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This Instructional Design Showcase will explore several online-synchronous course design elements that were developed during the pandemic and have been continually refined in the years after based on student feedback. Through the course demonstration, the instructor explained how the homepage and modules had been setup, discussed several student engagement solutions such as flipped course design, audio-video content packages, and interactive class sessions, and also explored a few effective feedback practices through audio-video feedback packages and extended zoom conferences.The specific items that will be covered are as follows:
Jeremy Kelley serves as the Associate Director of UCLA’s Writing Programs, UCLA’s academic home for both English composition and English as a Second Language. In addition to teaching both undergraduate and graduate language and writing courses, he teaches the language teacher training seminar for graduate student ESL instructors and mentors new graduate instructors through their initial teaching appointment. He also teaches the core language pedagogy seminar for the language-learner emphasis of Writing Programs’ Graduate Certificate in Writing Pedagogy.
This showcase is an extension of an earlier talk Laurel Westrup gave as part of the Spring 2023 “AI in Action” event. It will focus on a specific use of ChatGPT in a Spring 2023 Honors Collegium Writing II course, “Sampling and Remix: The Aesthetics and Politics of Cultural Appropriation.”
Honors 37W, which focuses on cultural borrowing of many kinds, was an apt forum for discussion of generative artificial intelligence (Gen-AI) and large language models (LLMs) that draw on borrowed sources in order to create text. The instructor re-designed a staple course assignment to provide students an opportunity to try out and reflect on co-writing with a chatbot. The showcase will:
Presenter Bio
Laurel Westrup is a Continuing Lecturer with Writing Programs and the Honors Program and the Coordinator of the Graduate Certificate in Writing Pedagogy (GCWP). She teaches courses across Writing Programs’ curriculum, from first-year composition and Writing II to upper division courses in the Professional Writing Minor, and she also teaches graduate pedagogy courses with the GCWP. She received a UCLA Distinguished Teaching Award in 2023.
In this course showcase session, Shane Crosby will share his experiences, the pros and cons, of using a variety of Bruin Learn tools to actively engage undergraduate students in the content of a first-year composition course.
This showcase demonstrates how the instructor uses Bruin Learn to actively engage undergraduate students in a first-year composition course. Several essential Bruin Learn tools and features, such as homepage, modules, assignments, and gradebook, are discussed. The exploration of different tool settings throughout the course design process with the support of the Bruin Learn Center of Excellence is shared.
The tools reviewed include:
Presenter Bio
Shane Crosby is a Continuing Lecturer in Writing Programs at UCLA. He completed his BA at UCLA, MA in Special Education at Clark Atlanta University, PhD in Special Education at Georgia State University, and his MFA degree at UC Irvine.
This ID Showcase is a collaboration between the UCLA Teaching and Learning Center and the Bruin Learn Center of Excellence.
The following are notes from OTL’s session for the AI in Action series.
Kim DeBacco and Kate Schaller worked with faculty to generate and regenerate a course syllabus. Together they investigated prompt engineering to iteratively refine their choices.
Session materials:
Initial prompt:
Design a syllabus for an introductory, undergraduate-level university course about "The Psychology of Aging".
Sample refining prompt:
Regenerate this syllabus to include the following syllabus sections: Course title: “The Psychology of Aging” (PSY136) Instructor Information: Kim DeBacco, PhD; kdebacco@online.ucla.edu TA Information: Qiwen Moore, David Christomakis. Contact Information: tba Course Prerequisites: PSY124 Course Description: Learning Outcomes for this Course: Course Materials: Technical Requirements (Bruin Learn, browsers etc.) How to Succeed in this Course (Expectations for Students, Study Advice & Tips) Creating an Inclusive Classroom Community (Instructor, TA, and Community Expectations) Course Schedule (Dates & Topics, Readings) Predictable Weekly Pattern (for Students) How Your Learning Will Be Assessed (Grading Policy) Information about the Course Assignments Link to the Quarter dates in the UCLA Academic calendar The class dates and times: Tuesday 10am - 12noon; Thursdays 10am - 12 noon Link to UCLA resources for Student Well-being Link to UCLA Policy on Academic Integrity
Model the prompt by inputting two or three past syllabi:
Integrate information, readings and topics from this syllabus. Do not include the dates.
NOTE: The example syllabi were freely provided, and previously downloaded from merlot.org
Provide a list of readings with links; link to a textbook, etc.
Add your lists of readings – Required/Essential, Recommended, etc.
Integrate these readings into the syllabus schedule: Park, D.C., K. Warner Schaie, K. Schaie, S. L. Willis, S. Willis. Handbook of the Psychology of Aging. 7th edition.
Provide a focused, scripted course description, to narrow and specify content.
Regenerate the syllabus to reflect this description: [your course description goes here]
After the quarter is over, ask (some of) your students to give you annotated feedback on your syllabus. Ask them to add comments all over it:
and so on…
Here are some instructions for college instructors to use ChatGPT to author low stakes quizzes. By following these steps, you can use ChatGPT to create low-stakes quizzes that assess your students’ knowledge and understanding of course concepts.
Identify the Topic
Decide on the topic for the quiz. This could be a specific concept or a broad subject area.
Determine the Learning Objectives
Identify the learning objectives you want your students to achieve through the quiz. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART).
Choose the Quiz Type
Determine the type of quiz you want to create. This could be a multiple-choice, true/false, or short answer quiz.
Provide ChatGPT with the Question
Use ChatGPT to generate questions related to the learning objectives and the chosen quiz type. You can provide ChatGPT with a prompt, such as “Please generate five multiple-choice questions about the topic of X,” and it will provide you with questions to choose from.
Review and Edit Questions
Review the questions generated by ChatGPT and edit them as needed. Ensure that the questions are clear, concise, and aligned with the learning objectives.
Create Answer Choices
If you’re creating a multiple-choice quiz, provide ChatGPT with answer choices for each question. Ensure that the answer choices are plausible and that one option is clearly the correct answer.
Finalize the Quiz
Once you’ve reviewed and edited the questions and answer choices, finalize the quiz by creating a clear and concise set of instructions for your students, specifying the time limit, grading criteria, and any other relevant information.
Administer the Quiz
Administer the quiz to your students through your preferred learning management system (LMS) or other means of distribution.
Grade the Quiz
Once the quiz is completed, grade the responses according to the grading criteria you established.
Provide Feedback
Provide feedback to your students on their performance on the quiz, including areas where they did well and areas where they could improve.
Be Specific with Your Prompts
The more specific your prompts are, the better the results will be. Instead of asking ChatGPT to generate questions about a broad topic, try to provide a specific question or scenario to prompt the AI. This will help ChatGPT understand what type of questions you’re looking for and generate more relevant and focused results.
Provide Additional Context
Providing additional context to ChatGPT can help it generate more relevant and accurate questions. For example, if you’re asking ChatGPT to generate questions about a historical figure, provide some additional context about their life, achievements, and legacy.
Use Proper Grammar and Syntax
ChatGPT works best with clear and grammatically correct input. If you use improper grammar or sentence structure in your prompts, ChatGPT may generate questions that are difficult to understand or nonsensical.
Choose the Right Quiz Type
Different quiz types require different types of prompts. For example, if you’re creating a multiple-choice quiz, provide ChatGPT with answer choices for each question. If you’re creating a short-answer quiz, provide ChatGPT with examples of possible answers to the question.
Review and Edit Generated Questions
ChatGPT is not perfect and may generate questions that are unclear or irrelevant. It’s important to review and edit the generated questions to ensure that they align with your learning objectives and are appropriate for your students.
The following are notes from OTL’s session for the AI in Action series.
Mark Kaysar and Agustin Ríos used AI to create quiz questions with different question types. They also prompted ChatGPT to properly format a quiz for uploading into Bruin Learn.
Demo Question Generation
Quiz Formatting
When working in ChatGPT, if you include the format instructions shown below you will receive questions that are ready for upload to Canvas. ChatGPT will usually respond in the format you tell it to use, but if it does not, resubmit and ask it to reformat.
Please create all quiz questions using the following format. Each choice needs to start with a lower case alphabet,
a, b, c, d, etc. with a close parenthesis. The correct choice is designated with an asterisk.
1. What is 2+3?
a) 6
b) 1
*c) 5
d) 10
Provide a topic
Can you write some multiple choice questions about [Insert topic]?
Provide a link to a reading
Please write multiple choice questions to evaluate this content. [paste content] 1.2 The Weakness of Early Patent Systems - Introduction to Intellectual Property | OpenStax
Provide a link to a Canvas page
Please write multiple choice questions to evaluate this content. Can you provide feedback on why the incorrect items are incorrect? [paste content] https://canvas.ucdavis.edu/courses/34528/pages/being-present-in-your-online-course
Provide a desired outcome
Please write multiple choice questions that evaluate this outcome [paste outcome] Analyze how the costume designer’s interpretation of the screenplay is affected by the tone of the politics of the era and the pressures from the studio
Provide a video script or video captions
Please write multiple choice questions to evaluate this content. [paste content]
Provide a set of answers
Please write multiple choice questions that have the following as answers. [paste answers]
Provide similar questions to use as a model
Please write multiple choice questions that evaluate the same content as this question. [paste question]
Before you can upload the quiz into Canvas, you need to save the questions in the QTI file type.
Step one
Step two
This will create a quiz with your new questions.
The following are notes from OTL’s session for the AI in Action series.
Sirui Wang and Brittany Goodwell explored possible ways to use ChatGPT to start thinking about different teaching and learning challenges using two scenarios to begin instructional design conversations between faculty and instructional designers. Both scenarios included questions and requests often asked by faculty. There were opportunities to interact with ChatGPT and instructional designers.
However, what ChatGPT provides is usually very surface and general, and instructional designers must step in and continue the in-depth conversation.
How to use ChatGPT to begin the conversation?
But ChatGPT does not have the accurate context for what it outputs, so a continued conversation with instructional designers are strongly encouraged.
How to continue the topic with an Instructional Designer?
How to continue the topic with an Instructional Designer?
On May 16, 2023, as part of the campus series, “AI in Action: Exploring AI’s Potential in Teaching and Learning,” OTL instructional designers worked with over 30 participants across three breakout rooms to explore ways that AI can be used to enhance teaching and learning.
In this showcase, Prof. Glory Tobiason will demonstrate how she uses Slack in undergraduate courses to engage and welcome students, streamline communication, and conduct formative assessments.
Slack is a UCLA-approved app that facilitates communication and collaboration in a variety of contexts: project teams, administrative units, research groups, etc.
The showcase is organized like a “tasting menu” of several possible pedagogical uses of Slack, including:
Presenter Bio
Prof. Glory Tobiason is clinical faculty in the Education Department (where she teaches undergraduate and graduate courses in research methods) and a Research Scientist at the Center for Research on Evaluation, Standards, and Student Testing (CRESST). She also co-leads the Holistic Evaluation of Teaching initiative at UCLA. The goal of her research and faculty-engagement work is to understand and support the work of teachers.