The goal is not just to insert technology for its own sake, but to carefully evaluate if and how AIcan augment human teachers’ capabilities and enrich the academic journey for students

esearch and empirical studies also need to look into how AI-enhancedteaching methods affect students, including student outcomes, learning achievements,engagement levels, and motivational states

important ethical questions

policy, ethics

Does this constitute acceptable use of AI as a tool

. Is this written artifice or deceit

ChatGPT

He weaves in dramatic pauses and humor, creating engaging human connection

willing to ask tough questions

Teacher educators who model an integrated process first, then scaffold exploration,enable learning by doing

It shows the importance of the human role in leveraging AI responsibly and ethically

The class murmured as ChatGPT generated a detailed lesson plan outline. "Now let's thinkcritically," said Dr. Kay. "Does this align with best practices we've discussed for teaching socialstudies?" She pulled up their co-created checklist of engaging, equitable lesson criteria.Together they analyzed and critiqued the AI's first draft, noting gaps like: lacks perspective ofNative Americans; too lecture-based; assessment not authentic. "Remember, we can iterate withChatGPT by rephrasing prompts to address issues," she reminded them.

. Mrs. Harper's inability to use AI-driven tools in her teaching practice limitsnot only her ability to deliver engaging, personalized, and current content but also hampers herstudents' preparation for a future where such technology is ubiquitous.

. Mrs. Harper's inability

Thus, the practical application of TPACK in spaces where they might otherwise createlearning experiences to support students’ development for the everchanging world.

like textbooks, might meanthat students are not exposed to the latest developments in the field

eachers can expend less time researching and curatingcontent,

lack of acces

the prohibition against AI-driven tools

augmented realitymodels

learning

environment

o connect the lesson to science content,Annabeth has students focus their observations on important plant parts like roots, stems, leaves,flowers; while also having her students design experiments to test ideas about plant needs, toconnect with science inquiry standards.

tudents discuss what they noticeand generate questions to investigate further, which promotes scientific discussion and teamworkskills.

not native to their community

accentuates the need for a holistic approach to teacher educationthat embraces the complexities of integrating technology with pedagogy and content knowledge

make more informed decisions about when and how to integrate technology toenhance learning outcomes

catalyze a deeper transformation in pedagogicaldevelopment

AI into technology tools used in professional learning and in thepractical application of teaching methodologies is crucial for the advancement of teachers'TPACK

AI has the potential to profoundly reshape the landscape of pedagogicalknowledge development, providing teachers with unprecedented insights, tools, andmethodologies

classroom management,

Nonetheless, teacher candidates’ development of pedagogicalknowledge is influenced by the availability and usability of technology tools integrated in formallearning opportunities, field placements, and classroom and personal experiences. Teachers’continued professional learning is similarly influenced

rather thana replacement for the human elements that are central to education

AI tools can provide real-time feedbackto both teachers and students, offering insights into the effectiveness of teaching methods andstudent understanding

analyze and process large datasets toidentify trends and insights in specific content areas

AI itself is a part of this technological knowledge

human-centered pedagog

AI can personalize learning experiences, adapting to individual learner's needs,preferences, and paces

AI-driven tools, however, can bring a vast array of updated and expansive contentinto the classroom

Technology, generally, can provide access and independence to contentfor learners

provide immediate feedback to students on their work, which isvital for learning and improvementevaluate not just the correctness of answers but also the

Characteristics of AI-driven tools in Teaching and Learning Contexts

expedite many tasks dominating instructionaltime

adaptive learning systems to interactive content creation

Technology can have a significant impact on the way teachers approach pedagogy

metacognition

integrate technology into their teaching practices

pedagogy as recalibrated to focus more on social, creative, anddynamic processes where humans thrive because machines have proven to excel at fact-driven,procedural tasks

but an imaginative innovator might ponder its possibilities wondering andchallenging its depts of influence

Lucas gets a discerning grin on his face. “It looks like me trying to figure out how to keep kidsfrom cheating on their papers.”

”

Emma and Lucas, two secondary education teacher candidates,exchange viewpoints on integrating AI chatbots into academic curricula. Emma, brimming withexcitement, proposes using AI chatbots in her future math lesson during her practicum toprovide personalized support for each student, envisioning a transformative impact on learningexperiences. Lucas, however, expresses reservations, raising concerns about ethical issues suchas plagiarism and the potential for students to seek easy answers rather than developing criticalthinking skills. He emphasizes the importance of teaching students to think independently,particularly in subjects like social studies where context is crucial

Course Summary: *Note, there is more in the actual syllabus, this is to give you an idea

You are required to check WyoCourses and your email at least once a week.

Substantive Changes to Syllabus This syllabus is a guide. Circumstances may alter the reading and/or test schedules. You are required to check WyoCourses and your email at least once a week.

Duty to Report

Classroom Statement on Diversity The University of Wyoming values an educational environment that is diverse, equitable, and inclusive. The diversity that students and faculty bring to class, including age, country of origin, culture, disability, economic class, ethnicity, gender identity, immigration status, linguistic, political affiliation, race, religion, sexual orientation, veteran status, worldview, and other social and cultural diversity is valued, respected, and considered a resource for learning. Academic Dishonesty Policies

Classroom Behavior Policy

Classroom Climate and Conduct

Required Participation Outside of Class Meetings:

Office hours and/or open-door policy:   Students may contact me via email or WyoCourses any time and expect a response in no more than 48 hours. For immediate contact, students may text my cell phone with brief questions, to say you sent an email that needs my attention, or to schedule a time to talk during appropriate working hours (MST). I do not consider a text an intrusion; please feel free to text beyond the typical work hours or on weekends. If you text when I am not available (e.g. middle of the night, during a weekend event), I will respond as soon as I can. Please note I am most available Mon-Thurs 10 AM-3 PM. I am not available on Sundays. I will do my best to accommodate your schedule to meet. Zoom Office Hours: Tuesdays 10-11:30 AM Zoom Link (Links to an external site.) Meeting ID: 928 0412 6538 Passcode: Multimedia

mportant Dates: First day of class: January 27 Last day of class: May 8 Midterm: March 13 Finals week: May 11 through 15 Advising week: March 30 through April 3 Holidays (no classes): Spring Break: March 16 through 20

Spring 2021 Syllabus Online Course Delivery Instructor contact information: Letha Mellman, PhD lmellman@uwyo.edu cell: 970-347-0534

Learning, Design, and Technology

College of Education

LDTE 5350:Multimedia Development

Syllabus Multimedia Makeover: In this assignment, we are making over the class syllabus! First, ask yourself two questions; 1. what is it I am creating? 2. What can I do with it? ​ Using what you learned about Elements and principles of design look through the syllabus, what multimedia can we use to enhance this traditional syllabus? ​ Please use Hypothesis (a web overlay) to share your comments and suggestions. ​ If you do not have a hypothesis account, please sign up for free here. You will find it helpful to add hypothesis to your chrome browser. Need help? Watch this video. ​ ​ Provide at least 10 improvements paying close attention to multimedia opportunities! You will need to suggest at least 7 of the 13 elements presented in the Canvas module to enhance this syllabus with multimedia. Please be specific in your examples, e.g. add pictures is not sufficient. Please provide a specific place and offer suggestions of picture e.g., in the assignment Section, using a bolded and different colored font, such as "Bungee" would be useful to draw attention to the due date, as well as making a connection between an assignment and due date throughout the syllabus. You may include hyperlinks to videos, images, text, or any other media you believe would be beneficial for this syllabus. LDTE 5350:Multimedia Development College of Education Learning, Design, and Technology Spring 2021 Syllabus Online Course Delivery Instructor contact information: Letha Mellman, PhD lmellman@uwyo.edu cell: 970-347-0534 Important Dates: First day of class: January 27 Last day of class: May 8 Midterm: March 13 Finals week: May 11 through 15 Advising week: March 30 through April 3 Holidays (no classes): Spring Break: March 16 through 20 Office hours and/or open-door policy:   Students may contact me via email or WyoCourses any time and expect a response in no more than 48 hours. For immediate contact, students may text my cell phone with brief questions, to say you sent an email that needs my attention, or to schedule a time to talk during appropriate working hours (MST). I do not consider a text an intrusion; please feel free to text beyond the typical work hours or on weekends. If you text when I am not available (e.g. middle of the night, during a weekend event), I will respond as soon as I can. Please note I am most available Mon-Thurs 10 AM-3 PM. I am not available on Sundays. I will do my best to accommodate your schedule to meet. Zoom Office Hours: Tuesdays 10-11:30 AM Zoom Link (Links to an external site.) Meeting ID: 928 0412 6538 Passcode: Multimedia Course prerequisites, co-requisites, enrollment restrictions: Prerequisite: graduate standing. Course Description: An introduction to techniques, software, and applications used in the design, manipulation, and development of multimedia artifacts for instructional purposes. This course includes accelerated, hands-on activities to practice and apply message design principles in multimedia settings. Student Learning Outcomes: Apply effective design principles to multimedia projects Assemble a digital portfolio of a variety of multimedia artifacts produced in this class Generate artifacts showcasing techniques, strengths and weaknesses of multimedia development for instructional purposes Explore and participate in emerging online technologies Practice design principles using various techniques, software, and application Required texts, readings, and special tools or materials: none ​ ​ Course Content: Topic Content Assignment Due Date Multimedia Module 1: Multimedia Defining Multimedia Types of Multimedia Future-ready teaching and learning Play it forward: Introduction Video Engagement noon, Tuesday, February 2 Principles and Elements of message design. Module 2: Message design Elements of design Principles of design Play it forward: Syllabus Makeover Engagement noon, Tuesday, February 9 Application of message design principles in multimedia for Instructional purposes Module 3: Interactive media Play it forward: Website Engagement noon, Tuesday, February 26 Module 4: Narrative media Play it forward: Big Idea Trailer Engagement ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Grading Scale: Grades are weighted by category as shown on the course requirement table (above). The overall percentage you earn in the course indicates your final grade using the following scale: 90-100% = A / 80-89.9% = B / 70-79.9% = C / 60-69.9% = D / 0-59.9% = F