Check all that apply)  At increased risk for social isolation.  At higher risk of premature death.  At increased risk for poverty.  Less likely to seek preventative care. SE I have information about local LGBTQ+ community resources for LGBTQ+ older adults and could provide referrals.  None  A few  A moderate amount  A lot CS CBS SE RA When a person’s gender identity corresponds with the sex they were assigned at birth, they are considered:  Transgender.  Cisgender.  Agender.  Gendered. What are common abuses faced by LGBTQ+ older adults in long-term care communities? (Check all that apply) ž Decreased hostility from staff, residents, and their guests. ž Allowing resident visits from family of choice on a case-by-case basis. ž Refusing to allow non-biological family members to participate in medical decision-making. ž Direct care workers withholding medication. CBS SE When LGBTQ+ older adults conceal their gender identity and sexual orientation, this…  Fosters opportunities for understanding and eliminating LGBTQ+ health disparities.  Contributes to premature Institutionalization and may even lead to premature death.  Contributes to better health outcomes, as it protects them from discrimination.  Breaks down barriers to effective communication with providers. SE It is important to have information about local LGBTQ+ community resources for LGBTQ+ older adults and so that I can provide referrals:  Disagree.  Somewhat disagree.  Neither agree nor disagree.  Somewhat agree.  Agree. CS CBS SE RA If a person “comes out” to you, it can be helpful to: ž Tell them you always knew and it’s not a big deal. ž Be neutral in your response. ž Thank them for honoring you with such a gift. ž Tell them their SOGIE isn’t important. CS CBS SE Posting a Resident’s Bill of Rights that includes LGBTQ+ terminology in high traffic areas: (Check all the apply) ž Communicates to residents and staff that your LTC Community is committed to equitable care. ž Communicates to residents and staff that your LTC Community has received training to support LGBT residents and staff. ž Can communicate that your LTC Community is a safe home. CS CBS SE Please share your thoughts regarding the importance of LGBTQ+ older adults sharing their sexual orientation and gender identities with direct care workers. ______________________________________________________ ______________________________________________________ CS ______________________________________________________

ChatGPT

The "Safe Home Pre-Post Assessment Module 2: 2023_0417 [updated]" seems quite comprehensive in its approach to assessing both knowledge and attitudinal change, as it should be for a training program that aims to improve cultural competency. This assessment takes into account a variety of skills and attitudes towards LGBTQ+ older adults and older adults of color.

Key strengths:

1. Comprehensive: This assessment covers a wide range of topics, from personal and professional biases, communication skills, to the knowledge of available resources.

2. Mixed methods: The mix of multiple-choice questions, Likert-scale items, and open-ended responses allows for both quantitative and qualitative data collection. This provides a comprehensive view of a trainee's knowledge and attitudes.

3. Self-reflection: The use of reflection prompts encourages the respondent to think critically about their attitudes, behavior, and knowledge, which can support deeper learning and personal growth.

4. Pre-Post Design: As it's designed for use both before and after the training, it should allow for measuring changes in attitudes, awareness, and competencies over time.

However, there are a few areas to consider for improvement:

1. Self-reported bias: In the beginning, the assessment asks the respondent to self-report their level of bias. This can be problematic, as people are often not fully aware of their biases, or may not feel comfortable admitting them in a survey.

2. Ambiguity: Some of the answer choices could lead to confusion or misinterpretation. For example, in the question, "Calling a resident by the pronouns they use (even if they do not correspond to the resident’s perceived gender) is:", the choice "A way to communicate my beliefs" could be interpreted differently by different people.

3. Feedback: While the assessment evaluates the knowledge and attitudes of trainees, it doesn't seem to provide an opportunity for trainees to provide feedback on the training itself. Including questions about the training could provide valuable insights for improving the program.

I'd need more details about the "Competency scale 8th grade" to compare the two assessments and make a judgment about which might be more effective. Please provide the relevant details if possible.

 

Competency scale 8th grade Create a Unique ID: (Make a unique ID by using the first letter of your first and last name (for example, if your name is Charlie Evans, it would be "CE"), and the last 4 numbers of your phone number (for example, 6038). Use the same two letters and 4 numbers on your post-test. For example: CE6038) Name of your Group or Company: _________________________________________________________ Your Job: ______________________________________________________________________________ Please rate your skills for working with older LGBT adults on the scale below. Be honest and consider each skill carefully: 0 = Not skilled (I've never done this before) 1 = Beginner (I'm still learning and need to focus to do this well) 2 = Intermediate (I'm getting better at this and use it in my work) 3 = Advanced (I can do this easily and it's a regular part of my work) 4 = Expert (I'm so good at this, I could teach others how to do it) 1. I can think deeply about how my personal and professional views on sexual orientation, gender identity, and age are shaped by things like culture, religion, the media, and the health and social services system. 2. I know and can explain how social and cultural norms might have negatively affected older LGBT adults, who often face unfair treatment. 3. I can recognize and understand the differences and similarities between subgroups of older LGBT adults and consider factors like age, gender, race, and health status to come up with healthcare strategies that fit their needs. 4. I can use theories about aging, and the latest information about social and health perspectives, to work effectively and respectfully with older LGBT adults. 5. When I'm assessing a person's overall wellbeing, I consider how larger social issues and both environmental dangers and resources might affect older LGBT adults. 6. I make sure to use the right language when interviewing and talking to older LGBT adults, so I can create a good relationship with them. 7. I know and can explain how the rules and policies of agencies, programs, and services might unfairly treat older LGBT adults. 8. I know and can explain how local, state, and federal laws can harm or help older LGBT adults, and I'm willing to stand up for them. 9. I can reach out to older LGBT adults, their families, caregivers, and other supporters in a sensitive and appropriate way to find and fix any gaps in service, or any issues that stop these older adults from getting the help they need. 10. I can help older LGBT adults and their families, caregivers, and other supporters learn how to use aging, social, and health services.

 

ChatGPT

The "Competency scale 8th grade" also seems well-designed to assess a range of skills, knowledge, and attitudes towards working with older LGBT adults. It appears to be a self-assessment tool where participants rate their abilities on a 5-point Likert scale, which allows for a nuanced evaluation of their competencies.

Key strengths:

1. Self-Reflection: This scale encourages individuals to self-reflect on their competencies, which can contribute to more deliberate learning and practice.

2. Broad Scope: It covers a wide range of skills, knowledge, and attitudes, such as understanding social and cultural influences, recognizing and appreciating diversity within the LGBT community, and knowledge of relevant laws and policies.

3. Action-Oriented Items: The items are phrased in a way that requires not only knowledge but also action - for example, standing up for older LGBT adults' rights, reaching out to identify service gaps, etc.

4. Accessibility: The scale seems to be written in simple, accessible language, which may make it easier for respondents to understand and answer accurately.

Areas for improvement:

1. Subjectivity: As a self-assessment, the scale is inherently subjective. Respondents might overestimate or underestimate their competencies due to bias, lack of self-awareness, or fear of judgment.

2. Lack of specificity: While the scale is broadly inclusive, it could benefit from more specific questions regarding working with different subgroups within the LGBT community.

3. No pre-post design: Unlike the "Safe Home Pre-Post Assessment," this scale doesn't seem to be designed for use before and after training, which could limit its utility in evaluating changes over time.

Between the two assessments, the "Safe Home Pre-Post Assessment Module 2: 2023_0417 [updated]" seems more comprehensive and more suitable for measuring changes in attitudes, awareness, and competencies over time. However, the "Competency scale 8th grade" could be a useful supplemental tool, particularly for encouraging self-reflection on skills and attitudes. The best choice may depend on the specific goals of your training program and your preferred approach to evaluation.

 

Thanks.

 

 

 

ChatGPT

You're welcome! If you have any other questions or need further assistance, feel free to ask. Good luck with your training program!

 

how do i link/embed this conversation into my website as proof of completing assignment?

ChatGPT

As an AI, I'm unable to provide a direct way to link or embed this conversation into your website since I don't have the capability to interact directly with your website or server. However, I can suggest a few steps on how you might go about doing this:

1. Screenshots: You can take screenshots of the conversation and upload them to your website. Most operating systems have built-in tools for taking screenshots. Note that this method may not be suitable if the conversation is too long.

2. Copy and paste the text: Another simple way is to copy the text of the conversation, paste it into a text editor, format it to match the participants (you and ChatGPT), and then publish that text on your website.

3. Create a PDF: You can also create a PDF of the conversation. One way to do this is to copy and paste the conversation into a Word document (or similar) and then use the "Save as PDF" function. This PDF can then be uploaded to your website.

4. HTML/CSS rendering: If you have knowledge of HTML and CSS, you can also manually recreate the conversation in an HTML format, styling it as you wish. You would then upload this HTML file to your website server.

Always remember to maintain the look of a conversation by distinguishing between the user (you) and the AI (me).

Remember, the method you choose will depend on your website's capabilities for uploading or embedding files, your comfort level with these methods, and the length of the conversation.

 

please recreate the conversation in an HTML format

 

ChatGPT

Sure, I can provide a simplified example of how you might structure this conversation using HTML. This is a very basic example and would need to be adjusted based on your website's specific styles and classes.

htmlCopy code

 

<!DOCTYPE html>

<html>

<head>

    <title>Chat with ChatGPT</title>

    <style>

        .chat-container {

            font-family: Arial, sans-serif;

            max-width: 600px;

            margin: 0 auto;

        }

        .chat-message {

            margin-bottom: 20px;

        }

        .chatbot {

            color: #00f;

        }

        .user {

            color: #f00;

        }

    </style>

</head>

<body>

    <div class="chat-container">

        <div class="chat-message user">

            <strong>User:</strong>

            <p>[Your first message goes here]</p>

        </div>

        <div class="chat-message chatbot">

            <strong>ChatGPT:</strong>

            <p>[My first response goes here]</p>

        </div>

        <!-- Repeat this pattern for the rest of the conversation -->

    </div>

</body>

</html>

<!DOCTYPE html> <html> <head> <title>Chat with ChatGPT</title> <style> .chat-container { font-family: Arial, sans-serif; max-width: 600px; margin: 0 auto; } .chat-message { margin-bottom: 20px; } .chatbot { color: #00f; } .user { color: #f00; } </style> </head> <body> <div class="chat-container"> <div class="chat-message user"> <strong>User:</strong> <p>[Your first message goes here]</p> </div> <div class="chat-message chatbot"> <strong>ChatGPT:</strong> <p>[My first response goes here]</p> </div> <!-- Repeat this pattern for the rest of the conversation --> </div> </body> </html>

 

Replace the placeholder text [Your first message goes here] and [My first response goes here] with the actual text from your conversation. Then, repeat this pattern for the rest of the conversation.

Remember, this is a basic example. The design and appearance of the conversation on your website will depend on your website's styles and classes.

 

REFLECTION

This has been an interesting exercise. One thing that stands out to me is my interactions with ChatGPT. In many ways it seems like I’m chatting with a flesh and blood (FAB). One artifact I’ve been working on is trying to develop the most meaningful assessment for the trainings I conduct on best practices in working with LGBTQ+ older adults. One hurdle is that there is a contractual agreement that we need to document XX-percentage increase of knowledge/skills/behaviors across four key domains among direct care staff in long-term care communities. This requires a pre-post assessment and it is challenging to figure out the most solid manner to administer these assessments (e.g., Slido, an audience response system, or traditional pen and paper. This intersects with a parallel challenge; the time some trainees spend on questions varies, but can be time-consuming and takes away time from actual training. A second major concern is the type of questions to use. One set of questions is essentially a multiple choice quiz with ‘right and wrong’ answers. The other set is a self-assessed level (0 = none through 4 = expert) of self-efficacy of 10 key competencies we developed previously. There is internal disagreement with which set of assessment questions can best get us the data that we need. So I decided to put the question to CHATGPT to see what I got back. Its analyses are in the first part od this assignment.