The Wharton School

I am a professor and Co-Director of the Generative AI Lab at Wharton, where I study and teach about innovation, AI, and entrepreneurship. I also build tools, games, and AI applications to democratize education.

Associate Professor

PhD Candidate in Management of Technology, Innovation, and Entrepreneurship

eMeta Corporation

VP Business Development/Co-founder

Mysterious and Exciting Past

Previous positions included co-founding a successful software company, inventing the transistor, squaring the circle, and winning the gold in the 1976 Olympics in gymnastics at the age of one.  I was also the original Lord of the Dance.

Various and Sundry

I research the factors that lead to success in entrepreneurship and innovation, and how to teach people to become more effective leaders and innovators. Most recently, I have focused on AI, and especially how it affects education and work. I co-founded Wharton Interactive, an effort to democratize education using games and simulations, while applying rigorous approaches to pedagogy at scale.

I have worked with a lot of different organizations (from startups to government agencies), co-founded a technology company, and have a mysterious past.

"Hey Claude with computer use, watch this construction site video & write up things you see that positive, as well as what looks dangerous, create a spreadsheet of critical issues to address" (video is sped up)

How firms use AI as a manager, coach or panopticon is going to have a big impact on what work becomes.

I am absolutely sure there are some hallucinations here, as these systems are not ready for real implementation yet, but there is every reason to suspect this capability will become commonplace.

I did this all with a Youtube video and off-the-shelf Claude 3.5.

Ethan Mollick

Associate Professor at The Wharton School. Author of Co-Intelligence

We wrote a piece on how to create prompts that create prompts, with a focus on how teachers can create reusable tools for tasks (we call these prompts blueprints)

The full text of all the prompts is included, as are GPTs if you just want to try them out.

Open article: Harvard Business Publishing Education by hbsp.harvard.edu

Crazy interesting paper in many ways:
1) Voice-enabled GPT-4o conducted 2 hour
interviews of 1,052 people
2) GPT-4o agents were given the transcripts & prompted to simulate the people
3) The agents were given surveys & tasks. They achieved 85% accuracy in simulating interviewees real answers!

For parents who want to help their kids with a hard school concept but don't want them to use AI directly: 

Show the LLM the problem your kid is stuck on and prompt: "how can I, as a parent, explain to my kid, grade N, how to think through solving this" and then use the advice to help tutor them.

In tutoring, you don't want to give answers, you want to challenge someone to learn and guide them. That is why just providing AI access can be a negative - students think they are learning when they are getting answers. Better prompting likely helps with this.

This chart is an important one - costs have plummeted & abilities increased for GPT-4 over 18 months. This has a lot to do with fierce competition in the LLM space, which is creating a lot of pressure to innovate & cut prices.

The future trend depends on how many labs can afford to keep doing R&D and scaling, both in training and inference.

Paper: https://lnkd.in/e89dhGsM

What percentage of students are you willing to falsely accuse of cheating with AI?

There is a trade-off between that and detection rates for AI. At a 10% false positive rate, detectors find 80% or less of AI content. At a 1% rate most find 60% or less.

Don’t trust AI detectors!

Paper: https://lnkd.in/eDiZxEtw

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