I created a GPT "Super Prova" for the Brazilian educational context, modeled after the important assessments from the Federal Government and the Ministry of Education: ENEM (administered to students seeking higher education) and ENADE (administered to higher education students as a diagnostic of the quality of professional training). This GPT has helped teachers create intelligent and significant tests for their students, enhancing their question banks and offering opportunities for practice, simulated exams, and improvement.
I created ChatAct, which is now in its third edition. It helps software developers, AI engineers, and non-technical profiles navigate the complexity of the European AI Act. I use ChatAct as a learning companion to my lectures on the AI Act, helping students acquire knowledge of the law by interacting directly with it. https://chatgpt.com/g/g-67c2132c3eac81919a310f7f648f6f45-chatact
I’d love to coordinate with other executive/senior executives on a cross industry workforce development model. I’ve already been using GPT for reviewing my course agendas, finding weak points in curriculum, analyzing current trends in my industry to add to our news section of our website etc.
I created many custom GPTs for our school (we teach English as a second language for academic purposes) so that our students could practice their language skills (vocabulary exercises, speaking practice, writing practice etc.) but unfortunately the biggest obstacle has been the rate issue - students easily get discouraged by the fact that they are told their time is up and that they have to wait for a couple of hours (and this happens after only a few bare exchanges with a custom GPT). Yes, it happens because they are on free-tier but where we are located, 20 dollars is a lot of money (Istanbul, Turkey). Since late January, I have been using another way to have our students exploit ChatGPT's immense potential - what I call "flipped prompting". So, what I do is that I write a prompt from the perspective of a student and then start a conversation on ChatGPT - next, I go to the Share button on the top right corner and create a link to the conversation before I share it with our students - when the students have clicked on the link, they simply continue the conversation I created in the first place and thus do the activity that I designed for them. As a school, we have found this simple method more practical because there is no rate issue (ChatGPT only moves to another model after the student uses up their daily credits - they don't get stuck and as result have to wait for a couple of hours). This method works quite well, especially if you have simple tasks and activities for your classes.
Let me give a very simple, easy example to show how the prompt should look like - let's say I want my students to practice their speaking skills with ChatGPT, so the prompt will be something like this: "I am a B1 level student who learns English as a second language (for academic purposes). I want to discuss the following question with you so that I can practice my spekaing skill. Please use simple English vocabulary and sentence structure that will be appropriate for my level. Keep your sentences brief and guide me with your follow-up questions during our discussion. Please give me feedback about my English (my grammar and vocabulary mistakes) at the end of our discussion. Here is the question I want to discuss with you: (DISCUSSION QUESTION)).
That's all you need if you are planning easy, straightforward in-class and/or self-study tasks and activities for your students (depending on your topic/course). You can also create relatively complex activities for your students but it would be too much to delve into them in a post like this (Hint: Use ChatGPT for such complex prompts - describe what you want to do and have it write the prompt with you and for you - just make sure that the prompt is written from the perspective of a student - remember, all you need is flipped prompting).
At SATC University in Criciúma, SC – Brazil, a hands-on AI-driven innovation workshop was conducted with engineering students from Electrical and Mechanical programs. The goal was to design a business model and pitch for a smart energy meter. Students engaged with pre-trained GPT personas — Carlos (family man), Romeu (small business owner), Jorge (industrialist), Arnaldo (investment analyst), and Mariana (Agile Coach) — to simulate real-world user research, market validation, and investor pitching. The result? A dynamic, creative experience that turned AI into a practical tool for critical thinking and entrepreneurial learning.
I have created a custom GPT for "A Guide to Generative Artificial Intelligence in Education" (Turkish)
Eğitimde Üretken Yapay Zeka Rehberi (Turkish).
This GPT provides guidance on how to use generative AI in education, called the Guide to Generative AI in Education. It explains how AI tools can be applied for teachers, students, and educational administrators, offers innovative teaching methods, and provides information on ethical use. It provides information on topics such as AI-supported learning strategies, assessment methods, and personalized learning in education.
I have created a GPT to mark 5-paragraph essays on levels B1, B2 and C1 withe the corresponding rubrics. The conversion of the points and percentage into the Swiss grading system can just be ignored, if you do not teach in Switzerland. The bot is primarily meant for students to learn rather than produce counting marks.
Admittedly, my effort this evening at creating a GPT that would serve as a replacement for a collection operating manuals was my first. A complete failure … so far. The GPT perpetually hallucinated or failed to find relevant and critical numerical information, despite multiple tries by the ‘wizard’ to improve its responses. The fault is surely mine, despite the repeated mea culpas from old GPT. I will regroup and try again, I’m sure. After all, who can resist working with such a polite ‘colleague?’
I created a GPT "Super Prova" for the Brazilian educational context, modeled after the important assessments from the Federal Government and the Ministry of Education: ENEM (administered to students seeking higher education) and ENADE (administered to higher education students as a diagnostic of the quality of professional training). This GPT has helped teachers create intelligent and significant tests for their students, enhancing their question banks and offering opportunities for practice, simulated exams, and improvement.
https://chatgpt.com/g/g-679e5da085008191add5c0823aeaa8a9-super-prova-por-prof-allan-pscheidt
Amazing!! Congrats.
I created ChatAct, which is now in its third edition. It helps software developers, AI engineers, and non-technical profiles navigate the complexity of the European AI Act. I use ChatAct as a learning companion to my lectures on the AI Act, helping students acquire knowledge of the law by interacting directly with it. https://chatgpt.com/g/g-67c2132c3eac81919a310f7f648f6f45-chatact
Cool, I’ll check it out. I’ve been analysing the EU AI Act recently. Hope your GPT will make it easier 😉
Based on requirements or process flows, the Test script generator generates testcases or testscripts for testing in software projects. https://chatgpt.com/g/g-67667011f9e081918aaa49d052b2253e-x-ray-test-script-generator-by-tom-vanhout
I’d love to coordinate with other executive/senior executives on a cross industry workforce development model. I’ve already been using GPT for reviewing my course agendas, finding weak points in curriculum, analyzing current trends in my industry to add to our news section of our website etc.
Does that seem like a good fit for its own GPT?
I created many custom GPTs for our school (we teach English as a second language for academic purposes) so that our students could practice their language skills (vocabulary exercises, speaking practice, writing practice etc.) but unfortunately the biggest obstacle has been the rate issue - students easily get discouraged by the fact that they are told their time is up and that they have to wait for a couple of hours (and this happens after only a few bare exchanges with a custom GPT). Yes, it happens because they are on free-tier but where we are located, 20 dollars is a lot of money (Istanbul, Turkey). Since late January, I have been using another way to have our students exploit ChatGPT's immense potential - what I call "flipped prompting". So, what I do is that I write a prompt from the perspective of a student and then start a conversation on ChatGPT - next, I go to the Share button on the top right corner and create a link to the conversation before I share it with our students - when the students have clicked on the link, they simply continue the conversation I created in the first place and thus do the activity that I designed for them. As a school, we have found this simple method more practical because there is no rate issue (ChatGPT only moves to another model after the student uses up their daily credits - they don't get stuck and as result have to wait for a couple of hours). This method works quite well, especially if you have simple tasks and activities for your classes.
Let me give a very simple, easy example to show how the prompt should look like - let's say I want my students to practice their speaking skills with ChatGPT, so the prompt will be something like this: "I am a B1 level student who learns English as a second language (for academic purposes). I want to discuss the following question with you so that I can practice my spekaing skill. Please use simple English vocabulary and sentence structure that will be appropriate for my level. Keep your sentences brief and guide me with your follow-up questions during our discussion. Please give me feedback about my English (my grammar and vocabulary mistakes) at the end of our discussion. Here is the question I want to discuss with you: (DISCUSSION QUESTION)).
That's all you need if you are planning easy, straightforward in-class and/or self-study tasks and activities for your students (depending on your topic/course). You can also create relatively complex activities for your students but it would be too much to delve into them in a post like this (Hint: Use ChatGPT for such complex prompts - describe what you want to do and have it write the prompt with you and for you - just make sure that the prompt is written from the perspective of a student - remember, all you need is flipped prompting).
Wish you all the best.
Hi, everyone, I created and am using BIO181 GPTs based on OpenStax texbook, Biology 2e. I recently shared my experience with 40+ students in my class in Fall 2024. Enjoy: https://open.substack.com/pub/woolee/p/can-guided-ai-use-motivate-students?r=18nz6&utm_campaign=post&utm_medium=web
https://substack.com/@steven2x2?r=5klwzo&utm_medium=ios
At SATC University in Criciúma, SC – Brazil, a hands-on AI-driven innovation workshop was conducted with engineering students from Electrical and Mechanical programs. The goal was to design a business model and pitch for a smart energy meter. Students engaged with pre-trained GPT personas — Carlos (family man), Romeu (small business owner), Jorge (industrialist), Arnaldo (investment analyst), and Mariana (Agile Coach) — to simulate real-world user research, market validation, and investor pitching. The result? A dynamic, creative experience that turned AI into a practical tool for critical thinking and entrepreneurial learning.
GPTs:
+ Mariana, the innovation coach: https://chatgpt.com/g/g-67dc4e2539c4819190ce587bb5937fe3-satc-mariana-a-coach-de-inovacao
+ Arnaldo, the investment analyst: https://chatgpt.com/g/g-67dc47677e0c81918adc2b11e26a0e2a-satc-arnaldo-o-analista-de-investimentos
+ Jorge, the industrialist: https://chatgpt.com/g/g-67dc337bffdc8191b2935467b7c7a0dd-satc-jorge-o-industrial
+ Romeu, the small business owner: https://chatgpt.com/g/g-67dc2e0d61908191927088aa25d4b135-satc-romeu-o-pequeno-empresario
+ Carlos, the family man: https://chatgpt.com/g/g-67dc28ca273c819190454acda2911b77-satc-carlos-o-pai-de-familia
Enjoy yourselves! :)
I have created a custom GPT for "A Guide to Generative Artificial Intelligence in Education" (Turkish)
Eğitimde Üretken Yapay Zeka Rehberi (Turkish).
This GPT provides guidance on how to use generative AI in education, called the Guide to Generative AI in Education. It explains how AI tools can be applied for teachers, students, and educational administrators, offers innovative teaching methods, and provides information on ethical use. It provides information on topics such as AI-supported learning strategies, assessment methods, and personalized learning in education.
https://chatgpt.com/g/g-67b882865d908191b270901ff6e0e43e-egitimde-uretken-yapay-zeka-rehberi
Hiii
Juiiii
I have created a GPT to mark 5-paragraph essays on levels B1, B2 and C1 withe the corresponding rubrics. The conversion of the points and percentage into the Swiss grading system can just be ignored, if you do not teach in Switzerland. The bot is primarily meant for students to learn rather than produce counting marks.
Here is the link: https://chatgpt.com/g/g-zVCcqBGZK-magic-5-paragraph-essay-marker-b1-b2-c1 .
Wow, isso é bom demais, Allan, só podia ser um Gomber!
Admittedly, my effort this evening at creating a GPT that would serve as a replacement for a collection operating manuals was my first. A complete failure … so far. The GPT perpetually hallucinated or failed to find relevant and critical numerical information, despite multiple tries by the ‘wizard’ to improve its responses. The fault is surely mine, despite the repeated mea culpas from old GPT. I will regroup and try again, I’m sure. After all, who can resist working with such a polite ‘colleague?’