Episode: 825

Episode Title: Allowing AI in the Classroom 

Educators have a valuable chance to help young people use AI tools while boosting their learning along the way. Here’s what I mean by this, next on The Perna Syndicate.

Ep 825 show:

This is The Perna Syndicate, and I’m glad you are here! As we continue our conversation about AI, I wanted to share a couple ways educators can leverage their influence with students as they use this rising technology.

The first is to be clear about expectations around AI. On the first day of class, there should be no question about how AI should and shouldn’t be used to complete assignments. Part of this is teaching students how to cite AI. The temptation to plagiarize can be lessened if students know to include AI as a source if it’s used in their work.

Another strategy is to focus on quality over quantity. It’s more important to produce a really compelling essay of five pages than to turn in a 10-page paper padded out with filler. In light of how easy AI can make it to include all that fluff, maybe we reconsider length requirements and instead focus on the technical merits of the work.

And lastly, we should create moments where students must show their work on the spot and demonstrate they understand the process. 

I believe educators are our best hope of making AI tools an aid to learning, rather than a replacement for it. Students who use AI can and should be held to a different standard. It’s up to us to help them perform at a higher level, both today in their education and, someday, in their future careers.

Thank you for tuning in to The Perna Syndicate this week! I’m your host Mark Perna, and I look forward to seeing you back here next week for more on the classroom and workforce of the future. Take care!   

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Episode: 824

Episode Title: Limitations of AI

How far should we trust AI-generated content? Not as far as you might think. Here’s a cautionary tale, coming up next on The Perna Syndicate.

Ep 824 show:

Hello and welcome to The Perna Syndicate today! While it may feel like AI can do anything and everything for us, it can’t. AI can only generate content based on existing content; it cannot make ethical judgments, or ‘create’ anything in the purest sense of the word. It can only generate based on what is already out there.

Not to mention that sometimes, AI “hallucinates” and makes up fake sources to generate content—which can be a real issue. Two lawyers in Manhattan, New York recently learned this the hard way when they used AI to search for cases that set a precedent they were looking for. AI literally made up its own cases and presented them as true. The lawyers took the supposed findings at face value, without digging any deeper, and today they’re in a heap of trouble for it. 

The point is, you still need a human to understand what’s real and what isn’t. AI just can’t do it.

I believe that in the near future, we will come up against the limits of AI. And it will remind us that no matter how shiny and impressive the technology is, it can never replace the human factor. We will always have something AI doesn’t. 

This is a prime teaching moment for students who may think AI is the shortcut that eliminates all their effort. It doesn’t—but it will redirect where that effort is expended.

Thank you for tuning in to The Perna Syndicate today! Tomorrow we will discuss different ways that educators can use AI to their advantage in their classrooms. With this, students will be better equipped for their educational and professional journey. I will see you then!

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Episode: 823

Episode Title: No AI? You’re Behind

If educators don’t embrace the power of AI in the classroom, students are going to find themselves behind. Here’s why, next on The Perna Syndicate.

Ep 823 show:

You’re now in The Perna Syndicate—welcome! One of the roles of education is to prepare the student for a successful future. But an education devoid of any training in current technology will fail to do that.

When young people enter the workforce, it will be assumed that they know how to use AI effectively. In fact, new skills like “prompt engineering” will be in high demand by the time these students hit the workforce. 

We do students no favors by trying to pretend AI-generated content doesn’t exist. If they can’t use it by the time they launch their careers, they are already behind. The world will not stop developing or turn away new technology. We need to adjust to a new way of learning. 

That’s why equitable access to tools like ChatGPT, GrammarlyGO, and others is so vital. If AI is not going away, we need to equip young people of all backgrounds and walks of life to use it well in their future careers.

We should never try to turn young people away from learning how to use new tech. AI-generated content is far from perfect, and still requires significant skill to produce the desired result. 

And that’s all the more reason that using AI effectively is a new skill set that should be embraced, not feared. 

Tomorrow on The Perna Syndicate, we’ll be talking about the limitations of AI and why the human component is still absolutely vital. I will see you then! 

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Episode: 822

Episode Title: AI: Tool and Teacher

If technology can do something for you, why do you need to learn how to do it? The rise of AI is making this an important question—next on The Perna Syndicate.

Ep 822 show:

Welcome back to The Perna Syndicate and thanks for being here! I think we would all agree that while calculators have a role in higher-level math, they do not teach that math. Calculators cannot tell us how or why an answer is correct; they simply provide it. Does that mean we stop using them in higher-level math courses? No.

The same argument could be made for the spreadsheet. If you really consider what it can do, it’s an amazing piece of software and a valuable tool. But it’s how it’s deployed that makes it useful. 

Both the calculator and spreadsheet are tools that increase efficiency, but we must first understand what we need them to do before we can use them effectively. We still have to problem-solve.

Are AI content generators all that different? To use AI to write an effective essay, the student must know the point they want to make and why it matters. Then, once the initial content is generated, they must verify the sources, correct any errors, and produce a human-checked piece of work to hand in. 

I don’t know about you, but to me that still sounds like significant work on the student’s part—with a lot of learning happening along the way.

Similarly, students who use AI to solve a math problem won’t just get the answer. They will be shown every bit of the work, with reasons and explanations at every step. In essence, it teaches you HOW to get the answer—and isn’t that what we want students to learn?  

Thank you for tuning in today! Tomorrow on The Perna Syndicate, join me for a discussion on how AI is essential for the careers of future generations. Until then, take care! 

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Episode: 821

Episode Title: AI in Education

Are AI content generators the end of our ability to think and write—or a tool to take these skills further? Let’s talk about it, next on The Perna Syndicate.

Ep 821 show:

Welcome to a new week on The Perna Syndicate! I’m your host Mark Perna, and today we’re going to talk about something every industry and individual is going to have to deal with in the near future: artificial intelligence. 

AI-generated content, produced with tools like ChatGPT, GrammarlyGO, and a host of others, is here. And it’s not going away. (Though for the record, it was not used to write this episode.)

Content generated by AI is a hot-button topic, especially in the realm of education. In the workplace there appears to be a cautious welcome for it. It can increase efficiency, analyze information, and make data usable again. 

But education is tasked not with merely getting things done efficiently, but with teaching skills like critical thinking, research, and composition, to name a few. Many people worry that AI will eventually devalue these skills by doing the hard work for the student.

These are legitimate concerns, but there’s also a case for leaning into AI rather than banning it. Because, of course, it won’t be banned. 

Practically speaking, we will not be able to prevent young people from using AI to write their book reports, do their math homework, and generate all kinds of content—including the resumes and cover letters they will use to land their first job.

So how do we navigate this swift wave of technological change? We will be covering that and more this week on The Perna Syndicate. Thank you as always for tuning in, and I’ll see you back here tomorrow for more. Take care!

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Episode: 817

Episode Title: Rise of Jargon 

For some workers, using jargon is a way to show expertise. But for others, it can be a way to exclude people from their professional circle. Let’s talk about it, next on The Perna Syndicate.

Ep 817 show:

This is The Perna Syndicate—hello and welcome! I’ll be the first to admit I sometimes use jargon; it’s become a mental shorthand for expressing feelings and describing situations quickly. And that’s fine—as long as the person on the other end of the conversation is familiar with the terms. But that’s exactly where the overuse of jargon can become a problem.

One-third of working Americans think jargon is used because it makes people feel like they’re part of the team. But jargon can have a dark side. While likely not intentional, overuse of jargon in the workplace can actually exclude those without a grasp on the terms, while favoring those who are initiated into the mysteries of workplace jargon.

People use language (both consciously and unconsciously) to project the persona they see as appropriate to the situation they’re in. By using jargon, an employee can show that they know the language of their professional circle. This can legitimately demonstrate expertise and a long history of belonging to the professional community.

Of course, this is not a bad thing—unless it turns into a tool for exclusion. When a person is surrounded by language they don’t understand, they will feel like they don’t belong. Even if those using jargon don’t mean to be exclusive, the person who doesn’t understand the terms will feel like an outsider to the professional circle. And none of us wants to feel that.

Tomorrow on the show: How did jargon get into the workplace to begin with and why is it still around? See you next time for that conversation on The Perna Syndicate! 

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Episode: 816

Episode Title: Workplace Jargon 

According to new research, jargon at work can have a negative impact on company culture—and your career. Let’s talk about it, next on The Perna Syndicate.

Ep 816 show:

Welcome back to a new week on The Perna Syndicate—I’m Mark Perna and I’m glad you’re here! Workplace jargon—defined as “terms that are non-transparent, require explanation and are specific to the corporate world”—is the subject of a new study co-sponsored by LinkedIn and Duolingo. 

This research uncovered the most common jargon used in U.S. workplaces, the terms that people find most confusing, and which phrases are the most cringeworthy.

The survey also showed that 58% of workers feel jargon is overused in their workplace. Almost half wish jargon would go away altogether. That is a significant number of people! 

At the same time, many of these same respondents admit they use jargon themselves. So it seems we only dislike that jargon when it’s something we ourselves don’t understand. 

To better understand the concept of workplace jargon and its effects on company culture, I talked to LinkedIn and Duolingo about the survey results. I wanted to know: Why do we use jargon? How is jargon created? Why can jargon be so confusing? And, do we have to ditch jargon completely to create an inclusive workplace? 

We will cover all of those questions and more this week on The Perna Syndicate. Thank you as always for tuning in today. We’ll see you back here tomorrow for a working definition of jargon and why we all use it. Until then, take care! 

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Episode: 815

Episode Title: The Power of Advocacy 

How can self-advocacy change the academic and professional outcomes for neurodiverse people? Let’s talk about it, next on The Perna Syndicate.

Ep 815 show:

It’s Friday on The Perna Syndicate and today we are talking about the story of Cymeria Robshaw, an Eye to Eye chapter leader and a young person with learning disabilities. I interviewed Cymeria to find out how a neurodiverse person can learn to self-advocate for what they need in the professional world.

Like my own son, Cymeria has ADHD. Before her diagnosis, she considered dropping out during her sophomore year of college. She struggled to keep up with the reading requirements, paying attention in lectures, and finishing exams on time.

“Overall,” says Cymeria, “the college education system is not tailored to meet the needs of individuals who learn differently.” She recognized that if she was going to graduate, she needed to ask for help.

It was through the Eye to Eye mentoring program that she learned the power of self-advocacy and speaking up for herself. She was able to adopt new habits and tools that improved her efficiency and helped her graduate college as an A student.

Cymeria’s advice to neurodiverse students and workers like herself is not to be afraid to share your story. She says, quote, “People who have learning disabilities can share what works for them. And sharing with those who don’t have disabilities creates allyship but also a greater understanding of how easy and necessary accommodations are.”

I think we can all take this advice to heart for a future where every classroom and workplace embraces neurodiversity as an asset, not a liability.

Thank you for tuning in to The Perna Syndicate this week. I look forward to having you back next week for more insights and inspiration. Until then, take care! 

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Episode: 814

Episode Title: To Share Or Not To Share

Opening up about your struggles can be difficult for anyone, and especially for neurodiverse people. More on that, next on The Perna Syndicate.

Ep 814 show:

You’re now in The Perna Syndicate—welcome! Should you tell the people you work with that you’re neurodiverse? This is a very personal decision and every situation is different. That said, there are some definite upsides to being open about the fact that you learn differently. 

When it comes to opening up about learning difficulties, neurodiversity advocate David Flink suggests sharing as much or as little as you feel comfortable doing. If you do share, it may be helpful to also talk about some of the resources or tools that have helped you succeed with your learning difference.

Flink says that, quote, “for those of us who are neurodiverse, our learning differences are gifts that allow us to see the world differently and find solutions to complex problems. We are an asset to potential employers.” End quote.

I’d like to underline Flink’s point by adding that any organization that overlooks the potential talent of someone with a learning difficulty is shooting itself in the foot. In fact, I’d like to see more organizations think about how they can actively recruit neurodiverse talent, as well as encourage more of their employees to open up about their challenges in this area.

Neurodiverse people have a different view of the world, and they can provide insights that we might otherwise miss. A workplace where people feel safe sharing their struggles sounds like a great work environment for everybody. 

I appreciate you tuning in for another day on The Perna Syndicate! Join me again tomorrow as we wrap up the conversation with the story of a neurodiverse individual who overcame her challenges in higher education. See you then!

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Episode: 813

Episode Title: Accommodation for Achievement

Providing accommodations to neurodiverse employees doesn’t have to be expensive. In fact, it can save you from losing a valuable employee. Here’s how, next on The Perna Syndicate.

Ep 813 show:

Welcome back to a new day on The Perna Syndicate! Eye to Eye is an organization that empowers neurodiverse individuals to ask and advocate for accommodations in the classroom, and ultimately, in the workplace.

CEO David Flink says that, quote, “employers should be thoughtful when assessing what needs to be done and work with the employee to reach the same level of excellence at the same speed.” End quote. He also says that individual education plans, or IEPs, that are used in classrooms can also be implemented in the workplace.

Employers should invite employees to outline what accommodations help them work better. Leaders must also understand that certain accommodations may need to be adjusted depending on the task. 

In Flink’s opinion, developing this aspect of your human resource program can also be appealing to those who don’t have learning differences. All employees can contribute more efficiently and productively by advocating for reasonable adjustments that help us work better. By inviting employees to share their needs, managers build trust.

Accommodations can lead to greater employee retention, enhanced productivity, increased morale, and a truly inclusive workplace. And who doesn’t want that? 

Tomorrow: Should neurodiverse people be open about their struggles with teachers and employers? We’ll discuss that question next time on The Perna Syndicate See you then! 

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