Moving beyond basic instructions, intermediate prompt engineering involves leveraging the power of role-playing and persona-driven prompts to elicit more nuanced and contextually relevant responses from AI. By instructing the AI to adopt a specific persona – such as that of a seasoned historian, a friendly tutor, or a coding expert – we can guide its tone, style, and the depth of its knowledge.
Coaching Beginner Level
This section will lay the groundwork by introducing the fundamental concepts of artificial
intelligence, specifically focusing on chatbots and AI language models like ChatGPT, Gemini, and
Matrix. We'll explore how these conversational AI technologies work, their exciting potential to
enhance learning and teaching in higher education, and the basic functionalities that empower
users to interact effectively with these innovative tools. This foundational knowledge will equip
you to navigate the world of AI in education with confidence and understanding.
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Coaching Intermediate Level
This section focuses on using AI for educational purposes. It covers advanced prompt
engineering techniques, including role-playing and parameter-based prompts, and iterative
enhancement. The materials detail AI's application in creating lesson plans, assessment tools,
and summarizing research. Training includes hands-on exercises for advanced prompts and case
studies for diverse learning styles. Support resources list AI tools for image/video generation,
internationalization, and discuss ethical considerations.
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Coaching Advanced Level
This segment centers on sophisticated AI applications, covering advanced prompt engineering
and the design of custom AI solutions. It includes strategies for managing AI integration and
creating chatbots for targeted learning. Training focuses on developing custom chatbots,
building avatars with speech capabilities, and evaluating AI's long-term impact. Support
resources offer case studies, ethical considerations, exploration of no/low-code AI platforms,
and a community forum for best practices.
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