Co-authored with Mary Jetter (CEI). Are you wondering how and when your students should use generative AI? Are you exploring how to harness generative AI to augment your teaching? Many instructors are asking these questions as they contemplate using generative AI in their courses. Recently, the Emerging Technology Faculty Fellows were asked to try an experiment following these steps: Review resources that address the appropriate use of GenAI, for example, Appropriate Use of ChatGPT and Similar Generative AI Tools . Then consider the web resource Advancing Meaningful Learning in the Age of AI, which provides a revised version of Bloom’s taxonomy intended to help instructors evaluate and make changes to course assignments or assessments in light of GenAI. Identify a single assignment from your course. Break the assignment into a series of sequential tasks. For each task, consider the following prompts: Decide whether or not students could use GenAI for that task, and Document
Similar to professionals in many fields, ATSS staff members are in the process of exploring generative AI tools to support our work as instructional designers and academic technologists. We recently delved into the NOLEJ platform to investigate how it might be used with materials from instructional development sessions facilitated by our team. The guiding questions we used for our exploration included: What are the platform’s privacy and terms of use, and how do they inform what content we would upload? What types of content can be uploaded, and what can be done with it? How might this platform enhance our professional development offerings? How might this platform inform our instructional design workflow/practice? Tool Overview NOLEJ is a generative AI tool marketed to K-12 and higher education instructors and instructional designers to create and deliver interactive course content. The way it works is that the user uploads a file with lecture content in a video, audio, or text fo