Good morning. When the closing bell rang Monday, it marked the third straight day of an Nvidia sell-off, with the semiconductor losing close to $500 billion in value.

But on Tuesday, it made up some ground, climbing around 6%. The Nvidia story is not over yet.

— Ian Krietzberg, Editor-in-Chief, The Deep View

In today’s newsletter:

AI for Good: A shield against solar storms 

Last month, the Earth was racked by a series of solar flares and coronal mass ejections (CMEs), which combined to create the strongest solar storm to hit the planet in 20 years, according to NASA. 

As wondrous as auroras are, the solar storms that cause them can disrupt and damage power grids and satellites, which poses a pretty significant threat to our satellite-dependent, electricity-dependent society. 

But NASA has been employing AI as an early-warning system for solar storms, giving people on the ground enough time to prepare. 

How it’s helped: With this most recent incident, NOAA’s Space Weather Prediction Center sent notifications to operators of satellites and power grids, allowing them time to mitigate the impacts. 

NASA said that many of its missions were able to enter “safe mode” to avoid damage during the storm. 

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Amazon is cooking up a new ChatGPT competitor 

Massive online retailer and Big Tech giant Amazon has decided that there are not enough generative AI chatbots on the market. The company, according to BI, has been secretly working on a genAI chatbot designed to compete with OpenAI’s ChatGPT. 

The details: BI, citing internal documents and anonymous sources, reported that the model — codenamed “Metis” — would conversationally provide text and image answers, while also providing source links, suggesting follow-ups and generating images. 

Amazon declined to provide comment on the report, saying it doesn’t comment on “rumor.” 

"Technically it will work, I guess, but the question is if it's already too late," a source told BI.

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Report: Central banks need to ‘embrace’ AI

The Bank for International Settlements (BIS) — the central bank of central banks — said in a Tuesday report that central banks should “embrace” AI, both in anticipating its impact on the economy and in harnessing genAI tools for their own operations. 

The details: BIS said that, since AI tools are exceptionally good at identifying patterns and deriving insights from massive amounts of data, central banks can leverage them to enhance real-time predictions of inflation and other economic variables. 

The report did mention issues of hallucination, cybersecurity and bias/discrimination, saying that some attacks could lead “to heightened operational risks among financial institutions.”

“AI could have implications for economic inequality,” the report reads. “Displacement might eliminate jobs faster than the economy can create new ones, potentially exacerbating income inequality. The ‘digital divide’ could widen, with individuals lacking access to technology or with low digital literacy being further marginalized.”

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ChatGPT in classrooms, a dangerous road 

Not long after its release — and despite the many ethical concerns, opacities and lack of regulatory policies concerning its development and deployment — ChatGPT and other genAI chatbots made their way into the classroom. 

It was an unsurprising development; the tech has been billed as a technological paradigm that might prove as groundbreaking as the internet (plus, it’s great for turning in essays students have no interest in writing). 

Only 32% of teachers polled said their school has a policy around AI use; only 25% of them have received any training on AI.

Alongside this relatively rapid rate of adoption, the National Education Policy Center (NEPC) in March issued a lengthy policy brief that called for a pause in said adoption until there is sufficient oversight.

The authors identified a number of areas that are causes for concern: 

We’re going to focus on the first two. Let’s start with performance bias. Already, there exist tools to identify AI-generated writing. The problem is they don’t work well. And a growing number of students have been falsely accused of turning in AI-written work, something that is difficult to disprove. 

And on misinformation, the shift from a textbook to a chatbot throws the misinformation floodgates wide, considering the critical fact that these models produce text “that seems convincing even though it might contain false information.”

Misinformation is not good as a general rule of thumb. But the idea of proliferating, unchecked misinformation in school systems is perhaps worse. 

A recent UNESCO report found that there have been numerous documented instances of chatbots either generating misinformation or amplifying existing misinformation about the Holocaust. 

She said it is vital that students “grow up with facts, not fabrications.”

To me, the core of this issue should focus on the ‘why’ more than the ‘how.’ 

Why does school exist? And why do these AI tools exist? 

What is the true purpose of reading a book, writing an essay, learning physics or designing a curriculum? 

And what is the true purpose of AI systems that promise to erase those processes? (… generate revenue to justify the VC hype, perhaps).

In answer to that first set of questions, though, the purpose of learning in school is to learn how to learn. Reading novels and learning physics isn’t meant to train up little novelists and physicists, but to teach critical thinking and to broaden horizons.

The point of school — frustrating as it may often be — is the process.

There is little education happening if that process is gone.  

The idea of automation is to eliminate the process.

That unnerves me.

Schools ought to tread carefully here, thinking about what specific functions an AI system might be automating, and whether it is a service to the student to automate those functions.

A poll before you go

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