The learning myth downplays the role of data in developing these systems, perpetuating a related myth that data is abundant, cheap, and labor-free. These myths drive down the value of data while hiding the work of those who shape, define, and label that data. The existence of this labor can sully the tech industry’s myth of representing progress and justice through technology. The AI industry is a data industry. The less we can see the costs associated with hoarding that data, the easier for companies to justify it.

If the prompt myth were accurate, it wouldn’t need this effort: the prompt would tell the model what we want, and it would understand it and respond in a way that meets our needs.

now difficult to detect even with the use of tools such as Turnitin

In addition, avoid using AI to create scientific images because doing so often results in images that contain inaccuracies.

A crucial part of using GenAI appropriately is to ensure that its outputs are factually correct and free from errors. Always have subject-matter experts review AI-generated content and use it only as inspiration and drafts, not as final editions of what instructors would provide.

When using ChatGPT, you can state in the query that you want the tool to provide a confidence level in the form of a percentage for the information it is giving—for example: "Please provide the information along with a percentage of your certainty."

According to a recent Microsoft and LinkedIn report, 66% of leaders surveyed indicated that they would not hire someone without AI skills

Compared to this expectation and from our observation, educators in the workforce fall into one of these stages:

However, we caution that a course should not always have AI voices because it could cause a course to lose the human touch of the faculty

because scientific videos require precision and accuracy that GenAI tools presently lack for our use

GenAI tools are also lacking right now for creating diagrams and other visual representations of complex concepts or procedures

This is the best use of GenAI for media production because it can help create a coherent storyboard, factoring in elements that the subject-matter experts might not have considered due to the complexity of their mental schemas regarding the topics to cover

AI tools not only streamline the educational content creation process but also ensure that the content is accessible, engaging, and tailored to meet the diverse needs of learners

GenAI can analyze existing instructional documents and recommend layout, design, and visual hierarchy improvements to make them more

f a professor only has a few key points, GenAI can flesh out initial vague ideas with additional supporting information, examples, and relevant statistics.

we can use GenAI to help create drafts of such components as unit introductions, conclusions, and other course content, from which faculty can produce substantive components using their own expertise and professional judgment

GenAI tools can offer unexpected subthemes

Instructors can use that content to envision what a course looks like and to provide a jump-start to create their own list of modules and topics to teach

nstructors often work with subject-matter and content knowledge, which can be so expansive and complex that they have blind spots in the course planning process, or a lack of understanding of student or curriculum needs. This gap between content mastery and pedagogical need can overwhelm faculty. In several ways, this course mapping process can become easier with the help of GenAI.

Course design typically follows a backward-design method

GenAI can significantly improve the efficiency with which institutions develop content that is closely aligned with the curriculum and course objectives

So now I teach students to use AI to ask questions from other perspectives. For example, I have them choose paragraphs from their paper and ask, “What would a skeptical reader ask about the following paragraph?” or “What questions would an expert on X have about this paragraph?”

That said, AI is not completely incapable of giving feedback on more complex issues. I could get some reasonable feedback if I prompted it to attend to a specific problem, like “This paper struggles with identifying the specific contribution it is making to the conversation, as well as distinguishing between the author’s ideas and the ideas of the sources the paper uses. How would a writing professor give feedback on these issues?”

I started by commenting on student papers without AI assistance so that I would not be biased by the results.

But if we can’t trust AI to assess novelty or depth of insight because it can’t actually think, we shouldn’t trust the AI to offer nuanced feedback on structure and grammar, either

leave “structure, language use and grammar” to AI to score while teachers look for “novelty, creativity and depth of insight.”

What I found led me to a very different conclusion than that of the professors cited in the CNN article: While they saw AI as reducing the time it takes to grade effectively by allowing faculty members to focus on higher-level issues with content and ideas, I found using it creates more problems and takes longer if I want my students to get meaningful feedback rather than just an arbitrary number or letter grade

it illustrates a core problem with how we’ve conceptualized writing and grading in higher education

The AI could then generate quizzes to assess the learner's understanding of each lesson

The quizzes could be automatically graded, and scores and feedback would be provided instantly

Not only does this immediate feedback contribute to the student's learning, it also allows the instructor to reallocate some of the time that would have been spent manually grading and providing detailed feedback on essays and other writing assignments to instruction.

A survey of school and college staff in the UK revealed that K–12 teachers spend 31 percent of their time planning lessons, grading tests, and doing administrative work, and just 43 percent of their time teaching.

AI-powered learning analytics tools can help instructors track learners' progress, identify areas of improvement, and automatically adjust the course material.

If a student is struggling with punctuation and sentence structure, for example, the AI might start with modules focusing on these areas.

AI can automatically grade assignments, such as essays or responses to multiple-choice questions

AI-powered tools can help instructors automatically generate high-quality course content, such as quizzes, assessments, and simulations.

improved collaborative learning performances

The AI tracks performance as the learner progresses through the lessons. If the learner is doing well, the AI can increase the difficulty of the exercises, keeping the student challenged

The extracted information is then encoded into standardized medical terminology and structured so it is easy to search and analyze.

This assessment could involve asking the learner to solve a range of problems that cover different aspects of physics. The ITS analyzes the assessment data to identify knowledge gaps

An ITS can provide a human-like learning experience

build new experiential pathways

The platform uses assessment data to tailor the course content to fit the student's needs.

further promoting engagement

This kind of accuracy is supported by our fourth pillar: Students have opportunities to complete reassessments without penalty as they engage in a feedback loop. The “without penalty” part is essential, because it ensures that only a student’s eventual level of understanding, not their initial attempts, is represented in their grade.

A school that prides itself on providing an intimate classroom experience for its students might well wish to use the platforms that are designed specifically to mimic the small, in-person, and synchronous classroom

We need to expand beyond the primarily self-paced and asynchronous approach we have already tried.

Make the first week more about basic principles to the constitution and courts

get a miss for the week's work

checklist for each week's course work

better alternative to a substitute for class discussioncthat the hypothesis annotation

more (perhaps optional?) videos

I would like a solid list of things in one place. I feel like I have to search for things and I always feel like I am missing out

sier access to our grades

many are commenting or making a video on Friday/Saturday

provoke earlier responses to flipgrid, annotations, etc. so that way there could be engagement after an initial comment or answer

I think going over some legal terminology could be helpful.

I didn't know what certain things were, such as the Free Exercise Clause

but I thought I would be 100% honest about my experience so that first week could be easier on folks in the future

sending the students an email two or three weeks prior to the class beginning, explaining that there will be a new, innovative grading system being used that will take a bit of time to understand

that I couldn't get an A in the class if I said I was shooting for a B in my Learning Blueprint, so that could be stated more clearly

I very much appreciated the grading system as soon as I understood it, and it's exciting to me to be able to possibly use something like it in a class I teach myself.

would be a zoom or skype call once a week with the whole class

I would suggest just eliminating a couple of the additonal readings or videos to make the time a little more reasonable for full time students

I love the format and organization of this online class, and the material is very interesting to me too.

basically when you explain and interpret the meaning of things/ break it down

Honestly like I said before this has been my best expirience with an online course

Nothing that comes to mind

work to come later in the semester based on the comments in the Flipgrid videos from past students

but add a small lecture (approximately 10 to 15 minutes) discussing material from the reading

get a similar learning experience roughly as if we had in-person lectures

you're missing certain aspects from face-to-face discussions that are important

None

benefit from having real discussions with each other

I think it'd make the class feel a bit more "real"

In my other classes, I had hardly any interaction with others - apart from discussion posts - and that was incredibly isolating.

the clarity of how the modules are laid out

the extra effort put into lectures such as the images and animation

N/A.

PLS 206 is much more structured and easier to follow than my previous courses. I don't feel like I might miss something because I didn't look at the right tab or whatever.

proven that the class isn't just happening on autopilot mode

That has not turned out to be the case, fortunately, but this is the first asynchronous class I've taken that has somehow made me forget that it's asynchronous

It was hard to learn and she didn't proved many other ways to learn the information besides her lectures. 

There is more of a laid out / specific time line for work to be done and what order to do it in

the amount of coursework we are expected to teach ourselves is overwhelming too

Invasive, class is no longer specific day(s). It lasts all week and I feel like I'm in school 7 days a week. This can get a bit overwhelming.

They are pretty similar

same mindless cycle every week of extremely long and dull lecutre videos and assignments due by Sunday

and I love the the Flipgrid videos

primarily in good of this class

All of the other classes were a lot of reading and learning on your own. This class is more interactive and has videos to get a better understanding

most time consuming online class that I have taken, but not necessarily in a bad way

my previous online class experience could be summed up as simply as doing reading/watching and discussion boards

N/A

One of my past professors never posted his own lectures or videos so I never saw what he looked like. I felt like the computer was my teacher

but this is one of a couple that have actually lived up to that statement

This course is the most intentionally designed and has the clearest expectations

although HST 230 is a close second

more than text annotations

well organized with module folders

assignments have clear instructions

professor does well in attempting to get to know the students one by one

There's no fix for this, unfortunately; I just have to take the extra time into account when planning out my work

overwhelmed feelings have turned into curiousity

Also, the due dates for this weeks folder is different when it's in the content module folder vs. when you click on it and that was a little stressful as well

comprehensive list of every thing that I need to do

All of the folders can be confusing

things can be very wordy

average time to give to this class reaches the seven hour mark

Online setting

You have made this class easy to follow and the content is engaging

Time. I'm just busy and can't always spend as much time as I might like to work on thing.

History of Democracy class

weekly list of my tasks

Not being able to see what I completed in the modules after I did them

giving my eyes a chance to rest

it could just be my VitalSource Ebook

Once I found to use the content checks as study guides

it was difficult trying to complete a week's worth of material all at once

Not being able to have a regular lecture where I'm F2F with the instructure and classmates. I think I learn better this way. 

I find those very overwhelming

Currently nothing

Not having enough videos made by the professor

more based on your videos or the reading

questions that I have had have been quickly answered which I appreciate

I would say the reading from the chapters is the hardest part of this course for me

taking notes

Dedicating specific time for the readings, then lectures, then the assignments. Not doing everything at once.

especially the analogy one in this week's module

overwhelming and complicated

love video lectures made by the professor

video and audio recordings to reinforce or expand upon

more of a visual learner

incredibly interesting

an online class that is almost entirely self-directed reading and writing responses

making dinner

Additionally, I like the mixture of activities

I greatly appreciate how things are broken up in the "Read, Watch, Do" folders

I think the structure is very intentional

I think this really helps me know if I am understanding the information or not.

Suggested time estimated to finish work, to set a pace

the book can be hard to understand at times

The modules are well laid out

Also having dedicated day to different classes to get different homework done is also ready to help

empowers us to succeed

clarity of the layout

collaborative activities

Forcing students to give effort in the readings and videos

having lesson videos help me get a greater understanding

I also find the checklists at the top of each module to be very helpful

think that the short videos on course material is helping

an assigned reading and then a quiz

My notes from those courses, too.

It is, in my opinion, pretty tough material to parse through text alone.

Give students frequent low-stakes quizzes, including quizzes during the online class sessions, to reduce the temptation to cheat

Also, in an online environment it is difficult to ensure that all students have an equal opportunity to speak or ask questions and, as a result, there can be a perception (or reality) that some students dominate discussions.

They remain passive during class; experience high levels of stress, anxiety and depression

In part, that’s because it harder to check on whether students have grasped the material

But let’s not forget the importance of social and emotional learning; of promoting relationship skills, social, emotional and self-awareness, a growth mind-set, and a sense of self-efficacy.

Relying primarily on high-stakes exams or term papers is a recipe for disaster, which will only encourage academic dishonesty

Then there’s the pedagogical challenge: making sure that students have multiple ways to grasp the material.

cosplaying as educators

In the end, my dad chose to prioritize balance.He made active choices to be present for his family and to sacrifice some of the status and monetary rewards that a “big” academic career can bring

One of the reasons we work so hard as academics is that life is incredibly expensive.

What do students need to learn from this project? What are the most important things they need feedback on right now? We can ask these questions with an eye toward future projects and go into grading sessions with a plan.

Nowadays, professors and high-level staff spend enormous amounts of time and energy doing the logistical work that administrative support professionals once did.

Before we get there, however, there’s one other issue to address: how much has to go in the head, and how much can be in the world? 

(Bayne, Gallagher, & Lamb, 2014), drawing on the ‘new mobilities’ paradigm in social science (Sheller & Urry, 2006; Urry, 2007) e

(Edwards, Tracy, & Jordan, 2011; Enriquez, 2011; Enriquez, 2013; Taylor, 2009).

(Acton, 2017; Fenwick, Edwards, & Sawchuk, 2011; Gourlay & Oliver, 2018; Gourlay, 2020; Hamilton & Friesen, 2013; Leander & Boldt, 2012). (Adams & Thompson, 2016),

This raises the question about where exactly the university is located under lockdown

What is striking about these accounts is the extent to which these digital practices were messy assemblages of human and nonhuman actors, unfolding in the nitty-gritty material and spatial circumstances of the homes in which the academics were locked down

in (Mol & Law, 1994) and (Law & Mol, 2001)

The notion that students – especially new students – overwhelmingly want F2F instruction in Fall 2020, might not be as real as we think

well-designed, required 1-credit online course for all Fall students to take — maybe an intro to their discipline, or a "how to learn" course based on Make It Stick,

he elec-tors, the Court noted, were chosen “simply to register the will of the appointing power in respect of a particular can-didate.”

I will provide a document with six bad maps (one with modeled critique) and five other bad maps that they will fill critique on the discussion board

demonstrate the Bad Maps/Good Maps assignment, including a modeled example

I will also create a unique Blackboard Collaborate Ultra room for each group to use as a tool for discussion, if they choose

They will then work together

Students will take a quiz

students use technology

Written in-class quiz

Prompts

find electronic versions or choose new sources

They will alsorespond to one of their groupmates’ posts

Students will prepareand turn in3-5 minute presentations regarding one of the five key issues

I struggle with this part of course planningbecauseI believe the learning objectives for many of the courses I teach areconfusing,too numerous, too vague and not discrete.

In-class Problem sets –2 for the week

A discussion Forum will be created for each week’s WebAssign assignment, students will be expected to post/respond each week

ask them to apply the material covered in the asynchronous lecture videos

What troubles Raymond about many conversations about the fall, he says, is what he describes as "this immediate reflex, knee-jerk reaction that we have to replicate what has been standard experience in the physical classroom.

This written component, in part, fulfills SWS requirements

assess the answers

In class, students will participate in an interactive (in class) lecture-discussion preceding the distribution of the primary document

wewill have a synchronous session for the first two days of class to cover the three sections under consideration (on the geometry of rectangular 3-D space and vectors). These sessions will be delivered and recordedvia BbCollaborate

Write a pre-class assessment and devise a plan for success in the course

the opportunity to participate in conversations on the theme

Identify a plan for success in a fully onlinecourse such as this one