WEBVTT - Could AI unlock truly personalised education?

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<v Speaker 1>This week on the Business of Tech powered by two

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<v Speaker 1>Degrees Business. Our education tech companies are going gangbusters, but

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<v Speaker 1>as artificial intelligence a massive disrupted coming for them, or

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<v Speaker 1>the technology that will make them even more successful and valuable.

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<v Speaker 2>We talked to CAMI co founder Henji Wang following a

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<v Speaker 2>major new investment in the company that values it at

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<v Speaker 2>three hundred million dollars, flush with cash and already forty

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<v Speaker 2>million students and teachers using its online tools. How will

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<v Speaker 2>AI factor into the future of education and Cami's business.

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<v Speaker 3>We are certainly at the tip of the iceberg, if

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<v Speaker 3>you will around what's possible in this technology. There's a

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<v Speaker 3>lot more that you can do to purposefully take AI,

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<v Speaker 3>take genitor of AI, make curriculum more accommodating to the students' needs.

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<v Speaker 3>I think that's the dream, is to be able to

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<v Speaker 3>personalize it for every single student. But doing our way

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<v Speaker 3>that is purposeful.

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<v Speaker 1>Now. This is the first in a series we are

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<v Speaker 1>doing on how AI is impacting various industries and the

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<v Speaker 1>opportunities for Kiwi businesses and entrepreneurs that AI represents. We'll

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<v Speaker 1>be looking at healthcare and manufacturing in upcoming episodes. But

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<v Speaker 1>given Ben's a former school teacher. We wanted to start

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<v Speaker 1>somewhere close to his heart.

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<v Speaker 4>Yeah.

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<v Speaker 2>I love education and I really enjoy talking to Henji

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<v Speaker 2>from CAMI about where it's going, and so my interview

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<v Speaker 2>with him will be coming up shortly.

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<v Speaker 1>First, let's take a look at the big dump of

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<v Speaker 1>product related news out of Apple this week, with the

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<v Speaker 1>launch of the iPhone sixteen lineup, a few interesting health

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<v Speaker 1>tech editions, and the debut, of course, of Apple Intelligence.

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<v Speaker 1>What did you make of it, Ben, Tuesday's big announcement.

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<v Speaker 2>Yeah, I think it was the definition of iterative in

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<v Speaker 2>many ways, but I think some of those iterations were

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<v Speaker 2>pretty cool. I know the online reaction that I saw

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<v Speaker 2>was pretty underwhelmed in general, but I thought there was

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<v Speaker 2>some interesting stuff in there. The little camera button that

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<v Speaker 2>turns the phone into a more of a focused camera tool.

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<v Speaker 2>I think like while most people might not find that

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<v Speaker 2>incredibly useful, there's going to be a good chunk of

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<v Speaker 2>people who do. Might open up more of the camera's

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<v Speaker 2>options to more people, And it really is working to

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<v Speaker 2>turn it into an industry tool, which I think is

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<v Speaker 2>super interesting. And if you look back earlier this year,

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<v Speaker 2>I went and jumped off the sky tower because Apple

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<v Speaker 2>had done a deal with aj Hacket Bungee to use

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<v Speaker 2>iPhone fifteen's in all of their replacing their cameras to

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<v Speaker 2>capture customer experiences. So people are starting to see the

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<v Speaker 2>value of using the iPhones in place of some of

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<v Speaker 2>these more expensive camera rigs, which I think is an

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<v Speaker 2>interesting trend that probably shouldn't be overlooked and isn't something

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<v Speaker 2>that I think most of the consumers maybe watching that

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<v Speaker 2>glow Time event would have noticed, but really stuck out me.

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<v Speaker 1>Yeah, I mean people are shooting entire movies on the

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<v Speaker 1>iPhone now, particularly the iPhone Pro and Pro Max or

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<v Speaker 1>whatever it's called, So the quality level is there, so

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<v Speaker 1>to have that tactile to be able to really control

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<v Speaker 1>that is really useful. But the key sort of takeaway

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<v Speaker 1>for me actually is the pricing's actually decreased for the

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<v Speaker 1>New Zealand market, and that's stayed the same in the US.

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<v Speaker 1>So the iPhone sixteen will go on sale here for

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<v Speaker 1>one five hundred and ninety nine dollars, and that is

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<v Speaker 1>down from one thousand, six hundred and forty nine dollars

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<v Speaker 1>for the iPhone fifteen, and that discount or lower price

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<v Speaker 1>is reflected across the range the sixteen pro, for instance,

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<v Speaker 1>is nineteen hundred and ninety nine dollars that used to

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<v Speaker 1>be two thousand and ninety nine. They're looking at the

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<v Speaker 1>New Zealand dollar compared to the US, going how much

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<v Speaker 1>can keiws take really in a recessionary environment. So that

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<v Speaker 1>is good for consumers, But for me, the other big

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<v Speaker 1>thing that caught my attention is really not on the iPhone.

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<v Speaker 1>It's on the Apple Watch and on the AirPod Pro.

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<v Speaker 1>These health features. I mean, it's super exciting turning the

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<v Speaker 1>AirPod pros and I've been talking about this for a

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<v Speaker 1>long time, but they finally nailed it, turning it basically

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<v Speaker 1>into what they're calling a clinical grade hearing aid, so

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<v Speaker 1>not necessarily replacing hearing aids that are usually very expensive

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<v Speaker 1>and finely tuned to the user. But if you have

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<v Speaker 1>sort of low or mid level hearing loss, being able

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<v Speaker 1>to use these to basically boost the volume, the clarity

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<v Speaker 1>and adapted very much to you. You can tune them

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<v Speaker 1>using the app on the iPhone.

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<v Speaker 2>It's pretty incredible, and you can do the hearing test

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<v Speaker 2>and the Apple Health app as well. So it's like

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<v Speaker 2>a beginning to end solution for people with like you say,

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<v Speaker 2>mild to moderate hearing loss like that is probably something

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<v Speaker 2>that I don't think many people would have had on

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<v Speaker 2>their Bengo cards, you know. But it really just goes

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<v Speaker 2>to show the potential for medtech in people's lives.

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<v Speaker 4>The only thing that does give me pause.

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<v Speaker 2>Is that the cost of these devices and the fact

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<v Speaker 2>that they are still very much in the high end premium,

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<v Speaker 2>does start to see a little bit of a diversion

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<v Speaker 2>or further diversion in healthcare for different ends of the

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<v Speaker 2>social spectrum. Absolutely, you know, it's not going to be

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<v Speaker 2>maybe the people that need it most who are getting

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<v Speaker 2>these things strapped to their wrist, perhaps, Yeah.

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<v Speaker 1>And if you need a device set runs iOS eighteen

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<v Speaker 1>for the hearing aids, you need the AirPod Pro two.

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<v Speaker 1>I think it is it's four hundred and seventy nine

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<v Speaker 1>dollars that they're going on, the mircrop in New Zealand,

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<v Speaker 1>a high end Apple Watch I think nine or ten series,

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<v Speaker 1>and the Ultra, so you're looking at five or six

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<v Speaker 1>hundred bucks for one of those. But they are the

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<v Speaker 1>not subscription based, which is good, so credit to them

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<v Speaker 1>for innovating these things. Neither of them have had FDA approval.

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<v Speaker 1>Or the right regulatory sign off. Yet they say that's

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<v Speaker 1>coming soon, so hopefully they get that over the line.

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<v Speaker 1>It's curious that they launched these things before they've actually

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<v Speaker 1>got it all signed and sealed, but.

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<v Speaker 4>Pretty confident about it. Yeah, exactly that they will.

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<v Speaker 1>I can't see it being too controversial. But I guess

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<v Speaker 1>the other thing, which is also not here yet the

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<v Speaker 1>phones have debuted, but Apple Intelligence.

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<v Speaker 4>Yeah, and that was my next point as well.

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<v Speaker 1>It's just like, why would you why would you do that?

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<v Speaker 1>You've got this big flagship event and it's like, oh,

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<v Speaker 1>that will be later this month. These features, these Apple

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<v Speaker 1>Intelligence AI driven text editing and in box summaries all

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<v Speaker 1>sounds great and we've been hearing about it for months.

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<v Speaker 1>Do it in a big bang when the actual phones

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<v Speaker 1>are unveiled at your biggest of end of the year.

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<v Speaker 4>Yeah, I mean it just I have to.

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<v Speaker 2>Like, it does get me really excited, the contextual personal

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<v Speaker 2>context stuff, being able to go through and have that

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<v Speaker 2>really smart assistant and all the upgrades to Siri. It

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<v Speaker 2>gets me really excited for that. But at the same time,

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<v Speaker 2>it's it's kind of like how many times can.

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<v Speaker 4>You can you get away with that?

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<v Speaker 2>Like I feel like I'm being I've been burned with

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<v Speaker 2>the Surface laptop and this like burned a little bit

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<v Speaker 2>with the originally with Samsung when they came out saying

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<v Speaker 2>they were going to have all these great AI features

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<v Speaker 2>and they were a bit milk toast and and so

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<v Speaker 2>come on, Apple, like, my hopes are up, so really

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<v Speaker 2>need you to deliver on this one.

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<v Speaker 1>Yeah, yeah, you're a business desk. A review of the

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<v Speaker 1>Microsoft Surface Laptop was was pretty pretty scathing, and really

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<v Speaker 1>that was down to the over promising on the AI function.

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<v Speaker 1>I was the same I reviewed it, and you know,

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<v Speaker 1>there's that button on keyboard which is your launch pad

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<v Speaker 1>into co pilot, and co Pilot's a good a good service,

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<v Speaker 1>but really that is it. All the other functions that

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<v Speaker 1>they were really touting, like the recall function wasn't available.

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<v Speaker 1>So I think Apple is in real danger of doing

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<v Speaker 1>the same thing. They obviously are making last minute tweaks.

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<v Speaker 1>It's very complicated to get these things working properly. But

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<v Speaker 1>if we don't see them having a really good impact

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<v Speaker 1>by the end of this month, I think they're going

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<v Speaker 1>to be in trouble and that may impact iPhone sixteen

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<v Speaker 1>sales ultimately.

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<v Speaker 2>Yeah, absolutely, unless the people, the early adopters get these

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<v Speaker 2>in their hands, and even the iPhone fifteen Pro people

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<v Speaker 2>get the Apple Intelligence in their hands and go this

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<v Speaker 2>is awesome and really generate that buzz online, it is

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<v Speaker 2>not going to have that pick up impact that they're

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<v Speaker 2>really hoping for for the iPhone sixteen because they're putting

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<v Speaker 2>a lot of eggs in this iPhone sixteen basket in

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<v Speaker 2>terms of their you know, dropping sales over recent years.

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<v Speaker 1>So yeah, and look, they're not really promising that much.

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<v Speaker 1>It's pretty basic, you know what you'll be able to

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<v Speaker 1>do in the initial run anyway. But what will be

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<v Speaker 1>interesting is all the developers who got access to Apple

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<v Speaker 1>Intelligence six months ago, what they will be coming up

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<v Speaker 1>with and what will appear on the App Store or

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<v Speaker 1>in their existing apps that draw on that neural processor

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<v Speaker 1>in the iPhone sixteen and which you can use on

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<v Speaker 1>the iPhone fifteen Pro as well. That is going to

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<v Speaker 1>supercharge the apps that we use every day. So that's

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<v Speaker 1>when the real value I think will come, both for

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<v Speaker 1>the surface and these co pilot PCs as well as

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<v Speaker 1>phones that have AI on them, when all the third

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<v Speaker 1>party app developers jump on board and make use of them.

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<v Speaker 1>Interesting that Apple had its big splash and literally the

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<v Speaker 1>next day on Wednesday, news from Europe that they've been

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<v Speaker 1>slapped with a twenty three billion dollar fee for back

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<v Speaker 1>taxes because of their arrangement with Ireland where they were

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<v Speaker 1>paying for a long time a very low effective tax rate.

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<v Speaker 1>And you have this weird situation where islands have got

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<v Speaker 1>rich off companies like Apple. We had a guest on

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<v Speaker 1>a few months back who was talking about the Celtic

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<v Speaker 1>Tiger and how rich Dublin is because of the tech sector,

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<v Speaker 1>and you had Ireland basically saying to the EU, leave

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<v Speaker 1>us alone. We've got this great deal going with Apple,

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<v Speaker 1>and the EU said, no, Ireland, you were part of

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<v Speaker 1>the EU. We will all have uniform tax policies. Apple's

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<v Speaker 1>going to have to pay. So they will have to pay.

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<v Speaker 1>They've said, I think in the fourth quarter they will

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<v Speaker 1>have a ten billion dollar US impact on their books

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<v Speaker 1>to settle that. So they'll have to sell a lot

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<v Speaker 1>more iPhone sixteen's to make up for it.

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<v Speaker 2>Absolutely, yeah, yeah, and I mean it goes. It does

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<v Speaker 2>speak volumes of the fact that they have capitulated to

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<v Speaker 2>a lot of the EU's demands in terms of USBC

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<v Speaker 2>in terms of opening the NMC chip and all these

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<v Speaker 2>other things. The Europe is clearly a very important market

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<v Speaker 2>to them. So yeah, I can't see them. Well, there's

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<v Speaker 2>probably a little bit of grumbling in the background. I

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<v Speaker 2>can't see them, you know, resisting too hard at paying

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<v Speaker 2>their their fair share over in the EU.

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<v Speaker 1>No, and very you know, suddenly the Irish government has

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<v Speaker 1>a twenty three billion dollar that's New Zealand dollar, sort

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<v Speaker 1>of thirteen billion euro windfall.

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<v Speaker 4>Imagine that.

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<v Speaker 1>Imagine what that would mean for the New Zealand government

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<v Speaker 1>to have that sort of money to put into infrastructure

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<v Speaker 1>or something. So you're trying to figure out what to

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<v Speaker 1>do with it. They want to set up a sovereign

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<v Speaker 1>fun there, one hundred billion dollars sovereign fun And that's

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<v Speaker 1>really because they're taking in so much corporate tax. Now,

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<v Speaker 1>they got all of those companies there at paying low tax,

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<v Speaker 1>and then the EU said no, they have to pay

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<v Speaker 1>a fair amount of tax. And the companies have invested

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<v Speaker 1>so much in Ireland are staying there.

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<v Speaker 4>So it's just worked.

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<v Speaker 1>It's just a masterful plan really.

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<v Speaker 4>By the I fantastic.

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<v Speaker 2>Yeah, it's a pity we's so far away that it

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<v Speaker 2>wouldn't quite work for us.

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<v Speaker 1>But no, right now, onto our featured interview with Henji Wang,

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<v Speaker 1>co founder of CAMI. Last month, The Herald reported that

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<v Speaker 1>BV Investment Partners had taken a controlling stake in CAMI.

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<v Speaker 1>This is a Boston based private equity company that's been

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<v Speaker 1>around for decades and invested in a lot of ed

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<v Speaker 1>tech companies. That deal valued the company at three hundred

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<v Speaker 1>million dollars.

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<v Speaker 4>Now.

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<v Speaker 1>It follows another US private equity company taking a big

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<v Speaker 1>stake in Dunedin's Education Perfect back in twenty twenty one

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<v Speaker 1>that valued the company at four hundred and fifty five

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<v Speaker 1>million dollars. We've also got Crimson Education, which raised ten

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<v Speaker 1>million US last year and a funding round that valued

0:12:37.200 --> 0:12:41.679
<v Speaker 1>it it supposedly US four hundred and sixty million dollars.

0:12:41.920 --> 0:12:45.840
<v Speaker 2>Those are incredible valuations for education related startups and they're

0:12:45.840 --> 0:12:47.720
<v Speaker 2>doing very well overseas.

0:12:47.960 --> 0:12:49.120
<v Speaker 4>That's just three of them.

0:12:49.320 --> 0:12:51.960
<v Speaker 2>There are several other fast growing ones, and it's that

0:12:51.960 --> 0:12:54.120
<v Speaker 2>that that doesn't really get the same level of bars

0:12:54.160 --> 0:12:57.480
<v Speaker 2>as like fintech or agritech, but which New Zealand seems

0:12:57.480 --> 0:12:58.200
<v Speaker 2>to do very well in.

0:12:58.840 --> 0:13:01.880
<v Speaker 1>I'll tell you who has done very well from Boston

0:13:01.960 --> 0:13:06.199
<v Speaker 1>Ventures buying CAMI. The New Zealand Growth Capital Partners, the

0:13:06.800 --> 0:13:11.280
<v Speaker 1>government's venture investment vehicle. It's a spire fund will get

0:13:11.320 --> 0:13:14.640
<v Speaker 1>thirty seven million dollars back from the sale of CAMI.

0:13:15.120 --> 0:13:20.000
<v Speaker 1>That represents a seventyfold increase on its investment. But Ben

0:13:20.040 --> 0:13:22.959
<v Speaker 1>tell us a bit more about exactly what CAMI does

0:13:23.080 --> 0:13:24.440
<v Speaker 1>in the education tech space.

0:13:25.559 --> 0:13:29.720
<v Speaker 2>Basically, at its core, CAMI is a document sharing platform,

0:13:29.920 --> 0:13:34.679
<v Speaker 2>so teachers can easily share PDFs with students and they

0:13:34.679 --> 0:13:39.520
<v Speaker 2>can be annotated and they can be easily marked if

0:13:39.559 --> 0:13:42.480
<v Speaker 2>they know the kids write their answers on the sheets

0:13:42.520 --> 0:13:43.240
<v Speaker 2>and things like that.

0:13:43.280 --> 0:13:44.560
<v Speaker 4>I mean, that's that Its very core.

0:13:44.800 --> 0:13:50.160
<v Speaker 2>But it has evolved now into this really comprehensive assessment

0:13:50.240 --> 0:13:53.480
<v Speaker 2>and learning product. So you can take a pack of

0:13:55.000 --> 0:13:58.720
<v Speaker 2>resources and you can give them to students and you

0:13:58.760 --> 0:14:02.360
<v Speaker 2>can create assessment it's based on them, and you know,

0:14:02.400 --> 0:14:06.600
<v Speaker 2>it's got remote learning aspects to it. And it's basically

0:14:06.640 --> 0:14:12.320
<v Speaker 2>like a document management tool on steroids specifically for education

0:14:12.480 --> 0:14:16.360
<v Speaker 2>for teachers and students. And obviously in the digital age,

0:14:16.720 --> 0:14:20.360
<v Speaker 2>when all of your resources are online on your computer

0:14:20.800 --> 0:14:23.960
<v Speaker 2>and they're going to different types of computers to chromebooks,

0:14:24.000 --> 0:14:27.920
<v Speaker 2>to PCs, iPads. Being able to have something that can

0:14:27.960 --> 0:14:31.240
<v Speaker 2>work across all of those platforms is really useful for

0:14:31.760 --> 0:14:33.600
<v Speaker 2>education worldwide.

0:14:34.440 --> 0:14:37.200
<v Speaker 1>Yeah, and I've had a huge cut through in one

0:14:37.280 --> 0:14:39.680
<v Speaker 1>hundred and eighty countries, big in the US. It's been

0:14:39.880 --> 0:14:43.760
<v Speaker 1>the focus of them. Founded by students so very much,

0:14:43.800 --> 0:14:47.800
<v Speaker 1>people who are feeling the pain points of learning in

0:14:47.840 --> 0:14:52.080
<v Speaker 1>the digital age and decided to go about and fix that.

0:14:52.320 --> 0:14:56.440
<v Speaker 1>So here's been talking to CAMI co Founderhnji Wang about

0:14:56.440 --> 0:14:59.480
<v Speaker 1>a startup journey and the role AI is likely to

0:14:59.480 --> 0:15:04.040
<v Speaker 1>play and the type of educational platforms Cammi is developing.

0:15:10.440 --> 0:15:13.160
<v Speaker 2>Hi, Henji, Welcome to the Business of Tech podcast. Thanks

0:15:13.160 --> 0:15:15.880
<v Speaker 2>so much for joining us. Thanks for having me, Ben So,

0:15:16.080 --> 0:15:19.280
<v Speaker 2>you are one of the co founders of a New

0:15:19.360 --> 0:15:22.400
<v Speaker 2>Zealand's success story in the tech scene and especially the

0:15:22.520 --> 0:15:27.200
<v Speaker 2>ed tech scene known as Cammi, and Cammy's been around

0:15:27.240 --> 0:15:29.640
<v Speaker 2>for just over a decade now. I think you just

0:15:29.680 --> 0:15:34.080
<v Speaker 2>said to me basically selling a really powerful and useful

0:15:34.080 --> 0:15:37.360
<v Speaker 2>piece of software into schools. Do you want to give

0:15:37.440 --> 0:15:40.720
<v Speaker 2>us just a very brief background about how Cami came

0:15:40.760 --> 0:15:40.960
<v Speaker 2>to be.

0:15:41.480 --> 0:15:45.840
<v Speaker 3>Absolutely so. Cammy is this wonderful platform app that's used

0:15:45.880 --> 0:15:48.440
<v Speaker 3>by over forty million teachers and students around the world.

0:15:48.720 --> 0:15:52.000
<v Speaker 3>But before we got there, we started this business as

0:15:52.240 --> 0:15:56.760
<v Speaker 3>just an app that we were as best friends at university.

0:15:57.240 --> 0:15:59.880
<v Speaker 3>We wanted to solve a problem that we had ourselves,

0:16:00.080 --> 0:16:04.560
<v Speaker 3>which was how do you effectively take study notes in class?

0:16:05.120 --> 0:16:09.560
<v Speaker 3>And this is over decadedgos So when devices were just

0:16:09.680 --> 0:16:13.200
<v Speaker 3>starting to show up in every classroom, when technologists just

0:16:13.200 --> 0:16:16.560
<v Speaker 3>started to show up more privalently in the class, prominently

0:16:16.600 --> 0:16:21.080
<v Speaker 3>in the class brother and we knew that we had

0:16:21.120 --> 0:16:23.440
<v Speaker 3>a look and there wasn't great software and we needed

0:16:23.480 --> 0:16:26.400
<v Speaker 3>to do something about it. So that's the solution that

0:16:26.440 --> 0:16:30.400
<v Speaker 3>we came up with. And then of course this trend

0:16:30.400 --> 0:16:36.520
<v Speaker 3>around teacher time and resource availability. Teachers are increasingly cling

0:16:36.640 --> 0:16:40.600
<v Speaker 3>more and how do you have a way to still

0:16:40.600 --> 0:16:44.040
<v Speaker 3>be able to personalize and make learning accessible and make

0:16:44.080 --> 0:16:48.640
<v Speaker 3>it exciting, but do it in a way that uses

0:16:48.760 --> 0:16:54.440
<v Speaker 3>technology in the most purposeful way possible and embracing that

0:16:54.560 --> 0:16:57.720
<v Speaker 3>I think has always been the biggest challenge in education.

0:16:58.160 --> 0:17:00.160
<v Speaker 2>I think that kind of leads us quite naturally to

0:17:00.720 --> 0:17:03.360
<v Speaker 2>the main topic of the conversation that we are here

0:17:03.360 --> 0:17:07.200
<v Speaker 2>to have, which is, of course artificial intelligence and how

0:17:07.280 --> 0:17:11.240
<v Speaker 2>AI is increasingly playing a role in the classroom, and

0:17:11.280 --> 0:17:13.320
<v Speaker 2>I think probably the first thing we should do is

0:17:13.359 --> 0:17:18.320
<v Speaker 2>split out AI as we're thinking about it, into what

0:17:18.359 --> 0:17:21.200
<v Speaker 2>we might call now classic AI. And then we've got

0:17:21.200 --> 0:17:25.000
<v Speaker 2>this other public facing side of AI, the new wave

0:17:26.280 --> 0:17:29.320
<v Speaker 2>generative AI, LM based AI, whatever you'd like to call it,

0:17:29.400 --> 0:17:35.600
<v Speaker 2>that involves interactivity between dynamic language based interactivity between kind

0:17:35.600 --> 0:17:38.680
<v Speaker 2>of the user and the software. So, yeah, let's go

0:17:38.760 --> 0:17:42.200
<v Speaker 2>back to the early days of how Chemi was using AI.

0:17:42.280 --> 0:17:45.760
<v Speaker 2>I'm assuming you've had some kind of algorithmic presence in

0:17:45.800 --> 0:17:47.359
<v Speaker 2>your product for several years.

0:17:47.760 --> 0:17:49.639
<v Speaker 3>Yeah, So if we were to zoom back a little

0:17:49.640 --> 0:17:53.119
<v Speaker 3>bit and just think about that implementation of technology in

0:17:53.160 --> 0:17:57.400
<v Speaker 3>the classroom, Cammy, one of our proof points is we

0:17:57.560 --> 0:18:00.960
<v Speaker 3>save teachers. This is teachers telling us we save teachers

0:18:01.000 --> 0:18:04.199
<v Speaker 3>in the average of eight hours a week. Wow, So

0:18:04.280 --> 0:18:07.760
<v Speaker 3>that is huge. That's over an hour each day that

0:18:07.800 --> 0:18:11.159
<v Speaker 3>we're giving back to the teacher to enable them to

0:18:11.320 --> 0:18:15.440
<v Speaker 3>focus back on their students, their learning outcomes, making things

0:18:15.480 --> 0:18:18.600
<v Speaker 3>more accessible. And if you look at how we arrived

0:18:18.640 --> 0:18:21.160
<v Speaker 3>at that point, we did it in a way that

0:18:21.720 --> 0:18:25.639
<v Speaker 3>takes technology that already exists today and put it together

0:18:25.680 --> 0:18:29.639
<v Speaker 3>in a way that really drives activity in the classroom.

0:18:29.920 --> 0:18:34.320
<v Speaker 3>We do it by, for instance, saving a clique for

0:18:34.480 --> 0:18:37.439
<v Speaker 3>the teacher or saving a clique for the students so

0:18:37.520 --> 0:18:40.040
<v Speaker 3>that they don't have to think about it and worry

0:18:40.040 --> 0:18:43.119
<v Speaker 3>about it. So anything that we can do to simplify

0:18:43.280 --> 0:18:46.399
<v Speaker 3>technology in the classroom is actually a huge gain for

0:18:46.480 --> 0:18:49.160
<v Speaker 3>the teacher. Just as an example, when we did all

0:18:49.200 --> 0:18:52.919
<v Speaker 3>of this, we achieved this eight hour a week on

0:18:53.040 --> 0:18:56.880
<v Speaker 3>average saving for the teacher outcome before we had any

0:18:56.960 --> 0:19:00.960
<v Speaker 3>of the new generation of LAMAI implemented an product. So

0:19:01.040 --> 0:19:04.120
<v Speaker 3>that tells you something about how we as a company

0:19:04.240 --> 0:19:08.560
<v Speaker 3>know how to implement technology in the classroom, and we've

0:19:08.560 --> 0:19:12.760
<v Speaker 3>done it using your traditional AI. There is a lot

0:19:12.760 --> 0:19:16.840
<v Speaker 3>of One example would be how we take an image

0:19:17.320 --> 0:19:21.159
<v Speaker 3>that teachers have and digitizing that image. So take a

0:19:21.280 --> 0:19:24.520
<v Speaker 3>scan of a document and we make it as seamless

0:19:24.520 --> 0:19:27.480
<v Speaker 3>as possible to digitize it into a format that you

0:19:27.480 --> 0:19:31.120
<v Speaker 3>can start using. You can start interacting as a student.

0:19:31.600 --> 0:19:34.639
<v Speaker 3>So I, as a teacher, take a scan of a

0:19:34.640 --> 0:19:37.240
<v Speaker 3>piece of curriculum, I send it off to a student

0:19:37.320 --> 0:19:40.880
<v Speaker 3>that might have special accommodations or special needs, and they

0:19:40.880 --> 0:19:44.840
<v Speaker 3>can start immediately using it with their speech to text.

0:19:45.680 --> 0:19:48.439
<v Speaker 3>So it allows it to read out loud the text

0:19:48.720 --> 0:19:50.960
<v Speaker 3>or sorry rather text a speech not speech to text.

0:19:51.400 --> 0:19:54.480
<v Speaker 3>On the opposite end, Cammie also has tools that allow

0:19:54.640 --> 0:19:57.840
<v Speaker 3>the student to speak their answer back to the to

0:19:57.920 --> 0:20:01.560
<v Speaker 3>their curriculum and record all whether that's a video, whether

0:20:01.640 --> 0:20:06.800
<v Speaker 3>that's sort of a text written dictated down. And that's

0:20:07.200 --> 0:20:11.880
<v Speaker 3>perhaps what you would consider your more traditional AI implementation

0:20:11.960 --> 0:20:13.679
<v Speaker 3>of CAME, but we do in a way that is

0:20:14.160 --> 0:20:17.960
<v Speaker 3>as little friction as possible. And so yeah, that would

0:20:17.960 --> 0:20:21.000
<v Speaker 3>probably be a few examples of how we've gone on

0:20:21.119 --> 0:20:24.760
<v Speaker 3>to purposely implement this in a way. And for the

0:20:24.800 --> 0:20:27.480
<v Speaker 3>more tech savvy readers out there, it's just a very

0:20:27.920 --> 0:20:33.080
<v Speaker 3>seamless integration of what is known as the OCI technology solution.

0:20:33.160 --> 0:20:37.520
<v Speaker 2>Right, So it's just kind of any time that you

0:20:37.920 --> 0:20:42.200
<v Speaker 2>see that there's a way to improve a process basically

0:20:42.320 --> 0:20:46.480
<v Speaker 2>to make it less manual using these the implementation of

0:20:46.560 --> 0:20:49.439
<v Speaker 2>these algorithms, you can kind of do that because you

0:20:49.480 --> 0:20:53.879
<v Speaker 2>are a software product, and speech to text must have

0:20:53.960 --> 0:20:57.520
<v Speaker 2>been kind of revolutionary for a lot of people when

0:20:57.600 --> 0:21:00.920
<v Speaker 2>that was first able to be rolled out on mass

0:21:01.280 --> 0:21:03.440
<v Speaker 2>Having that same kind of experience with the new generation

0:21:03.840 --> 0:21:04.920
<v Speaker 2>the LM based AI.

0:21:05.359 --> 0:21:08.760
<v Speaker 3>In short, yes, I think one important thing I should

0:21:08.800 --> 0:21:11.919
<v Speaker 3>note before we get into that is whenever we develop product,

0:21:11.920 --> 0:21:15.919
<v Speaker 3>our philosophy is to speak to the customer directly. And

0:21:16.000 --> 0:21:19.800
<v Speaker 3>if you look at every single feature, every single change

0:21:19.800 --> 0:21:22.440
<v Speaker 3>that we've rolled out in our product, we can tie

0:21:22.480 --> 0:21:25.720
<v Speaker 3>that to a conversation we've had with a feature with

0:21:25.840 --> 0:21:29.480
<v Speaker 3>a parent, with an administrator, perhaps sometimes with a student,

0:21:29.920 --> 0:21:34.240
<v Speaker 3>and so that is extremely important to us being able

0:21:34.240 --> 0:21:37.400
<v Speaker 3>to link it back to this will help this person

0:21:37.840 --> 0:21:40.800
<v Speaker 3>and why. And when you look at how we've started

0:21:40.800 --> 0:21:44.560
<v Speaker 3>to implement LLMS, we've done it in a way that

0:21:44.720 --> 0:21:49.560
<v Speaker 3>is extremely purposeful. So our first enhancement using LLMS and

0:21:49.640 --> 0:21:52.840
<v Speaker 3>Generator of AI is to take an existing piece of

0:21:52.880 --> 0:21:57.600
<v Speaker 3>curriculum and you enhance it by bringing out or teasing

0:21:57.640 --> 0:22:01.680
<v Speaker 3>out all the sort of quizzes and questions that typically

0:22:01.680 --> 0:22:05.399
<v Speaker 3>a teacher would spend time typing manually out for the

0:22:05.480 --> 0:22:09.720
<v Speaker 3>students to answer. We now pull that out. If there's

0:22:09.760 --> 0:22:13.040
<v Speaker 3>an answer key, we'll use take advantage of that answer key,

0:22:13.520 --> 0:22:16.480
<v Speaker 3>and it pulls it all out so that the teacher

0:22:16.520 --> 0:22:20.120
<v Speaker 3>can then organize it on their document, on their template,

0:22:20.200 --> 0:22:23.080
<v Speaker 3>rather before they send it out to the students to answer.

0:22:23.440 --> 0:22:25.600
<v Speaker 3>And one of the things that we've done is we

0:22:25.720 --> 0:22:29.240
<v Speaker 3>can also select using l and MS the right answer,

0:22:29.359 --> 0:22:31.960
<v Speaker 3>so it saves teachers time. They don't have to say

0:22:32.520 --> 0:22:34.840
<v Speaker 3>they don't have to grade it manually anymore. They can

0:22:34.880 --> 0:22:39.600
<v Speaker 3>simply let it auto grade because at the time that

0:22:39.640 --> 0:22:43.800
<v Speaker 3>we generate these quizzes or these questions, we've already got

0:22:43.840 --> 0:22:46.600
<v Speaker 3>an idea of what the answer will be, and we

0:22:46.760 --> 0:22:49.120
<v Speaker 3>have the teacher check all of this before they send

0:22:49.160 --> 0:22:50.960
<v Speaker 3>it off to the students, which is an important bit

0:22:51.320 --> 0:22:54.040
<v Speaker 3>around the limitations of these LMS.

0:22:54.600 --> 0:22:59.600
<v Speaker 2>So you're automating. So when you say a curriculum, that's

0:22:59.800 --> 0:23:02.680
<v Speaker 2>what talking about is like a stack of resources, right,

0:23:02.840 --> 0:23:07.840
<v Speaker 2>So a bunch of PDFs or word documents or that

0:23:08.040 --> 0:23:12.000
<v Speaker 2>teachers gather over years to create essentially a pack of

0:23:12.040 --> 0:23:15.000
<v Speaker 2>resources that they use to teach a particular unit. So

0:23:15.640 --> 0:23:18.480
<v Speaker 2>for example, if it's a history class, there might be

0:23:18.680 --> 0:23:23.879
<v Speaker 2>a French Revolution unit, and so they'll have a whole

0:23:23.880 --> 0:23:29.080
<v Speaker 2>bunch of documents, scanned pages from books, website resources they

0:23:29.080 --> 0:23:32.399
<v Speaker 2>printed out, and then stuff they've made themselves, quizzes, like

0:23:32.440 --> 0:23:36.639
<v Speaker 2>you said, all these kinds of things, and with the

0:23:36.760 --> 0:23:40.280
<v Speaker 2>LLM tools, because of that contextual understanding, you're able to

0:23:40.359 --> 0:23:44.960
<v Speaker 2>go in and take out just the quizzes and say, okay,

0:23:45.000 --> 0:23:47.920
<v Speaker 2>here you go. Here's the ten different quizzes that you've

0:23:47.920 --> 0:23:50.479
<v Speaker 2>got in this curriculum. You can kind of use them

0:23:50.960 --> 0:23:52.880
<v Speaker 2>how you want to now, and here's the answer key.

0:23:53.240 --> 0:23:54.639
<v Speaker 2>And then on top of that, you said there was

0:23:54.680 --> 0:23:57.160
<v Speaker 2>a kind of automatic marking aspect to it as well.

0:23:57.520 --> 0:24:01.840
<v Speaker 3>Yeah, so as it calls out these questions from the resource,

0:24:02.320 --> 0:24:07.280
<v Speaker 3>it can also use its knowledge base in the LLM

0:24:07.640 --> 0:24:10.439
<v Speaker 3>to select what is the right answer for you. But

0:24:10.520 --> 0:24:12.760
<v Speaker 3>nine times out of ten that resource already has an

0:24:12.800 --> 0:24:16.520
<v Speaker 3>answer key be able to leverage that or the answer

0:24:16.560 --> 0:24:20.160
<v Speaker 3>to that is already from the curriculum that you're teaching.

0:24:20.280 --> 0:24:23.400
<v Speaker 3>So you can simply go and we'll tease that out

0:24:23.720 --> 0:24:26.520
<v Speaker 3>and auto allow you as a teacher to auto grape,

0:24:26.560 --> 0:24:28.320
<v Speaker 3>so that when you send it off to the students,

0:24:28.600 --> 0:24:31.560
<v Speaker 3>you have the option to say, great, it automatically for me,

0:24:31.680 --> 0:24:34.639
<v Speaker 3>But don't show the student the answer or show the

0:24:34.680 --> 0:24:37.080
<v Speaker 3>student the answer so that they can learn from that

0:24:37.280 --> 0:24:41.720
<v Speaker 3>and perhaps learn from why they got the answer wrong,

0:24:42.040 --> 0:24:45.439
<v Speaker 3>because there will be a hint field inside a camy

0:24:45.520 --> 0:24:47.800
<v Speaker 3>that allows the student to be able to see that

0:24:47.880 --> 0:24:50.000
<v Speaker 3>hint and understand, oh, I got it wrong because of

0:24:50.040 --> 0:24:53.440
<v Speaker 3>this or this is the hint towards the right answer

0:24:53.440 --> 0:24:57.720
<v Speaker 3>that I can try and reread my resource. So it's

0:24:57.840 --> 0:25:04.000
<v Speaker 3>very flexible, and it's designed specifically because checking for understanding

0:25:04.320 --> 0:25:07.520
<v Speaker 3>as a teacher is so important that we want to

0:25:07.560 --> 0:25:09.800
<v Speaker 3>be able to provide the teacher with all the tools

0:25:09.960 --> 0:25:12.919
<v Speaker 3>that need to check that sort of that what they're

0:25:12.960 --> 0:25:16.159
<v Speaker 3>trying to teach is actually being comprehended by the student.

0:25:16.600 --> 0:25:18.960
<v Speaker 2>That's that's really interesting. I guess that's the one of

0:25:18.960 --> 0:25:21.679
<v Speaker 2>the strengths of these generative AI models is that they

0:25:21.680 --> 0:25:26.439
<v Speaker 2>are really good at taking unstructured data and unearthing specific

0:25:26.480 --> 0:25:28.439
<v Speaker 2>things that you want from it, and you know you

0:25:28.440 --> 0:25:32.960
<v Speaker 2>can make these requests. So what is what are the

0:25:33.160 --> 0:25:37.760
<v Speaker 2>what are the possibilities you mentioned character based AI? So

0:25:38.240 --> 0:25:41.200
<v Speaker 2>like a Marie Antoinette comes on and as a as

0:25:41.200 --> 0:25:44.160
<v Speaker 2>an AI and perhaps the students can talk to her.

0:25:44.280 --> 0:25:46.840
<v Speaker 2>That seems like an interesting use case.

0:25:46.920 --> 0:25:47.600
<v Speaker 4>Is that is that.

0:25:47.520 --> 0:25:49.399
<v Speaker 2>Something that you've had chats with about your with your

0:25:49.440 --> 0:25:50.399
<v Speaker 2>customers about.

0:25:50.480 --> 0:25:53.000
<v Speaker 3>Out there in the wild. We have seen a lot

0:25:53.359 --> 0:25:57.199
<v Speaker 3>a lot of different platforms that do that. We have

0:25:57.320 --> 0:26:00.360
<v Speaker 3>seen some success in the classroom where a teacher might

0:26:00.720 --> 0:26:06.800
<v Speaker 3>take a particular resource and essentially generate artifacts of different

0:26:06.840 --> 0:26:11.480
<v Speaker 3>reason side resources supplemental resources from that core curriculum resource.

0:26:11.840 --> 0:26:14.919
<v Speaker 3>These generated resources are done in a way that is

0:26:15.480 --> 0:26:20.320
<v Speaker 3>more exciting and engaging for the students. So an example

0:26:20.359 --> 0:26:24.880
<v Speaker 3>would be hate this particular piece of core curriculum and

0:26:25.480 --> 0:26:29.760
<v Speaker 3>generator in the voice of Lightning the Queen the movie

0:26:29.840 --> 0:26:33.919
<v Speaker 3>Cars and catch out exactly, and you can have that

0:26:33.920 --> 0:26:37.679
<v Speaker 3>sort of personality sort of explain the content back to you.

0:26:38.359 --> 0:26:40.679
<v Speaker 2>It reminds me of that meme of a parent who

0:26:40.760 --> 0:26:43.800
<v Speaker 2>said that the kids wouldn't eat frozen vegetables, so they

0:26:43.840 --> 0:26:45.679
<v Speaker 2>stuck some poor patrol stickers on and said they were

0:26:45.720 --> 0:26:49.639
<v Speaker 2>poor patrol frozen vegetables. Like, is that, you know, figuring

0:26:49.680 --> 0:26:52.320
<v Speaker 2>out a way to meet kids where they where.

0:26:52.160 --> 0:26:55.080
<v Speaker 3>They are, where they're interested exactly. And I think if

0:26:55.119 --> 0:26:57.480
<v Speaker 3>you can do that, you can you've If you can

0:26:57.480 --> 0:27:00.439
<v Speaker 3>get them interested in the curriculum and the content and

0:27:00.520 --> 0:27:02.880
<v Speaker 3>the way that you know you're able to meet them

0:27:02.920 --> 0:27:08.359
<v Speaker 3>in the middle, that's transformative. And I think ultimately those

0:27:08.359 --> 0:27:11.200
<v Speaker 3>are some of the great successes that we don't often

0:27:11.240 --> 0:27:13.560
<v Speaker 3>hear about in the class out of the classroom rather,

0:27:14.760 --> 0:27:19.320
<v Speaker 3>but that's something that is you know, really helping the

0:27:19.560 --> 0:27:23.600
<v Speaker 3>sort of engagement and interactivity of that material in the classroom. Yeah,

0:27:23.880 --> 0:27:24.080
<v Speaker 3>it is.

0:27:24.200 --> 0:27:26.919
<v Speaker 2>It is interesting, like we have this sense that for

0:27:27.440 --> 0:27:30.919
<v Speaker 2>education to be valuable, it has to be kind of

0:27:32.200 --> 0:27:35.919
<v Speaker 2>formal or it has to be dry, right, But you know,

0:27:36.200 --> 0:27:38.920
<v Speaker 2>the reality is if you go to the best teachers classrooms,

0:27:38.920 --> 0:27:42.359
<v Speaker 2>they're always covered in colors and posters on the wall,

0:27:42.560 --> 0:27:45.560
<v Speaker 2>and you know, trying to try to walk that line

0:27:45.600 --> 0:27:48.280
<v Speaker 2>between meeting kids where they are with interest and not

0:27:48.359 --> 0:27:51.240
<v Speaker 2>being cringed, which is always a tough one to walk.

0:27:51.480 --> 0:27:54.119
<v Speaker 2>But the idea that you can use these kind of

0:27:54.560 --> 0:27:58.320
<v Speaker 2>artificial intelligence tools to enhance that because not every teacher

0:27:58.400 --> 0:28:00.800
<v Speaker 2>is going to be hit with the kids. So if

0:28:00.840 --> 0:28:03.800
<v Speaker 2>you can kind of say, like, I want to take

0:28:03.840 --> 0:28:06.440
<v Speaker 2>this resource and what are some ways that I could

0:28:06.920 --> 0:28:10.200
<v Speaker 2>make it relevant for an audience of eight to nine

0:28:10.280 --> 0:28:12.840
<v Speaker 2>year olds, what are some of the things they're interested in,

0:28:12.880 --> 0:28:15.800
<v Speaker 2>and how can I bring these together?

0:28:15.880 --> 0:28:18.560
<v Speaker 4>That seems like a really powerful use case.

0:28:18.960 --> 0:28:22.120
<v Speaker 3>Absolutely, and I think this is why long term, the

0:28:22.160 --> 0:28:25.440
<v Speaker 3>teacher's role in the classroom remains the same, which is

0:28:25.520 --> 0:28:29.000
<v Speaker 3>to guide the students and help them along the learning journey.

0:28:29.280 --> 0:28:35.880
<v Speaker 3>Learning journey, and AI is simply here to facilitate, to support,

0:28:36.400 --> 0:28:40.160
<v Speaker 3>but never to replace. You always need a teacher to

0:28:40.200 --> 0:28:43.760
<v Speaker 3>be that initial seed of I think creativity in the

0:28:43.760 --> 0:28:46.200
<v Speaker 3>classroom of how do you do this but in a

0:28:46.280 --> 0:28:50.480
<v Speaker 3>way that is intentional and purposeful around all the learning

0:28:50.560 --> 0:28:53.600
<v Speaker 3>theory that is out there, all the scientific evidence that

0:28:53.800 --> 0:28:56.800
<v Speaker 3>is out there, around how do you best have good

0:28:57.040 --> 0:29:02.400
<v Speaker 3>useful curriculum and the implementation of that curriculum. So I

0:29:02.400 --> 0:29:04.040
<v Speaker 3>don't think the role of the teacher is going in

0:29:04.080 --> 0:29:06.600
<v Speaker 3>a way in times certain AI is simply there to

0:29:06.720 --> 0:29:11.280
<v Speaker 3>help facilitate and really give drive meaningful productivity gains in

0:29:11.400 --> 0:29:13.040
<v Speaker 3>the teacher workflow.

0:29:13.520 --> 0:29:17.080
<v Speaker 2>Are you sure that we will not have robot teachers

0:29:17.400 --> 0:29:21.560
<v Speaker 2>coming in the future where kids all put on their

0:29:21.640 --> 0:29:25.440
<v Speaker 2>VR headsets and they go to the virtual classroom. I mean,

0:29:25.480 --> 0:29:28.040
<v Speaker 2>that's obviously an exaggeration, But what about the possibility of

0:29:28.360 --> 0:29:33.480
<v Speaker 2>virtual tas right teachers assistants who can provide that kind

0:29:33.520 --> 0:29:38.040
<v Speaker 2>of tier one support for kids where the teacher. Like

0:29:38.080 --> 0:29:41.280
<v Speaker 2>you said, class numbers are growing, Teacher time is really hard.

0:29:41.640 --> 0:29:45.240
<v Speaker 2>Quite often a teacher in a classroom of thirty maybe

0:29:45.360 --> 0:29:48.600
<v Speaker 2>five students will take up the majority of their time.

0:29:49.080 --> 0:29:53.920
<v Speaker 2>So is there a way of providing an AI support

0:29:54.120 --> 0:29:57.360
<v Speaker 2>for teachers to be able to actually help students with

0:29:57.520 --> 0:30:00.680
<v Speaker 2>those first level questions before they go to the teacher.

0:30:01.120 --> 0:30:05.920
<v Speaker 2>Is that desirable or is that kind of using technology

0:30:05.960 --> 0:30:10.120
<v Speaker 2>to justify having worse teacher to student ratios? You know,

0:30:10.480 --> 0:30:12.800
<v Speaker 2>that's a big question to ask, But I'm just thinking about, like,

0:30:12.840 --> 0:30:15.200
<v Speaker 2>as we move into the future of education where it

0:30:15.280 --> 0:30:17.680
<v Speaker 2>doesn't look like we're going to be exploding numbers of

0:30:17.720 --> 0:30:20.720
<v Speaker 2>teachers while kid numbers are going to go up, like,

0:30:20.760 --> 0:30:22.560
<v Speaker 2>how do we is there a way that we can

0:30:22.720 --> 0:30:24.000
<v Speaker 2>help to mitigate that?

0:30:24.000 --> 0:30:27.280
<v Speaker 3>That's an interesting idea. I haven't given it too much thought,

0:30:27.440 --> 0:30:31.560
<v Speaker 3>but I think as a general thumb, if we're able

0:30:31.600 --> 0:30:34.320
<v Speaker 3>to help the teacher, you know, do their job job

0:30:34.360 --> 0:30:38.160
<v Speaker 3>more effectively, AKAA have a tutor that is able to

0:30:38.440 --> 0:30:44.160
<v Speaker 3>advide let's say, first line support to any sort of

0:30:44.240 --> 0:30:47.480
<v Speaker 3>questions about the correculum, then yeah, that could be a

0:30:48.720 --> 0:30:51.840
<v Speaker 3>useful feature of a platform, Like do you do.

0:30:51.840 --> 0:30:54.680
<v Speaker 2>You see there being a space for And I'm not

0:30:54.680 --> 0:30:56.280
<v Speaker 2>saying that Cammie's going to do it right now, but

0:30:56.360 --> 0:30:58.280
<v Speaker 2>I'm just kind of curious whether you think that that

0:30:58.440 --> 0:31:01.520
<v Speaker 2>is a future that we're headed towards, or is that

0:31:01.520 --> 0:31:03.440
<v Speaker 2>that's just so far in the future it's not even

0:31:03.480 --> 0:31:08.080
<v Speaker 2>worth thinking about having actual chatbots that can help students

0:31:08.120 --> 0:31:08.920
<v Speaker 2>in the classroom.

0:31:09.280 --> 0:31:11.200
<v Speaker 3>I think there are already companies that are trying to

0:31:11.240 --> 0:31:15.800
<v Speaker 3>do that today. I think there haven't hit mainstream yet.

0:31:16.120 --> 0:31:17.960
<v Speaker 3>You know, I've cluely seen quite a few of them.

0:31:18.720 --> 0:31:22.000
<v Speaker 3>It doesn't take a lot to implement something like this,

0:31:22.640 --> 0:31:25.000
<v Speaker 3>But the real question is like, how do you do

0:31:25.080 --> 0:31:29.080
<v Speaker 3>this with the right amount of controls and visibility and

0:31:29.120 --> 0:31:34.800
<v Speaker 3>transparency and safety so that it's actually easy for your

0:31:35.000 --> 0:31:38.720
<v Speaker 3>non icky teacher that doesn't have a lot of time

0:31:38.760 --> 0:31:41.640
<v Speaker 3>to go out and train about you know, all the

0:31:41.680 --> 0:31:44.920
<v Speaker 3>biases and limitations of any I and understand that fully

0:31:45.000 --> 0:31:46.920
<v Speaker 3>before they roll it out in the classroom. How do

0:31:46.960 --> 0:31:49.480
<v Speaker 3>you do how do you do that well? I haven't

0:31:49.480 --> 0:31:52.640
<v Speaker 3>seen that done yet, but I can see a future

0:31:52.680 --> 0:31:56.280
<v Speaker 3>of five teen years from now where that's a possibility,

0:31:56.560 --> 0:32:00.000
<v Speaker 3>and I can see how that's going to be super beneficial,

0:32:00.160 --> 0:32:02.680
<v Speaker 3>I think for the classroom. But you've got to do

0:32:02.720 --> 0:32:06.000
<v Speaker 3>it right, and I think that's the bet that I

0:32:06.000 --> 0:32:07.480
<v Speaker 3>haven't seen done well yet.

0:32:07.760 --> 0:32:12.280
<v Speaker 2>You mentioned personalization as well, using artificial intelligence to be

0:32:12.360 --> 0:32:16.360
<v Speaker 2>able to contextually understand the way that a student answer

0:32:16.760 --> 0:32:20.040
<v Speaker 2>different prompts, you know, using prompt might be the wrong word,

0:32:20.280 --> 0:32:22.920
<v Speaker 2>but be able to answer different questions in class like

0:32:23.480 --> 0:32:27.680
<v Speaker 2>can look at their writing, how they answer exam questions,

0:32:27.680 --> 0:32:32.800
<v Speaker 2>how they answer short answer, how they approach solving math questions,

0:32:33.320 --> 0:32:37.480
<v Speaker 2>and learn about the best way to help to guide them.

0:32:38.040 --> 0:32:41.360
<v Speaker 2>Can be fed information about their learning style, about their

0:32:42.600 --> 0:32:45.600
<v Speaker 2>you know, any learning support they might need, and can

0:32:45.840 --> 0:32:49.720
<v Speaker 2>help to amend curricula in a way that will be

0:32:49.880 --> 0:32:52.360
<v Speaker 2>supportive of students. We talked about it in terms of

0:32:52.800 --> 0:32:55.160
<v Speaker 2>you know, lightning McQueen voices and things like that, but

0:32:55.600 --> 0:32:58.160
<v Speaker 2>is there is there potential for it to actually more

0:32:58.200 --> 0:33:02.440
<v Speaker 2>specifically be able to address personal needs or help teachers

0:33:02.480 --> 0:33:06.080
<v Speaker 2>to address students' personal learning needs throughout the development of

0:33:06.080 --> 0:33:08.440
<v Speaker 2>a curriculum plan for a classroom.

0:33:08.720 --> 0:33:11.719
<v Speaker 3>Yeah, there's a lot there. I think there is a

0:33:11.720 --> 0:33:15.160
<v Speaker 3>lot of opportunity to realize with AI that we haven't

0:33:15.200 --> 0:33:18.760
<v Speaker 3>realized yet. And a lot of it comes down to

0:33:19.160 --> 0:33:22.880
<v Speaker 3>how do you personalize this curriculum to the interests of

0:33:22.920 --> 0:33:26.280
<v Speaker 3>the child, to what they've mentioned or said in the

0:33:26.360 --> 0:33:29.480
<v Speaker 3>past that might be of interest to them, and then

0:33:29.560 --> 0:33:31.760
<v Speaker 3>how do you do it in a way that still

0:33:31.800 --> 0:33:36.480
<v Speaker 3>provides an instructural value based on all the learning sciences.

0:33:36.560 --> 0:33:40.080
<v Speaker 3>So you know, we are certainly at this sort of

0:33:41.400 --> 0:33:44.760
<v Speaker 3>tip of the iceberg, if you will, around just scratching

0:33:44.760 --> 0:33:49.040
<v Speaker 3>the surface of what's possible in this technology. There's a

0:33:49.080 --> 0:33:51.520
<v Speaker 3>lot more that you can do to you know, purposefully,

0:33:51.560 --> 0:33:54.360
<v Speaker 3>take AI, take genet of AI, do it in a

0:33:54.440 --> 0:34:02.440
<v Speaker 3>way that can make curriculum more interacting, interact of engaging, accessible,

0:34:03.040 --> 0:34:06.560
<v Speaker 3>more accommodating to the students' needs, and do it in

0:34:06.560 --> 0:34:09.920
<v Speaker 3>a way that means that you don't necessarily need a

0:34:10.000 --> 0:34:14.480
<v Speaker 3>special needs accommodation or special needs sort of special needs

0:34:14.520 --> 0:34:18.040
<v Speaker 3>flag in this student system. To be able to have

0:34:18.120 --> 0:34:20.520
<v Speaker 3>that support offered to you, I think that's a dream,

0:34:20.640 --> 0:34:23.240
<v Speaker 3>is to be able to personalize it for every single student.

0:34:23.600 --> 0:34:27.200
<v Speaker 3>But doing in a way that is purposeful. I you know,

0:34:27.440 --> 0:34:30.160
<v Speaker 3>I con certain I see all those sort of opportunities

0:34:30.160 --> 0:34:33.080
<v Speaker 3>out there, and I think that's what's really exciting. Over

0:34:33.080 --> 0:34:36.320
<v Speaker 3>the next five ten years of just working in this space,

0:34:36.520 --> 0:34:39.480
<v Speaker 3>you know, we're able to realize a lot of things

0:34:39.520 --> 0:34:42.040
<v Speaker 3>that we've been thinking about and dreaming about for such

0:34:42.080 --> 0:34:42.680
<v Speaker 3>a long time.

0:34:44.600 --> 0:34:47.799
<v Speaker 2>What is the things that you're hearing most concern I

0:34:47.800 --> 0:34:50.120
<v Speaker 2>mean when chat GPT first came out, you know, it

0:34:50.160 --> 0:34:53.880
<v Speaker 2>was all about plagiarism, kids just asking chat GPT to

0:34:53.880 --> 0:34:56.360
<v Speaker 2>write essays for them, and then there's the battle of

0:34:56.400 --> 0:34:59.520
<v Speaker 2>the AI detectors and is it written by AI.

0:34:59.320 --> 0:35:00.640
<v Speaker 4>Or YadA YadA.

0:35:00.800 --> 0:35:03.239
<v Speaker 2>Is that still the biggest concern that teachers are having

0:35:03.640 --> 0:35:06.239
<v Speaker 2>or is there something else that's coming along in the

0:35:06.400 --> 0:35:09.040
<v Speaker 2>in the realm of AI and education that's starting to

0:35:09.320 --> 0:35:09.920
<v Speaker 2>displace that.

0:35:10.440 --> 0:35:13.560
<v Speaker 3>Yeah, that's a great question. I think there are certainly

0:35:13.920 --> 0:35:17.160
<v Speaker 3>there's certainly a huge market of AI detectors, but if

0:35:17.160 --> 0:35:20.320
<v Speaker 3>you actually if you look at the efficacy of those detectors,

0:35:20.400 --> 0:35:23.040
<v Speaker 3>it's actually very low. I think one of the dangerous

0:35:23.120 --> 0:35:26.640
<v Speaker 3>things to do in education is to say to a child,

0:35:26.880 --> 0:35:29.920
<v Speaker 3>we're forty three percent sure that you've laid rised as text,

0:35:30.280 --> 0:35:33.120
<v Speaker 3>and even if it gets to eighty or ninety percent,

0:35:33.480 --> 0:35:36.040
<v Speaker 3>you never want to have ten percent of doubt in

0:35:36.120 --> 0:35:40.319
<v Speaker 3>there to then go on to you know, go through

0:35:40.520 --> 0:35:43.360
<v Speaker 3>a disimilary process for the student. So unless you're one

0:35:43.440 --> 0:35:47.120
<v Speaker 3>hundred percent certain you I don't think I personally don't

0:35:47.120 --> 0:35:49.600
<v Speaker 3>think you should go through a process like that. So

0:35:50.239 --> 0:35:53.680
<v Speaker 3>what's important to educate as in my opinion is and

0:35:53.719 --> 0:35:58.720
<v Speaker 3>we've implemented this throughout throughout CAEMI, is giving the teacher

0:35:58.719 --> 0:36:02.640
<v Speaker 3>of visibility of how this work was evolved to where

0:36:02.640 --> 0:36:06.239
<v Speaker 3>it is today. And if we can show the teacher, hey,

0:36:06.280 --> 0:36:09.359
<v Speaker 3>the student spent this amount of time on CAMI, and

0:36:09.840 --> 0:36:12.920
<v Speaker 3>they edited this piece of work a few different times

0:36:12.920 --> 0:36:16.359
<v Speaker 3>and we went through a few different iterations of answering this,

0:36:16.800 --> 0:36:19.439
<v Speaker 3>then you can see that the proof of work is there.

0:36:19.800 --> 0:36:22.400
<v Speaker 3>And I think that's the bit that's important, that visibility

0:36:22.440 --> 0:36:25.600
<v Speaker 3>of how the student came about to this answer, And

0:36:26.280 --> 0:36:29.960
<v Speaker 3>ultimately my hope is that everyone's able to get to

0:36:30.000 --> 0:36:34.400
<v Speaker 3>that point throughout every single product. But yeah, this is

0:36:34.440 --> 0:36:37.279
<v Speaker 3>why I think it's so important to you know, when

0:36:37.320 --> 0:36:41.280
<v Speaker 3>you're implementing technology, you're not just jumping at the next

0:36:41.560 --> 0:36:45.279
<v Speaker 3>API that's available by chat reput but actually do it

0:36:45.320 --> 0:36:47.920
<v Speaker 3>in a way where you're thinking about how does what

0:36:48.080 --> 0:36:50.040
<v Speaker 3>is the impact of this in the classroom, and how

0:36:50.040 --> 0:36:53.280
<v Speaker 3>do I actually help the teacher. You know that famous

0:36:53.360 --> 0:36:55.560
<v Speaker 3>quote people don't know what they want until you show

0:36:55.600 --> 0:36:58.640
<v Speaker 3>it to them, right by Steve Jobs. And I think

0:36:58.640 --> 0:37:03.200
<v Speaker 3>that's the thesis that we've always come tried to try

0:37:03.239 --> 0:37:04.720
<v Speaker 3>to have at the core of CAMI.

0:37:04.960 --> 0:37:08.920
<v Speaker 2>You can see that working really well. You know in primary,

0:37:08.960 --> 0:37:12.640
<v Speaker 2>intermediate high school where you can get kids to use

0:37:12.920 --> 0:37:16.680
<v Speaker 2>a specific software where you can kind of hover over

0:37:16.719 --> 0:37:18.600
<v Speaker 2>them as they do it by pen and paper if.

0:37:18.480 --> 0:37:19.239
<v Speaker 4>You really need to.

0:37:20.160 --> 0:37:23.600
<v Speaker 2>When you get to university, the conversation changes though, because

0:37:24.280 --> 0:37:26.440
<v Speaker 2>you're sending kids away to go and do work. And

0:37:26.440 --> 0:37:28.600
<v Speaker 2>then back in my day you're printed it out and

0:37:28.640 --> 0:37:30.600
<v Speaker 2>you're stuck a cover paper and put it in a slot.

0:37:30.640 --> 0:37:33.600
<v Speaker 2>But these days it's a bit more advanced. You hand

0:37:33.640 --> 0:37:37.000
<v Speaker 2>in a word document. Are you expecting that we'll in

0:37:37.040 --> 0:37:40.440
<v Speaker 2>that realm start to see that you might need to

0:37:40.480 --> 0:37:43.480
<v Speaker 2>submit something that will give you a record of changes

0:37:43.520 --> 0:37:46.880
<v Speaker 2>throughout and then can you use like a souped up

0:37:46.920 --> 0:37:50.400
<v Speaker 2>air detection to look back at those changes and say, oh, okay,

0:37:50.440 --> 0:37:53.560
<v Speaker 2>actually we can recognize that this work has been done

0:37:54.040 --> 0:37:57.960
<v Speaker 2>legitimately and give it a green TECH or a red

0:37:58.040 --> 0:38:00.759
<v Speaker 2>cross saying it was just copy and pasted from Wikipedia

0:38:00.960 --> 0:38:01.640
<v Speaker 2>or a chat GPT.

0:38:02.120 --> 0:38:04.840
<v Speaker 3>Yeah, I think you're onto something. I think it's important

0:38:04.880 --> 0:38:08.680
<v Speaker 3>to have some sort of way to have the teacher

0:38:08.760 --> 0:38:12.920
<v Speaker 3>review how you came about, you know, arriving at this answer,

0:38:12.960 --> 0:38:16.600
<v Speaker 3>and if it means you know, being able to have

0:38:16.680 --> 0:38:21.359
<v Speaker 3>some sort of supplementary material that comes along it alongside

0:38:21.360 --> 0:38:24.600
<v Speaker 3>it to say Hey, I visited these ten websites and

0:38:24.640 --> 0:38:27.160
<v Speaker 3>this is how I arrived at this answer, And those

0:38:27.160 --> 0:38:31.680
<v Speaker 3>are my references, digital fingerprints, if you will, that's attached

0:38:31.680 --> 0:38:34.959
<v Speaker 3>to my work. I think that's the sort of thing

0:38:35.080 --> 0:38:38.360
<v Speaker 3>that ultimately, I think everyone should go towards, you know,

0:38:38.400 --> 0:38:40.759
<v Speaker 3>and if you take a step back and think about, well,

0:38:41.080 --> 0:38:44.640
<v Speaker 3>what is that in twenty years ago? Yeah, it was

0:38:44.760 --> 0:38:50.160
<v Speaker 3>a videography, was us putting references next to our to

0:38:50.200 --> 0:38:56.240
<v Speaker 3>support our answers. That was showing that you've done that research.

0:38:56.960 --> 0:39:02.719
<v Speaker 3>And ultimately, fundamentally that hasn't changed. And today's world, Yeah.

0:39:02.800 --> 0:39:03.960
<v Speaker 4>It's very interesting, isn't it.

0:39:04.000 --> 0:39:07.919
<v Speaker 2>Because you can also go to a product like Perplexity

0:39:08.280 --> 0:39:11.400
<v Speaker 2>and you can say, give me a quote about the

0:39:11.400 --> 0:39:14.359
<v Speaker 2>French revolutions or you know, the impact of the French

0:39:14.400 --> 0:39:19.239
<v Speaker 2>Revolution on the European economy and attribute, you know, find

0:39:19.280 --> 0:39:22.560
<v Speaker 2>a good source for it. And yeah, I mean it's

0:39:22.560 --> 0:39:24.480
<v Speaker 2>still a bit of a way away from just being

0:39:24.480 --> 0:39:26.960
<v Speaker 2>able to then say and make a whole.

0:39:27.360 --> 0:39:28.120
<v Speaker 4>Essay out of it.

0:39:28.239 --> 0:39:33.280
<v Speaker 2>So that augmentative side of AI seems to becoming more

0:39:33.840 --> 0:39:39.879
<v Speaker 2>prevalent in all all areas rather than the replacement side

0:39:39.880 --> 0:39:42.560
<v Speaker 2>of AI. Everyone was so concerned about is that a

0:39:42.600 --> 0:39:45.040
<v Speaker 2>trend that you're seeing as well, that you kind of

0:39:45.520 --> 0:39:48.440
<v Speaker 2>talked about it a little bit, but that teachers are

0:39:48.800 --> 0:39:54.640
<v Speaker 2>starting to say, oh, I see how AI can augment

0:39:54.760 --> 0:39:58.840
<v Speaker 2>students to do research, How AI can augment students to

0:39:59.280 --> 0:40:01.560
<v Speaker 2>give them a base line of writing that they can

0:40:01.600 --> 0:40:04.560
<v Speaker 2>then you know, edit and evolve into something that is

0:40:05.360 --> 0:40:09.200
<v Speaker 2>that is their own work, rather than the fear of well,

0:40:09.280 --> 0:40:10.960
<v Speaker 2>it's just gonna kids are going to lose all their

0:40:11.000 --> 0:40:12.600
<v Speaker 2>skills of being able to do anything.

0:40:13.040 --> 0:40:15.760
<v Speaker 3>Yeah, I certainly empathize with that point of view. I think,

0:40:16.280 --> 0:40:19.080
<v Speaker 3>you know, some people might disagree with this statement, but

0:40:19.600 --> 0:40:23.320
<v Speaker 3>AI is sort of having its calculator calculator moment inside

0:40:23.320 --> 0:40:26.640
<v Speaker 3>of education where once upon a time, and I think

0:40:26.680 --> 0:40:30.920
<v Speaker 3>we were all required to know how to do basic arithmetic.

0:40:31.440 --> 0:40:34.880
<v Speaker 3>And you can sider of see in some education systems

0:40:34.920 --> 0:40:38.640
<v Speaker 3>that requirements go on simply because everyone can pull out

0:40:38.640 --> 0:40:42.160
<v Speaker 3>their phones or a calculator and do that arithmetic. So

0:40:42.400 --> 0:40:45.680
<v Speaker 3>they've moved on their curriculum to perhaps things that are

0:40:45.719 --> 0:40:51.400
<v Speaker 3>more creative or interesting about math and stats, where it

0:40:51.640 --> 0:40:55.920
<v Speaker 3>frees you from having to learn arithmetic to you know,

0:40:55.920 --> 0:40:58.200
<v Speaker 3>you still have to have an understanding of math, right

0:40:58.239 --> 0:41:01.239
<v Speaker 3>and numbers and have a sick feel of how these

0:41:01.320 --> 0:41:05.600
<v Speaker 3>numbers play together. But to actually get the right precise

0:41:05.840 --> 0:41:09.200
<v Speaker 3>measurement or calculation, you don't necessarily need to know that

0:41:09.239 --> 0:41:11.840
<v Speaker 3>you can punch it into a calculator. And I suspect,

0:41:12.200 --> 0:41:15.520
<v Speaker 3>you know, if you think for five ten years, if

0:41:15.520 --> 0:41:18.279
<v Speaker 3>we can give everyone that calculator but for writing, and

0:41:18.360 --> 0:41:21.640
<v Speaker 3>everyone can write great. But it's then moved on to

0:41:22.280 --> 0:41:26.399
<v Speaker 3>how do you formulate ideas and integrate it into an

0:41:26.520 --> 0:41:30.680
<v Speaker 3>argument about something about your thoughts or perhaps a point

0:41:30.680 --> 0:41:33.160
<v Speaker 3>that you're trying to make. Then that could be really interesting,

0:41:33.440 --> 0:41:37.000
<v Speaker 3>right because it frees you up again from writer's block,

0:41:37.480 --> 0:41:41.480
<v Speaker 3>from all those things that you know are spelling and

0:41:41.520 --> 0:41:44.880
<v Speaker 3>perhaps you can I'm just sort of spitballing here, but

0:41:45.360 --> 0:41:47.920
<v Speaker 3>then you can really focus on the things that the

0:41:48.040 --> 0:41:51.239
<v Speaker 3>crux of you know, what it makes writing great, and

0:41:51.320 --> 0:41:56.000
<v Speaker 3>perhaps we can generate a whole generation of great writers.

0:41:56.480 --> 0:41:59.520
<v Speaker 3>And you know, I don't know. I think there is

0:42:00.360 --> 0:42:02.960
<v Speaker 3>the world's are oyster here and we can do a

0:42:03.000 --> 0:42:06.640
<v Speaker 3>lot with this. But I think to take that baby step,

0:42:06.719 --> 0:42:08.439
<v Speaker 3>you have to really think about how do you bear

0:42:08.520 --> 0:42:10.680
<v Speaker 3>some poment ai in the classroom and do it in

0:42:10.719 --> 0:42:15.239
<v Speaker 3>a way that's purposeful and try not to experiment with

0:42:15.480 --> 0:42:21.040
<v Speaker 3>these ideas because you ultimately it's these kids future at risk, right,

0:42:21.200 --> 0:42:24.400
<v Speaker 3>It's that's what's at stake here. So you can't just

0:42:24.480 --> 0:42:27.520
<v Speaker 3>play fast sinelos like what we've done with AI and

0:42:27.600 --> 0:42:30.040
<v Speaker 3>the corporate world. I think you have to be really

0:42:30.160 --> 0:42:32.880
<v Speaker 3>careful about you know, what are the safety guard rails,

0:42:33.440 --> 0:42:36.600
<v Speaker 3>back to my original points and doing them the right way.

0:42:36.760 --> 0:42:39.839
<v Speaker 3>So I think there's a lot of opportunity in front

0:42:39.880 --> 0:42:42.160
<v Speaker 3>of us. We just have to spend the time to

0:42:42.200 --> 0:42:44.839
<v Speaker 3>do it right and realize all the all the sort

0:42:44.880 --> 0:42:45.720
<v Speaker 3>of possibilities.

0:42:53.400 --> 0:42:55.239
<v Speaker 2>What do you think, Peter, do you think we're going

0:42:55.320 --> 0:42:58.880
<v Speaker 2>to be revolutionizing education with AI in the coming years.

0:43:00.040 --> 0:43:02.879
<v Speaker 1>Well, Henji's very cautious there, and we've seen this a lot.

0:43:03.000 --> 0:43:06.319
<v Speaker 1>You know, education when Generative AI really came out of

0:43:06.360 --> 0:43:10.160
<v Speaker 1>the starting gate, that was the one industry where everyone

0:43:10.280 --> 0:43:12.040
<v Speaker 1>had a lot of angst about and it was all

0:43:12.080 --> 0:43:16.759
<v Speaker 1>about plagiarism. And it's interesting his comments there around you know,

0:43:16.800 --> 0:43:20.520
<v Speaker 1>to what extent do you sort of start persecuting students

0:43:20.800 --> 0:43:25.720
<v Speaker 1>around plagiarism? Are they forty percent plagiaristic or one hundred percent?

0:43:25.920 --> 0:43:31.600
<v Speaker 1>You know, there's consequences for starting to make those claims

0:43:32.120 --> 0:43:36.000
<v Speaker 1>against the students, and these are not perfect, these plagiarism checkers.

0:43:36.040 --> 0:43:38.719
<v Speaker 1>So that's where it started, and that seems to have

0:43:38.840 --> 0:43:41.320
<v Speaker 1>died a death really over the last six months. I

0:43:41.400 --> 0:43:44.759
<v Speaker 1>think there are genuine concerns about plagiarism, but it's sort

0:43:44.760 --> 0:43:46.880
<v Speaker 1>of flipped around now where I think a lot of

0:43:47.880 --> 0:43:53.439
<v Speaker 1>administrators in tertiary and secondary education in particular are looking

0:43:53.480 --> 0:43:58.160
<v Speaker 1>at it and going, actually, we're stretched for resources. Teachers

0:43:58.440 --> 0:44:02.560
<v Speaker 1>have high teacher to student ratios when it comes to

0:44:03.239 --> 0:44:04.960
<v Speaker 1>the amount of time they can give a student. If

0:44:04.960 --> 0:44:07.879
<v Speaker 1>these tools can actually help us and shave time off,

0:44:08.000 --> 0:44:10.960
<v Speaker 1>like he was saying, even the traditional AI stuff was

0:44:11.000 --> 0:44:13.520
<v Speaker 1>saving in some cases up to eight hours a week

0:44:13.560 --> 0:44:16.799
<v Speaker 1>of admin for teachers. So if the next step of

0:44:16.840 --> 0:44:21.240
<v Speaker 1>that is reducing that admin burden and improving the experience

0:44:21.239 --> 0:44:25.800
<v Speaker 1>for teachers, fantastic. It is about augmentation of the teacher's

0:44:25.920 --> 0:44:28.960
<v Speaker 1>role rather than replacing aspects of what they do.

0:44:29.840 --> 0:44:32.920
<v Speaker 2>Yeah, it's amazing, like as a former teacher to think that,

0:44:33.320 --> 0:44:36.680
<v Speaker 2>you know, having eight hours a week back would have

0:44:36.719 --> 0:44:40.120
<v Speaker 2>been just incredible. And I think there is still a

0:44:40.200 --> 0:44:42.880
<v Speaker 2>huge amount of potential for AI in other areas as well,

0:44:42.920 --> 0:44:46.960
<v Speaker 2>like for example, report writing, Like I'm sure parents all

0:44:47.000 --> 0:44:50.680
<v Speaker 2>love to think of their teachers sitting down and spending

0:44:50.800 --> 0:44:54.400
<v Speaker 2>twenty minutes contemplating every student in their class and crafting

0:44:54.440 --> 0:44:58.200
<v Speaker 2>the perfect report, but realistically, we just didn't have time

0:44:58.360 --> 0:45:00.840
<v Speaker 2>for that kind of stuff. It was very much a

0:45:00.960 --> 0:45:05.000
<v Speaker 2>cut and based exercise where you consider based on results,

0:45:05.000 --> 0:45:07.680
<v Speaker 2>based on strengths, based on weaknesses, and then you just

0:45:07.760 --> 0:45:11.000
<v Speaker 2>kind of put together as fast as you can, but

0:45:11.680 --> 0:45:13.160
<v Speaker 2>in a way that and then you add like a

0:45:13.160 --> 0:45:15.680
<v Speaker 2>personal comment, you know, for each one, and if you

0:45:15.680 --> 0:45:19.880
<v Speaker 2>can use AI to kind of look at the student's

0:45:21.000 --> 0:45:25.360
<v Speaker 2>history and then prepopulate something, and then add you know,

0:45:25.400 --> 0:45:27.480
<v Speaker 2>a personal comment on top of that, which is basically

0:45:27.480 --> 0:45:30.920
<v Speaker 2>what was being done already. That's a huge amount of

0:45:30.920 --> 0:45:34.480
<v Speaker 2>administrative work. I know that's not really exactly in Cami's wheelhouse,

0:45:34.520 --> 0:45:36.359
<v Speaker 2>but those are the kinds of areas that I think,

0:45:36.520 --> 0:45:38.480
<v Speaker 2>you know, could really have a lot of impact.

0:45:39.080 --> 0:45:41.280
<v Speaker 1>You were talking to him about the generative AI stuff,

0:45:41.320 --> 0:45:45.320
<v Speaker 1>in particular automated grading, which which is great as long

0:45:45.440 --> 0:45:49.000
<v Speaker 1>as you said that you still have those personal comments.

0:45:49.040 --> 0:45:51.880
<v Speaker 1>You know what I sort of feared but sort of

0:45:51.920 --> 0:45:54.720
<v Speaker 1>loved as well. When I was a kid at school.

0:45:54.920 --> 0:45:59.799
<v Speaker 1>Was the comments in the margins from my teachers, all

0:45:59.800 --> 0:46:02.680
<v Speaker 1>the red lines and the underscoring and the crossing out

0:46:02.719 --> 0:46:05.600
<v Speaker 1>and the exclamation marks, that sort of stuff that showed

0:46:05.600 --> 0:46:09.840
<v Speaker 1>that a teacher had read my essay and was passionate

0:46:09.920 --> 0:46:13.160
<v Speaker 1>about me understanding how it could be improved. So making

0:46:13.200 --> 0:46:17.000
<v Speaker 1>sure that that human touch is still there. Even if

0:46:17.320 --> 0:46:20.160
<v Speaker 1>a lot of the basic grading is automated.

0:46:21.040 --> 0:46:23.880
<v Speaker 2>Yeah, it'll be much harder on like long form essays,

0:46:24.880 --> 0:46:27.920
<v Speaker 2>but even then you could get some basic stuff to

0:46:27.960 --> 0:46:30.080
<v Speaker 2>be like, well, this looks like it's probably going to

0:46:30.120 --> 0:46:33.280
<v Speaker 2>be in this range. Here are some areas, some sentences

0:46:33.320 --> 0:46:35.760
<v Speaker 2>you might want to look at. Here are some issues

0:46:35.800 --> 0:46:37.960
<v Speaker 2>that you might want to address with the student around

0:46:37.960 --> 0:46:41.720
<v Speaker 2>spelling or grammar or sentence construction or word use choice,

0:46:41.760 --> 0:46:44.920
<v Speaker 2>and those kinds of things can be automated. The general

0:46:45.800 --> 0:46:49.840
<v Speaker 2>feel of an argument is always going to have to

0:46:49.880 --> 0:46:53.960
<v Speaker 2>be a teacher, I think, because although you know AI

0:46:54.080 --> 0:46:57.480
<v Speaker 2>could potentially take some of that load, you probably don't

0:46:57.520 --> 0:47:01.480
<v Speaker 2>want it to because the margin of even if it's

0:47:01.480 --> 0:47:03.960
<v Speaker 2>a two percent margin of error, that's still too big

0:47:04.000 --> 0:47:07.200
<v Speaker 2>when you're dealing with education. I also really like this

0:47:07.280 --> 0:47:10.640
<v Speaker 2>idea of having like a little personal assistant, a little

0:47:10.719 --> 0:47:13.840
<v Speaker 2>you know, AI assistant that knows a lot about your

0:47:13.880 --> 0:47:19.800
<v Speaker 2>topic that students can access to ask first tier questions

0:47:19.840 --> 0:47:22.720
<v Speaker 2>like that, first tier support using chatbots for that.

0:47:22.640 --> 0:47:25.920
<v Speaker 1>Like, yeah, I could see the barriers to entry for

0:47:25.960 --> 0:47:27.800
<v Speaker 1>that to be really really low. I mean, if you

0:47:28.480 --> 0:47:32.320
<v Speaker 1>feed in a database of all your curriculum notes and that,

0:47:32.480 --> 0:47:35.000
<v Speaker 1>I think, you know, a co pilot could do quite

0:47:35.000 --> 0:47:37.640
<v Speaker 1>a good job of that now in terms of just

0:47:38.480 --> 0:47:43.200
<v Speaker 1>giving you answers to history questions or geography or whatever.

0:47:43.280 --> 0:47:46.000
<v Speaker 1>But I think that the real breakthrough, and no one

0:47:46.080 --> 0:47:49.160
<v Speaker 1>really is talking too deeply in education about this year

0:47:49.160 --> 0:47:52.120
<v Speaker 1>because it is difficult to do well, is a genuine

0:47:52.160 --> 0:47:55.480
<v Speaker 1>co pilot for the student that goes on them throughout

0:47:55.520 --> 0:48:00.880
<v Speaker 1>their entire learning process, potentially over a decade or longer.

0:48:01.480 --> 0:48:03.799
<v Speaker 1>Where for instance, I was terrible at maths at school.

0:48:03.840 --> 0:48:06.640
<v Speaker 1>I really struggled, and I got coaching in maths. I

0:48:06.719 --> 0:48:10.600
<v Speaker 1>hated going after school to do another hour of maths.

0:48:11.000 --> 0:48:13.400
<v Speaker 1>But if I had a copilot that was looking at

0:48:13.400 --> 0:48:16.719
<v Speaker 1>my test results, looking where I was struggling, giving me

0:48:16.800 --> 0:48:19.600
<v Speaker 1>suggestions and tuition that I could do in a nice,

0:48:19.840 --> 0:48:23.719
<v Speaker 1>easy digital format, that would be really useful and so

0:48:23.800 --> 0:48:27.319
<v Speaker 1>that involves probably a little bit more complexity. There's all

0:48:27.320 --> 0:48:32.120
<v Speaker 1>the curriculum information, but also analyzing my performance and giving

0:48:32.160 --> 0:48:35.560
<v Speaker 1>me suggestions to improve it. There's a whole pedagogy that

0:48:35.640 --> 0:48:41.040
<v Speaker 1>needs to be developed in the AI driven world to

0:48:41.120 --> 0:48:42.759
<v Speaker 1>support all of that. But I think that's going to

0:48:42.800 --> 0:48:44.280
<v Speaker 1>be the big game change of for students.

0:48:44.680 --> 0:48:49.280
<v Speaker 2>Yeah, and you know, kind of getting used to using

0:48:49.360 --> 0:48:52.560
<v Speaker 2>these tools in a way that is supportive of how

0:48:52.760 --> 0:48:54.880
<v Speaker 2>you do your work. I think that's going to be

0:48:54.880 --> 0:48:58.239
<v Speaker 2>really important as these students move into the workplace. So

0:48:58.520 --> 0:49:01.160
<v Speaker 2>these may not happen in primary school or even intermediate,

0:49:01.160 --> 0:49:03.640
<v Speaker 2>but as they start to get into high school, having

0:49:04.200 --> 0:49:07.760
<v Speaker 2>the ability to know when to ask a chatbot something

0:49:08.040 --> 0:49:11.239
<v Speaker 2>and how to ask, and what the limitations are and

0:49:11.719 --> 0:49:16.600
<v Speaker 2>you know what their strengths are. Learning those through education

0:49:16.760 --> 0:49:19.200
<v Speaker 2>I think is going to be super valuable as you

0:49:19.440 --> 0:49:22.080
<v Speaker 2>then emerge into the working world and may have to

0:49:22.120 --> 0:49:25.600
<v Speaker 2>rely on one to actually do your job. If you're

0:49:25.640 --> 0:49:28.359
<v Speaker 2>not familiar with it, it may actually, you know, hold

0:49:28.400 --> 0:49:29.800
<v Speaker 2>you back a little bit in the long run.

0:49:30.040 --> 0:49:34.840
<v Speaker 1>Yeah, So well done to Hinji Wang and team staying

0:49:34.880 --> 0:49:37.680
<v Speaker 1>on at CAMI at least for the time being, as

0:49:37.719 --> 0:49:41.319
<v Speaker 1>this big US company takes a controlling stake in it,

0:49:41.480 --> 0:49:45.080
<v Speaker 1>so they seem to seem to be poised really for

0:49:46.040 --> 0:49:49.040
<v Speaker 1>excellent growth, particularly in the US, which this Boston based

0:49:50.160 --> 0:49:52.880
<v Speaker 1>investment company I think is particularly interested in the US market.

0:49:52.960 --> 0:49:55.480
<v Speaker 1>So it seems like it's onwards and upwards for them,

0:49:55.520 --> 0:49:58.080
<v Speaker 1>with a dose of AI thrown in.

0:49:58.560 --> 0:50:03.000
<v Speaker 2>Absolutely, congratulations came and all the founders there. That's our

0:50:03.040 --> 0:50:05.600
<v Speaker 2>show for another week. Thank you very much to henji

0:50:05.640 --> 0:50:08.280
<v Speaker 2>Wan for taking the time to talk about CAMI, AI

0:50:08.360 --> 0:50:09.360
<v Speaker 2>and education.

0:50:09.880 --> 0:50:12.960
<v Speaker 1>Show notes on Cammi's big payday. Some background reading on

0:50:13.120 --> 0:50:16.319
<v Speaker 1>AI and education and coverage of those Apple announcements are

0:50:16.320 --> 0:50:18.520
<v Speaker 1>in the show notes. You'll find them in the Tech

0:50:18.560 --> 0:50:20.759
<v Speaker 1>section of the Business Desk website, and.

0:50:20.800 --> 0:50:23.480
<v Speaker 2>The Business of Tech is of course on iHeartRadio and

0:50:23.640 --> 0:50:26.799
<v Speaker 2>all major podcast platforms. Leave us a rating in your

0:50:26.840 --> 0:50:29.480
<v Speaker 2>favorite app to help boost our exposure and get in

0:50:29.520 --> 0:50:32.879
<v Speaker 2>touch with me with your feedback, ideas, topics, and guest suggestions.

0:50:32.920 --> 0:50:33.920
<v Speaker 4>Email me Ben.

0:50:33.760 --> 0:50:36.799
<v Speaker 2>At Businessdesk dot co, dot z or find us both

0:50:36.880 --> 0:50:38.759
<v Speaker 2>on LinkedIn and sometimes x.

0:50:39.040 --> 0:50:41.759
<v Speaker 1>Another dose of the Business of Tech coming your way

0:50:41.960 --> 0:50:42.840
<v Speaker 1>next Thursday.

0:50:43.120 --> 0:50:43.640
<v Speaker 4>Catch you then,