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GETTING STARTED WITH AI IN TEACHING & LEARNING

THE SERIES:

4 VIRTUAL SESSIONS, 90 MINUTES

Session 1: OVERVIEW

Getting Started with Artificial Intelligence in Teaching and Learning: Overview © 2023-2024 by University of Florida, Center for Teaching Excellence is licensed under CC BY-NC-ND 4.0

Good morning all, and welcome to the “Getting Started with AI in Teaching and Learning” workshop. Today’s workshop is the first of a four-part series that takes a deep dive into the use of generative Artificial Intelligence (AI) in teaching and learning. We are so excited for you to join us today. My name is John Jordi and I am joined here by my colleague Leota Omalley and we are from the university’s Center for Teaching excellence. During today’s session we will have links in the chat for you to sign in, as well as provide the resources we discuss. Please feel free throughout the session to unmute yourself and ask any questions. We want this to be as interactive as possible and we’re hear to learn about your experiences as well.

SESSION 1 AGENDA

Defining AI
Introducing AI Tools for LLM, Images, Music/Audio
How do you feel about AI: Red/Yellow/Green Light
Ethics
Considering AI Policies in the Syllabus
Introducing Prompts and the Prompt Library

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INTRODUCTIONS TO TODAY'S PRESENTERS

JOHN JORDI, PHD

Instructional Assessment Coordinator

Center for Teaching Excellence

JENNIFER PARKER, ED.D.

Faculty Development Coordinator

Center for Teaching Excellence

LEOTA O'MALLEY, M. Ed.

Online Course Quality Specialist

Center for Teaching Excellence

MICHAEL BARBER, PHD

Assistant Director

Center for Teaching Excellence

KIMBERLY HEAL, M.S.

Graduate and Post-Doc Development Coordinator

Center for Teaching Excellence

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SESSION 1:

AN OVERVIEW

VIRTUAL

90 MINUTES

SESSION 1 OF 4

As I mentioned, today is the first of four sessions and I wanted to provide you with a quick overview of the other 3 sessions that we encourage you to sign up for and attend.

Session 1: Getting Started with AI In Teaching and Learning: An Overview

With over half of our students already actively using AI, what do we need to know, understand, or be able to do with it? Are you on the fence, a definite “no”, or curious about what AI can do? Come explore the ethical considerations and the schools of thought around AI – as well as opportunities to be more productive in your professional practice with writing, presentations, visual imagery, and assessments. See how ChatGPT, Google Bard, Microsoft CoPilot, Microsoft Bing AI, and more are changing the way we live and learn.

Session 2 – Getting Started with AI In Teaching and Learning: Research, Writing, and Critical Evaluation

How can we harness the power of AI to improve productivity and challenge the critical thinking skills of our students? Learn more about how you can use generative AI for searching, creating a syllabus, modifying learning objectives, crafting an email, or drafting a project narrative. Examine ways to build in the use of AI by students without losing the robust intentions of our lessons. Explore examples of embedding AI in drafts for writing, using critical evaluation frameworks, and documenting and sharing the research process through dialogue and debate.

Session 3 – Getting Started with AI In Teaching and Learning: Presentations and Visual Imagery

Channel your creative and innovative energy for this session where we go deep into the power of generative AI for the purposes of creating presentations and visually appealing artifacts. From image generators to infographics to presentation builders, AI can help us build a visually appealing representation of our thoughts and ideas. Consider the AI tools available to make work more visually appealing, transform non-linguistic representations, and scale up teaching and learning. Explore ideas for embedding AI generated presentations and imagery into your professional practice.

Session 4 – Getting Started with AI In Teaching and Learning: Assessments

Writing a good test can be a struggle, but with the power of AI – test item generation can take on a new look and feel! From generating test items across a variety of formats to creating responses for student work, the use of AI presents some powerful options. Come explore the various tools and resources that can take a multiple-choice test to the next level. Expand your test bank, your item types, and refine your test items for more clarity – or just speed up and automate the grading process. Learn more about how to use generative AI to make your grading and assessment process more fluid and efficient, without losing that personalized feedback.

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Session 1�GSWAI: Overview

AGENDA

Agenda:

Defining AI
Introducing AI Tools for LLM, Images, Music/Audio
How do you feel about AI: Red/Yellow/Green Light
Ethics
Considering AI Policies in the Syllabus
Introducing Prompts and the Prompt Library

LEOTA / John

In the session, we provided hands on practice with the various AI tools like Chat GPT, Claude, Microsoft CoPilot, and others to show faculty the capabilities, as well as how they could potentially use these tools to their advantage. We also discussed the ethical impacts these tools can have on their teaching and their students learning. We worked with them on examining course syllabi statements to ensure their students are aware of the faculty member’s standards of use of these tools in the classroom.

SESSION 1 AGENDA

Defining AI
Introducing AI Tools for LLM, Images, Music/Audio
How do you feel about AI: Red/Yellow/Green Light
Ethics
Considering AI Policies in the Syllabus
Introducing Prompts and the Prompt Library

Now we’ll pass it over to Jenn to talk about session 2.

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GATOR ICAI STATS

FACULTY SURVEY COMPLETED OCTOBER 2023

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Definition of Generative AI�“Generative AI models use advanced algorithms to learn patterns and generate new content such as text, images, sounds, videos, and code”

Chan & Hu (2023)

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�

Role	Description
Possibility Engine	Alternative ideas
Socratic Debater	Argue with your opponent
Collaboration Coach	Group research and problem solving
Guide on the Side	Assistance with navigating ideas and concepts
Personal Trainer	Tutoring and feedback
Co-Designer	Feedback on design
Exploration	Play and interpret data or information
Study Buddy	Reflect on learning
Motivator	Games and challenges
Dynamic Successor	Profiles and Time Travel
And so much more!

Based on Unesco.org Quick Start Guide, pg. 9

You Can’t Escape AI's Opportunities for Teaching and Learning.

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MAJOR TYPES (Text/Language models, image generators, audio/music generation)

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MAJOR PLAYERS (LLMs)

AI Prompt Cookbook: Elevating Generative AI Recipes to Encourage Authentic Assessments

Thursday, February 29, 2024 from 2:00 to 3:00 pm

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Leota

We would like to give you an opportunity to explore at least two of LLMs. Most people are aware of ChatGPT. This platform was launched to the world on November 30, 2023. Two months after its launch, it was reaching an estimated 100 million active users, faster than social media platforms including Tik Tok which reached the 100 million user mark approximately 9 months after its launch. It is easy to see why other platforms might get lost in the glare of ChatGPT popularity.

If you do not have accounts, we would like to invite you to set up an account in ChatGPT and Claude or use your personal Google login to sample Google Bard. We should note that Microsoft has recently launched CoPilot. You will need to sign in to your personal Microsoft account to access it if that is your preference.

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SHOWCASE

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Piktochart + ChatGPT

Use ChatGPT to refine the language in your infographic and Piktochart to generate the infographic. You can edit the infographic to fit your needs.

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AI app that will help you put together dynamic presentations for class quickly.

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Leota

In a perfect world, our LLMs will help create all the things we need to development courses. And, these LLMs are powerhouses in many ways. But there are limitations in what they can do today. With the rapid advancement of AI, this can quickly change. Take infographics. The rubric infographic was created with two different AI platforms. I asked ChatGPT to outline the steps to create a rubric. Then I turned to a platform called Piktochart. While it is more robust if you are willing to pay the monthly fee, it

Prompt Canvas - https://pd.flint.umich.edu/courses/173

As you set up your accounts, we want to showcase ChatGPT to give you a sense of how it might work for you in the Higher Ed space.

Let’s start with a simple prompt. Just to give you a feel for two different LLMs, try feeding the prompt into two different LLMs:

Provide a brief summary of the Roman Empire.
Describe the social structure and daily life in Ancient Rome.
Analyze the economic factors that contributed to the decline of the Roman Empire, considering the impact of trade, taxation, and currency devaluation, and discuss how these economic challenges were interlinked with the political and military struggles of the period.

Formulate an innovative rubric in a table for a creative writing workshop that critiques originality, emotional impact, stylistic experimentation, and audience engagement in various genres." Designed for a specialized course in creative writing, this prompt focuses on elements that are crucial for captivating and engaging creative works. It encourages the evaluation of emotional depth and stylistic uniqueness in writing.
"Consider a dataset with graduate student research productivity metrics across different departments of a large research university. We want to analyze how individual-level factors (like hours spent on research) and department-level factors (like department funding) influence research productivity. Demonstrate a basic two-level multilevel linear regression model in Stata."

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MAJOR PLAYERS

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MAJOR PLAYERS

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MAJOR PLAYERS (Music and Audio)

Highly rated AI platform generates music for professionals and amateurs. Limited use free plan

Highly rated AI platform generates text to speech. Limited use free plan.

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What if you could sing in Your Favorite Musician's Voice TEDTalk�

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3 reactions to Generative AI

1. Will not allow the use of AI in the completion of coursework, clear policy statement in the syllabus warning learners about the consequences of academic integrity violations with the use of artificial intelligence in the coursework.

2. Cautiously exploring how AI might be implemented, some experimentation and conversation with students about the value of AI usage

3. Inviting or expecting learners to integrate the use of AI in the coursework with a clear policy statement in the syllabus stating usage boundaries and methods for avoiding plagiarism

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Thoughts on Student Use of AI

Not Happy

Excited

Not Sure

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Your Comfort Level with Using AI

Not Singing Yet

Rock Star

Karaoke Singer

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WHERE DO WE GO FROM HERE?

JANUARY 29, 2024

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SYLLABUS – 3 OPTIONS

AI IN YOUR CLASSROOM/START SMALL

OPTION B:

Specific uses of GenAI are allowed if students clearly distinguish between their original work and GenAI output (highlighting output, tracking changes in GenAI output)

OPTION A:

Specific uses of GenAI are encouraged (generating ideas, editing, translating, outlining)

OPTION C:

Any use of GenAI constitutes academic misconduct. academic Integrity Considerations: Instructors should become familiar with the current academic integrity policies, guidelines, and process at their respective institution.

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ETHICAL CONSIDERATIONS

AI IN YOUR CLASSROOM

Source Transparency

Clearly communicate to students when and how AI is being used. Explain its capabilities and limitations.

Bias

Be aware of potential biases in AI systems.

Data Privacy/Security

Follow proper data privacy protocols. Ensure FERPA and other UF policies and guidelines are followed.

Accuracy

Validate outputs and correct errors.

Education and Digital Literacy

Provide education on AI ethics. Foster a culture of responsible use of AI.

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CENTER FOR TEACHING EXCELLENCE

Our Resources

Ignite. Inspire. Innovate.

Artificial Intelligence in Teaching and Learning | Center for Teaching Excellence (ufl.edu)
Teaching Beyond the Podium Podcast Series
Online Course Resources and Guidance
Open Ed Resources
Opportunities for Badges
Series resources
Resource Library
UF Faculty Handbook for Adding AI to your Course

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Q AND A

CONTACT US:

CTE@aa.ufl.edu