OpenAI’s Education Leader on AI’s ‘Massive Productivity Boost’ for Schools, Teachers
Diane Tavenner and Michael B. Horn’s ‘Class Disrupted’ podcast recently featured Siya Raj Purohit, OpenAI’s education initiatives lead, to discuss the value of AI in education while also acknowledging the irreplaceable human touch in teaching.
‘Class Disrupted’ is an education podcast hosted by Michael Horn and Diane Tavenner of the Futre.me. They engage in conversations with educators, school leaders, and students, examining the challenges in education post-pandemic and looking towards the future. Find every episode by bookmarking their Class Disrupted page or subscribing on various podcast platforms.
In this episode, Horn and Tavenner spoke with Siya Raj Purohit from OpenAI about AI’s potential to reshape education. Purohit shared her journey, which has focused on connecting education with workforce development.
She highlighted the significant advantages of AI tools like ChatGPT, specifically in university settings. She emphasized its power to personalize learning, reduce teacher workload, and enhance classroom interactions. Simultaneously, Purohit addressed concerns regarding AI, stressing that while AI can dramatically improve thought processes and productivity, the core human element of teaching, including mentorship and inspiration, remains indispensable. This conversation offered a blend of optimism, insights, and reflections on AI’s evolving role in education.
Michael Horn began the podcast by sharing his key takeaways from the discussion. He noted how much Purohit uses ChatGPT in her day-to-day work. Even though she works at OpenAI, the tool has, as she put it, ‘revolutionized her life.’ She uses it as a tutor and to prioritize and structure her work. Horn also remarked on Purohit’s on-the-ground work with professors, helping them integrate AI into teaching and learning practices. Purohit sees this as particularly useful for freeing up teacher time and elevating student thinking.
Reflecting on the conversation, Horn considered how ChatGPT could become a significant productivity tool for him personally. He also considered what the technology can and cannot be in education. Horn noted that OpenAI has focused on supporting higher education, but has yet to create products for students under 18.
Diane Tavenner followed with her perspective. She expressed excitement about the conversation, noting that it prompted her to rethink her assumptions about AI and schools, especially regarding school organization with new technologies. She was eager to hear other perspectives.
Michael Horn introduced Siya Raj Purohit, underlining her experience in supporting ed tech and workforce development and her recent role at OpenAI. He noted that OpenAI’s focus on education signals the importance the company places on this technology for learning and its future.
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Siya Raj Purohit began by discussing her career, which focuses on the intersection of education, technology, and workforce development. At 18, she released a book regarding the skills gap in America’s universities, and she has spent a decade since then bridging the gap between learning and career opportunities.
She joined OpenAI about eight months prior to the podcast to build its education division. After ChatGPT’s launch in November 2022, OpenAI noticed that using it to learn and teach was a widespread application.
The company launched ChatGPT EDU for universities and school districts, an enterprise version of ChatGPT, which includes benefits such as network effects within a campus when all students, faculty, and staff have licenses. Purohit’s work includes assisting education leaders, educators, and students in implementing AI more effectively on various campuses.
Tavenner suggested her and Horn’s assumption that Purohit likely sees AI as having a huge impact in transforming and improving education, especially considering her background. She then asked Purohit to provide her best case for how AI will benefit education.
ChatGPT: Revolutionizing Personalized Learning
Purohit believes personalized learning, long considered a central goal in education, is now achievable with ChatGPT. She uses a personalized tutor every day, aware of her projects, skills, and goals, to enhance her work.
In education, it offers high-quality tutoring for anyone with internet access. Also, it supports educators by automating tasks so that they can focus on mentoring and inspiring students.
Tavenner questioned if schools would substantially evolve, or if AI would enable students and teachers to do what they already do, only more efficiently. Purohit noted that many educators credit ChatGPT for alleviating teacher burnout, allowing them to use AI in lesson planning, grading, and other preparatory activities. This allows more focus on classroom interactions. She believes it offers personalized support and tutoring, while maintaining the value of social skills developed in a classroom setting.
Tavenner, reflecting on Purohit’s book at age 18, sought to understand how she sees AI and ChatGPT as helping students achieve their career ambitions, addressing the skills gap.
From Personal Struggle to System Change
Purohit explained that her intense passion for the issue comes from when she was a student, realizing the systems problems she encountered, which motivated her to help others avoid similar struggles.
ChatGPT supports critical thinking by helping users improve their thought processes and feel less alone when approaching problems. It enables them to find relevant examples and identify gaps in their knowledge.
Tavenner noted that while other experts sometimes create a detached view on AI, Purohits’s perspective comes from using it daily. She asked if she was right in hearing her as believing in the potential of AI. Purohit responded that she now accomplishes three times more work daily thanks to AI. In her view, AI helps her improve project outcomes.
Horn then asked Purohit to address any potential downside to AI, such as it affecting one’s ability to connect with others. He also asked about the concern that AI could do the thinking for people.
Human Connection in Education
Purohit stated that educators often have questions about their future in the profession with the existence and capabilities of ChatGPT. She noted that the qualities she remembers most about her favorite educators are who they were, how they made her feel, and the inspiration they provided, which cannot be replicated by AI.
Great mentors can see things in people that they don’t even see in themselves. Educators have the opportunity to emphasize those traits, which is the true power of education. The technology will become a support system. For her career, she asks ChatGPT to map out a five or ten-year plan, and get specific steps to achieve the plan. Though not a replacement for human interaction, it provides extremely powerful insights.
Horn followed up on the concern that because AI can potentially do the work for you, people may not build skills on their own. Purohit said educators need to showcase what extraordinary outcomes look like. The more generic the prompt, the more generic the output. A professor now makes ChatGPT use a requirement. It is used to improve conversational and critical thinking skills.
Horn described that a baseline level of knowledge is required for students to achieve the hoped-for outcomes. He asked how artifacts, used to assess skills, may change. Purohit responded that basic strategic and calculation activities may become less important; however, critical thinking and emotional reasoning will grow in importance. The human element helps people distinguish their work and stand out in their communication.
Tavenner wanted to hear about the changes Purohit sees happening in schools and what the future might look and feel like for educators and students.
AI Revolutionizing University Experience
Purohit focused on the university setting, where changes are happening the fastest. She predicted that every campus will have AI touch points across the campus, which will increase the overall experience, and they will take existing knowledge and make it conversational. New students could get information at orientation, and professors could create custom GPTs using course materials for Q&A. Classroom conversations will be more in-depth, and students could also get practice quizzes. Career services may also offer interviewing practice using AI.
Tavenner inquired about the specifics, trying to translate the technology’s potential in practical terms for those unfamiliar with ChatGPT. Purohit compared it to the early version of Harry Potter, in which you write and the AI responds back. She noted its conversational nature creates a magical feeling, and users can begin with basic questions that lead to more complex uses. Transformations will occur at the individual, departmental, and organization-wide levels.
Tavenner asked Purohit if she agreed that ChatGPT is being mixed with a customer-customized experience. Purohit affirmed that the custom GPTs, being built by professors and universities, are specific, and only use information provided in the system. Some professors upload course materials, so the system focuses on a six-month curriculum. Faculty members will be able to create customized solutions for their students using AI.
As an example, she mentioned a University of Maryland professor who uploaded his previous publications to create a virtual thought partner for research ideas.
Tavenner described how a professor literally copied and pasted his materials into GPT, and asked what the professor’s work looks like now.
Purohit replied that it takes about 15 minutes to build a custom GPT. You upload documents and provide instructions. Again, it is as if it uses an assistant, and you also set the tone.
Tavenner brought up AI policy, asking what Purohit has learned about the intersection of education and policy. Asking what educators should look for, and what they may need to watch out for.
AI Integration in Education Evolution
Purohit noted that universities are in different groups when approaching AI policy. Some have established guidelines while others are working towards figuring it out. Some universities are working on curriculum changes while others are creating guidelines. She noted that state schools focus on navigation of tools and helping many students with many different needs whereas smaller liberal arts schools will focus on the development of the quality of opinions their students create.
Horn asked if OpenAI is working with K-12 institutions, or if that work will evolve over time. Purohit responded that though they see a growing number of K-12 customers, they currently do not offer an under-18 product. They are selling to teachers and staff.
Horn then wrapped up in a thank you to Purohit, and asked for a book or show recommendation.
Purohit shared that she has been asking ChatGPT for books. So far, it has delivered mixed results. She is currently reading ‘Say It Well,’ by one President Obama’s speechwriters because of how he intertwined the lessons of speaking while explaining his experiences.
Tavenner stated they are a bit behind, but has been watching the series ‘Shogun,’ to find the television show has been extraordinary and thought-provoking with high reviews.
Horn recommended, ‘The Girl With the Secret Name’ by Yael Zoldon, a historical fiction series which takes place during the Spanish Inquisition, which she purchased based on a recommendation from one of her daughters.
