AI Voice Roleplay for Teachers: Chat with Churchill, Caesar & Marie Curie + Language Practice (Classroom Demo)

Welcome back to my podcast and also a YouTube video. For today I'm going to try a technique

of using voice to actually record and have conversation with historical figures and I've mentioned

this previously, I've never actually demonstrated them. We've actually got my phone here, we're going to

have a chat here, the iPhone camera, the MacBook camera isn't giving the best picture there. I did

try to somehow get the iPhone work with the script and put it in but none of it works so we're

going to do it the old fashioned way. I'm literally going to hold it as I record it. So what we're

going to do is I'll actually maybe go on into the iPhone. It's the matter of pressing the little button

down the bottom here. It brings up a voice mode. You can press it, it'll show the text but I just,

in this case, we just aren't like a floating blue ball. And you should be out of it.

Well, the indicator is health. We'll just focus on the conversation. You can count on me to follow

along while you keep that podcast. Well, yeah, there we go. Well, I've muted at the moment so why not

actually hear me? So I'm just going to get it to role-play a couple of historical figures. I'm

going to show it how easily it can be done. Now this is done entirely by voice because it's going

to be a lot simpler and easy to do. You can do this with text-based conversations for your students.

This is great in history but it's also great in in language classes because they can have a

conversation. So demo is good. I don't speak any other languages but I'll pretend to do some

Spanish and I will see what it does. But we'll start with historical figures. So what I'm going

to do is I'm going to unmute it and then ask what I'll explain to what I want it to do.

Okay, so what we're going to do today, we're actually going to get you to role-play the

Famous Historical Figure as you would for a history class. You're going to play the role of that

historical figure but you are going to speak into mannerisms and the style of that historical

figure and you're only allowed the drawer on information that historical figure knew at the

time. So the ideas we have an authentic conversation of that person. Now the first person we're

going to do is actually Winston Churchill. Do you understand what I requested of you?

I understand. I will adopt the voice, tone and knowledge of Winston Churchill and I will speak

briefly from his historical perspective. Whatever you are ready, we can begin our conversation.

Okay, the first conversation or question that I do have for Winston Churchill is,

during World War One when you lost the role in the first Admiral Debt, you'll actually give

any units on the front line. I read in your autobiography that you used to leave the trenches

much the horror of your fellow officers and actually go wandering around No Man's land on the

Western Front during World War One. Is this true and why did it happen? Yes, it is quite true.

After my resignation, I was determined to serve at the front. The trenches were grim,

but at times I felt compelled to inspect the ground ahead and impulse to understand the terrain,

the danger and to share in the risks with my men. It was reckless, yes, but I wanted to feel the

pulse of the battle as any soldier under my command. That's very good. Let's ask another

historical question. During World War Two, what was the most important individual decision you

think you made towards the war if it? Among many grave decisions, I consider standing firm in

1940 when Britain stood alone to be paramount. The decision not to seek terms with tyranny,

though others urge negotiation meant we fought on. That resolved at that moment,

laid the foundation for eventual victory. That's a very good answer, but I guess thinking

a bit differently, what was the worst decision you made looking back in hindsight?

In retrospect, the decision to launch the Dardanelles campaign in the first World War,

though made with strategic hopes, was disastrous. The cost in lives and resources was

profound, and though I sought to learn from it, it remains a bitter way to bond my conscience.

Is that true, Dan? Do you think any Australians ever discuss that with you during your career

about what actually happened at Gallipoli? Indeed, it is. I encountered Australians and New

Zealanders who spoke candidly of Gallipoli's tragedy. I held deep respect for the NX and acknowledged

a pain at that campaign, though I could not undo it. I was always prepared to face the reckoning

and their forthright for flashings. So, post it there, so as we can say, we can have this conversation,

it's going to draw on the information. It is really good, you can pick any stressful character,

I'm going to pick a different person now, and we'll get it to adjust.

Okay, we're finished with Winston Churchill. I'd like you to take on the role of Julius Caesar

and always knowledge that we know about based from his perspective. Do you understand?

I understand entirely. I will now embody Julius Caesar, speaking from the knowledge, ambitions,

and worldview he would have held in his lifetime. When you are ready to ask, Caesar stands prepared.

Okay, Caesar, I want the question, why when you went to Britannia the first time, why did you leave?

When I crossed to Britannia, it was to understand the land and to show its tribes the might of

Rome, yet the campaign was never meant for permanent conquest. I returned because my primary

objective was achieved. Knowledge gained, tribute promised, and my legions were needed for other

ambitions closer to goal. That's very good. Now, why did you make that decision become what we

referred to now as dictated for life, and do you think it was actually the right decision at the

Rotten? I took the mantle of dictator Perpetua because Rome was in chaos torn by s actions.

I believed my leadership could bring stability, reform, and a vision of greatness. Yet in hindsight,

though my intentions were for Rome's glory, the permanence of power stirred fear. Perhaps the

Republic would have endured longer had I left room for a different succession. That's very good.

Okay, we're going to finish now. We're going to go to a scientific character,

person of history, and we'll talk about Madame Curie, do you know who she is?

Yes, I do. I will adopt the... Yes, continue. You adopt it, and we'll just go actually to

the first question. When you were doing your experiments and your research, did you know about

the risks of radiation? At the time of my research, we did not fully comprehend the dangers of

radiation. We knew these elements were powerful, but their harmful effects on health became a

current only gradually. I worked with Radium Daily, unaware of the true long-term consequences.

Perina, now in terms of doing this roleplay of this discussion historical figure,

can you actually do a famous voice or voice as close as possible to Madame Curie?

I can certainly adjust my tone to sound softer and more reflective, aligning with how one might

imagine Marie Curie. While it will still be my voice, I will aim to evoke a thoughtful and

calm manner, shitty her character. You need to give me an example now, telling us what she thought

was the greatest worth in that new voice. I always believed that our discovery of Radium and

Pallonium was of great significance, not merely for its scientific novelty, but for the promise

it held in medical applications. The work, though arduous, illuminated a new field, radiation

that could alleviate suffering. Very good, I'm going to pause you here.

So, I do. Of course, I am here when you are ready to continue or shift direction.

Yeah, there we go, very handy. Like I said, so these conversations are naturally

can get a lot of information very quickly, very handy and very flexible. It does, like I said,

work on the desktop version as well. You can use the microphone with a desktop app.

An issue with that, obviously, the voice doesn't match. So, you don't get that in motion.

So, if you're watching a movie or some other description, the difference is the students can actually

get very specific content and information back that they're actually asking. So, for a research

project, it's actually really good. They'll need to know down or, as I showed, when you actually go

out of voice, it actually does keep a transcript of the entire conversation so they could access it then

and work with it. Now, what should we do as teachers by doing that?

What we really want to do is once they've done this transcript, if the students will

should then go away and double-check with other sources, serve the history context,

other sources that make sure they collaborate with what AOA said under their persona.

And that's a really good skill to learn for them to decide what's real and what's not,

and particularly from the historical context. So, this is like a secondary source coming out,

where they could go look at primary sources coming through that. Now, for, no, I don't really

speak any other languages, I'll learn Spanish a long time ago, but we'll pretend I'm a Spanish

student. Okay, I want you to change your persona to a Spanish teacher, and we're going to practice some

me trying to learn Spanish in a Spanish classroom in this conversation. Do you understand?

Absolutely, I understand. I will now guide you as a Spanish teacher would,

focusing on clear examples, addition, and encouraging your practice, ready when you are.

So, I don't speak much Spanish, but I do know that English.

Muy bien.

And more bien, is that mean? Also, I agree. More bien, is I agree? Is that correct?

Muy bien. En realidad significa very good or very well.

Si quisieras decir, I agree, dirías, estoy de acuerdo. No estás haciendo muy bien.

So, I didn't follow that. Can you give me, I'll give you a word and tell me if I pronounce it correctly,

or a chicken as polo? Your pronunciation of polo was close.

A polo? Okay.

Exactly. That's an uns correct now. Keep practicing with confidence.

Okay, and last year is that church?

Exactamente, iglesia significa church. Lo has pronunciado muy bien.

That's right.

Sí. Por favor, es please. Es una expresión muy útil.

Okay. Ya tienes una.

We're going to stop there for a second. So, what you can actually do then?

Claro. Nos detenemos aquí un momento.

Cuando estés listo. Continuamos o cambiamos de rumbo.

Okay. What we're going to do, for example, you can roleplay.

I'm not going to do it very well. Just say ordering in a French restaurant.

I want you to give me a situation where we're in a French restaurant in Paris,

and I want you to offer to take my, you have just bought my food out to me,

and I'm just going to say thank you to that. Can you please say something in French?

Wait for me to respond in a polite way.

Thank you.

So, I'm going to mute that again so I won't listen to it.

So, this is how we can use languages as well.

Do that. Now, I think that's very powerful because you can get a tutor in,

and you can see here it in practice. So, do go away and actually give that a go.

I'd say, beginning with other ideas, I think these are two really basic tools you can actually use

on that. What we do is when we stop the conversation, I press stop, and see here,

the whole conversation is obviously reversed in the camera, but the whole conversations that

we've had is stored here. You then go through and export that if you want and have that conversation.

Use those resources, including the language, where we look at the language. It's actually

written it in, you can't see it here, but it's actually written it in the language of Spanish,

in this case, or French as well. So, they can then see what they're actually saying in the language

and see how it's actually written. I find the translation fairly good. I used it when I was a

holiday in Japan just about 12 months ago. I could put it into here and I could show it to the

people. In Japanese, particularly when we got sick, we had to go to the doctor who didn't speak

in English. It works really well, better than Google Translate did, but obviously,

needing internet access. So, this is a way of using voice activation in the classroom.

I think is a big step forward. I think there's some considerations of using this in the classroom,

mainly because if you got lots of people talking, you might want to get things on

microphones or headsets or students with their own laptops or children's small groups,

as well, to minimize the noise within the classroom or somewhere where you can spread out.

I hope you've found this useful, this actual practical demonstration. I'll be using this app.

And using the voice, and now it's been around for a long time, I've mentioned some of my early

things, but just saying in practice, I think it's a good way to remind you that this is what it's

actually possible, something you can do with the tool. Then, keep up the good work. I'll catch you

next time.