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Exploring AI in Instructional Design: 5 Essential Strategies�

https://bit.ly/IE-5-Tips-ID-2024

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5 Tips…and More

Framework for use
Personal usage
Using it with others
Do’s & Don’ts
Specific prompts�

Bonus Tip: https://bit.ly/IE-5-Tips-ID-2024

Image Source: ChatGPT-4

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Tip #1

A framework for using Generative AI in Instructional Design

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The Voice of Balance & Possibility

Lead with Interest

Swiss Army Knife�
Different benefits for different folks�
Reducing tedium

Acknowledge Concerns

Student work�
Bias(es) galore�
Impact (environmental & economic)

More Show, Less Tell

Different tools�
Prompts to try�
Foster practice groups

Instructional designers represent the explorers of the campus. They are at the forefront of figuring out technology, learning science, and playfulness–trying to figure out things and think about structures, systems, and implementation often long before leadership realizes something needs to be done and well before faculty are ready to do something. Given that, IDs really need to bring approach this with a sense of balance while thinking possibly about the possibility—ALL the possibilities that this tool may represent.

I encourage leading with interest and enthusiasm. Generative AI is going to have lots of problems and faculty will have lots of insights into what those problems are. Yet, ID need to be a voice in the institution that also points to the possibilities. Some ways of doing that are:

Framing the versatility of generative AI and what that can mean for every part of the institution. The more you can think through how it is helpful to everyone, the more buy in. And it’s not that I’m saying we should all be drinking the Kool AId, but it’s a technology that is coming fast and quickly throughout lots of parts of society. If we don’t have a means of thinking about it, helping others to learn it, and preparing folks for a world with a lot more AI, we’re going to be doing a disservice to our institutions.

Helping different constituents within the educational spaces in your institution is going to both build social capital–something ID folks often need to have regularly in order to get different things done.

The biggest proposition you can offer folks is the reduction in tedious tasks. There’s plenty to be gained here.

[NEXT]

BUT we can’t do that without being clear we’re not engaging in this work uncritically. We need to acknowledge and regularly discuss some of the genuine concerns about generative AI such as the implications and new challenges this represents for students work, the full range of biases that surround these tools–from the data sources to the organizational decisions on how to present it to the output guardrails. And of course, it’s various impacts from the environment to the economy to the upcoming elections.

[NEXT]

Finally, we have to tell less and show a lot more. Showcasing different tools such as text and image generators as well as those AI tools that focus on research oriented outputs would be quite important.

Additionally, you need to show and share useful prompts. Always have some starter prompts they can get started with quickly.

Finally, get folks playing with it and doing so in groups. They’re sharing of insights and iterations will amplify their learning.

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Tip #2

Personal usage of generative AI in ID Work

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Use It, Use It, Use It

First Uses

Reduce tedious tasks�
Acquire relevant visuals�
Create basic outlines

Intermediate Uses

Refine content�
Develop learning content for faculty & students�
Design multimedia elements

WOW Uses

Course designing with faculty�
Feedback generators�
Learning Analytics & Data Analysis

Of course, if we're going to bring that framework to our campuses, we have to get familiar and comfortable with generative AI. To that end, we have to be playing with it and getting comfortable with it. Usually, at this point, someone is going to ask which one to use. I'm partial to ChatGPT 4, the paid version but honestly, get using any of the popular ones and always try to have a less popular one to have in your backpocket to keep abreast of differences.

[NEXT]

So what are some of the ways you might start using it? This is the low-hanging fruit that can get you comfortable with using it. This might include have generative AI produce date listings, or initial communications you plan to send out. It can also be getting quick visuals without ceaseless searching as well as creating basic outlines to projects you want to pursue.

[NEXT]

As you get settle into using it, there are some more things that I think is where it gets really interesting. You can used it to refine and update content you have or are working with. You can also have it aid you in creating content for professional development and training you’re doing with faculty or students. And with the different emerging video, audio, and image tools, it could also make some room for more content creation by IDs who find themselves without a lot of multimedia support at their institution.

[NEXT]

Finally, it potential and ways that folks are starting to really think about and play with it includes course-designing with faculty. While some faculty won't be sure of this, other faculty will greatly appreciate not starting with a blank slate. Furthermore, using it to generate feedback can also be interested. A colleague of mine is doing this to provide feedback to faculty about their materials. It's great because it takes the personal element out of it. If the ID is giving the feedback, that can be hard to navigate. If it's AI, it's impersonal and changes the experience.

And of course, there's potential for using it to make sense of data to improve the learning experience.

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Tip #3

Using generative AI with faculty & other possibilities

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What About Faculty?!?!

The Obvious

Create objectives�
Draft content�
Develop examples

The Useful

Develop assessments�
Create personas & case studies�
Enhance accessibility

The Aspirational

Improve course alignment�
Use with students�
Integrate with research practices

So what about using these tools with faculty?

Some of the low-hanging fruit is to just show faculty how to use it to craft objectives and draft content--show them how generative AI can work as a tool to build a bit more quickly or just to get an ugly first draft

My favorite in this area is to show them how to create examples that they can use. For instance, creating good and bad examples of assignment submissions. We often struggle to come up with bad examples to guide students work but AI can be really helpful in this regard.

[NEXT]

Guiding faculty in using it to develop assessments whether it be discussion prompts, papers, or quizes along with creating the assignment guidelines and answer keys--this can really win over some faculty for the reduction in work.

You can also guide them in creating personas with which to think through their teaching practices as well as generate case studies for their courses.

There's also possibilities for improving accessibility--including creating alt-text for images, cleaning up transcripts, and adjusting a text to a different reader at a different level.

[NEXT]

Then there's ways you can really get faculty to think big about it. Using AI to enhance course alignment--a personal reviewer of the course that helps them see the gaps in a way that isn't grounding in the personal exchange between faculty and instructional designer.

Getting them to think about how it might be used with students in the class to better understand the impact of AI on the discipline is definitely a high-water mark.

And helping them think about the ways it can be helpful in the research process can certainly open their eyes to the possibilities of these tools.

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Tip #4

Do’s & don’ts with Generative AI

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Do’s & Don’ts

Do’s

Keep trying different things
Use different tools
Document your usage
Indicate your usage
Provide guidance to faculty interested in using AI

Don’ts

Hide that you’re using it
Put student work or data into AI
Put faculty work into AI without permission
Attempt to copyright anything that is solely AI in output (images, unedited outputs, etc)

Particularly because we’re still early in understanding all the implications of these tools, there’s a few things to keep in mind.

[NEXT]

Continue to try different things. In the guide, you’ll see lots of different prompts to try out. Try these out and look to see how others are using. Collect as many use-cases as you can to help you think through how best to use it. Along those lines, try different tools to learn the contours of AI across the different areas of use.

Document your usage–meaning make sure you keep track of what you’re doing with it.. This is helpful for your own development as well as for folks you work with that you want to encourage usage.

Of course, you also want to note when you’re using it. It doesn’t have to be perfect but cite AI work whenever you can.

Finally, build out your guidance for faculty interested in using AI. That should be born out of your institutional policy if one exists or you should develop different frameworks for engaging or learning about generative AI based upon the different dispositions. That is, the responses to generative AI by many faculty fall into a limited number of camps. Create structures for each camp.

[NEXT]

But what should you not do?

Hide that you’re using it. Use it and talk about your use. Make it normal–lots of folks are using it but we’re not talking about it.

I have to say because I keep seeing folks doing this. Do not put any student work or data into generative AI–for that matter, don’t put any faculty or staff data or work without permission.

Finally, be mindful about the conversation around copyrighting generative AI work. There have been some rulings and more to come. Whatever you make, be aware that you may not have the full rights to it so keep that in mind.

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Tip #5

Specific prompts & approaches

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4 Approaches

Brainstorming

Task Minimizing

1st Drafting

Data Analysis

Image source: ChatGPT 4

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Task-Minimizing

Provide me with a listing of all the Tuesdays between August 21 and December 18. Please list them in the following format: Tuesday, September [Date]. If any US holidays happen between each Tuesday listed, please include the holiday and its date. Additionally, please include any religious holidays or special days for Christianity, Judaism, Islam, Hinduism, or other major religions

Tuesday, August 22

Tuesday, August 29

Tuesday, September 5

Tuesday, September 12

Tuesday, September 19

Tuesday, September 26

Tuesday, October 3

Tuesday, October 10

Tuesday, October 17

Tuesday, October 24

Tuesday, October 31

Tuesday, November 7

Tuesday, November 14

Tuesday, November 21

Tuesday, November 28

Tuesday, December 5

Tuesday, December 12

US National Holidays:

Labor Day - Monday, September 4

Indigenous People's Day - Monday, October 9

Veterans Day - Saturday, November 11

Thanksgiving Day - Thursday, November 23

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Brainstorming Prompt

Identify 3 of the most effective professional development strategies for part-time faculty to excel in asynchronous online teaching.

For each strategy, you must include the following:

A clear definition of high-impact practices in the context of asynchronous online education.
A breakdown of key strategies that facilitate rapid acclimatization and competence in these practices.
Examples of successful implementation of these strategies in academic institutions.
Suggestions for monitoring and evaluating the effectiveness of these professional development activities.
Assume the audience has a basic understanding of online education but seeks to deepen their knowledge on this specific aspect.
Your response must mirror the structure of an educational best practices guide, incorporating research-based evidence where applicable.

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Some Results…

Reflective Practice and Continuous Improvement Groups�

Definition: This strategy encourages faculty to engage in reflective practice as a means of continuous improvement. Through structured group sessions, faculty reflect on their teaching experiences, share challenges and successes, and collaboratively develop strategies for enhancing their asynchronous courses.

Key Strategies

Structured Reflection Sessions: Organize regular meetings where faculty can discuss their teaching experiences, supported by prompts or frameworks to guide reflection.

Collaborative Problem-Solving: Facilitate group discussions focused on addressing common challenges in asynchronous teaching, encouraging the sharing of solutions and innovative practices.

Portfolio Development: Encourage faculty to create teaching portfolios that document their development over time, showcasing examples of course materials, student feedback, and reflective insights.

Examples of Successful Implementation:

A college introduced monthly reflective practice sessions that led to significant improvements in course design and instructional strategies among part-time faculty. Participants valued the opportunity to learn from peers and reported feeling more connected to the faculty community.

Monitoring and Evaluation:

Use reflective journals or portfolios to assess faculty development over time, looking for evidence of applied learning and pedagogical improvement…

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1st Drafting Prompt

Design a comprehensive implementation plan and detailed course map for a portfolio development program tailored for part-time faculty, aimed at enhancing their proficiency in asynchronous online teaching. The plan must include:

Define clear objectives for the portfolio development program, emphasizing the advancement of teaching and learning skills.
Outline a step-by-step implementation strategy, including timeline, resources needed, and stakeholder roles.
Detail a course map that guides faculty through the creation of teaching portfolios, which should document their pedagogical growth, incorporate examples of course materials, gather student feedback, and include reflective insights on teaching practices.

Propose methods for integrating innovative technologies to facilitate the creation and sharing of teaching portfolios.
Suggest mechanisms for ongoing support and engagement of faculty in the portfolio development process, including workshops, peer reviews, and feedback sessions.
Include examples of effective portfolio elements and documentations that have been successful in similar settings.
Discuss evaluation metrics to assess the impact of the portfolio development program on teaching effectiveness in asynchronous online courses.
Your response should serve as a blueprint for educational leaders looking to implement a portfolio development program, incorporating evidence-based practices and adapting to the unique needs of part-time faculty teaching asynchronous online courses.

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Some Results…

Objectives

Advance faculty's pedagogical skills specifically for asynchronous online environments.
Encourage reflective practice on teaching methodologies and student engagement strategies.
Foster continuous professional development through the documentation of teaching experiences and outcomes.

Timeline and Phases

Phase 1 (Months 1-2): Program design and stakeholder engagement. Develop program materials and resources, and identify faculty mentors.

Phase 2 (Months 3-4): Recruitment and orientation of part-time faculty. Begin the first cohort with an introductory workshop on portfolio development.

Phase 3 (Months 5-8): Portfolio development phase, where faculty work on their portfolios with structured guidance and support.

Course Map

1. Introduction to Portfolio Development:

Objectives of portfolio creation.
Overview of portfolio components.

2. Documenting Teaching Practices:

Guided activities to reflect on teaching strategies and student engagement in asynchronous courses.

3. Incorporating Course Materials:

Selecting and showcasing effective asynchronous course materials and assignments.

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Data Analysis

Assuming the role of an expert in learning management systems (LMS) and student engagement, conduct a detailed overview of student experiences with faculty's use of LMS using the attached spreadsheet of student feedback. Your analysis should:

Highlight key concerns raised by students regarding LMS usage by faculty, providing specific examples of practices that negatively impact student engagement.
Identify and elaborate on outstanding positive practices in LMS usage by faculty that have significantly enhanced student engagement, supported by case studies or examples.
Discuss the context in which these experiences were reported, including any relevant educational settings, disciplines, or specific courses.

Offer actionable insights and recommendations for addressing the identified concerns, promoting best practices that lead to positive student experiences.
Analyze potential biases in student feedback and how they might affect the interpretation of LMS effectiveness.
Suggest innovative LMS features or instructional practices based on student feedback that could further improve teaching and learning outcomes.
Your response should serve as a comprehensive guide for educators and institutions in optimizing LMS usage to foster student engagement, drawing on direct student experiences and current research in the field.

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Some Results…

Key Concerns

Lack of Clear Communication and Organization

Some students highlighted issues related to course organization and clarity. For example, unclear instructions for assignments or delayed feedback can lead to confusion and disengagement.

Outstanding Positive Practices

Effective Communication and Support

Positive feedback praised instructors who regularly communicated with students, provided clear instructions, and were responsive to questions. This practice significantly enhances student engagement and satisfaction.

Evaluation Metrics

Student Engagement Metrics: Track metrics such as login frequency, discussion board participation, and assignment submission rates to gauge engagement.

Recommendations

Standardize LMS Usage

Develop and implement a standard set of guidelines for LMS usage among faculty to ensure consistency in course organization, communication, and the utilization of LMS features.

Innovative LMS Features and Instructional Practices

Gamification: Incorporate elements of gamification, such as badges and leaderboards, to motivate and engage students.

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5 Tips

Framework for use
Personal usage
Using it with others
Do’s & Don’ts
Specific prompts�

Bonus Tip: https://bit.ly/IE-5-Tips-ID-2024

Image Source: ChatGPT-4

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BONus Tip

The first prompt–always

Improve this prompt to maximize the creativity and analytical abilities of a large language model:

[Insert prompt]

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Thank you!

https://bit.ly/IE-5-Tips-ID-2024

Lance Eaton

lance.eaton@gmail.com