Topics
00:00:05 - Introduction: AI and the State of Education
00:00:37 - Demonstration: An AI Tutor Teaching Trigonometry
00:01:58 - Critique: Examples of Failures in Current Education
00:04:21 - Historical Perspective: The Hype of Revolutionizing Education with Technology
00:09:17 - Questioning Past Failures: Why Didn't Previous Technologies Revolutionize Education?
00:09:48 - Cognitive Science: The Bat and Ball Problem and Intuitive Errors
00:11:06 - Cognitive Science: Kahneman's System 1 (Fast) and System 2 (Slow) Thinking
00:13:38 - Cognitive Science: System 1 vs System 2 in Action (Earth Orbit Question)
00:15:23 - Cognitive Science: The Limits of Working Memory (System 2) and Cognitive Load
00:18:17 - Cognitive Science: Understanding Cognitive Load Theory (Intrinsic, Extraneous, Germane)
00:19:48 - Cognitive Science: How Experts Overcome Limits Through Chunking (Chess Master Study)
00:23:17 - Debunking Myths: There Is No General Thinking Skill, Only Domain Expertise
00:26:44 - Educational Strategy: Managing Cognitive Load (Extraneous and Intrinsic)
00:30:30 - Educational Strategy: The Dangers of Unscaffolded Discovery Learning vs. Guided Instruction
00:34:14 - Educational Strategy: The Importance of Practice and Achieving Mastery
00:35:18 - Educational Strategy: Using Desirable Difficulty to Engage System 2
00:38:45 - AI in Education: Potential for Feedback vs. Risk of Reducing Effortful Practice
00:41:34 - Conclusion: Why Education Resists Technological Revolution (Social Nature, Teacher Role)
00:46:48 - Q&A Session Start
00:47:29 - Q&A: Using AI vs. Books for Information Retrieval
00:48:37 - Q&A: Implementing Educational Insights into Policy
00:50:18 - Q&A: AI's Impact on Artistic Creation and Intrinsic Motivation
00:52:49 - Q&A: AI Encouraging System 1 Thinking and Impact on Curiosity
00:55:11 - Q&A: Scaling Personalized Teaching and the Role of Teachers
00:56:41 - Q&A: AI's Role in Scaffolding Learning (Worked Examples)
00:58:01 - Q&A: Addressing AI-Assisted Cheating on Assignments
00:59:22 - Q&A: Motivating Students to Embrace Difficult Learning
01:01:07 - Q&A: Balancing Content Depth and Overload in Educational Videos
01:02:54 - Q&A: Speaker's Favorite Veritasium Video
01:04:04 - Q&A: Why Online Edutainment Succeeds Despite Passive Viewing Potential
01:05:54 - Q&A: Can Interaction with a Human-Like AI Count as Social Interaction?
01:07:20 - Q&A: Appropriate Term for Technology's Impact if Not 'Revolutionize'
01:09:04 - Q&A: Which AI Tools to Keep/Remove in Education
01:10:14 - Q&A: Reconciling AI Cheating with Effective Course Evaluation Methods