Revolutionizing Classrooms: Pauldy Otermans on AI's Impact on Education

Curious about how artificial intelligence is reshaping the future of education? In our latest episode, we sit down with tech wonder Pauldy Otermans from the Otermans Institute to uncover how AI revolutionizes the classroom. From personalized learning experiences that cater to each student's unique needs to advanced content creation tools that support teachers, we explore how technology makes education more interactive and individualized. You'll gain insights into how AI can provide detailed student engagement and comprehension data, allowing educators to offer more targeted support and ultimately improve student outcomes.

We also delve into the ethical and legal considerations of AI in education, sparked by recent controversies involving the unauthorized use of voice likenesses, like Scarlett Johansson's case. This episode highlights the critical balance between technological advancements and human interaction in learning. We discuss the undervaluation of the teaching profession, its historical gender biases, and the alarming shortage of educators needed to achieve universal basic education. Tune in to understand the transformative power of AI in education and why the human element remains irreplaceable in shaping future generations.

About Pauldy Oterman, Co-Founder of OIAI by Otermans Institute

Dr. Pauldy Otermans is a female tech leader in the UK. She is a neuroscientist and psychologist with an academic background and a female leader in AI technology. She was awarded as the inspirational woman in the Tech Industry by Hustle Awards, was named one of the ‘22 most influential women in the UK of 2022’ by Start-Up Magazine UK, and has also been awarded by the UK Prime Minister in the UK in 2021, and globally for her work. Pauldy helped build the first AI-powered digital human teachers in 2021 called OIAI. The language model developed for OIAI is now also used to power Teddy AI, which provides a conversational AI study buddy for all children aged 3-7 years. She is the winner of the Women in Tech Excellence Award 2023. She is Topic Editor for Frontiers in AI: The Role of Conversational AI in Higher Education

Website: https://www.portfolio.oiedu.co.uk/
LinkedIn: https://www.linkedin.com/company/oiedu/
X: https://twitter.com/Otermans_Edu
Instagram: https://www.instagram.com/oiedu19/

Enjoy the podcast teaser from Citizen Journalist 

Chapters

• 1:00 AI in Education and Society
• 13:35 Personalized AI Learning for Students
• 20:24 The Role of Technology in Education

Transcript

Speaker 1: 1:01

Hi and welcome to Citizen Journalist. I'm your host, shalman Isis, also known as Cynthia to my friends and family, and I'm very excited because we're having an episode to talk about one of my favorite topics, which is artificial intelligence and, of course, you know, learning, which I think go hand in hand, and I have a special guest with me today, paulie Ottermans from the Ottermans Institute. Welcome and thank you so much for joining us today.

Speaker 2: 1:25

Well, thank you so much for having me. I can't wait to get started and discuss with you all about AI and education.

Speaker 1: 1:30

Yeah, absolutely. You guys will laugh, but if you're a follower of the show, you might have already heard this story, but I recorded four interviews in a row and, for the first time ever, they just disappeared, and so Pauly and I have already had the chance to have a test run, if you will. So, pauly, can you please tell what are your thoughts on what is going on in AI right now? Let's just jump right into it.

Speaker 2: 1:54

That's an interesting question to start with. Actually. I mean it's fascinating, it's exciting. Some people find it scary. I don't find it scary at all. I love it. You know I can't get enough of it, but it is rapidly evolving and moving so fast that it's difficult to keep up with. I must say, you know it's a full-time job almost to keep up with what is coming out on an almost daily basis now and to talk to mind-like people, and everybody has an opinion on it, which is great. But there is so much unknown yet as well in terms of legal stuff, in terms of data privacy. You know there is a lot of things yet to be discussed and figured out. But I think the next few years, I would say, are going to be really interesting and I sort of can't wait to continue this journey. It's a roller coaster really that doesn't seem to have an ending yet, which is good.

Speaker 1: 2:40

Yeah, you know, it really is the industrial revolution of our generation. It's an exciting time to be alive and I hope people will let go of the fear that just comes from. You know we love to. The society is designed to utilize fear to sell things. We know that media is really shameless that way, and politicians are pretty shameless that way too, and they're using the unknown in AI to scare people, and sure it does have potential for that, but I think it will create great abundance. What's the area of artificial intelligence that you think is the most exciting right now?

Speaker 2: 3:14

I think. Well, the area that I'm in in the AI and education, because I think education is such an industry that has not really been that much disrupted as such and it's been very, I guess, traditional for a long time. You know, we still have classrooms, we still sit there, we listen to someone who is explaining something, we make notes and then we get tested on it a few weeks later, and that system hasn't really been changed a lot. Yes, there is online resources now and you have access to a lot of content on the internet and with everything becoming digital and you have access to a lot of content on the internet and with everything becoming digital but I think there is so much that AI can do that to enhance not just the learning experience for the students or the learners, but also for those that are delivering the content, you know, helping them better support their students, better give that personalized touch to when they're actually working.

Speaker 2: 4:01

Potentially, you know, also one to one, because how difficult is it to have 50 learners in the room and give them all your attention? You can't, because you can't split yourself in 50 things. So the use of AI can help them as well and I think it helps them in a variety of ways Content creation, assessment creation, feedback, understanding each specific learner's journey, because everybody learns differently. Right, you may want to learn at night, I don't, I want to learn in the morning. You want visuals, I don't, I want audio. So you know, everybody is different and to meet everybody's individual demands is complex and very time consuming. So I think there's so much scope there that it's almost niche within the education sector that one can tap into. That can just support everybody in a meaningful way.

Speaker 1: 4:46

Yeah, I love that. You know you just painted a really beautiful vision for education Teachers. I think one of the things we have to be careful of is that we don't go so computer driven that we remove the human element, even though we know that the future of AI will involve very human like behaviors. But the energy, the energetic exchange between humans, particularly a mentor over a student, is so important and the really best teachers throughout history were people that managed to really they couldn't do what an AI can do. It'll really be able to tailor a learning program to a particular type of personality and behavior. But that you know.

Speaker 1: 5:22

Can you imagine those great teachers if they had had that power to be able to individualize the education and simultaneously be able to go in and be that that very human moment that helps people grow? I think it's so exciting. What are your thoughts? I'm dying to ask you this question. Chatgpt had kind of an interesting week last week or recently, depending on when you're listening to this where Scarlett Johansson had gotten upset because the voice that they were using sounded an awful lot like her. What are your thoughts on what that brings to the surface, the issues with AI that that brings to surface?

Speaker 2: 6:01

Yeah, there is lots of media out there and even today, I think there was another youtube thing that came out. I haven't yet listened to it and I think this is exactly one of the fears I think that a lot of people have that it replicates someone or it duplicates, it uses their data well, without them giving consent or um, I think it's also because of the unknown. As we said before, a lot of people have not yet fully understood, firstly, what ai is there's a lot of misconceptions about that then what it can do and how you can actually use it to your benefit. And when it comes to using like voices, like stuff, there is a lot of gray areas, even within legal settings. That it's not that it's this or that.

Speaker 2: 6:46

There is very, very big decisions that need to be made, probably on a very high level or national levels, or even global levels. That that we're not there yet. But the technology is there, but we are not there yet in terms of what we think as a society. Is, you know, right or wrong? Where does the, where is the framework? Where are these boundaries? These have not yet been created, so it's very difficult to already give judgments if the technology has moved further ahead than where we are with our rules and regulations, and of course, they can also be country specific. But you can do so many things with AI nowadays, right Indeed voices.

Speaker 2: 7:20

It's very you know you can clone a voice. You can use that. The same with videos. You know you can ask any. I create a video about X, y, z, and there you go, within a few minutes you have a lovely video that you may want to use for, I know, your marketing promotion or something else. So it is a difficult situation. I think we're only going to hear more of these types of stories in the next few months. I don't think this is the end of it yet.

Speaker 1: 7:41

Yeah, you know it's interesting. You look at like a chat, gpt and a Google and and you know, or any of the generative models in particular, and and you, if you understand how it, how it worked, it basically scraped everything and and built a what will be one of the most valuable companies in the world off of the off of the preexisting creative and labor of of really talented people. And it's there's kind of like this really strange thing there where it's like how can you build a company off the backs of all these people but they don't get anything for it and yet you go on to be one of the most valuable companies in the world. And should we? Should it have happened any other way? Or was it even possible for us to have that kind of progress without people just going? Just do it and we'll apologize for it?

Speaker 2: 8:29

Yeah, true, no, I think that's a good point and that's something that when we're looking at our own organization, so we built AI teachers that teach humans, in both corporates in terms of, you know, the learning and development sphere so often working with HR or L&D as well as education institutions where the AI teacher teaches students, or working for, for instance, universities or further education colleges. One of the things that we always say, that a lot of our customers you know, you see there, you see a sigh of relief when we say that we don't use any of these open, you know, generative AI models that are out there, like ChatGPT or Gemini or one of the other ones. Right, there is no more than those two. We have our own fine-tuned language model that is trained on our own proprietary data that we use to create the teaching lessons, and they can upload their own documents. So, let's say, you have your own document, you created it, you wrote it, it's your IP.

Speaker 2: 9:17

Now I think you're a bit scared rightfully so to put this in ChatGPT and ask it to put this in ChatGPT and ask it. Well, can you just summarize this for me, because you don't have time to read it now yourself? It's 25 pages. You just want a quick, concise summary to send it to someone. But you don't want to do that because then ChatGPT has your documents and it goes into that ether and it's always going to be there. You can't take it back. Now. What we do instead is yes, you teacher creates that lesson, but then the document, the document doesn't stay with us it's with you, so your ip is protected.

Speaker 2: 9:47

Yeah so that's one way, and that's where all these, all the people that we work with, are like ah, okay, yeah yeah, ip is protected and it's not gonna go into you and you know it's still mine and I don't have to give this up yeah, you know it's interesting.

Speaker 1: 10:00

You just brought up a good point. I love that. That about the Ottomans Institute the fact that the teachers are being honored for their knowledge is huge and that safety and ethical circumstances are incredible Is that there should be a switch on any of the programs, like a chat, gpt or whatever you know. There's so many now where you can say I do not want this information to be used to train your programs. I'm, you know, as an author. I've written a couple of books and I've put things in there and I'm like this is actually a really excellent idea that doesn't already exist. You know how do I stop that excellent idea from being taken and needs? You can't.

Speaker 1: 10:39

Exactly yeah exactly what is what do you think? What the other? So education, obviously for you, and I can't wait to. I want to hear more about the ottomans institute. Um, before we get to that, uh, what is another area and industry that you think is really going to be dramatically transformed by ai taking off?

Speaker 2: 10:58

I think it's health care or medicine. Health care, uh, you, the amount of data in AI can digest and analyze and then look at and patterns in such a short time. No human will ever be able to do that. So I think it can really support again, not replace the doctor, but support in diagnosis of diseases, predicting, looking, putting lots of data in it and see what is going to happen, what could potentially be. You know the areas that this patient may go happen, what could potentially be. You know the areas that this patient may go into.

Speaker 2: 11:29

What sort of treatment plans should we do based on previous data, what has worked, what hasn't worked, so that you can really give a personalized, tailored support plan or treatment plan for the particular patients? I think that's an area where it can just really help not just the patient but also the doctors, because they have to make these decisions and they're very tough decisions to make Looking at a scan or a photo of a particular area of the body and then having to make a decision that can mean life or death, whilst with the support of the AI, they have all that data that they can now look at in a fraction of a second, and beforehand it would have taken them weeks to analyse that data, so to speak, by themselves or consult with colleagues in other fields. So I think that is an area where it can really support also society sort of more in general.

Speaker 1: 12:23

Yeah, I love that it really democratizes home health care and also, when it gets to more serious levels, the technology. You know it's amazing. It's amazing what's already going on and, as a futurist I can, I'm seeing what's coming two, three years down the line and I'm like, oh my God, this world's not going to look anything the same in five years. It's so exciting. Um, tell me about the Otterman's Institute, because I know that our listeners would be fascinated to hear about how you're utilizing it and what it means for education.

Speaker 2: 12:56

Yeah, so, as I mentioned, we build AI teachers that teach humans in corporates and higher education institutions, and I think one thing to already note here, before I give a bit more details, is that we're not here to replace the human teacher, so we're not here to take anybody's job away is that we're not here to replace the human teacher, so we're not here to take anybody's job away. I think that's really crucial to note, because sometimes people think, oh my God, you're going to take my job away or the teacher's job. That's such an awful thing to do. Not at all. It's actually the contrary. We're here to support, let's say, about education, if you're thinking about the higher education sector, we're here to support the teachers, teachers with the students learning outside the classroom. So, to give you like an example, so let's say, today you gave a session of a particular topic and you had 30 students in your classroom. Great, now you tell them okay, I'll see you guys next week, but please go and go over this document. So you give them document one and two. Now, next week, they're all coming back and the first thing you're gonna ask hey, tell me, raise your hand who has read document one and two? And there may be a few hands sort of slowly going up, that's it. You know I've read it, but a lot of students they are well, they don't want to say they might say I've read it but they haven't, because they don't want to admit they didn't do the homework, or they are afraid to raise their hand because they questions no way, because I don't really know the answers. So you actually are not really sure. And then when you go through your workshop or your seminar with these 30 students on those two documents only, then you sort of find out hey, I don't know. John seems to know everything. Polly doesn't seem to know much about this concept. Maria it's a bit here and there. Cynthia great. She actually needs a more difficult paper because this was too easy for her.

Speaker 2: 14:31

And whilst you're going through that let's say it's two hours you only are then able to support them. But how much can you do in two hours? Right, you're only one of you and you're trying to help them all at the same time. So what you can do now instead with our AI teacher is you'd still do your lecture. You say see you next week. But now you say go through these two documents with the AI teacher. So you would upload those documents and, as I mentioned, they stay with you. It's your IP.

Speaker 2: 15:00

Our AI synthesizes that information and, let's say, breaks it down in, let's say, subsections, and also, after each subsection, the AI teacher will quiz the students using, I don't know multiple choice questions, open questions. I mean you are in control, you're the teacher, you decide what sort of activities you want your students to do and then the students go on their individual devices through these lessons at their own pace, in their own time. So you know, you might want to do it Friday afternoon, I may want to do it Sunday evening. It's up to me because you know that's 24-7 accessible. But whilst the teacher is going through the content and explaining these subsections to me, I may not understand something. So I can raise my hand, as we nowadays all have been accustomed to on Teams and Zoom or other platforms, and I can ask a question as a student. So I might say, hey, I didn't get that, can you explain this again or can you clarify this? Or, you know, I can clarify any doubts I may have. So the student has a very personalized, tailored experience to go through these documents before they come to the physical classroom with the teacher where they go, do activities or go further with the content.

Speaker 2: 15:59

But you, as the teacher, also get lots of data, so you get to find out who did it, how long did it take? Did they answer these questions of the AI well, how well did they take part in these activities? But also, ah, john asked these questions to the AI, paldi asked these questions, maria asked those. There seemed to be a clear misunderstanding of this concept. I need to go and discuss this in class with them so, again, you also learn. You almost see what they're thinking, right. What is it that they are not understanding? Is there maybe a fundamental gap in the type of content you may be given that lecture that actually no one really understood and that only becomes clear now? So you can then also use that data to you know, give further personalized support, either in the classroom or with more sessions afterwards. So it's a win-win for both the students and the teachers.

Speaker 1: 16:45

Very much so that's so exciting. You know, I'm a college professor, so I'm loving, loving, I'm eating it up, I'm like, oh, I love that. Does it measure? Is it is it? Does it measure behavior I think it's probably the word I'm looking for or intent, so like, um, when somebody gets struggles or pauses, that kind of thing, is there going to be that kind of data, so that, like, where somebody got frustrated, if you will, is that where it's headed? Like, imagine biofeedback, being able to tell the teacher, if that would even be allowed Is that kind of the direction that that's headed in, you think?

Speaker 2: 17:20

I would say, yeah, it could do, indeed, if it's allowed, I think that would be the first thing one would have to look at. Yeah, yeah, but at the moment the student can either type or they can use the mic. So a lot of it for us is voice first, because a lot of us tend to type in. You know, we use voice a lot, even when we're sending messages to one another, we often drop a voice note. So a lot of people, especially the younger generations, really have a custom to that. So we really drive the voice first element. At the moment, we're just showing that later on to the teacher as a transcript. This is what the students were asking, not necessarily to the teacher as a transcript. Right, this was the things the students was asking, not necessarily. Yet analyzing how they were saying that, you know, was there any particular emotion behind that?

Speaker 1: 18:01

That is a bit tricky as well in terms of the analysis. I was just curious because I know I've had that experience with some things that I'm escaping me right now, that experience where I was like how did you know that? So interesting. I love this topic. I think that the world has had a lot of issues come up and this is the book I'm finishing right now.

Speaker 1: 18:21

A New American Dream talks about that. You know, kind of like the corporate greed is sort of backed us against the wall and a lot of countries are struggling. You know births are down like we're going through a real transformation and I think this is such an incredible time to be alive, to leverage technology to deal with so many issues. And in our students, you know, there's so much smarter and I love that you brought that up in the beginning. You're talking about how education has remained, you know, very dated, if you will, and and it hasn't evolved um at near the space, the pace that the children's experience, life experience, has evolved. You know they're, they're like, like somebody said to me, I don't understand why they're so stressed. I'm like, do you realize that from the time they were born they were had a phone in their hand. So they've been like almost godlike in some ways, and and children at the same time, and we've never looked at that or addressed the, the real impact of that.

Speaker 2: 19:15

So, um, that's an interesting topic as well. Yeah, yeah, like the fact that you know when, when people are born nowadays, they tend to have a phone at a very young age, or at least use their parents phone or devices if they, you know, don't get their own yet. And that's quite an interesting debate as such as to how much should we allow children. And there has just been a recent new paper came out last week in the UK what government-wise they want to push schools to really reduce the amount of phone usage or smart device uses in schools. This is obviously thinking more about primary, secondary education, higher education. They're adults so they can make their own decisions.

Speaker 2: 19:57

But I think that is a very interesting debate because one says, you know, the one hand is oh too much screen time cannot be good for well-being. You know, especially when you people are on social media and scrolling through that and seeing lots of all sorts of things, they can get overwhelmed. As you said, there's lots of, there's so much information flying at us every other minute. Especially when you scroll through social media, there could be things that make them anxious or upset, depressed. There is just so much, there's a lot of overload, so their well-being may be affected. On the other hand, they will need to use technology, whether we're talking about AI or not, but technology is so much part of our lives nowadays, right, I think a lot of people.

Speaker 2: 20:34

We don't even use the bank cards anymore. No. How do you pay in a supermarket? You swipe your phone in that reader, right. How do you go on the bus? You swipe the phone. How do you get a taxi? You order it online. You don't call someone anymore. Everything is online. Everything is digital. The way we communicate, the way we talk to people, everything is digital. The way we communicate, the way we talk to people, everything is digital and everything uses technology. So, young children. I think it's important that, or at least children in general there needs to be the balance of using the technology and teaching them from a very young age. What are the boundaries of using technology? What should you use it for, what you should not, where you should keep an eye Cyber security things, websites and things.

Speaker 1: 21:12

Young people, students and at all you know certain topics, trauma inducing content, of course, yeah, but just saying, no, let's not use it at all.

Speaker 2: 21:22

It imagine how that looks like if they then go to school yeah, and if never use the technology, that's not helping them. It's the same as we, if you know, when I went to university, to school, said, okay, you need to keep using only the calculator, you're not allowed to use microsoft excel. And then I would go and try and get a job. You know they would say, okay, show me your data analysis skills in excel. I'm like, oh, what is excel? I have no idea what you're talking about. You know that would not be good for my job prospect prospects later on. So I think it's the same with technology as well as with AI tools. We need to teach the younger generations well, also the current generations, but if we're thinking about the future, you know we need to teach them. What are these AI tools, how should you use them, what can you use them for, what you should not use them for, and teach them to be responsible with these things, because AI is here to stay, whether you like it or not.

Speaker 1: 22:08

Yeah, I agree, and I think I think this, that sort of attitude of no none, it's like well, I hate to tell you this, but we need to look at our children as cyborgs, which sounds extreme, but but it is true. When you realize that everything they're going to do is going to involve their engagement, whether it's in their body or or in their hand, it's not a not a whole lot of difference. Um, and the things that nobody talks about is? They talk about screen time, but it's not just about screen time. It's about the maturity to be able to handle the burden of the world's knowledge at such a young age and having access to that and what that does to their minds.

Speaker 1: 22:48

People are like I don't understand why mental health issues have increased so dramatically with younger generations, and it's like what do you understand what they're exposed to from infancy and the burden of all of that knowledge at too young of an age, without the emotional and mental maturity nor the practices that allow people to stay in a healthy emotional and mental space? It's like we're handing them the technology, but not the technology, the inner engineering, if you will, to quote Sadhguru, to keep the balance that's required to see things for what they are and to exist in a life that's actually present in the now and not all online.

Speaker 2: 23:27

important thing that we're not addressing is like is teaching the kids what real life is, while simultaneously teaching them how to handle technology and how to leverage it, but also put it where it belongs, when they need to definitely, and I think, as you said, there is so much content out there, yet we still have a global skills and literacy gap which is very big, and it's not really strong recently, so that that gap is still really much there.

Speaker 2: 23:54

So, if content would solve this problem because everybody say, well, all the content is out there, they can access it well, clearly, you know the access to content is not going to solve the problem, so hence, that's one of the reasons why we believe that, when you're thinking about learning, there's content definitely, that definitely plays but there is also the teacher, and that teacher element is what you make understand what content to look at and what content to use, what not to use, because otherwise, youtube, free distribution of books, all of those things would have solved all these problems. Well, they're clearly not solved. So what is the missing piece then? Well, it's the teacher. There is a shortage of we need another teacher 44 million new teachers by 2030, a recent report from UNESCO to just get or to just meet universal basic education.

Speaker 1: 24:41

Wow, you just gave me chill bumps because that's. That's one job where people are running from it because we won't take care of them. Yep, the way they deserve to be taken care of we're not seeing. The role of a teacher is important, primarily because it was. It was an inhabited role, inhabited by females, you know. That's the origin of that, because we devalue the feminine to keep her in her place. That's just what the patriarchal society built. That in the same thing, like in america. Child care and I hate to get off topic here, but it does relate back to why teachers are leaving because they looked at the job as almost a feminine job, so it's of less value. Without understanding that, it's like we're creating the future of our world and devaluing the very people who have one of the most essential roles in that. And since the parents are gone most of the time, the teacher really is important and being able to provide them with tools like otterman's institute, um huge deal. What do you think?

Speaker 2: 25:36

I think that starts also from that younger age. It's not just oh, now you go to university, so you need that other support, or you go to a further college, it doesn't really matter. It starts from that young age because, you rightfully said, parents cannot always be there. They may have to have the job right. They need to make sure there is enough they meet their primary needs. There is a house, there is a house, there is everything. They might also not have the knowledge to support their child when they come from school with particular questions. You know they might not know, that might not be their area, they might not know anything about it, so they don't know how to support.

Speaker 2: 26:05

So, again using. So one of the use cases of also having our own language model is that it can be plugged into other edtech tools. It can be plugged into other edtech tools. So one of the things we did is we used our AI model and plugged it into a Unity game called Teddy AI, which is a teddy bear that is talking to the children, primarily focused for four to seven years old, but it's also there to give, almost like that buddy right, A study buddy to the children. They can play games, of course, and have fun, but it's an educational app but it's AI driven.

Speaker 2: 26:37

But now, as the parent, you might think, okay, my kid is again playing a game or watching cartoons.

Speaker 2: 26:42

I really want to know what they're doing when they're on these devices.

Speaker 2: 26:45

And one of the things the parent can do with Teddy and still be involved in that learning journey, even if they have no clue about what they're learning in school in history or geography or science, they can ask Teddy.

Speaker 2: 27:01

Teddy, next time you talk to my child you know, please I don't know talk about the capitals of the world or multiplication of two, or I know you may know what your child is not that good at. You've got a report from the school so you can ask or prompt right technically, you're prompt engineering, but you're prompting Teddy. You know to do that with your child and you then get feedback as the parent. Well, actually, you know your child did this right, did this wrong, and you can then obviously use that maybe in your vocabulary with the child or next time you talk to the teacher. So, again, as a parent, you can get involved with the use of technology and how your child, especially those on a young age, are using these technologies and what they're learning from it. So you know it doesn't always have to be a bad thing and you still can be part of that journey.

Speaker 1: 27:38

I love that you gamified it with the teddy and also, I love the idea that parents get almost like a it's almost like a report card, yeah on where they're at, which allows them to have conversation with their child. That sounds like it isn't just doesn't just sound, it puts them in in their educational progress in a way that the child feels like their parents are involved in it, where, I think, a lot of kids, because their parents are either busy or they don't know how to relate to the content. It's helping translate it. Yeah, that's incredible. I love that. Oh, it's an exciting time to be alive, um, so, so before, if our, if our, uh listeners wanted to learn more about, um, the work that you do, where would they go?

Speaker 2: 28:22

they can follow us on almost all the social media channels where, if you look ottomans institute on linkedin, that's your preferred platform. We are on x? Um oiedu. We are on instagram. We are on our website if you just oiedIEDUcouk or, I'm sure you will post all the things underneath the post with the relevant hyperlinks. That makes it even easier. Just click on it. Or you can send me an email on info at OIEDUcouk.

Speaker 1: 28:50

I love that. Well, polly, thank you so much and congratulations on all the work for the Otterman's Institute. Well, polly, thank you so much and congratulations on all the work for the Otterman's Institute. It's incredible. Thank you. Yeah, it's so important and I think when people hear about AI these days, they so often get bought into the fear and what it's going to do. That's wrong and I think we're smart enough to handle that, and it's nice to have an episode where we're focusing and talking so much about the beautiful things that are coming with AI. So congratulations to you.

Speaker 2: 29:20

Thank you so much and thank you so much for having me. I hope this will lead to a series of positive talks about AI and not only the scary parts that people may be facing, but they can see another side of AI that they may have not seen yet.

Speaker 1: 29:32

Yeah, absolutely. Oh well, gosh, thank you so much, you guys, for listening today. I hope you enjoyed that episode on artificial intelligence. If you're not already subscribed, what are you thinking? You know intelligent listening, so please subscribe to Citizen Journalist. If you're not familiar with my work, oh gosh, I've got good news. I should say my new book, a New American Dream, hit number one, which I'm really excited about, and so that makes two number ones, which makes me very proud. My mother must be thrilled. So please go check out my books at shamanicistcom. And if you want to learn about SoulTech, please visit soultechfoundationorg to learn about the work that we're doing there. And thank you so much for honoring us with your time and energy. And, pauldi, you go be a badass. Honestly, I'm so impressed. Thanks again for coming on the show.

Speaker 2: 30:28

Thank you.

Speaker 1: 30:29

Bye-bye, bye, you guys.