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Reimagine Global Learning

With AI

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Amy Pate, EdD�Director of Learning Technologies�Office of the University Provost

Contact:�Email: amy.pate@asu.edu �ASU Profile: https://search.asu.edu/profile/2237688

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Agenda

Why care?

What is a Global ID?

How do you develop this area?

Meet our “Global Companion”

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Why it matters at ASU?

"Our international student community not only enhances the academic experience at ASU, but also supports the broader economy." - President Crow

“

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Fei Xiaotong, sociologist and author

“A deep understanding of oneself and others does not occur automatically. It needs to be nurtured with great effort and intellectual energy. Simply being in the presence of different people does not necessarily result in meaningful, intercultural understanding”

(Yang & Gao, 2020, p. 524)

“

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Global Course Design Stories

Dania�Global Student

Podcast Transcript

Phil�Global Instructor

Podcast Transcript

Margaret�Global Instructional Designer

Podcast Transcript

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Agenda

Why care?

What is a Global ID?

How do you develop this area?

Meet our “Global Companion”

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Working in a Global Context

Empathy-experiencing the world through another's eyes and emotions (Tracey and Baaki, 2022)
Self-Awareness- understanding through our connections with others, recognizing our blind spots, engaging in reflective practice, and having intrinsic motivation
Cultural Humility- challenging one's cultural biases and acknowledging the limitations of one's knowledge and perspective

Additionally, 3 areas of focus emerged as critical to cultural competency from the literature.

Empathy stands out as a cornerstone. It's more than just understanding; it's about truly experiencing the world through another's eyes and emotions. Tracey and Baaki's (2022) work elegantly frames empathy within instructional design as a process through four phases, and includes the role of the previous experience of the instructional designer. It uses a range of storytelling techniques including personas and role-playing to help designers appreciate the user experience.

Self-awareness goes beyond mere introspection; it's about developing understanding through our connections with others, recognizing our blind spots, engaging in reflective practice, and having intrinsic motivation to learn and grow..

Cultural humility differs from cultural competence, which often focuses on acquiring specific sets of knowledge and skills about another culture. Cultural humility emphasizes recognizing and challenging one's cultural biases and acknowledging the limitations of one's knowledge and perspective. It also indicates that by accepting responsibility for our biases and actively working to understand our role, we commit to an ongoing process of learning and adaptation. This combination of self-awareness and cultural humility underpins cultural competency, guiding us towards more empathetic, responsive, and effective instructional design.

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Where Are Your Strengths? ��Opportunities for Growth?

Self-Assessment

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Instructional Designer Compentencies

Strengths

Collaboration/Relationships
“Hardiness”
Ability to grasp abstract

Opportunities for Growth

Self-Awareness
Diverse Networks

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Agenda

Why care?

What is a Global ID?

How do you develop this area?

Meet our “Global Companion”

{

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AI is rapidly evolving—

Humility tells us we can’t know everything—

our task isn’t to find all the answers today, but to shape the questions and frameworks that guide responsible development.

We can’t, and we shouldn’t, do it alone.

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Networks: Reciprocal Learning Stages

Works well with complex or ambiguous problems
Problems that need multiple perspectives considered

This graphic shows the core elements of reciprocal learning. Participants teach what they know, then they actively listen to what others teach them. Then the group discusses and clarifies through questioning. Finally, an individual will reflect in order to apply this learning to their own context.

An additional, and unexpected insight from this study, was that Reciprocal learning capitalizes on existing instructional design skills. This aspect made it easier for our participants to learn comfortably. Many of the IBSTPI standards, align well with reciprocal learning, including oral and written communication, reflective practice and collaboration.

When disagreements arose, participants relied on communication skills to clarify perspectives and find nuanced solutions to activities. Even with diverse perspectives, their collaborative skills ensured that everyone’s voice was heard and built on a better understanding of the complex issue of global course design. Instead of moving forward, they took time to clarify and listen carefully to the other participants. This is similar to how their daily work often involves multiple stakeholders (faculty, administration, TAs, multimedia specialists, etc.)

When receiving feedback in the study, they were able to ask clarifying questions that supported their growth and understanding. These collaborative skills are also used in regular instructional design practices including peer review processes like Quality Matters reviews. Reciprocal learning seems to be a comfortable process for professional development.

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How can we use AI tools to create more inclusive and culturally sensitive course designs?
How can we as individuals grow to be more aware and responsible for better decisions in course designs for a global audience?
How do we evaluate course content and make improvements to course designs?

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GlobalID

CoP Members

John Ball: Instructional Designer Principal, GOEE�Riley Millner: Instructional Designer, Thunderbird�Janett Sivers: Instructional Designer for the Office of Digital Learning�Joss Divin N. : Instructional Technologist, EdPlus�Celia Coochwytewa: Asst. Director of Academic Operations CONHI�Christy Foote-Dizdarevic: Curriculum and Learning Experiences Manager, Baobab (Mastercard Foundation African Scholars)�Sarah Lowen: Instructional Designer, EdPlus�Kim Welch: Instructional Designer, EdPlus�Santiago Gea: Instructional Designer, EdPlus�

Other New Members
Boston University
Mastercard Foundation Participants
Fulbright Scholars

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Phase 1: Evaluating Bias

Evaluated ChatGPT

CREATING

CHATGPT

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Global ID Community Resources

Access Global ID Resources on Padlet: https://bit.ly/GlobalIDResources

2024 ChatGPT Challenge Research

Rubric for evaluating AI generated assets

Global Personas

Learner Personas (11)
Global ID Persona

Tips to enhance cultural competency of AI outputs

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Phase 2: Developing GPTS

Multiple GPTs in CreateAI

CREATING

GLOBAL DESIGNER

GLOBAL CASE STUDIES

REVIEWING

GLOBAL EVALUATOR

GLOBAL CONTENT ADVISOR

Accessibility

Reciprocal Learning

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Agenda

Why care?

What is a Global ID?

How do you develop this area?

Meet our “Global Companion”

{

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Phase 3+++: Bringing it Together

GLOBAL EVALUATOR

GLOBAL CASE STUDIES

GLOBAL EVALUATOR

Accessibility

Reciprocal Learning

GLOBAL DESIGNER

GLOBAL CONTENT ADVISOR

Global Design Companion

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Why Collaborate?

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Your Feedback

DRAFT

Groups of 2-3
Work Together to Submit Prompts
Discuss
Complete the Feedback Form
Share Top 3 Insights

Https://links.asu.edu/GlobalDesignCompanion

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Wrap Up

Debrief 3 Insights

Consider joining GlobalID CoP

3 Word Poem on Today’s Session

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Join Our Global ID Community of Practice

Fridays @ 8:30am MST (https://asu.zoom.us/j/82573133758)

What we do:

Connect with other instructional designers at ASU and Boston University
Share a globally oriented instructional design or AI project that focuses on teaching and learning
Request feedback from CoP members on any instructional design project to focus on global aspects
Get participants to run testing on a custom AI tool, GPT, or bot
Practice a Conference Talk or walk thru a Workshop
Share a resource or brainstorm ideas

Global ID Meeting Topic Sign Up Sheet

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Global ID CoP: September 19

Fridays @ 8:30am MST (https://asu.zoom.us/j/82573133758)

Please join us for a presentation on

“Institutional AI Initiative: Process, Challenges, and Way Forward for a Liberal Arts University in Pakistan”

Dr. Mehwish Raza

Deputy Head of the Center for Learning and Teaching

Associate Professor

FCCU, Lahore, Pakistan

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Thank you!

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Selected Resources for this Presentation

Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective � learning. The Psychologist, 26(2), 120-123.

Gunawardena, C., Frechette, C. & Layne, L., (2021) Culturally inclusive instructional design: A framework and guide for building online wisdom communities. Routledge.

Pringle, R. M. (2020). Toward a pedagogy of cultural relevance. In R. M. Pringle (Ed.), Researching practitioner inquiry as professional development (pp. 87-116). Springer, Cham. https://doi.org/10.1007/978-3-030-59550-0_6

Rogers, Graham, C. R., & Mayes, C. T. (2007). Cultural Competence and Instructional Design: Exploration Research into the Delivery of Online Instruction Cross-Culturally. Educational Technology Research and Development, 55(2), 197–217.

Segal, E. A. (2011). Social empathy: A model built on empathy, contextual understanding, and social responsibility that promotes social justice. Journal of Social Service Research, 37(3), 266-277. https://doi.org/10.1080/01488376.2011.564040

Skilton-Sylvester, & Erwin, E. K. (2000). Creating Reciprocal Learning Relationships across Socially-Constructed Borders. Michigan Journal of Community Service Learning, 7, 65–.

Silova, I., Rappleye, J., & Auld, E. (2020). Beyond the western horizon: Rethinking education, values, and policy transfer. In Fan, G. & Pokewitz, T. S. (Eds.), Handbook of education policy studies: Values, governance, globalization, and methodology (vol. 1, pp. 3-29). Springer Nature Singapore. https://doi.org/10.1007/978-981-13-8347-2_1

Takala, M. (2006). The effects of reciprocal teaching on reading comprehension in mainstream and special education. The Scandinavian Journal of Educational Research, 50(5), 559-576.

Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117-125

Tracey, M. W., & Baaki, J. (2022). Empathy and empathic design for meaningful deliverables. Educational Technology Research and Development, 70(6), 2091-2116. https://doi.org/10.1007/s11423-022-10146-4

Yin, Robert K. Case Study Research and Applications : Design and Methods. Sixth edition., SAGE Publications, Inc., 2018.