Types of artificial intelligence tools and systems and their functions

1. Introduction

The technological advancement of artificial intelligence and the increased availability of tools with various functionalities bring new professional demands to educational stakeholders in selecting and using technology responsibly.

In order to use artificial intelligence in a meaningful and sustainable way, it is necessary to clearly understand its technical aspects, as it is the technological features that determine its pedagogical capabilities. Different tools have different goals: some focus on content generation, others on personalisation of learning, some on data analysis, and others support administrative functions that make everyday tasks easier for teachers.

Classifying artificial intelligence tools and systems into categories allows for more systematic reflection:

• What technological functionality does an artificial intelligence tool or system provide, and which processes can it automate or improve (technical application)?
• How can the application of an artificial intelligence tool or system improve teaching and learning, especially regarding learning outcomes and student engagement (pedagogical application)?
• In which pedagogical contexts and teaching situations is the artificial intelligence tool most appropriate to achieve optimal educational value (application in an educational environment)?

This topic presents four key categories of artificial intelligence tools in the context of higher education:

1. Generative tools that create new educational content.
2. Adaptive tools that tailor learning to individual students.
3. Analytical tools that support teachers' decisions using data.
4. Administrative tools that automate organisational tasks.

Understanding the differences between these categories is key to critically selecting technologies that fit specific educational needs, learning outcomes, student profiles, and teaching contexts. This enables all educational stakeholders to make informed and responsible decisions about the application of digital technologies in education.

Note: Categories are named according to the functions of artificial intelligence systems and tools previously explained, but in a different context.

2. Generative artificial intelligence tools

Generative AI tools are built on advanced machine learning models that analyse large datasets to identify patterns in language, images, sound, or video, and use these patterns to create new, original digital content. Their value in education is especially clear in enhancing lesson preparation and delivery, as well as strengthening the process of evaluating learning. These tools allow teachers to create teaching materials more efficiently and with higher quality, adapt content to different levels of students' prior knowledge, and foster creative, problem-oriented thinking in teaching.

Despite their many advantages, the responsible use of generative tools requires critical reflection on the credibility of the generated information and consistent adherence to the principles of academic integrity. The aim of their use should not be to replace work, but to support the development of knowledge, skills, and independence in learning.

Technical features of generative tools:

• Learning from large and diverse datasets to recognise patterns
• Generating content in real time in response to user instructions
• Adapting tone, style, and level of complexity to user needs
• Creating new combinations of elements, rather than simply copying existing content
• Improving results through iterative user interaction with the tool

When selecting generative tools, it is important to consider their availability and functional limitations. Although there is a wide range of tools on the market, many offer only basic capabilities in their free versions, while more advanced features usually require payment. It is therefore recommended to check the licensing model, the level of possible application in an educational environment, and the potential for integration with existing educational infrastructure.

Additionally, many generative tools include multiple functionalities. For example, a tool primarily designed for text generation may also be used to create simple visualisations, or a tool developed for multimedia design may also be applied to text content. Therefore, the purposeful use of generative tools involves their flexible application beyond their primary category, always in line with educational goals.

Below are examples of selected generative tools. Although some have already been mentioned in this e-course, in this lesson, they are considered from the perspective of generative artificial intelligence.

Examples of generative artificial intelligence tools and their possible applications in education:

• Open AI ChatGPT
  • Functionality: A generative natural language processing tool that enables the creation, summarisation, and transformation of primarily textual content based on user input. 
  • Relevance for education: Widely available in a free version, easy to use, and requires no additional installation, making it applicable in various educational environments. ChatGPT offers a free version for basic use, while access to more advanced features requires a paid subscription. 
  • Pedagogical potential: Can support differentiated instruction, creation of multiple levels of tasks and materials, stimulation of critical thinking through the generation of different perspectives, and development of metacognitive skills when used with reflection and critical review of content. 
  • Practical example: A teacher uses ChatGPT to prepare three versions of the same problem task, asking research questions: a simpler one for students who are still unsure about the concepts, a medium-level version, and an advanced version with additional limitations. ChatGPT generates initial assignment suggestions, and the teacher then edits the content, checks for accuracy, and aligns each version with learning outcomes. In this way, the tool shortens the technical part of the work, while key pedagogical decisions and responsibility for the quality of the assignments remain with the teacher.
• Microsoft Copilot 
  • Functionality: A generative tool integrated into the Microsoft ecosystem (Word, PowerPoint, Outlook, Teams, Excel) that enables content generation, summarisation, transformation, presentation drafting, email writing, and meeting summarisation within the Microsoft 365 environment. In technical and programming courses, it can also be used with GitHub Copilot to support code writing.
  • Relevance for education: It is particularly suitable for institutions using Microsoft 365, as it builds on the existing work environment rather than requiring new platforms. This reduces the need for additional tools and facilitates adoption in an institutional context. Copilot is available in different versions; educational environments most often use institutional licenses, while more advanced features require a paid subscription.
  • Pedagogical potential: The tool can support lesson planning and structuring (presentation outlines, text summaries), create suggestions for student feedback, and enable more efficient record-keeping and communication (meeting summaries, MS Teams messages). In programming, it can suggest and complete program code.
  • Practical example: In a course involving teamwork, a teacher uses Microsoft Copilot integrated into PowerPoint to quickly draft an introductory presentation from a comprehensive teaching script. Copilot first generates a proposal for the structure and content of the slides, and the teacher then adjusts the order, adds examples from personal practice, and aligns the level of complexity with the students' prior knowledge. In the MS Teams environment, Copilot is used to automatically summarise the discussion and highlight key points, making it easier for the teacher to prepare a short written or oral review of the activity.
• Google Gemini
  • Functionality: A generative tool integrated into Google Workspace (Docs, Gmail, Sheets) that allows for the generation, summarisation, and editing of text content, as well as suggestions for structures, ideas, and answers within a familiar interface. 
  • Relevance for education: The tool is particularly useful for programs and courses that already rely on Google Docs, Gmail, and Google Classroom, as teachers and students can use generative AI without leaving their existing tools and workflows. Gemini (free version) is available through the web interface (chat) and partly through a Google account; it has limited capabilities and lower usage limits, but for basic needs (conversation, text generation, and summarisation), it is free. Gemini Advanced/paid plans are part of the Google One AI Premium package, providing access to more advanced models, higher limits, and deeper integration, but require a monthly subscription. 
  • Pedagogical potential: The tool can support the design of teaching activities, the creation of task and rubric drafts, the adaptation of language and complexity of texts for different student groups, and the preparation of suggested answers to frequently asked student questions. 
  • Practical example: A teacher uses Gemini in a Google Doc to obtain a shorter, beginner-friendly version of a scholarly article with key terms highlighted. Then, the teacher asks Gemini to suggest three discussion questions and a few practical examples. The teacher edits the suggestions, removes inaccuracies, adapts them to the course objectives, and then shares them with students via Google Classroom.
• DALL·E
  • Functionality: A generative tool for creating images and illustrations based on textual instructions, capable of generating different styles, metaphors, and visual representations of complex concepts. 
  • Educational relevance: It enables the visualisation of abstract concepts, processes, or situations that are difficult to find in existing image collections, thus facilitating understanding and stimulating discussion. DALL·E is used via a user account, with image generation linked to limited free or paid versions, depending on the subscription model. 
  • Pedagogical potential: The tool can support visual learning, stimulate creativity, and help analyse how complex ideas are presented through images (e.g., metaphors, representations, possible bias in visual representations). 
  • Practical example: In a course on artificial intelligence, a teacher uses DALL·E to generate different visual representations of a concept. Students analyse the generated images, discuss what they illustrate well and what they omit, and propose their own ideas for visually representing the same concept. In this way, the tool serves as a stimulus for deeper conceptual understanding, not as a substitute for expert explanation.

3. Adaptive artificial intelligence tools

Adaptive AI tools tailor content to each student's needs, prior knowledge, pace, and learning style. The system continuously analyses learning behaviour and progress and, using machine learning algorithms, automatically adjusts the type, difficulty, or presentation of material in real time.

The goal of adaptive tools is to create a personalised learning path that reduces students' cognitive load while increasing motivation and performance.

This approach is especially useful in higher education environments with large and diverse groups of students, where individualised support is challenging. Adaptive tools can detect difficulties promptly and automatically suggest content that best meets the student's current needs.

Key technical characteristics of adaptive tools include:

• Monitoring user behaviour and learning progress
• Algorithmic personalisation of content and tasks
• Real-time adaptation to student performance
• Analytics and recommendations for students and teachers
• Varied presentation modalities that adapt to learning strategies.

Examples of adaptive tools and AI systems in education:

• Adaptemy
  • Functionality: Adaptemy is an adaptive learning system powered by artificial intelligence that analyses students' responses and behaviour to build a detailed profile of their knowledge, difficulties, and typical errors. The system adjusts the order of content, difficulty level, number of repetitions, and type of feedback in real time, creating a personalised learning path for each student.
  • Relevance for education: It is primarily intended for educational institutions that want to enhance their digital textbooks and courses with an adaptive layer, without developing their own artificial intelligence system. Adaptemy integrates with existing LMSs and platforms and is available through commercial licenses, so it is most often implemented at the institutional level rather than by individual teachers.
  • Pedagogical potential: Adaptemy supports differentiated instruction and formative assessment by giving teachers insight into the specific concepts students struggle with and common error patterns. At the same time, it offers students customised tasks and explanations, reducing cognitive load.
  • Practical example: A faculty integrates Adaptemy into existing e-courses. Students solve tasks, and the system detects that some students consistently make mistakes in understanding certain content. Adaptemy provides these students with additional visual examples, simpler tasks, and guided solution steps, while those who perform well receive more complex problems that require combining multiple concepts. The teacher reviews the distribution of errors in the report and plans targeted explanations in class.
• Realizeit
  • Functionality: Realizeit is an adaptive learning platform that uses AI-based models to create personalised learning paths. The system monitors students' interactions with content and tasks, assesses the probability that certain concepts have been mastered, and adjusts subsequent activities accordingly: what material the student will see, which tasks to solve, and what type of feedback to receive.
  • Relevance to Education: Realizeit is used in both higher education and corporate learning. It is an institutional solution implemented through contracts with organisations and integrated with the LMS, requiring a strategic decision and management support, but enabling in-depth analytics at the course, study, or program level.
  • Pedagogical Potential: Realizeit enables the transition to individualised learning paths. Using data-driven approaches, teachers receive overview dashboards that show the level of mastery of learning outcomes and identify learning risk points, allowing timely intervention (additional clarifications, workshops, differentiated activities). This can be challenging for students, which may increase motivation and reduce dropout rates.
  • Case Study: A higher education institution implements Realizeit to deliver online or hybrid classes. Realizeit identifies students with sufficient prior knowledge and offers them faster progression through basic topics and more problem-based tasks, while providing students with less prior knowledge more detailed explanations, additional repetitions, and simpler exercises. It helps teachers plan additional workshops for groups of students who are lagging behind in mastering the material, based on analytics.
• SC Training (formerly EdApp)
  • Functionality: SC Training (formerly EdApp) is a mobile LMS solution for microlearning that uses AI algorithms to generate, organise, and customise short lessons. The system offers spaced repetition, task adaptation based on student performance, and built-in gamification elements. Through AI-based features, it can automatically suggest content and questions based on a given topic.
  • Educational relevance: SC Training is primarily focused on corporate learning and employee training, but is also relevant for higher education, especially for short online modules, introductory content, repetition, and self-study. Basic functionalities are free, while more advanced features and support are available through paid plans. It is therefore suitable as an illustrative example of adaptive microlearning supported by AI.
  • Pedagogical potential: SC Training enables the design of short, focused lessons that can be customised based on student performance and usage frequency. AI-based content and repetition recommendations can support the acquisition of knowledge, procedural skills (step-by-step execution of a procedure), and just-in-time skills. Gamification (badges, points, rankings) and mobile access further support motivation and participation, while pedagogical quality and alignment with learning outcomes still depend on the teacher or instructional designer.
  • Practical example: At a higher education institution introducing a mandatory online module on digital security for all new students, teachers use SC Training to create a series of short lessons (5–10 minutes) on topics such as password management, phishing detection, and personal data protection. Students take short, adaptive quizzes on their mobile phones; those who make mistakes in certain areas receive additional mini-lessons and follow-up questions. Analytics show which areas are most problematic, so teachers organise a short joint lecture focused on these topics, combining adaptive online microlearning with live teaching.

4. Artificial intelligence analytical tools

Artificial intelligence analytics in education collect and analyse data on student activity and achievement in digital environments, providing educational stakeholders with a reliable basis for improving teaching and learning. These tools offer detailed insights into student progress, class participation dynamics, and potential risks of course failure, supporting timely and targeted improvements to the educational process.

In higher education, where large group sizes often prevent continuous individual monitoring, analytics tools facilitate evidence-based decision-making, the development of quality feedback, and curriculum optimisation.

Technical features of artificial intelligence analytics in education include:

• Automatic collection of data on student participation and performance in courses
• Analysis of behavioural and learning patterns using machine learning algorithms
• Visual display of learning indicators through overview reports for teachers and students
• Predictive analytics for early identification of students at risk
• Identification of curriculum components or activities that need adjustment.

Examples of artificial intelligence analytics tools:

• Quizizz
  

  • Functionality: Quizizz is an online quiz platform that provides detailed reports on student performance at the question, task, quiz, and group levels. After each attempt, teachers can see which tasks were most difficult, the typical errors made, and how much time students spent on each task. Built-in artificial intelligence features, such as question generation and task suggestions, further support the design of knowledge assessments.

  • Relevance for education: The platform is widely used in education as a tool for formative assessment and student motivation. Basic features are available in the free version, while more advanced options – such as detailed analytics, additional task types, and integrations – are offered in paid versions.

  • Pedagogical potential: Quizizz enables rapid collection of data on students' understanding of material and provides teachers with insights into individual and group learning patterns. Using the analytics, teachers can plan targeted review lessons, additional exercises, or differentiated assignments for students who need more support. Students receive immediate feedback on their performance, with game elements that increase engagement.

  • Practical example: In a partially online class, a teacher conducts short diagnostic quizzes in Quizizz at the beginning and end of a thematic unit. After the quiz, the teacher analyses the reports to identify the most difficult questions and the concepts that confuse students the most. Based on this data, the teacher plans additional explanations, short review activities, and differentiated assignments for students who need more support, while offering more challenging tasks to students who demonstrate high performance.

• Eduaide.AI Feedback Bot
  

  • Functionality: Eduaide.AI is a multi-functional tool for teachers that includes a Feedback Bot module for automated feedback generation on student writing. The teacher enters the text of the paper into the tool, selects an evaluation model or sets criteria, and the Feedback Bot analyses the text and generates structured, descriptive feedback focused on areas for improvement.

  • Relevance for education: The tool is designed specifically for teachers’ needs, such as lesson planning, assignment creation, and evaluation. It is accessible through a browser, with a free plan offering a limited number of requests and additional features available in paid versions. Feedback Bot can be used for various types of written work (essays, reflections, short-term papers) and helps create initial draft feedback.

  • Pedagogical potential: Feedback Bot can accelerate the process of providing formative feedback and free up teachers’ time for deeper interpretation and discussion with students. When used thoughtfully, in combination with clearly defined criteria and metacognitive activities (for example, students compare the AI-supported feedback with the criteria and develop their own improvement plans), the tool can foster self-regulation and written communication skills. It is essential to emphasise that the teacher remains responsible for the final assessment and for verifying the accuracy and fairness of the feedback.

  • Practical example: Students submit a draft of a written work in digital form. The teacher, along with his/hercomments, also runs part of the work through the Eduaide.AI Feedback Bot to receive a draft of structured feedback on areas for improvement. Students then compare the feedback with the AI-generated evaluation criteria and create a short improvement plan for the next version of the work, specifying what they will change and why. In this way, the tool’s analytical function serves as a starting point for developing self-assessment and metacognitive skills, while the teacher retains control over the final assessment.

• Century Tech
  

  • Functionality: Century Tech is a platform that connects adaptive learning with learning analytics. It uses artificial intelligence to create personalised learning paths, continuously collecting data on student activity, performance, and errors. It provides teachers with dashboards that offer an overview of progress, identify areas where students are struggling, and generate recommendations for pedagogical interventions.

  • Relevance for education: Century Tech is used at both school and higher education levels as a system that combines content, adaptive learning, and analytics. It is a commercial solution that integrates with existing infrastructure (such as LMS and school information systems), and it is designed for long-term monitoring of student progress at the course, study program, or institution level.

  • Pedagogical potential: The platform enables teachers to use visual reports on progress and risks instead of manually reviewing numerous assignments and grades. Analytical insights (such as which concepts are most problematic, which students are lagging behind, and where typical misconceptions occur) can inform planning for additional explanations, workshops, differentiated activities, or individual consultations. For students, a personalised learning path and clear visualisation of progress can increase their sense of control and motivation to learn.

  • Practical example: In a curriculum where Century Tech supports the learning of core material, teachers review progress and risk reports weekly. Analytics indicate that a certain proportion of students are at risk of failure because they are lagging in mastering key concepts. Based on this data, teachers organise additional online review activities, targeted consultations, and small group support. In the following period, reports show a decrease in the number of students at risk and improved passing rates on final knowledge tests.

5. Artificial intelligence administrative tools

The term “administrative” refers to management and organisational tasks that are part of the daily work of educational stakeholders. These tools help automate and manage administrative tasks such as scheduling, record keeping, writing and sending messages, and organising documents. Their role is to support and facilitate administrative activities.

Technical characteristics of AI administrative tools:

Automation of routine tasks – modules for automatically performing administrative processes such as scheduling, sending notifications, or processing documents,
Data management – organising, storing, and searching large amounts of data in structured databases,
Integration with other systems – connecting with LMSs, CRMs, and other IT systems for synchronised information management,
Report generation and notifications – automatic creation of reports, alerts, and statistics based on data.

Examples of AI tools and systems:

• ChatGPT (OpenAI)
  • Functionality: ChatGPT is a generative natural language processing tool that can write, rearrange, and summarise text, answer questions, suggest document structures, and generate drafts of messages, announcements, or reports based on user input.
  • Relevance in education: In an administrative context, it can serve as a writing assistant, drafting emails to students, notices of deadlines and exams, meeting summaries, draft minutes, course descriptions, or brief instructions for using digital resources. A free version is available for basic use, while more advanced features require a subscription (as described earlier in this course).
  • Practical example: An instructor prepares an informational email to students about a change in consultation times, submission rules, and the date of a midterm. Instead of writing the text from scratch, he/she enters key information into ChatGPT as bullet points and requests a draft of a clear, polite message. The resulting draft is then adapted to the department’s communication style and supplemented with specific details (link to LMS, contact for questions), saving time while maintaining editorial and content control.
• Tactiq
  • Functionality: Tactiq is an AI tool that connects to video conferencing platforms (e.g., Google Meet, Zoom, Microsoft Teams) and automatically records, converts speech to text, and summarises online meetings. It allows users to generate summaries, lists of key points and action items, and export minutes in various formats.
  • Relevance for education: It can be used for department meetings, committee sessions, project meetings, or online consultations. Instead of manually taking minutes, teachers receive an automatic transcript and summary, making it easier to share information with colleagues and students who could not attend.
  • Practical example: During an online meeting of the teaching quality committee, Tactiq was activated and kept a transcript in the background. After the meeting, the tool generates a summary of the agreed activities and a list of task holders with deadlines. The chairperson uses this summary as the basis for the official minutes, significantly reducing the time needed for administrative processing of the meeting.
• AudioPen
  • Functionality: AudioPen is an artificial intelligence tool that converts voice notes into structured, edited text. The user speaks into the microphone, and the tool automatically transcribes (converts speech to text), summarises the content, and converts it into coherent text (e.g., summary, to-do list, draft message, or meeting notes).
  • Relevance for education: The tool can be particularly useful for teachers after consultations, meetings, or reviewing student work, as they can quickly record short voice notes, and AudioPen converts them into a text format that is easy to archive, share, or turn into official documentation (e.g., instructions to the student, reminders for syllabus changes).
  • Practical example: After a series of individual consultations, a teacher records several minutes of voice notes stating what needs to be checked in the LMS, which deadlines to extend, and which materials to add for students. AudioPen generates a structured to-do list and short text reminders, which the teacher then copies into their own task management system and calendar.
• Reclaim.ai
  
  • Functionality: Reclaim.ai is an AI-powered virtual assistant for calendars that automatically plans and optimises the schedule of tasks, meetings, and time for focused work. It connects to Google Calendar or Outlook, analyses commitments and suggests or automatically sets deadlines for tasks, habits (e.g., lesson preparation), and meetings based on the user's priorities and preferences.
  • Relevance for education: For teachers and researchers who perform multiple tasks (teaching, exams, consultations, research, and administrative duties), Reclaim.ai can help with work planning. This contributes to better time management and reduces overload.
  • Practical example: A teacher defines weekly tasks in Reclaim.ai: lesson preparation, grading, project documentation, and research work. The tool automatically finds free times in the calendar, allocates tasks, and adjusts the schedule when new meetings or unexpected obligations arise. This gives the teacher a visual representation of realistically distributed obligations and reduces the time spent manually rearranging the calendar.
• Otter.ai
  
  • Functionality: Otter.ai is an AI tool that automatically records, transcribes, and summarises conversations, lectures, and meetings. It can be used with video conferencing tools or as a standalone audio recorder, generating text, key points, and highlights from the conversation. 
  • Relevance for education: This tool makes it easier to take notes from meetings, workgroups, student projects, or research interviews. Students and teachers can search the transcript for keywords, extract relevant sections, and use them to create official notes. 
  • Practical example: During an online project team meeting, Otter.ai records and transcribes the entire conversation. After the meeting, team members quickly search the transcript for keywords (e.g., “deadline,” “budget,” “survey”) and extract relevant sections to prepare a written report and update the project plan.
• Trello + Butler AI
  
  • Functionality: Trello is a visual task and project management tool based on boards, lists, and cards, while Butler is a built-in automation module within Trello. Butler allows you to define rules, buttons, and commands that automatically perform actions such as moving cards, adding members, setting deadlines, or sending notifications based on preset logic. 
  • Relevance for education: The combination of Trello and Butler AI can serve as a simple system for managing administrative tasks related to starting duties (organising exams, monitoring submitted papers, project activities, and preparing accreditation documents). Automatic rules reduce manual work and the risk of tasks not being completed on time. 
  • Practical example: The teaching team uses a Trello board to coordinate all phases of the course (lesson planning, materials, exam assignments, evaluation). With Butler, they define a rule so that every card labelled "To publish to students" is automatically moved to the "Publish in LMS" list and assigned to the responsible person. Additionally, three days before the seminar submission deadline, Butler automatically adds a reminder to relevant cards and generates a task list to send to students.
• Descript
  
  • Functionality: Descript is an audio and video processing tool that uses artificial intelligence to automatically convert speech to text, edit, and generate content. Editing is done “like text editing” – changes made to the text record are automatically reflected in the audio or video. The tool also allows for AI-assisted summaries, adding subtitles, and easily creating educational videos. 
  • Relevance for education: Although primarily a multimedia tool, in an administrative context, it can facilitate the creation of educational and informative videos (instructions for students, video explanations of procedures, short clips for staff training), and the generation of transcripts and summaries that can be archived or shared as official materials. 
  • Practical example: Teachers record a short video explaining the procedure for registering for an exam and uploading papers to the LMS. In Descript, a transcript is automatically generated, several formulations are corrected directly in the text, and the video is edited at the same time. Then, with one click, subtitles are added, and the final version is exported, and the transcript is used as a textual instruction that can be published in an LMS (e.g., Moodle).
• Wisio (AI summary of YouTube videos and articles)
  • Functionality: Wisio is an artificial intelligence tool for scientific and academic writing. It provides suggestions, checks clarity and style, finds relevant scientific papers, generates citation suggestions, and translates text into scientific English. It also enables structured commenting on drafts and collaborative work by multiple authors. 
  • Relevance for education: The tool can facilitate administrative and academic writing tasks, such as preparing course descriptions, reports, project documentation, and scientific or professional papers. It is especially useful for researchers and advanced students writing final, diploma, or doctoral theses. 
  • Practical example: A teacher prepares a report on course performance and student evaluation results. The draft text is entered into Wisio, which is then asked for suggestions to clarify objectives and conclusions. The tool offers several alternative scientific-style formulations and highlights overly general sections. The teacher selects and adjusts the suggestions to ensure they align with institutional reporting standards.
• Eightify (AI summary of YouTube video)
  
  • Functionality: Eightify is an AI tool for summarising YouTube videos. It creates short, structured summaries of key ideas from a video, often with timestamps, allowing users to quickly access the most important content. 
  • Educational relevance: The tool helps teachers and students quickly assess the relevance of educational videos (lectures, webinars, tutorials) before investing time in watching the entire content. Administratively, it simplifies the preparation of brief summaries of video instructions or reports on recorded webinars and trainings. 
  • Practical example: A teacher receives a link to a two-hour webinar about new LMS capabilities. Instead of watching the entire video immediately, he/she uses Eightify to obtain a summary of key points and timestamps. Based on the summary, the teacher decides which parts are worth watching in detail and includes them in the educational content.
• Fireflies.ai (recording and analysis of online meetings)
  
  • Functionality: Fireflies.ai is an AI-based virtual meeting tool that automatically records, transcribes, summarises, and analyses online and hybrid meetings. It connects to various videoconferencing platforms and generates minutes, a list of tasks, and an overview of key topics at the end of the meeting. 
  • Relevance for education: The tool can be used in meetings of departments, working groups, projects, student teams, or governing bodies of the institution. This reduces the need for manual minute-taking, and the resulting transcripts and summaries can be archived or shared with stakeholders who could not attend.  
  • Practical example: During a regular online department meeting, Fireflies.ai is connected to the video conferencing platform and automatically records the conversation and converts it into text. After the meeting, the system generates a summary of the discussion and a list of agreed tasks, including deadlines if they were clearly stated. The resulting record serves as a draft of the official minutes, which the department’s educational office reviews, amends if necessary, and then distributes to department members.

6. Conclusion

This topic explains the types of AI tools and systems from a technical perspective. There are many AI tools and systems on the market, and for this e-course, the tools were selected based on their current availability.

Understanding the technical characteristics of these tools is essential for recognising their pedagogical potential.

We can ask:

How can the technical features of these tools enhance learning and support different pedagogical approaches?