On Wednesday, Artificial intelligence startup Anthropic launched a version of its latest chatbot technology and released an app for Apple’s iPhones that will offer Claude 3 to businesses at a rate of $30 per user per month. They can sign up for a plan with a minimum of 5 users.

In March the San Francisco-based firm, backed by Alphabet and Amazon.com, introduced a family of artificial intelligence models called Claude 3. It is believed that Claude 3 claims to outperform rivals such as Microsoft-backed OpenAI and Google.

Anthropic Vs ChatGPT: Which is a better AI-based chatbot?

During an interview, Daniela Amodei, Anthropic’s president, explained, “Claude is specifically good at a combination of structured and unstructured data. So you can upload a chart, a set of documents, such as PDF and Slack exchanges and say, ‘Hey, all of these are talking about an upcoming product launch or recent earnings report. Can you summarize all of them for me, Claude, and give me the key highlights or pieces of information?’ And Claude can do that.”

On the other hand, ChatGPT by OpenAI is made for conversational AI. With insights from OpenAI ChatGPT’s state-of-the-art language model is known for its ability to generate human-like text based on the prompts created by users. OpenAI is expected to be at the forefront of scaling up language models, leading to breakthroughs in natural language understanding and generation.

The better version ahead!

Critics argue that Anthropic’s Claude 3 has the potential to perform better than the GPT family of language models that powers ChatGPT on a series of benchmark cognitive tests.

As per insights from the test conducted by Anthropic, it has been established that Claude can be more articulate than ChatGPT, and its answers are usually better written and easier to read.

“Claude 3 is a new family of language models from Anthropic, used to power their chatbot Claude. There are (coincidentally) 3 models: Haiku, Sonnet, and Opus. Currently, Claude Sonnet is powering the free version of Claude, and is 2x faster at processing information than Claude 2.1,” Anthropic concluded.

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Learning inequities between students widen when instruction is exclusively remote and online content is not always context appropriate. A study of open educational resource collections found that nearly 90% of higher education online repositories were created either in Europe or in North America; 92% of the material in the Open Educational Resources Commons global library is in English.

1. Is it equitable?

During the COVID-19 pandemic, the rapid shift to online learning left out at least half a billion students worldwide, mostly affecting the poorest and those in rural areas. The report underlines that the right to education is increasingly synonymous with the right to meaningful connectivity, yet one in four primary schools do not have electricity. It calls for all countries to set benchmarks for connecting schools to the internet between now and 2030 and for the focus to remain on the most marginalized.

2. Is it scalable?

Sound, rigorous and impartial evidence of technology’s added value in learning is needed more than ever, but is lacking. Most evidence comes from the United States, where the What Works Clearinghouse pointed out that less than 2% of educational interventions assessed had ‘strong or moderate evidence of effectiveness’. When the evidence only comes from the technology companies themselves, there is a risk it may be biased.

Many countries ignore the long-term costs of technology purchases and the EdTech market is expanding while basic education needs remain unmet. The cost of moving to basic digital learning in low-income countries and connecting all schools to the internet in lower-middle-income countries would add 50% to their current financing gap for achieving national SDG 4 targets. A full digital transformation of education with internet connectivity in schools and homes would cost over a billion per day just to operate.

3. Is it sustainable?

The fast pace of change in technology is putting strain on education systems to adapt. Digital literacy and critical thinking are increasingly important, particularly with the growth of generative AI. Additional data attached to the report shows that this adaptation movement has begun: 54% of surveyed countries have defined the skills they want to develop for the future. But only 11 out of 51 governments surveyed have curriculum for AI.

In addition to these skills, basic literacy should not be overlooked, as it is critical for digital applications too: students with better reading skills are far less likely to be duped by phishing emails.

Moreover, teachers also need appropriate training yet only half of countries currently have standards for developing their ICT skills. Few teacher training programs cover cybersecurity even though 5% of ransomware attacks target education.

Sustainability also requires better guaranteeing the rights of technology users. Today, only 16% of countries guarantee data privacy in education by law. One analysis found that 89% of 163 education technology products could survey children. Further, 39 of 42 governments providing online education during the pandemic fostered uses that ‘risked or compromised’ on children’s rights.

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Media contacts:

Clare O’Hagan: [email protected] +33 (0) 1 45 68 17 29

Elsa Weill: [email protected] +33 630 62 18 75

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Notes to editors:

The Global Education Monitoring Report: Established in 2002, the GEM Report is an editorially independent report, hosted and published by UNESCO. At the 2015 World Education Forum, it received a mandate from 160 governments to monitor and report on progress on education in the Sustainable Development Goals (SDGs), with particular reference to the SDG 4 monitoring framework, and the implementation of national and international strategies to help hold all relevant partners to account for their commitments.

CNN
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A finance worker at a multinational firm was tricked into paying out $25 million to fraudsters using deepfake technology to pose as the company’s chief financial officer in a video conference call, according to Hong Kong police.

The elaborate scam saw the worker duped into attending a video call with what he thought were several other members of staff, but all of whom were in fact deepfake recreations, Hong Kong police said at a briefing on Friday.

“(In the) multi-person video conference, it turns out that everyone [he saw] was fake,” senior superintendent Baron Chan Shun-ching told the city’s public broadcaster RTHK.

Chan said the worker had grown suspicious after he received a message that was purportedly from the company’s UK-based chief financial officer. Initially, the worker suspected it was a phishing email, as it talked about the need for a secret transaction to be carried out.

However, the worker put aside his early doubts after the video call because other people in attendance had looked and sounded just like colleagues he recognized, Chan said.

Believing everyone else on the call was real, the worker agreed to remit a total of $200 million Hong Kong dollars – about $25.6 million, the police officer added.

The case is one of several recent episodes in which fraudsters are believed to have used deepfake technology to modify publicly available video and other footage to cheat people out of money.

At the press briefing Friday, Hong Kong police said they had made six arrests in connection with such scams.

Chan said that eight stolen Hong Kong identity cards – all of which had been reported as lost by their owners – were used to make 90 loan applications and 54 bank account registrations between July and September last year.

On at least 20 occasions, AI deepfakes have been used to trick facial recognition programs by imitating the people pictured on the identity cards, according to police.

The scam involving the fake CFO was only discovered when the employee later checked with the corporation’s head office.

Hong Kong police did not reveal the name or details of the company or the worker.

Authorities across the world are growing increasingly concerned at the sophistication of deepfake technology and the nefarious uses it can be put to.

At the end of January, pornographic, AI-generated images of the American pop star Taylor Swift spread across social media, underscoring the potentially damaging posed by artificial intelligence technology.

The photos – which show the singer in sexually suggestive and explicit positions – were viewed tens of millions of times before being removed from social platforms.