As the landscape of education continues to evolve, the integration of cutting-edge technology into the classroom has become more vital than ever. The advent of generative AI tools is poised to revolutionize the field of higher education, transforming the virtual classroom into a dynamic and responsive environment. The potential for positive impact on productivity and efficiency for faculty is significant, opening new doors for innovation in teaching and learning as well as course development. 

Instructional Technology invites faculty to preview the suite of new AI Course Design Assistant features during two webinars on Wednesday, August 23. Developed to assist faculty in streamlining course preparation, the AI Course Design Assistant tools include:

• A course-builder assistant. Create sample learning modules, titles, and descriptions. 
• Image suggestion and creation. The assistant can draw from the Unsplash stock image library and suggest thumbnails for illustration in learning modules or identify an image for the course banner. Functionality also includes AI-generated image creation based on course name and keywords.
• Content-based test generation. AI-powered algorithms analyze an Ultra document's content or inputted learning objectives and quickly generate a diverse set of questions for a test or question bank. 
• Rubric creation. Drawing on an assessment or discussion prompt’s content, the AI can analyze and streamline the rubric creation process according to specific learning objectives and assessment criteria.

Informed by Anthology’s Trustworthy AI Approach and seamlessly embedded into Ultra’s workflows, the AI Course Design Assistant tools are opt-in and the instructor is always in control of the content generated. Faculty can choose when, where, and how to leverage the tools in their Ultra courses.

Instructional Technology expects to launch the tools to the campus during National Distance Learning Week (Nov. 6-10) with a lunchtime series. Limited early access will be available to interested faculty upon request. Please attend a preview session for more information.

• Check our extensive FAQ collection 
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UMBC is committed to providing a consistent learning experience for everyone. The last day we will support Blackboard Original is December 31, 2024. Please check out our training and support: https://umbc.edu/go/ultra.

During the summer break, educators might use this time to refine their course designs and explore innovative technologies. One such technology is ChatGPT, a powerful language model developed by OpenAI that can assist in creating engaging and effective learning experiences. As early as the 1960s, researchers have recognized the potential of AI to transform education (Carbonell, 1960; Suppes, 1966), and with the advancements in machine learning and natural language processing, AI's impact on the educational landscape has only grown more profound.

Let's explore seven strategies for using ChatGPT to enhance your course design over the summer break.

1. Align course and unit-level learning objectives:

Ensuring alignment between course and unit-level objectives is an essential part of effective course design. Use ChatGPT to perform consistency checks, identifying areas where unit-level objectives might be better aligned with broader course objectives (Abd-alrazaq et al., 2023; Alqahtani et al., 2023). ChatGPT can also suggest refinements or revisions to make objectives more specific, measurable, achievable, relevant, and time-bound (SMART). However, instructors should review learning objectives for clarity and alignment to ensure these foundational components of course design are effective and provide clear direction for students.

2. Develop engaging course materials with ChatGPT's content generation capabilities:

ChatGPT can help you generate course materials tailored to your learning objectives (Atlas, 2023). By providing the AI with elements from your course syllabus, desired learning outcomes, and course topics, ChatGPT might suggest outlines for your lectures or assist in creating discussion prompts that are aligned to your educational goals and help save time (Kasneci, et al., 2023; Jeon & Lee, 2023). Always crosscheck references provided by the AI since its language model can be limited to a particular scope and timeframe.

3. Create personalized feedback using ChatGPT:

Providing students with timely, personalized feedback is essential. ChatGPT can help you generate two types of feedback: templated feedback applicable to common errors and customized feedback based on submitted work, performance metrics, and learning preferences. By integrating ChatGPT into your assessment process, you can offer students detailed and tailored feedback on their assignments, promoting reflection and improvement (Atlas, 2023; Gimpel, et al., 2023). You should always review, edit, and customize the feedback to each student and assignment.

4. Generate test questions aligned to learning objectives:

By using ChatGPT, faculty can generate a large pool of relevant test questions quickly, freeing up time to focus on other aspects of course design and instruction (Atlas, 2023; Sok & Heng, 2023; Trust, Whalen, & Mouza, 2023). The AI can formulate a variety of question types (multiple-choice, true/false, short answer, and essay questions) all designed to assess the objectives and reflective of Bloom's taxonomy. While AI can be a valuable tool for generating test questions, it's essential for educators to review and refine these questions to ensure they are appropriately challenging, fair, and properly aligned with the course's learning objectives. 

5. Foster collaboration and communication with ChatGPT-powered chatbots:

Effective communication and collaboration are critical components of a successful learning experience. Chatbots can answer students' questions, provide style guidance on assignments, and offer support outside of regular class hours (Atlas, 2023; Kasneci, et al., 2023). Some AI chatbots are packaged with platforms from licensed tools such as writing practice and language learning (Jeon & Lee, 2023).

6. Utilize ChatGPT for brainstorming and idea generation:

Encouraging students to think creatively and critically is a key aspect of the learning process. ChatGPT can help students generate ideas for projects, essays, and other assignments by providing them with relevant suggestions, perspectives, and examples (Atlas, 2023; Sok & Heng, 2023). By integrating ChatGPT into your course design and teaching practice, you can support students in their brainstorming efforts and spark their creativity. Students can share the link to the ChatGPT conversation to show their work as part of their assignment submission workflow.

7. Design inclusive course materials with ChatGPT's language capabilities:

Creating inclusive and accessible course materials is essential for ensuring that all students have an equal opportunity to succeed. ChatGPT can help you develop course materials that cater to diverse learning needs and preferences (Kasneci, et al., 2023). By providing the model with specific guidelines, such as using simple language or incorporating visual aids, ChatGPT can help generate content that is more accessible and inclusive to a wide range of learners. 

What's Next?

Incorporating ChatGPT into your course design over the summer break can transform the way you teach and create more engaging, personalized, and effective learning experiences for your students. These tools and resources can help students actively reflect on their learning processes and strategies, fostering metacognition and promoting deeper understanding of the course material (Gimpel, et al., 2023). By leveraging ChatGPT's content generation capabilities, personalized feedback, chatbot communication, brainstorming assistance, and inclusive language features, you can harness the power of this AI technology to enhance your educational practice and optimize student success.

Follow the Instructional Technology group to get updates about our exclusive webinar series, Empowering Educators: AI Tools for Teaching and Productivity, designed to help faculty harness the power of artificial intelligence to enhance their course preparation and teaching productivity. Coming in Fall 2023, this comprehensive five-part series will explore cutting-edge AI tools and technologies that can revolutionize the way you approach course development, student success and engagement, assessment and grading, course management, and personal productivity.

References

Abd-alrazaq, A., AlSaad, R., Alhuwail, D., Ahmed, A., Healy, P.M., Latifi, S., Aziz, S., Damseh, R., Alabed Alrazak, S., & Sheikh, J. (2023). Large language models in medical education: Opportunities, challenges, and future directions. JMIR Medical Education, 9(1). https://doi.org/10.2196/48291

Alqahtani, T., Badreldin, H. A., Alrashed, M., Alshaya, A. I., Alghamdi, S. S., bin Saleh, K., Alowais, S. A., Alshaya, O. A., Rahman, I., Al Yami, M. S., Albekairy, A. M. (2023). The emergent role of artificial intelligence, natural language processing, and large language models in higher education and research. Research in Social and Administrative Pharmacy [pre-print]. https://doi.org/10.1016/j.sapharm.2023.05.016

Atlas, Stephen. "ChatGPT for higher education and professional development: A guide to conversational AI." (2023). https://digitalcommons.uri.edu/cba_facpubs/548

Carbonell, J. R. (1960). AI in CAI: An artificial intelligence approach to computer-assisted instruction. IEEE Transactions on Man-Machine Systems, 11(4), 190-202.

Gimpel, H., Hall, K., Decker, S., Eymann, T., Lammermann, L., Madche, A., Roglinger, M., Ruiner, C., Schoch, M., Schoop, M., Urback, N., & Vandirk, S. (2023). Unlocking the power of generative AI models and systems such as GPT-4 and ChatGPT for higher education: A guide for students and lecturers. Hohenheim Discussion Papers in Business, Economics and Social Sciences, No. 02-2023, Universitat Hohenheim, Fakultat Wirtschafts- und Sozialwissenschaften, Stuttgart. Retrieved from http://hdl.handle.net/10419/270970

Jeon, J., & Lee, S. (2023). Large language models in education: A focus on the complementary relationship between human teachers and ChatGPT. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11834-1

Kasneci, E., Sessler, K., Kuchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. https://doi.org/10.35542/osf.io/5er8f

OpenAI. (2023). ChatGPT-4 (Apr 18 version) [Large language model]. https://chat.openai.com/chat

Sok, S., & Heng, K. (2023). ChatGPT for education and research: A review of benefits and risks. Social Science Research Network. https://doi.org/10.2139/ssrn.4378735

Suppes, P. (1966). The uses of computers in education. Scientific American, 215(3), 207-220.

Trust, T., Whalen, J., & Mouza, C. (2023). ChatGPT: Challenges, opportunities, and implications for teacher education [editorial]. Contemporary Issues in Technology and Teacher Education, 23(1).

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The text of this article was outlined and seeded by ChatGPT 4.0 and extensively revised by the Instructional Technology staff. Research cited in this article was identified and vetted by humans.

1. Create the assessment, whether test or assignment
2. Enable the settings via the Respondus Lockdown Browser dashboard for the specific assessment
3. Select Respondus Lockdown Browser for the assessment
4. Save the settings

These faculty join nine who have earned QM Certification since 2021: 

• AGNG 355 - The Experience of Dementia (Louise Murray)
• CHEM 101 - Principles of Chemistry 1 (Sarah Bass)
• EDUC 667 - Structure of English for TESOL (Mary Tabaa)
• ENCH 300 - Chemical Process Thermodynamics (Mariajose Castellanos)
• PBHL 100 - Survey of the US Healthcare System (Katie Birger)
• GWST 210: Intro to Critical Sexuality Studies (Kate Drabinski)
• SOCY 351: Health, Illness, and Medicine (John Schumacher)
• EHS 115: Medical Terminology (Gary Williams)
• CMSC 104: Problem Solving & Computer Programming (Chris Marron)

In partnership with the Provost's Office, the QMI pilot  launched in FA2021 as an extension of the  award-winning PIVOT program to recognize exemplary course design. A QM Official review provides independent validation of quality, learner-focused course design. 

As of December 2022, 12 of the 17 QM certified courses in the University System of Maryland are from UMBC. QM certifications are valid for five years. A course achieves QM Certification when it meets QM Rubric Standards at the 85% threshold or better and meets all Essential Standards. The newly certified courses are eligible to display the QM Certification Mark, an internationally recognized symbol of online and blended course design quality, on the syllabus or within the course. The QM Certification Mark represents these instructors' ongoing commitment to creating learning environments that provide students with a clear pathway to success. 

DoIT's Instructional Technology team manages the formal review process and facilitates the fully online, asynchronous Applying the Quality Matters Rubric workshop designed to help instructors prepare for a formal course review.

This year's National Distance Learning Week 2022 Lunchtime Series (November 7-11) at UMBC created space for candid conversations about online learning. These conversations featured 11 panelists who represented faculty, staff, and students sharing their challenges, accomplishments, and lessons learned. 

Instructional Technology will continue hosting monthly candid conversations about online learning starting in spring 2023. Follow us on myUMBC for the latest information about dates, times, and guests.  

If you missed one of these candid conversations during National Distance Learning Week check out the session takeaways below or watch/listen to the recorded session.

• Panelists:Dr. Louise Murray, Director, Undergraduate Programs and Clinical Associate Professor in the Erickson School of Aging Studies; Mr. Gary Williams Jr., Senior Lecturer, Emergency Health Services Department and Clinical Coordinator, Paramedic Concentration; Dr. Eileen O'Brien, Director, College Teaching & Learning Science (CTLS) Post Master's Certificate Program; and, Dr. John Schumacher, Professor, Department of  Sociology, Anthropology, and Public Health, Co-Director Doctoral Program in Gerontology.
• Key takeaways: Faculty shared their experiences in online course design and how the Quality Matters framework strengthened their design after taking a course through a formal course review. The rigor of the QM peer-review process also presented faculty with challenges in understanding, learning, and designing for new technologies and methods of designing learning. As they applied what they learned about effective online course design, faculty shared that students reported a clearer understanding of what was expected in the online course, where to find content, and how they were going to be assessed.

Tuesday, November 8th topic: How do we engage disconnected students? (session recording) 

• Panelists:Gary Rozanc, Assistant Professor Graphic Design, Department of Visual Arts (CAHSS); Nancy McAllister, Adjunct Professor of Environmental Science, Geography & Environmental Systems Department (CAHSS); and Dr. Sarah Bass, Lecturer of Chemistry, Department of Chemistry & Biochemistry (CNMS). 
• Key takeaways: Faculty shared how their approach to engaging online students evolved from the start of the pandemic to more recent practices. During the fall of 2020, engaging students meant using multiple methods to help online students connect with one other, instructor, and content. In the fall of 2022 with a return to campus, our panelists reported rethinking how they use technology in-person. Today's students  enter college with more experience and comfort using technology and perhaps with a different motivation for learning. Panelists noted that how they taught pre-pandemic may not align with today's first-year students who are seeing the work they'll be doing in the future happening in asynchronous and remote formats. Our panelists asked, what does this mean to engagement in any class format and the ways students are choosing to learn post-pandemic?

Wednesday, November 9 topic: How do we counter the myths of online learning? (session recording) 

• Panelists: Thirandie Bambaradeniya, Director of Sustainability, Student Government Association (UMBC 23); Dr. Tara Carpenter, Principal Lecturer, Department of Chemistry & Biochemistry; Dr. Toby Gouker, Acting Graduate Program Director, Engineering Management; and Dr. Delana Gregg, Director of Academic Learning Resources, Assessment, and Analysis. 
• Key takeaways: When it comes to the myth that online learning is easy, panelists were in agreement that online learning is not easier than in-person as it requires students to be even more disciplined in managing their time and asking for help. Debunking the myth that online students don't interact with each other or the instructor, our panelists noted that teaching online is often more intensive and intentional, as students cannot 'hide' in the back of the online classroom. When it comes to the myth that everyone cheats in an online course, panelists said faculty have since created multiple ways for students to be tested, including more formative or open-note assignments. In considering where UMBC could go with online learning, panelists noted that online learning has long been a useful tool for decades and in a post-pandemic time, it remains a viable choice for many students. They would encourage UMBC to consider how we can provide online learning effectively and continue to put services in place to help support our online learners.  

UMBC Instructional Technology

As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:

• PIVOT |Academic Continuity |Keep On Teaching |Student Technology Resources

• Check our extensive FAQ collection 

• What's new in Ultra? |Known Issues 

• Open a ticket via RT

• Follow theInstructional Technology &DoIT myUMBC groups

• Request a consult withinstructional technology staff

UMBC's National Distance Learning Week 2022 Lunchtime Series created space for candid conversations about online learning. The candid conversation on Monday, November 7th focused on course design and Quality Matters.   

The Quality Matters Higher Education Rubric (6th edition) is a set of 8 General Standards and 42 Specific Review Standards used to evaluate the design of online and blended courses. QM Standards are research-supported and based on published best practices. The rubric's General Standard 8 focuses on course accessibility and usability, and is designed to assess whether "the course design reflects a commitment to accessibility and usability for all learners."

Creating and adding content to an online course offers students the opportunity to engage with customized course materials, but may not provide equal access if the content is not accessible. The following content creation best practices promote accessibility so that all learners can access course content.

Content Accessibility Best Practices

Media

• Add captions to videos. 

• Visual information that is critical to meaning should include an audio description.

• Panopto and VoiceThread offer automated captions. Edit and correct automated captions for accuracy.

• Add slide presentations in video lectures to Blackboard for student view.

• Provide transcripts for audio files.

• Audio files can be uploaded to Panopto for automated captioning.

Images

• Provide alternative (Alt) text for all images that are not decorative.

• Long descriptions may be appropriate for complex illustrations or graphs.

• Add alternative text for images embedded in slide presentations, documents, or individual image files.

• When adding an image to Blackboard, use the Alt text field to provide a meaningful description of the image. 

• Add labels to charts, graphs, and illustrations.

Text

• Use text heading levels to format text, instead of editing text size or style.

• Use heading levels in order (h1, h2, h3, etc).

• Avoid using underlined text unless the text is a hyperlink.

• Avoid using text color alone to convey meaning.

• Color combinations provide sufficient color contrast.

Links

• Hyperlinks in text should describe the link destination.

• Use "National Distance Learning Week Lunchtime Series" instead of "click here."

Tables

• Create tables with column and/or row headers.

• Avoid using tables to format a document. Use text heading styles instead.

• Create tables using text. Avoid using tables as embedded images. 

What UMBC Resources Support Course Content Accessibility? 

Blackboard Ally

Instructors can use Ally to gauge the accessibility of course content.

• Receive feedback on the accessibility of course content through an Ally accessibility report.

• Improve content accessibility with Ally's step-by-step instructions.

• Create alternative formats for course content.

Students and instructors can use Ally to create alternative formats for course materials. This feature allows students to choose the type of file they want that best suits their needs.

SDS Information for Faculty

This SDS faculty resource include

• Accessible online/remote teaching resources

• UMBC SDS information and tools

• Disability Resources for instructors

Quality Matters Impact

As an extension of the award-winningPIVOT program, the Quality Matters Impact program is a new initiative to formally recognize courses that meet Quality Matters standards and demonstrate exemplary online/hybrid course design.

UMBC Instructional Technology

As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:

• PIVOT |Academic Continuity |Keep On Teaching |Student Technology Resources

• Check our extensive FAQ collection 

• What's new in Ultra? |Known Issues 

• Open a ticket via RT

• Follow theInstructional Technology &DoIT myUMBC groups

• Request a consult withinstructional technology staff