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আমরা আপনাকে জানাতে চাই যে এটি ব্যবহার করার জন্য আপনাকে এর অফিসিয়াল ওয়েবসাইটে যেতে হবে এবং আপনাকে এখানে অ্যাকাউন্ট খুলতে হবে। আপনি এখানে অ্যাকাউন্ট তৈরি করার পরেই চ্যাট জিপিটি ব্যবহার করতে পারবেন। বর্তমানে এটি সম্পূর্ণ বিনামূল্যে ব্যবহার করা যেতে পারে এবং অ্যাকাউন্টটি এর অফিসিয়াল ওয়েবসাইটে একেবারে বিনামূল্যে তৈরি করা যেতে পারে। তবে, ভবিৎষতে এমন হতে পারে যে এটি ব্যবহার করার জন্য আপনাদেরকে একটি চার্জ দিতে হতে পারে। এখানে অ্যাকাউন্ট খোলার পদ্ধতিটি নিচে ধাপে ধাপে বলা হয়েছে।

এটি ব্যবহার করার জন্য প্রথমে আপনাকেআপনার মোবাইল অথবা কম্পিউটারে ইন্টারনেট চালু করতে হবে এবং তারপর যেকোনো ব্রাউজার খুলতে হবে। ব্রাউজার খোলার পরে ওয়েবসাইট খুলতে হবে।
ওয়েবসাইটের হোম পেজ খোলার পর আপনি লগইন এবং সাইন আপের মতো দুটি অপশন দেখতে পাবেন। যার মধ্যে আপনাকে সাইন আপ অপশনে ক্লিক করতে হবে কারণ এখানে আপনি প্রথমবারের মতো আপনার অ্যাকাউন্ট তৈরি করতে যাচ্ছেন।
আপনি এখানে ইমেল আইডি বা মাইক্রোসফ্ট অ্যাকাউন্ট বা জিমেইল আইডি ব্যবহার করে অ্যাকাউন্ট তৈরি করতে পারেন। Gmail আইডি দিয়ে এটিতে একটি অ্যাকাউন্ট তৈরি করতে, আপনাকে Continue with Google এর অপশনে ক্লিক করতে হবে।
এখন আপনার ব্রাউজারেযে জিমেইল আইডি গুলি লগইন আছে সেইগুলি দেখতে পাবেন এবং যে Gmail আইডি দিয়ে আপনি অ্যাকাউন্ট তৈরি করতে চান তার উপর ক্লিক করুন। এরপর আপনি যে প্রথম বক্সটি দেখছেন সেখানে আপনার নাম লিখতে হবে এবং তারপরের বক্সে আপনাকে ফোন নম্বর ফোন নম্বর লিখতে হবে তারপর Continue বোতামে ক্লিক করতে হবে।
এখন আপনি চ্যাট জিপিটিতে অ্যাকাউন্ট খোলার জন্য যে ফোন নম্বরটি দিয়েছেন তাতে একটি ওটিপি পাঠানো হবে এবং সেটিকে স্ক্রিনে প্রদর্শিত বক্সে লিখে ভেরিফাই বাটনে ক্লিক করুন।
ফোন নম্বর যাচাই করার পরে আপনার অ্যাকাউন্ট চ্যাট জিপিটি-তে তৈরি হয়ে যাবে এবং এরপরে আপনি এটি ব্যবহার করতে পারবেন।
English / Tutorial of Chat GPT
« Last post by R B Habib on Today at 11:20:54 AM »
Should AI be Used in Education?
Artificial intelligence has become a buzzword in recent years, and its use has spread to various fields, including education. Many educators and technologists believe that AI can revolutionize the way students learn and teachers teach. However, others are concerned about the potential drawbacks of incorporating AI into education. In this blog, we will explore the pros and cons of using AI in education and evaluate whether its use is ultimately beneficial.

1.) Personalized Learning
AI has the ability to analyze data from various sources, such as past academic performance and student behavior, to create individualized learning plans. This personalized approach to learning can help students better understand complex concepts, leading to improved academic performance. Furthermore, personalized learning can increase student engagement and motivation by tailoring lessons to their interests and learning styles. However, critics argue that the use of AI for personalized learning may result in a lack of human interaction, leading to a less well-rounded education experience.

2.) Automation
AI can automate time-consuming tasks such as grading and lesson planning, freeing up teachers’ time to focus on other aspects of education, such as providing personalized instruction or creating innovative lesson plans. This increased efficiency can save teachers hours of work each week, enabling them to spend more time on activities that require human intuition and creativity. However, some argue that the use of AI for automation could lead to job losses in the education sector, especially in areas such as grading.

3.) Increased Efficiency
AI can provide real-time feedback to both students and teachers, allowing for quicker identification and correction of errors. This immediate feedback can lead to increased student motivation and engagement, as well as a better understanding of concepts. Additionally, teachers can use the data provided by AI to identify areas where students are struggling and adjust their teaching methods accordingly. However, some argue that the use of AI for feedback could lead to a lack of human interaction, which is essential for creating a supportive and engaging learning environment.

4.) Privacy Concerns
The use of AI in education raises concerns about student privacy, data security, and student tracking. As AI collects vast amounts of data about students, there is a risk that this data could be misused or breached. Additionally, the use of AI for tracking student behavior could raise concerns about the ethical implications of monitoring student behavior. Critics argue that the use of AI for student tracking could lead to a lack of trust between students and teachers, leading to a less supportive learning environment.

AI has limitations, and it cannot replace human interaction and empathy, which are essential components of education. While AI can provide valuable insights into student performance, it cannot replace the human intuition and creativity required for effective teaching. Additionally, AI is limited by the data it has access to and may miss important nuances or contexts that a human teacher would pick up on. Therefore, it is important to balance the use of AI with the unique skills and perspectives that human teachers bring to the classroom.

The use of AI in education has both advantages and disadvantages. While AI has the potential to revolutionize the way we teach and learn, we must be mindful of its limitations and potential risks. As such, a balanced approach to the use of AI in education is necessary, one that prioritizes student privacy, promotes human interaction, and takes advantage of the benefits that AI can bring to education. Ultimately, the decision to incorporate AI into education should be based on a careful evaluation of its potential benefits and drawbacks, as well as the needs and values of students, teachers, and society as a whole.
Good to know the story behind the establishment of Open AI.
Pakistan calls for mutual recognition of educational degrees among OIC states

ISLAMABAD: Pakistan’s education minister Rana Tanveer Hussain on Sunday stressed the need to develop a framework for mutual recognition of degrees among the Organization of Islamic Cooperation (OIC) countries to facilitate “greater movement of skilled manpower” among the Islamic world.

Hussain said this during a two-day Vice Chancellors’ (VC) Forum of Islamic countries in Pakistan’s capital, Islamabad. Over 200 vice chancellors, including 40 from the 20 OIC countries’ universities that are participating in the forum, attended the event.

The goal of the fifth edition of the forum is to share experiences, pool resources, foster collaborations, strengthen networks, and encourage dialogue on the future of higher education in the Islamic World.

The VC Forum is being jointly organized by the Higher Education Commission (HEC) Pakistan — the statutory education body in Pakistan — the Islamic World Educational, and Scientific and Cultural Organization (ICESCO), Pakistani Ministry of Federal Education and Professional Training, COMSATS University Islamabad (CUI), and the British Council Pakistan.

“There is a need to develop a framework for mutual recognition of degrees among OIC member countries, which would facilitate greater movement of skilled manpower among them and increase collaborative research,” Hussain said at the event.

He stressed on the need to develop the youth’s skills, adding that universities needed to respond more effectively to the rapidly developing realities of professional development.

“All Muslim countries need to pool their resources and expertise to benefit the entire Muslim world,” the minister added.

In his video message to the audience, Pakistan’s President Dr. Arif Alvi urged the forum to chalk out a strategy to promote the practice of adopting modern education and technology among the Muslim youth.

“The Muslims were slow to adapt to technological advancements and this needed to change,” he said, adding that in the last 10 years, sectors focusing on natural resources were overtaken by technological companies such as Amazon and Google.

These companies, he said, represented intellectual capital and pointed toward the need for greater access to online education.

Dr. Salim M. Al-Malik, director general of ICESCO, said development of robotics would make 97 million jobs obsolete and in the next 10 years, 375 million people would have to switch jobs, causing immense disruption worldwide and hence increase the digital divide.

“There is a great need to recreate the glorious Islamic heritage in science and ICSESCO would create 100 science researchers in top universities of the member countries by 2025,” he added.

Dr. Mukhtar Ahmed, the HEC’s chair, said this forum posed an immense challenge for academia to rethink its role beyond conferring degrees on developing critical thinkers who could adapt and respond to fast-changing global trends with agility and creating lifelong learners with relevant skill sets.

“This forum will help higher education institutions in the Islamic world keep pace with rapid developments in science and technology,” he said. Ahmed hoped that at the end of the two-day activities of the Forum, participants would come up with tangible initiatives for enhanced collaboration and would help bring excellence in higher education systems.

Speaking to Arab News, Professor Dr. Alyaa Ali Al-Attar, president of the Northern Technical University in Iraq, expressed her delight in attending the conference. She said it had provided a valuable opportunity to engage with leading academics from the Islamic world.

“The conference has provided us an opportunity to interact with top academicians from the Islamic world and exchange ideas for the advancement of higher education in the Muslim world,” she told Arab News.

She said the conference provided a platform for exploring various avenues of future collaboration among the participating higher education institutions.

“We are looking forward to discussing different ways and means of future collaborations between different higher education institutions whose heads are participating in this conference,” she added.

Maria Rehman, the country director of the British Council Pakistan, said there was an immense need to bridge the gap between universities and the industry to improve the quality of skilled education.

“There is a need of reforming the educational system, building partnerships for increasing access to quality learning, which is quite a challenge,” she added.

Education / Do we need branches of foreign universities?
« Last post by Kakuly Akter on Today at 09:58:41 AM »
Do we need branches of foreign universities?

When the Tigers roared against the three lions, there was another surprise waiting for us on the cricket ground; a brand positioning of a foreign university. The emblem on the field declared that a second-tier university had opened its branch in Bangladesh. According to the university's website, it is ranked in the QS "most improved" category, which probably suggests its future potential. Its position among the top 10 Malaysian universities is no guarantee that it is a world-class one.

In recent years, Malaysia has become a preferred academic destination for many Bangladeshi students for several reasons. Their tuition fees are comparatively lower than in Anglophone countries. Many parents prefer sending their children to an Asian country because of its geographical proximity and cultural similarity. The local interest in the regional universities has probably teased them to extend their catchment area of overseas students. They have ventured to come to source countries to secure their business interests. According to a press report, another Chinese university is all set to launch its branch in Bangladesh.

Those who permitted these overseas educational institutions must have thought these universities would give the local universities a run for their money, forcing them to improve quality, at least in theory. I am trying to rationalise their decisions for my consumption. The logic, however, prompts me to a parental coaxing that my generation grew up with. There was always this cousin or dad's boss's child in the office who was better than us in every way. "You need to drink the water from his/her washed feet," our parents would occasionally poke.

Of course, competition is (un)healthy. After my hiatus at a private university, I have recently resumed my professorial post at the oldest public university. I can see how sincerely Dhaka University is trying to adapt to the demands of the time. They are focusing on in-house faculty and curricula development guided by the prescription of the University Grants Commission's (UGC) quality assurance framework. The outdated recording system and bureaucratic practices of public universities make them weak candidates in the ranking yardstick. In other words, it does not have the right system in place to present its activities. The universities do not have an automated resource management system to quantify their teaching-related services. Unless the research outputs are published in the portals of a selected few data management agencies, their fate becomes those of desert roses: they bloom without any audience to appreciate them.

Any patriotic policymaker will priorities improving the health of local institutions by first trying to understand the nature of the ills affecting the system before bringing in a foreign remedy. The introduction of foreign universities follows the same principle of various premium cricket leagues, I believe. In the Indian Premier League (IPL) or Bangladesh Premier League (BPL), local players get the opportunity to rub shoulders with big players, watch them play from proximity, and pick up ideas from sharing the dressing rooms. The stock of local players improves with foreign players in the vicinity. No wonder, the Malaysian university announced itself on the cricket ground as it knows its target audience.

Having a university in a locality is considered to be a prestige symbol. And to boost the ego of some local leaders, we have allowed education to spread thin. Our insistence on quantity has made us compromise quality.

Unfortunately, education is not a cricket game where you put up a show for a spectacle. Education belongs to a tradition, and it creates a tradition. Each nation has its priorities. True, we are faced with international pressure to standardise our education system by following some measurable units. We have been told by UGC to make education relevant to our industry. The focus should be on creating employable graduates. Since the fourth industrial revolution is changing the face of the job market, the new graduates are expected to master the machines so that they do not become our masters. Traditional subject-specific education will fast become redundant, as our graduates today are expected to be multitaskers. It's not enough for doctors to be good surgeons, for instance; they need to know the law to protect themselves, IT skills to work remotely, counselling skills to make customers happy, and presentation skills for idea sharing.

Do you think a foreign university with a monetary interest will come to your country to make a significant contribution to your national interest? I doubt it. We need to figure out what we want from our education sector.

If the purpose is to stop our young ones from going abroad, by giving them an international degree while staying at home, before they could migrate abroad when they are a bit more mature, then the opening of study centres makes some sense. But if you reread my last sentence, then you will begin to see the embedded nonsense. These international outlets are likely to recruit local teachers and ask them to follow their prepared template while charging international tuition fees. There could be one or two visiting faculty members or some online components to validate the international label of education. If you think deeply, this is just one more way to launder money.

We have allowed our local universities to struggle to make room for these imported ones. Just like we allowed our goods to suffer in an open market system. We don't have manufacturers, but MBA graduates to sell someone else's products. Did we need to have 150-plus universities to cater to our students, out of which probably 20 universities are offering some semblance of education that is of any value? The question needs to be asked, why did we allow so many malnourished universities to grow in a resource-scarce country? Why did we allow the weaklings to thrive? The answer is often cosmetic.

Having a university in a locality is considered to be a prestige symbol. And to boost the ego of some local leaders, we have allowed education to spread thin. Our insistence on quantity has made us compromise quality. It is no wonder that the country does not have academic leaders to become vice-chancellors. Many institutions do not have the bare minimum number of faculty members or the full set of PC-PVC-Treasurer. And now foreign universities are coming as a saving grace (read, disgrace). If you want us to learn from the foreigners, bring in the best. Look at what Qatar has done with their academic city where they have brought in all the top schools of the world.

You must have noticed what happened to the last edition of BPL. We did not get good foreign players as there were too many matches happening simultaneously. Bangladesh is not a prize destination. We managed to attract unknown foreign players just for the sake of it.

Let's not turn our education into a similar commercial farce.

Thanks for sharing.
« Last post by mushfiqur.cse on Today at 09:37:21 AM »
Very informative.
True fact. Thanks for sharing
Thanks for sharing. Very informative
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