Full Transcript for AI, Unscripted - Beyond the Podium: AI-Powered Speech Coaching at the Community College

engaged with issues of artificial intelligence? 00;02;52;02 - 00;03;16;17 Zach Runge My own kind of personal journey and learning about AI, starting to use it, it's been a few years now. I slowly started to see, the AI creeping into student submissions and different things. And it really became evident in the speech class, of folks just kind of going to things like ChatGPT or generative AI tools and just basically asking it to write the speech for them or do the work for them. 00;03;16;19 - 00;03;39;18 Zach Runge I think there was one semester where I had, 6 or 7 different students all give the same commemorative speech about Kobe Bryant that all had the same almost word for word, like thesis and transitions. And it was just very surface level. There wasn't any kind of personality into it. And so I was realizing that students were using these tools. 00;03;39;21 - 00;04;02;18 Zach Runge But they weren't maybe necessarily using them in the ways that I wanted them to. Certainly I don't want it to replace their own, you know, intellectual thoughts or their own writing process in their speeches. So, particularly with my speech classes, I really emphasized the extemporaneous speaking concept, where you're not writing a script out word for word, but you're really trying to approach the delivery of your message in a conversational way. 00;04;02;25 - 00;04;28;04 Zach Runge And because these students were maybe having AI write the speech for them and then they weren't really engaging with it or kind of reiterating, you know, what the AI had produced. They're basically just taking that and then kind of reading it out word for word. It was evident in their recordings, in their kind of presentations of it. Like this was the first time that they maybe even actually read what that, AI kind of produced for them. 00;04;28;04 - 00;04;44;25 Zach Runge Right. And so I think that's another thing that's important with the AI is that I was realizing it's like my students are using it, but they're not using it. Number one, they're not using it ethically. They're kind of using it to replace their own work, but they're also not using it in ways that can actually benefit them and really kind of help them. 00;04;44;27 - 00;05;04;12 Zach Runge Engage, you know, in, in ways that are realistic for the AI or get them to kind of think about how it helps them develop their thesis or their topic, etc. And so how I've always kind of approached what happens if I suspect a student is using AI, etc.? I just try to have a conversation with them. 00;05;04;12 - 00;05;27;03 Zach Runge I don't try to be, you know, accusatory or, penalizing in that way. And like I was saying earlier, their speeches end up being, you know, kind of average. And so that also it's not like they're getting, you know, really awesome grades on these speeches that they didn't put a lot of work into. If they're passing that work off to an AI completely and just kind of having it do it for them. 00;05;27;09 - 00;05;40;20 Zach Runge That's also kind of being reflected, in their grading as well with that. So that was kind of initially how I realized that of like, oh, they're doing this, but they're not doing it effectively. And so how can I try to kind of bring that into the classroom for them? 00;05;40;23 - 00;05;44;21 Mary Crowley-Farrell Well, then maybe you need to explain for us what a GPT is. 00;05;44;24 - 00;06;11;22 Zach Runge I am by no means an AI expert myself, and there's plenty of the language and jargon that I'm still learning about. But, with the GPT, I had done readings, so I read that teaching with AI book. I started reading different articles at that point in time. ChatGPT was still kind of the most used platform by our students, and ChatGPT has been the platform that I have kind of been utilizing the most myself in the last few years. 00;06;11;22 - 00;06;34;23 Zach Runge And so I wanted to build the GPT in a space that I knew students were most likely going to access it. And, you know, if they're already having an account with ChatGPT or they're already going there for support, this is just an easy thing to kind of integrate, in there for them. And so the GPT is really awesome because in building it out, it was a very conversational approach. 00;06;34;24 - 00;07;04;00 Zach Runge You know, I really just kind of went back and forth with chat GPT. You do have to have a paid subscription for ChatGPT to build them, but you don't have to have one to use them. So for students, they don't have that kind of paywall that might block them from actually being able to engage with it. So I did buy the subscription, and I just kind of, again, had a conversational approach with, ChatGPT just kind of asking if I said, hey, I want to build, you know, an agent GPT out for my students. 00;07;04;00 - 00;07;20;26 Zach Runge I want it to kind of take on the persona of, you know, a junior or a senior level college student who's acting as kind of like a peer mentor for these students. Maybe they've already taken the public speaking class, and now they're kind of giving some of that guidance. What do you need from me? What's the information you need? Right? 00;07;21;03 - 00;07;48;04 Zach Runge And from there, it was really just kind of back and forth with what ChatGPT wanted or needed, what, you know, what were the parameters I wanted to give it? What could it do? What should it never do? And what was really helpful, too, is being able to kind of upload all of your information to that GPT. And so I was able to supply it with my rubrics, my assignment descriptions, the preparation outlines that I want students to use, the template speakers note cards that they developed. 00;07;48;09 - 00;08;14;14 Zach Runge And so when a student goes to that GPT and they need some of that in the moment, like I'm really struggling with the transition from my first main point to my second main point or whatever, that GPT kind of has all of that information already there. In order

for it to kind of easily help them out with it, I'm using that in somewhat in tandem with Microsoft Teams, which is a different sort of AI tool that I've learned about. 00;08;14;16 - 00;08;28;29 Ron Hansen In in your answer, you've sort of touched on the student workflow, but tell us a little more about the typical student workflow using these tools and then the Teams tool for practice. How are you seeing students use the tools? 00;08;29;01 - 00;08;57;00 Zach Runge Yes. So students are using them. That's one thing that I was always I was curious about. Like, I'm building this GPT out. I'm trying to integrate Microsoft Teams like speaker tools in here. Are students going to engage with them? Are they going to like them? How are they going to feel about them? One thing I think is important as I'm kind of discussing this, is that for me, in my approach to, kind of teaching my students about AI, having them use it is that I never want to require them to. 00;08;57;07 - 00;09;22;26 Zach Runge So even though I build out this GPT, even though I have the Microsoft Teams speaker progress stuff, I always try to leave it as kind of optional to the students. It's there for you. It can be a really great kind of in the moment. I need this or let me go into this GPT and use it. But I also recognize that our students exist on a spectrum where there are some students who love AI and they're using it a lot, and there's other students who absolutely hate it and they don't want to engage with it. 00;09;22;26 - 00;09;43;23 Zach Runge They don't want to put their information into it. They're scared of it. And so when I first kind of even introduce, like you can use AI, you have this GPT, we're going to use Microsoft Teams. I really try to have conversations with them, about kind of what that looks like, reiterating to them that it's not required for you to use these tools here, but they are available to you. 00;09;43;25 - 00;10;18;09 Zach Runge And for each of the assignments in our class, I have created a Permitted Usage and Guidelines document that kind of lays out, you know, for your speech if you're going to use AI, here's what we want to kind of be thinking about in terms of citing it, providing that credibility to it. And I have seen that from students, when students are submitting their preparation outlines or even like in the speeches themselves, they're disclosing like, oh, you know, I went to the GPT and kind of put my outline through it, and it helped me think about my formatting, or I was really stuck on, you know, how to wrap it up in 00;10;18;09 - 00;10;47;00 Zach Runge an engaging way. It helped me work at a few different quotes that related to my topic, and I chose one to kind of integrate into it. So I've, I've seen students kind of be, somewhat open and comfortable, kind of disclosing like, hey, I use this. And this was how I used it. From conversations I've had with my students, I think, you know, like I was saying, our students exist on the spectrum

where there's some who are over here and they're really, really loving it, and they're using AI everyday. 00;10;47;07 - 00;11;03;26 Zach Runge There's maybe some people in the middle who are like, I can see the benefit, but I'm not totally confident in my abilities. And there's still folks on the other side where like, absolutely do not use it, I hate it, I don't want to engage with it. It's awful for the environment. And as our students are on that spectrum, I think our faculty are as well, right. 00;11;03;29 - 00;11;23;06 Zach Runge I know that I have colleagues who are using AI a lot more than I am. They're requiring their students to have it in their classes. I have other colleagues who are like, oh my gosh, I hate AI, I ban it in my classrooms. I don't want my students using it. And so when students are kind of getting all these different, like, you can use it, you have to use it, you shouldn't use it. 00;11;23;06 - 00;11;44;16 Zach Runge It's hard for them sometimes to navigate through like, okay, I have this GPT in my speech class, but I don't know if I want to use it because all my other classes are telling me not to. And so I think in terms of that, like the students workflow and just trying to really get them to actually engage with the tool is trying to have some of those initial conversations with them about it's here, it's optional. 00;11;44;18 - 00;11;51;16 Zach Runge These are the ways you can use it. Here are some of those guidelines to really keep in mind. If you do decide to engage with it. 00;11;51;18 - 00;11;56;22 Mary Crowley-Farrell Do you talk to them about how it's preparing them for the outside world? 00;11;56;24 - 00;12;10;20 Zach Runge We talk a lot about why it's important for you to be able to kind of use your voice, craft your messages, and we talk about that a lot, even in, you know, thinking about the ways that AI can be utilized to support your public speaking. 00;12;10;23 - 00;12;14;27 Mary Crowley-Farrell That's where I want you to go. Actually, Zach, talk to us about the progress tool. 00;12;14;29 - 00;12;35;26 Zach Runge Yeah. So I think, you know, again, just trying to really emphasize, that AI, I think for public speaking, I think for any of our industries, our disciplines, it can be helpful. It can be, you know, really a great tool when it's utilized ethically and effectively. And it's kind of always the two e's that I use with my students. 00;12;35;29 - 00;12;53;25 Zach Runge But in thinking about ways that it really can help our students, particularly in like, role playing and being able to kind of get some of that in the moment feedback on what, you know, maybe I'm doing well, what do I need to improve on? So the GPT can maybe help with some of the like, content pieces of that, right. 00;12;53;25 - 00;13;16;13 Zach Runge Like as I have my outline as I'm thinking about, like my transitions and stuff that GPT and ChatGPT might be able to help me think about that content. But then with Microsoft Teams, there's this really great tool called the Speaker Progress Tool, that I learned about, I think sometime like September, October. So I'm somewhat new to kind of, interacting with that tool and using it in my class. 00;13;16;16 - 00;13;49;18 Zach Runge But my campus, Harford Community College is a Microsoft 365 institution. So my students already have free access to Microsoft Teams and use teams for a variety of things in, courses and assignments anyway. So this tool in Microsoft Teams is a speaker progress tool where when I am kind of building out an assignment for my students in teams, I can turn on the speaker progress tool and I'm able to kind of determine, you know, what type of speech the student is going to be delivering. 00;13;49;18 - 00;14;15;13 Zach Runge So informative, persuasive, entertainment. And then I'm able to select what do I want that speaker progress to to pick up on. Am I thinking about their call to action. Am I thinking about their rhetorical techniques? Are we thinking about, you know, the the pieces of their conclusion that get their audience to kind of engage with them? So as I'm building that assignment out, I get to really kind of dictate, here are the things that I want to be focusing in on. 00;14;15;13 - 00;14;43;12 Zach Runge So when they go into Teams, they pull up that speaker progress tool. It kind of has a timer on there for them, right? So they have seven minutes. As soon as the video starts, it's counting down they just start giving their speech. And the tool was really helpful kind of for two ways. As they're giving the speech, it'll give them some real time feedback so they kind of can see themselves on the screen, and it'll give them some, like you need to move closer to the camera. 00;14;43;19 - 00;15;10;06 Zach Runge Your hand gestures aren't being picked up. Slow down your pacing. So some things like that that in the moment might be able to help them. Some people might find that distracting as well. Right. So they do have the option to turn that off. If you know these things popping up on the screen or kind of throwing you off in the moment, and then at the end of that speech delivery that Microsoft Teams speaker progress tool generates a report to the student that goes over, their words per minute. 00;15;10;13 - 00;15;29;21 Zach Runge If there was any repetitive language like you use the phrase, for example, you know, 20 times in your speech, you might want to be thinking about that, in your future speeches, your inclusive language. Right. So did did I say you guys a lot? And do I want to think about, you know, different ways to kind of integrate that language in there? 00;15;29;23 - 00;15;50;21 Zach Runge And so in tandem, having that GPT where they can go and get some of that like outline support, thinking about their speakers note cards, you know, what's my content with like the meat of of what I'm talking about. And then that speaker progress tool can be helpful in actually getting some of the

practice delivery in it, how they're able to watch that video back themselves. 00;15;50;24 - 00;16;11;27 Zach Runge So they can kind of see here's what I was doing well, here's what that report was kind of picking up on. And I do require my students to complete a personal speech critique assignment. And so they are integrating some of that feedback from that Microsoft Teams report. They're looking at that feedback. They're answering different questions. And they're kind of reflecting on what did I do 00;16;11;27 - 00;16;21;24 Zach Runge well, what do I want to keep improving on. And how can this help me as I keep kind of building out the content for my speech and then thinking about the way I deliver that message to my audience. 00;16;21;28 - 00;16;43;29 Ron Hansen While I'm listening to this and, and I'm thinking, you know, how has the the ChatGPT and the Teams and the feedback you're getting, how has that changed or altered, how you're assessing the students and your tools for for assessing and critiquing their speeches? It certainly seems like it's had an impact. 00;16;44;02 - 00;17;14;06 Zach Runge Yeah, it definitely has. So I think it's been helpful for me in kind of reducing some of the, maybe one on one like clarification or, you know, support that I offer students. Of course, I always want to make sure I'm available to my students for one on one support whenever they need it or want it. But I think that particularly like that, that custom GPT in some ways it replaces like, like a tutor that might be in the tutoring center. 00;17;14;06 - 00;17;34;17 Zach Runge Right. I'm particularly thinking, like in the fall, I had six sections of my public speaking class. Four of them were completely online. And so I think that in that way, where before they maybe were emailing me and trying to come to office hours to get some of that guidance to supplement what they weren't getting on campus, now they have that GPT where they can kind of go to first. 00;17;34;17 - 00;17;54;07 Zach Runge Right? So as I'm thinking about my outline, you know, before I email Professor Runge to kind of ask what his thoughts are on this, maybe I can go to that platform and that might be able to help me thinking about, you know, that piece of it. Or I was really struggling on my transition. And I did notice that even in especially in the first couple of weeks of like, what does this mean? 00;17;54;07 - 00;18;15;04 Zach Runge How do I do this thing? There weren't as many of those emails that were coming in. I don't know that that necessarily. I can't, you know, correlation correlation isn't causation. I can't say for sure. That's all because of this GPT, but I like to think it had somewhat of an impact on it. And then even in terms of, my grading and kind of my feedback to the students. 00;18;15;06 - 00;18;35;07 Zach Runge So what I've started doing with the Microsoft Teams speaker progress tool is I set it up, as an extra credit opportunity for students so they can practice

before they deliver the speech, live in class or, you know, recording it, whatever modality that we're in. So I kind of set it up in that way of extra credit opportunity. 00;18;35;11 - 00;18;56;22 Zach Runge And what I do for the students who kind of, utilize that and engage in that is I look at their reports as they're coming in and, and I compare that with what their final result of the speech is. And like, did you integrate that feedback, were you kind of addressing those pieces of it? And sometimes I might even kind of say, you know, refer back to the Microsoft Teams speaker report that laid out. 00;18;56;29 - 00;19;13;23 Zach Runge Hey, you want to think about the way you phrased this or this piece was really confusing. Might want to kind of revisit that part of it. So it's been able to kind of easily be integrated into my feedback, but also alleviates, like I said, some of that, initial like what's going on here? How can I get that support? 00;19;13;23 - 00;19;16;10 Zach Runge I think those tools are kind of supplementing some of that. 00;19;16;10 - 00;19;45;15 Mary Crowley-Farrell But what you're describing is a lot of prep time before you start to teach. That sounds to me like, I'm wondering what the trade off is. Is that really worth my investment? And my time instead of interacting with them some of the way that you were before me, that I would see myself being very scared off as a newcomer going, oh my goodness, I have to learn how to teach, as well as a new tool to teach with and then how to react to that new tools way of doing things. 00;19;45;17 - 00;19;50;10 Mary Crowley-Farrell How did you get over that hump, and how do you explain that to people like me and Ron? 00;19;50;13 - 00;20;18;18 Zach Runge For me, I think it's important, particularly in the field of communication, that we're really thinking about the way AI is going to impact it and the way that students can kind of start engaging with it. And so a goal I had for myself, for this kind of academic year in my speech class, in all of my classes, was to really start building in intentional assignments, activities that talk about AI, that gets students to think about how AI is showing up in these different places. 00;20;18;21 - 00;20;43;05 Zach Runge And so in some ways, I see it like a responsibility that I have to really start to engage with these tools to get students to think about how they're engaging with them. Different conversations around, you know, ethical concerns with it, etc. And I will say to in terms of the, the labor that goes into it, it it wasn't as intensive as I initially thought it would be either. 00;20;43;05 - 00;21;15;19 Zach Runge So when I was reading my the books and kind of initially learning about like what a custom GPT was, I was a little overwhelmed. I was like, this is going to take a lot of time for me to sit down and build it out. And like I mentioned, I spent the summer of 2025 building it out, but the initial actually like building of that

GPT probably happened in less than 30 minutes, because the way that the the AI, that custom, you know, ChatGPT is set up, it's just so easy to kind of have a conversation with it and say, these are the things I want you to do. 00;21;15;26 - 00;21;34;14 Zach Runge These are the things you shouldn't do, here are my class materials. And so you're really able to kind of at least the initial setup of it, you can get it accomplished pretty easily. Now, I had to spend a lot of time in the summer kind of practicing with the agent. You know, it's not like I just build it out and it's like, all right, I'm going to launch it tomorrow and it's ready to go. 00;21;34;14 - 00;21;51;10 Zach Runge You really got to make sure that it's it's fitting the parameters of what you want it to. I had some of my colleagues test it out, so there were steps that I went through to really make sure it was like a solid thing. But in terms of the actual process of like, hey, I want to build a GPT and I want to integrate it into my class. 00;21;51;13 - 00;22;13;00 Zach Runge It really was not a labor intensive thing, especially like I mentioned to, I'm not someone who is like, you know, I didn't study AI in my school and all of that. I learned it as I've kind of been a user of it and played around in different platforms. And so it was really comfortable for me to do it, and it didn't take a whole lot of energy or time. 00;22;13;02 - 00;22;38;01 Zach Runge And that's somewhat the same for the Microsoft Teams because we, my campus as a Microsoft teams campus already I am very comfortable using Teams. And it was really as simple as just adding the students into the class and then creating the assignment. So in that that sense of it kind of that like prep work or that labor that went in, it was just kind of an additional piece of my regular course prep. 00;22;38;04 - 00;22;44;23 Zach Runge And it didn't really take too much more time than it would have if I weren't integrating that, for myself. 00;22;45;00 - 00;22;55;08 Ron Hansen What what have you seen--summarize how these tools have improved the speeches and the content quality structure, the delivery confidence; hit the high points. 00;22;55;11 - 00;23;21;21 Zach Runge Yeah. So I would say, definitely way more variety in topics for students. Whereas before they were like, you know, the six, seven or so who are giving the same speech around the same topic, my commemorative speeches in the fall and like almost every single student was choosing some very different person, right? They really kind of were thinking about, like, who's someone that I want to commemorate, who's someone that's important to me, etc.. 00;23;21;24 - 00;23;38;28 Zach Runge So there wasn't as much of that kind of like passing it off to just have the AI or some other platform just kind of completely do the work for them. It felt like there was a little bit more of like the students are actually involved in the process and kind of thinking about what is my topic,

how am I developing it, etc. 00;23;38;28 - 00;23;57;26 Zach Runge So I think that was a piece of it is just kind of maybe is helping them in their own creativity or the way that they can develop their topics. It can kind of help them brainstorm, mind map, do some of those different things that we talk about in class and do some activities around, but where they can kind of one on one, go into that GPT and spend some time with it. 00;23;58;02 - 00;24;33;06 Zach Runge It can really help those different aspects. I think for me, the, the biggest thing, that both of the tools have been helpful for my students with is just their confidence. Just really being able to watch themselves back in, you know, using that Microsoft Teams where they kind of watch the recording back, get some of that, initial feedback, they can watch that first kind of practice, see things that are working really well, things that maybe in the moment they thought they didn't do well in the speech, but actually it came off really fine when they're kind of coming back and looking at that recording. 00;24;33;08 - 00;24;55;11 Zach Runge So I think it's really helped the students in their confidence, just kind of knowing, you know, that I have my outline set up the way I need it to because I went into that GPT and it just kind of gave me that additional confirmation. I feel more confident about my persuasive speech because I did that Microsoft Teams practice, and it gave me some good advice about how to really solidify my call to action. 00;24;55;14 - 00;25;16;15 Zach Runge And so that's where I've really been able to see students kind of take that feedback and integrate it to help them become, more confident speakers. That's always my favorite thing with public speaking, because students are all the time coming into it, like really nervous and not, you know, not confident. And I think in any sort of speech classes, you want that confidence to grow. 00;25;16;15 - 00;25;39;16 Zach Runge But I think these tools kind of help the students get there. And kind of helps them do it on a more like, personalized way. Right? They, they get to choose how much they interact with that GPT. They get to choose if they're doing that speech practice or not. But for the most part, they are engaging with them and it really helps them, think a little more critically about how they approach their speeches, what their topics are, how they're developing them. 00;25;39;16 - 00;25;45;24 Zach Runge And then also, I like to think helps them really in their confidence and the way that they're delivering that message out to their audience. 00;25;45;29 - 00;25;52;29 Mary Crowley-Farrell Can you tell us what a faculty member could do tomorrow to, get engaged in this area? 00;25;53;01 - 00;26;17;06 Zach Runge Yeah. So I would say, as far as kind of what folks can do, how you can just initially kind of think about this. I mean, I think custom GPTs can be integrated into really any sort of class or discipline, right. So

I think that is something that folks could consider, but that's kind of like, a very for like I'm really engaging with AI if I'm building that custom GPT, I'm integrating into courses. 00;26;17;09 - 00;26;41;20 Zach Runge So I think for faculty who are maybe still just kind of trying to figure out, like what's available to me, how could these be helpful? I would start a little more kind of in-house, thinking about the tools that are maybe available to you, on your campus or already embedded into your LMS like my institution uses Brightspace. They're starting to integrate more kind of AI, stuff that can be helpful with it. 00;26;41;22 - 00;27;02;29 Zach Runge Like I mentioned, two, because Harford is a Microsoft teams institution, that's a platform that I was able to kind of, you know, just easily integrate into my courses to really trying to think about, like, what are the resources that are available to you already on your campus, your e-learning folks, your centers for teaching and learning? They're doing a lot of awesome professional development. 00;27;02;29 - 00;27;24;09 Zach Runge They're doing a lot of great workshops. They have a lot of great advice. I think we have to kind of make the decision for ourselves. Right? It's individual level of like how much I want to engage with the AI, how much I want to bring it into my classes. And also just kind of being, you know, as transparent with the students about how AI might impact this particular discipline or this field of study. 00;27;24;09 - 00;27;45;00 Zach Runge I don't envy folks who are teaching English and have, you know, are confronted with a lot of like the papers that are being written. Right. But I think as English faculty, it's important to talk about how AI is impacting that, etc. And so even in in a small way, it's just having conversations with your students about AI, even if you're not wanting them to use it or you don't think they should use it, just talk with them about it. 00;27;45;00 - 00;28;02;20 Zach Runge Right? That's been one of the most interesting things for me is like when I first started this all, I kind of operated from an assumption that all of my students are using AI, they're just going to ChatGPT and putting in the prompt and getting the stuff right. Some of them are doing it, a little more in-depth than others, but everyone's using it. 00;28;02;25 - 00;28;18;05 Zach Runge And then when I started having conversations with my students and I have ones that are like, I hate this, I don't want to use this. My professor is requiring this in my other class. What do I do? How do I combat that? I was like, oh wow, our students exist very much on this spectrum, just like we as faculty do. 00;28;18;07 - 00;28;39;24 Zach Runge And so I think having those conversations with them how they're feeling about it, how it impacts them. And that might lead you to think about, okay, how can I integrate this now effectively into my course, etc.? 00;28;39;26 - 00;29;04;16 Zach Runge And I know you mentioned to like accessibility. I think that's, that's a huge piece of the puzzle. Right. I think in some ways AI has the potential to help with the accessibility. I know platforms like NotebookLM have been really, cool and beneficial for some of my students who just like, you know, we got a they have this reading, but they just can't sit there and read this like 17 page article. 00;29;04;22 - 00;29;24;09 Zach Runge You put it in a notebook and maybe it gives them like a podcast that they can listen to, or maybe it gives them a video that they can watch. It gives flashcards. So just I think there's ways that AI can kind of be helpful in accessibility. And, and the different ways that students learn, those platforms can maybe be beneficial in those ways. 00;29;24;15 - 00;29;30;15 Zach Runge And again, I think trying to see the benefits of like how AI could maybe help our students who are learning in different ways. 00;29;30;18 - 00;29;44;27 Ron Hansen What I hear is that by using these tools, you've been able to have the students become more comfortable in presenting. And that's a big win. When you're talking about public speaking, right? 00;29;44;29 - 00;29;57;28 Mary Crowley-Farrell Yes. Well, I guess I brings us to the end of our conversation. Although I don't feel ready to be at the end, I want to thank you for sharing your experiences with us. And your insights on how to make this work for the rest of us. Thank you, Ron. 00;29;58;01 - 00;29;59;23 Zach Runge Thank you. Thank you both. 00;29;59;25 - 00;30;27;27 Ron Hansen As we've heard, there's no single script for exploring new uses of AI in our classroom. Each educational context presents unique opportunities and challenges, and we're all learning as we go. If you have questions or want to share your own experiences with generative AI in teaching and learning, we'd love to hear from you. Please email us at AIunscripted@usmd.edu. 00;30;27;29 - 00;30;59;22 Mary Crowley-Farrell This limited series is brought to you through the collaboration of the University of Maryland, Baltimore, the USM Kirwin Center for Academic Innovation, the USM Council of University System Faculty and MarylandOnline. Join us next time when co-hosts Jennifer Potter and Sam Collins will be talking with UMGC professor David Leasure about his development of the Professor's Teaching Assistant. Until next time, keep experimenting and stay unscripted. 00;30;59;24 - 00;31;13;13 Scott Riley Thank you for joining us today on Moving the Needle. Visit us at umaryland.edu/fctl. To hear additional episodes, leave us feedback or suggest future topics. We'd love to hear from.