Category: Teaching Strategies

  • ai-transforming-student-engagement-in-the-online-classroom- The Cengage Blog

    ai-transforming-student-engagement-in-the-online-classroom- The Cengage Blog

    Reading Time: 3 minutes

    Let’s be real — online teaching isn’t about dumping lecture notes into a learning system and calling it a day. If we want students to actually engage, grow and retain what we teach, we’ve got to meet them where they are with tools and strategies that turn passive screens into powerful learning spaces.

    This is at the heart of our Spring 2025 Empowered Educator recorded webinar session, “Interactive Learning Redefined With A.I.”

    During our session, we explored tools and mindsets that make all the difference, whether you’re just starting as an educator or looking to breathe new life into your virtual classroom.

    Let’s talk about the “why”

    We’re teaching in an era where attention spans are short, expectations are high and personalization is the norm. Students don’t just want to listen. They want to participate, problem-solve and feel seen. The combination of interactive learning and Generative AI (GenAI) makes this not only possible, but sustainable.

    Interactive learning: Real-time tools that work

    Forget static slides. The key is giving students something to do, not just something to watch. Some of the most effective, real-time strategies listed in the CID Quick Tip Guide were explored during our session:

    Synchronous engagement ideas:

    • Live polls and Q&A: Check comprehension on the fly.
    • Gamified quizzes (Kahoot, Mentimeter): Turn reviews into fast-paced competitions that stick.
    • Virtual whiteboards (like Miro or Padlet): Co-create visuals in real time.

    Asynchronous options that still feel real:

    • Scenario-based videos and interactive PDFs help students explore at their own pace.
    • Reflective prompts build deeper understanding.
    • Gamified modules with badges or levels give students a sense of progress and motivation.

    This kind of learning keeps things dynamic, allows for quick feedback and, best of all, shows students you’re in it with them.

    How GenAI changes the game for personalization

    Now, here’s where we level up. AI isn’t just about automation — it’s about tailoring the learning journey to meet each student where they are. In our session, we explored ways to:

    • Use GenAI to generate custom study guides or quizzes based on student progress, ensuring that the use of copyrighted material falls within your license or other legal parameters.

    It’s like having a digital co-teacher who’s always ready to personalize.

    The evidence is in

    We also dove into case studies and data from real classrooms where these approaches led to:

    • Higher engagement and retention
    • More frequent participation
    • Better overall comprehension
    • Improved digital and collaborative skills

    When students feel included and in control of their learning, outcomes naturally improve.

    Final thoughts: Teaching that connects

    In the end, this isn’t just about tools or tech. It’s about creating experiences where students feel challenged, supported and seen.

    Watching this session on transforming student engagement in the online classroom will more than inspire you. You’ll learn how to:

    • Integrate interactive strategies with your LMS.
    • Engage with gamified quizzes, reflective prompts and real-time activities.
    • Evaluate your current engagement strategies and plan next steps.

    Let’s create classrooms that aren’t just digital — but dynamic.

     

    Written by Dr. Clevester Moten, Business Instructor at Jackson College and James Bender, Adjunct Instructor at Jackson College. 

     

    Dr. Clevester Moten is a transformative educator, scholar and thought leader whose research and work focus on equity, leadership and systemic reform. With more than 20 years of leadership spanning public, private and nonprofit sectors, he specializes in fostering collaboration and addressing societal challenges. Dr. Moten holds advanced degrees in public policy and business administration.

     

     

     

    Watch Dr. Clevester Moten and James Bender’s recorded webinar session, “Interactive Learning Redefined with AI,” part of our Spring 2025 Empowered Educator series, to learn more about transforming student engagement in the online classroom. 

    Source link

  • leveraging-ai-empowering-students-to-enhance-discussion- The Cengage Blog

    leveraging-ai-empowering-students-to-enhance-discussion- The Cengage Blog

    Reading Time: 2 minutes

    In recent years, artificial intelligence (AI) has rapidly integrated into the world of business, with higher education being no exception. According to recent Cengage research, 92% of higher ed instructors and 83% of students say it’s important to include AI literacy in courses, partly because 84% of students believe AI skills proficiency is important for future employment.

    AI tools, such as ChatGPT, Liner, Gemini and other similar platforms, are becoming influential in reinforcing student learning. They can help contribute to the generation of ideas, provide unique perspectives and facilitate deeper engagement with course resources. For example, students can use AI to enhance discussions, discover helpful images and content and improve their critical thinking skills. However, it’s necessary to consider AI integration thoughtfully and responsibly to make the most of its benefits while abating potential barriers.

    Enhancing critical thinking through AI

    One of the substantial benefits of integrating AI into the classroom is its capability to foster critical thinking. By offering students various viewpoints on a topic, AI encourages them to explore, compare and contrast different arguments. This process not only deepens their understanding but also sharpens their analytical skills. Additionally, AI can generate prompts that guide students to ask more reflective, intuitive and probing questions, further increasing scholarly interest in a topic.

    Ethical considerations and academic integrity

    Even with its benefits, the ascent of AI in academia has raised concerns about academic integrity. When it comes to the risks and ethics of AI, 82% of instructors Cengage surveyed are concerned about academic integrity (cheating, plagiarism). To tackle these concerns, educators must determine well-defined instructions on ethical AI use, emphasizing the importance of originality and proper citation of AI generated content. This methodology ensures that students explore AI responsibly, maintaining integrity in their academic efforts.

    Supporting diverse learning styles

    AI’s malleability makes it a valuable tool for accommodating various styles of learning. Visual learners can benefit from AI-generated illustrations and graphs, auditory learners from audio abstracts and kinesthetic learners from interactive engagement. By tailoring learning to these diverse needs, AI can create a more stimulating learning environment, enhancing intellectual capacity and student persistence.

    Long-term goals for integrating AI into the classroom

    Looking ahead, institutions should aspire to develop a viable AI-integrated curriculum that progresses with technological improvements. Continuous enhancement and innovation are essential, as is the creation of AI literacy programs for both students and faculty. Such initiatives will guarantee long-term expertise and certainty in leveraging AI effectively, preparing the academic world for a future where AI plays an integral role in education and the business world.

    Conclusion

    The integration of AI into higher education proposes a transformative opportunity to enrich synchronous and asynchronous discussions, while cultivating critical thinking. By embracing AI responsibly and ethically, educators can equip students with the skills and strategies to engage more meaningfully with course content, ensuring they are well prepared in an increasingly digital environment.

     

    Written by Dr. Neisa Jenkins, Professor at DeVry University

    Interested in practical strategies for integrating AI as a resource in discussion-based learning? Watch Dr. Jenkins’ webinar, “Leveraging AI: Empower Students to Enhance Discussion,” part of our Spring 2025 Empowered Educator series.

    Source link

  • Two More Ways Faculty Are Using AI

    Two More Ways Faculty Are Using AI

    Reading Time: 3 minutes

    We recently shared three ways faculty are using generative AI (GenAI) to help them handle the more administrative aspects of their roles — gleaned from ongoing research that culminates in our annual Faces of Faculty report. This comprehensive report explores the professional landscape, challenges, and opportunities facing today’s higher education faculty. Over the past few years, we’ve learned that GenAI has enjoyed popularity among early adopting educators as: a tool for jumpstarting ideas and conversations with students; to help with differentiation of instruction for different learning levels and styles; and a tool for automating feedback. We’ve also learned that around half of instructors now hold a positive view of GenAI, up from just 28% in 2023, and we expect that the number is continuing to rise as more educators experiment with the tech.

    What are some other ways in which higher education faculty are using AI to lighten their professional loads? Here are two more use-cases we learned about: 

    GenAI to combat plagiarism and cheating

    Since GenAI arrived on the higher education scene in a meaningful way, faculty have been understandably frustrated by the ways in which students can use it to cheat and plagiarize the work of others. In fact, 82% of faculty in a recent report expressed concern about academic integrity and AI. An adjunct in Washington told us, “When students rely on AI instead of learning to write and study, they learn less. This is like giving kids a calculator before they know what it even means to add and subtract…” 

    Yet, we’re hearing from educators that a “fight fire with fire” approach can be really effective at combating plagiarism and cheating. Importantly, this involves having honest conversations with students about academic integrity and the value of original work and critical thinking. Many faculty are spending time explaining to students that while GenAI tools are often appealing as a quick fix, using them to cheat and plagiarize will only harm their chances of  academic success. Others are going beyond theory and integrating AI tools into their lessons; effectively asking students to use AI in an integral way, without sacrificing originality. 

    Some are taking it a step further, though, and are using AI to stay a step ahead of the cheaters by thinking as they do. Faculty are often cued into the possibility of plagiarism by virtue of essays and responses that contain verbatim key terms from prompt phrases, or by stilted and inauthentic word choice and syntax. Running a page of text through an AI detection tool can quickly flag which sentences, concepts or phrases have been “lifted” straight out of ChatGPT or other GenAI platforms. One article suggests that educators subtly obtain a baseline sample of each student’s authentic writing style and capabilities at the start of the term, so that any potential plagiarism becomes far more obvious. 

    A faculty member at Purdue summarized the nature of the plagiarism challenge in a blog post.  “I realized that 80-90% of the assignment I had created for my courses could now be readily answered by AI…We are now thinking about how we can make our courses both AI-amplified and AI-resilient.”  

    AI for routine administrative tasks 

    “Judicious use of AI tools will make many tasks less burdensome. Good AI results depend on detailed and well-crafted prompts.” – Instructor, North Carolina

    In 2023, over half (58%) of instructors reported wanting to use AI for administrative tasks. As the overall popularity of GenAI has risen among educators, we expect that more and more are also now using GenAI tools to lessen their admin burden. What does this look like, and how can faculty use AI to make professional life easier on the administrative side of things? 

    A few AI-powered tasks we heard about from survey respondents include:

    • Scheduling office hours or emails

    AI calendar features can help educators optimize their workday by scheduling time blocks that are based on patterns and urgency. It can also deploy automated responses to routine student queries based on certain words and phrases. This simple use-case allows educators to find better work-life balance, avoid scheduling conflicts, and divide their time and attention fairly among the students and situations that most require it.

    • Reviewing and refining recommendations, resumes and cover letters

    Asking AI to write a recommendation, resume or cover letter borders on the unethical, but using AI to review these documents and suggest enhancements seems like a smart use of time and technology, and one that can benefit students while saving educators time.

    • Building reading lists or providing additional learning resources

    While its results aren’t always perfect, GenAI pulls from a virtually infinite pool of resources to generate lists and recommendations for users. So, no matter how seasoned or well-read an educator may be, AI can offer a helpful starting point for suggesting comprehensive resources and reading material that can benefit students.

     

    Wondering how else AI can support you?

    Check out our part 1 article: “Three Ways Faculty Are Using AI to Lighten Their Professional Load.“ It highlights three practical ways instructors are putting AI to work — helping them save time, streamline tasks and refocus on what matters most.

     

    Source link

  • the-power-of-mindtaps-college-success-factors-index-csfi – The Cengage Blog

    the-power-of-mindtaps-college-success-factors-index-csfi – The Cengage Blog

    Reading Time: 5 minutes

    As an avid user of Cengage’s MindTap online learning platform for over 10 years, I have tried about every feature it has to offer. Through my role as Chair of English and Study Skills, I am constantly tracking student data and implementing new ways to improve performance measures. In recent years, I have relied heavily on my favorite feature in MindTap, the College Success Factors Index (CSFI). By including it in our study skills courses, I’ve had the privilege of witnessing firsthand the transformative impact it has on student success.

    Understanding student pain points

    The transition to higher education can be a daunting experience for many students. My “babies,” as I call them, often mention challenges they face that extend beyond academic rigor, encompassing a wide range of factors such as time management, study habits, and emotional well-being. These challenges can significantly impact student success, leading to lower grades, decreased motivation, and even withdrawal from courses or institutions.

    The CSFI solution

    The CSFI is a comprehensive assessment tool designed to evaluate students’ readiness for academic success. Most student success tools only measure or discuss a student’s academic journey. The CSFI addresses students’ holistic development by examining cognitive, social, and emotional factors that can impact success. Students complete a 100-statement, self-scoring survey that assesses 10 distinct factors:

    1. College Involvement: Success in college is often defined by the levels and degree of one’s participation with peers and faculty. College involvement also includes being familiar with student organizations, or volunteer work, class research projects, and other college activities.
    2. Competition: Competition is a student’s need to know, learn and take pride in competition related to academic tasks. Academically assertive students have the internal motivation, resourcefulness, competitive drive, and desire to collaborate with others to succeed in college and the workplace.
    3. Expectations: To demonstrate thoughtful goals and decision-making processes, coupled with a plan of action for completing class projects and assignments, and attaining career goals.
    4. Family Involvement: Family/partner encouragement, acceptance, and emotional and financial support are important for college success.
    5. Persistence: Persistence is the will and energy to complete a task or skill through diligence, practice, and extra effort.
    6. Precision: Precision is thinking and applying the detailed and repeated measurement of technical, computer, and internet skills for college success.
    7. Responsibility and Control: Students who take responsibility and control in college succeed. They feel confident and assured regarding their classes, careers, and projects.
    8. Task Planning: Successful students set goals and complete their assignments in their courses of study. They follow step-by-step study practices within specified periods and take pride in the grades earned.
    9. Time Management: Time management relates to the development of skills and techniques such as prioritizing events, establishing calendars and schedules. Learning to assign realistic time limits to class assignments, studying, work, family, and social activities lead to effective time management.
    10. Wellness: Wellness means having positive attitudes and consistent practices of physical, emotional, and stress parameters in one’s college life.

    Benefits for students

    The CSFI offers a multitude of benefits to students, empowering them to take control of their academic journey:

    • Self-Awareness: By completing the CSFI, students gain valuable insights into their strengths and weaknesses. This self-awareness allows them to identify areas where they may need to improve and develop targeted strategies to enhance their skills.
    • Personalized Support: Instructors can leverage the CSFI results to provide tailored support and guidance to each student. This personalized approach ensures that students receive the specific help they need to succeed.
    • Targeted Interventions: The CSFI can identify students who may be at risk of academic difficulty. By proactively addressing these students’ needs, instructors can prevent potential problems and promote student success. You can even set up early alerts based off this feedback!
    • Skill Development: The CSFI can be used to guide students towards resources and activities that can help them develop critical skills such as time management, study habits, and test-taking strategies.
    • Resource Connection: Because the CSFI details where students may struggle, you can determine the best resources and connect students to them early on. Doing so can help students improve their CSFI results from pre- to post-test.
    • Enhanced Motivation: By setting clear goals and tracking their progress, students can stay motivated and focused on their academic pursuits.

    Benefits for administrators

    The CSFI is seamlessly integrated into MindTap, making it easy for students to access and complete. Once the CSFI is completed, students gain access to their report immediately and can download it as a PDF. Instructors can download reports for their individual sections. There’s also an administrator link where a report can be pulled for all students across a department, division, or institution. By having access to admin reports, you can provide:

    • Personalized Advising: Leverage CSFI assessment results to personalize student advising. During advising sessions, discuss individual strengths, challenges, and goals revealed by the assessment to create tailored academic plans. This includes guidance on course selection, major exploration, and career pathways. Regular follow-up meetings will help students maintain progress and address any new concerns. These reports can help advisors, faculty mentors, program chairs, and enhance any First Year Program.
    • Student Success Workshops: Host workshops and seminars informed by CSFI results to address shared student challenges. These sessions can cover topics such as study strategies, goal setting, wellness, financial literacy, and career readiness. Equipping students with these skills and knowledge will contribute to their overall success and well-being. CSFI results can also facilitate the creation of peer support groups by matching students with similar needs and challenges. This is especially important for students who score low in the “Family Involvement” category.
    • Faculty Collaboration: Disseminate CSFI results to faculty. This can improve their understanding of student needs and inform the integration of supportive strategies into their teaching practices. This collaboration can create more supportive and engaging classroom environments, promoting student success. The results can also guide professional development offerings, course design, and instructors’ approaches to student learning.
    • Continuous Monitoring and Evaluation: Continuously evaluate the effectiveness of CSFI-informed interventions and support programs. Monitor student progress, retention rates, and academic performance to assess the impact of these initiatives. Use this data to drive decision-making and continuously enhance student support and success outcomes. Use the CSFI data to your benefit! It can be used to supplement program data, class statistics, or even shape an institution’s Quality Enhancement Plan (trust me – I know!).
    Image of an Administrator CSFI Report

    Conclusion

    Cengage’s CSFI is a truly innovative feature that has the potential to revolutionize the way we approach student success. By providing valuable insights and personalized support, the CSFI empowers students to overcome challenges, develop essential skills, and achieve their academic goals. As an educator and a student advocate, I wholeheartedly endorse the CSFI as a powerful tool for fostering student success. Sometimes, the first step is just getting students to open and admit what they are struggling with, both in- and outside the classroom. The CSFI as a self-assessment encourages those conversations.

    Want to connect?  Reach out.

    Explore CSFI helpful videos:

    Completing CSFI Assessments (Student)

    Reviewing Student Results (Instructor)

    Understanding Your Results (Student)

    CSFI Administrator Results (Admin)

    Written by Dr. Jenny Billings, Chair of ACA (Study Skills), DRE (Developmental Reading and English) and ENG (Curriculum English) at Rowan-Cabarrus Community College in Concord and Salisbury, North Carolina. 

    Interested in learning more about how to use the CSFI tool? Check out Dr. Billings’ walkthrough of the feature in MindTap.

    Source link

  • generative-ai-in-online-education – The Cengage Blog

    generative-ai-in-online-education – The Cengage Blog

    Reading Time: 3 minutes

    The rapid advancements in generative artificial intelligence (GenAI) are reshaping education, offering innovative tools for content creation, adaptive learning, and instructional strategies. GenAI models, such as ChatGPT, assist educators by generating structured lesson plans, assessments, and multimedia content, reducing workload and enhancing efficiency. These tools also support adaptive learning by personalizing content to match students’ strengths and learning gaps, increasing engagement and knowledge retention.

    However, the integration of GenAI presents ethical and legal concerns, including potential biases in AI-generated content, violation of the copyrights held by content creators and data privacy risks. Responsible use, complemented by human oversight, is essential to maintaining educational integrity. Successful applications of GenAI demonstrate its potential to expedite course development and create engaging digital learning experiences. Striking a balance between innovation and ethical considerations ensures AI enhances, rather than replaces, human-led teaching.

    Content creation and lesson planning

    GenAI streamlines lesson planning by allowing educators to input objectives and receive lesson plans tailored to learning goals. In fact, recent Cengage research cites lesson planning as a use-case for how teaching and learning can be supported by AI. While this functionality can save instructors valuable time and ensure their subject needs are met, it’s important to ensure that the use of copyrighted material falls within your license or other legal parameters.

    Additionally, AI-generated assessments support MOOCs, or Massive Open Online Courses, by facilitating adaptive and interactive course components, bridging the gap between large-scale online instruction and personalized learning. GenAI ensures lessons cater to diverse learning styles, enhancing accessibility and retention by integrating various formats, text, video and interactive activities.

    Adaptive learning and personalization

    AI can help assess and target students’ individual learning needs, enhancing student motivation and academic outcomes. Real-time feedback mechanisms allow learners to self-assess progress and focus on areas needing improvement, particularly beneficial in large-scale online courses. Additionally, GenAI can help personalize study materials, such as quizzes and practice tests, ensuring students learn at their own pace while maintaining engagement. When following copyright laws, these advancements help bridge gaps in traditional online learning, where standardized content may not meet diverse student needs.

    The future of AI in online education

    The use of AI in asynchronous learning is revolutionizing how educators develop content. With AI-driven tools, instructors can create high-quality, interactive, and accessible video lectures without the steep learning curve of traditional production methods. As technology continues to advance, AI will play an increasingly pivotal role in shaping the future of online education.

    For educators looking to simplify their lecture creation process, adopting AI tools is a game-changer. Instructors can focus more on teaching and less on technical production, ultimately providing students with a more engaging and effective learning experience.

    Ethical considerations and challenges

    While GenAI enhances education, ethical matters must be addressed. AI systems often rely on extensive data collection, raising privacy concerns that necessitate stringent safeguards. Moreover, biases in training data can result in skewed educational content, underscoring the need for careful dataset curation.

    Another challenge is the risk of over-reliance on AI-generated materials. While AI can assist in lesson planning and content development, human oversight remains critical to ensure contextual understanding and engagement. AI-based assessment tools, though efficient, may fail to interpret nuanced student responses accurately, necessitating human intervention to maintain fairness in evaluations.

    Conclusion

    Collaboration between educators, policymakers, and AI developers is crucial in establishing best practices that optimize AI’s benefits while mitigating risks. A balanced approach — leveraging AI’s efficiency while preserving human oversight — can foster an equitable, innovative, and effective learning environment.

    Follow Matt Larcin, subscribe to the Age of AI in Higher Education newsletter and visit www.mattlarcin.com.

    Written by Matt Larcin, Senior Instructional Designer, University of California, Los Angeles 

    Source link

  • How AI is Changing the Way I Teach Business Law

    How AI is Changing the Way I Teach Business Law

    Reading Time: 5 minutes

    AI has taken the world by storm, and the education field is no exception. After over two decades teaching at The Paul Merage School of Business at the University of California, Irvine, I have seen lots of changes related to curriculum, teaching resources and students. However, I’ve seen nothing quite like the wave of AI tools popping up in classrooms. It’s exciting, a little daunting and definitely something we all need to talk about.

    So, here’s the deal: I’m not an AI expert. But I have spent a lot of time experimenting with AI, learning from my mistakes and figuring out what works and what doesn’t. I’d like to share some of these experiences with you.

    AI in education: What’s the big deal?

    AI is already here, whether we’re ready for it or not. According to Cengage research, use of AI has nearly doubled among instructors, from 24% in 2023, to 45% in 2024. Many of us are using AI to create lectures, craft assignments and even grade assessments. The challenge is not whether we adopt AI. Rather, it’s doing so in a way that enhances our students’ learning outcomes, while maintaining academic integrity in our courses.

    In my online undergraduate business law course, I have always required my students to take written assessments, where they analyze a set of facts to reach a legal conclusion. Not only am I trying to teach them the principles of law, but I want them to improve their writing skills.

    A shift in focus

    A few years ago, I noticed a subtle increase in the overall scores for these written assessments. I have taught this course for over 20 years, so I knew what the historical scores were. Looking into it further, I started hearing about how some students were using ChatGPT in their courses. This got me wondering whether some of my students had already been using it to take my written assessments. Quick answer: yes, they were. This now presented a problem: what do I do about it? In an online course, how can I prohibit the use of AI tools on a written assessment while effectively enforcing that ban?  I shifted my focus from policing and enforcing a ban on the use of AI in my courses to teaching my students how to use AI responsibly.

    Teaching students to use AI responsibly

    In my course, I developed assignments called “Written ApprAIsals.” These three-part writing assignments combine traditional learning with AI-assisted refinement. These teach students how to use AI responsibly while improving their critical thinking and writing skills. Here’s how it works:

    Step 1: Write a first draft without AI

    Students are given a law and related news article about a current legal issue. They must write a memo which analyzes the constitutionality of this law. I also provide them with guidance on utilizing the standard legal memo format, known as IRAC (Issue, Rule, Analysis, Conclusion), to help organize their thoughts and writing.

    Students are permitted to use whatever materials they have, including eBooks, my lecture videos and outlines, Cengage’s online learning platform, MindTap and its resources, and any other information they ethically obtain online. But, they’re not permitted to use AI.

    The purpose of this first draft is for them to demonstrate the foundational knowledge they should have already learned. Students must attest to completing this first draft without using AI, and it’s worth 30% of the total “Written ApprAIsal” grade.

    Step 3: Integrate AI to resolve deficiencies

    Once I have given them feedback on their first drafts, students are required to use AI to improve their first draft. Students must submit the URL to their AI queries and responses (“AI log”). Or less ideally, they can submit a PDF or screenshot of them. I can assess the effort they put in, evaluate their queries, and provide guidance on how to more effectively use AI. This part is worth 40% of the total “Written ApprAIsal” grade.

    Step 3: Use AI to help write a final draft

    Using what they’ve obtained from AI, along with my feedback, students must transform their first draft into an improved final draft. Students are permitted to continue using AI as well.  They must turn on track changes in their document so I can see what changes they’ve made to the first draft.

    Why has this approach worked in my course?

    1. It makes students aware of my familiarity with AI and how it’s used. Students now know I am on the lookout for improper usage of AI in our course.
    2. It encourages their acquisition of foundational knowledge. Students quickly figure out that they must know the basic legal principles. Without them, they will have no idea if AI is providing them with inaccurate information, which can happen sometimes, especially when it comes to legal cases
    3. This approach promotes academic integrity. Students recognize their first drafts must reflect their genuine understanding. There is no benefit to using AI for the first draft. Because the remaining parts are based on their use of AI to improve the first draft, there will not be much room for improvement if the first draft is too good. And because students must submit their AI logs, I can easily ascertain if they actually did the work.
    4. Students build necessary skills for their future careers. They can improve their writing and analysis skills in a low stakes’ way, while receiving useful feedback.
    5. It helps me focus my efforts on helping them understand the law, rather than having to enforce a ban on the use of AI.

    Issues related to this approach

    It takes a lot of effort to find the right law and related news article to use. Not only does the law have to be current, but it also must be interesting and relevant to the students. Legal issues must be presented in a way which are factually neutral to avoid bias. And, the news articles must be factual and not cluttered with distracting commentary or opinions.

    Additionally, rapid feedback is required. With up to 150 students in my course, I only have a little more than 24 hours to turn around written feedback and comments on their first drafts and AI logs. Frankly, it can be overwhelming.

    Tips on integrating AI into your course

    I have learned a few things along the way about integrating AI into my courses.

    Establish clear rules: Be upfront and clear about when, and how, AI can be used. Stick to those rules and enforce them.

    Consider accessibility: Not every student has easy or affordable access to AI tools. Make sure you have alternatives available for these students.

    Teach foundational knowledge first: Students need to know the core concepts so they can critically evaluate any AI-generated content.

    Require transparency: Students must show how they used AI. It is a great way to keep them honest.

    Be flexible and open to experimentation, most importantly: Mistakes are inevitable. There will be times where something you thought would work just doesn’t. That’s ok. Adjust and keep innovating.

    Final Thoughts

    AI is here to stay, and that’s not necessarily a bad thing. AI is a tool that can help students learn. But, it’s up to us to show our students how to use AI responsibly. Whether it’s helping them improve their writing skills, gain foundational knowledge or develop critical thinking skills, AI has so much potential in our courses. Let’s embrace it and figure out how to make it work for each of us.

    Got ideas or experiences with AI in your courses? Let’s connect. I would love to hear how you are using it!

    Machiavelli (Max) Chao is a full-time Senior Continuing Lecturer at the Paul Merage School of Business at the University of California, Irvine and Cengage Faculty Partner. 

    Source link

  • Simulations and AI: Critical Thinking Improvement

    Simulations and AI: Critical Thinking Improvement

    Reading Time: 4 minutes

    As an educator teaching undergraduates and graduates, both online and face-to-face, it’s always a challenge to find meaningful ways to engage students. Now that artificial intelligence has come into play, that challenge has become even greater. This has resulted in a need to address ways to create “AI-proof” assignments and content.

    Simulations in different types of courses

    According to Boston College, simulations are designed to engage students “directly with the information or the skills being learned in a simulated authentic challenge.” In my teaching over the past decade plus, I have gone from using simulations in one primary operations management course to using them in almost every course I teach. And I don’t necessarily use them in a stand-alone assignment, although they can be used as such. How I use a simulation is course dependent.

    Face-to-face

    In some face-to-face courses, I will run the simulation in class with everyone participating. Sometimes I will have teams work in a “department,” or have true, open discussions. Sometimes I will run the room, ensuring every single student is paying attention and contributing. Using simulations in this fashion gives flexibility in the classroom. It shows me who truly gets the concepts and who is going through the motions. The dynamic of the class itself can dictate how I run the simulation.

    Online

    In online courses, I typically assign simulation work. This can be one simulation assignment or a progressive unit of simulations. It’s a great way to see students improve as they move through various concepts, ideas, and applications of the topics covered. Creating assignments which are both relative to the simulation and comparative to the work environment make assignments AI-proof. Students must think about what they have actually done in class and relate it to their workplace environment and/or position.

    Why simulations work for all levels

    There are many simulations that can be used and incorporated in both undergraduate and graduate level courses. As much as we don’t think of graduate students relying on AI to complete work, I have seen this happen multiple times. The results aren’t always ideal. Using simulations at the graduate level, and ensuring your assignments reflect both the simulation and real-world comparisons, can help your students use AI to gather thoughts, but not rely on it for the answers.

    Student benefits

    Using simulations will have many benefits for your students. I have gotten feedback from many students over the years regarding their ability to make decisions and see the results that simulations give. My capstone students often want to continue running the simulation, just to see how well they can do with their “business.” I have had students in lower-level management courses ask me how they can get full access to run these when I have them as “in-class only” options. The majority of feedback includes:

    1. Anything is better than lecture!
    2. Being able to see how students’ decisions impact other areas can be very helpful for them. They actually remember it, enforcing more than reading or watching can do.
    3. Students want more simulations throughout their courses, rather than just one or two. They will have the ability to make those decisions and see those impacts. And they feel it will prepare them even more for the workforce.

    As a retention and engagement tool, simulations seem to be one of the best I have found. Are there students that don’t like them? Yes, there always are. Even so, they’re forced to think through solutions and determine a best course of action to get that optimal result. From an instructor’s perspective, there’s nothing better than seeing those wheels turn. Students are guided on how to recover from an issue, and are advised on what may happen if different solutions were attempted. The questions gained are often better than the results.

    Instructor benefits

    For instructors, there are many benefits. As I stated earlier, you can see improvements in student behavior. They ask questions and have a defined interest in the results of their actions. In classes when you have teams, it can become friendly competition. If they are individual assignments, you get more questions, which is something we always want to see. More questions show interest.

    Ease of use

    Although I usually include recorded instructions and tips for simulations in my online courses, I prefer my personal recordings, since I also give examples relevant to student majors and interests. For example, in an entrepreneurial class, I would go through a simulation piece and include how this might affect the new business in the market vs. how it might impact an established business.

    Auto-grading

    When assigning simulations, they are usually auto-graded. This can drastically lighten our workload. I personally have around 150-200 students each term, so being able to streamline the grading function is a huge benefit. However, with this, there are trade-offs. Since I also create simulation-based questions and assignments, there are no textbook answers to refer to. You must know the simulations and be the content expert, so you can effectively guide your students.

    Thoughtful responses

    AI can be a great tool when used productively. But seeing overuse of the tool is what led me to learn more simulations. This adjustment on my end has resulted in students presenting me with more thoughtful, accurate, and relevant responses. Feedback from students has been positive.

    Sims for all industries

    An additional benefit of simulations is that there are basically sims for all industries. Pilot and healthcare sims have existed for a very long time. But even if you only have access to one or two, you have the ability to make it relatable to any field. If you’re like me and teach a variety of classes, you can use one simulation for almost any class.

    Overall success

    I was using simulations before AI became so influential. The extensive and current use of AI has driven me to use more simulations in all of my courses. By adjusting what tools I use, I have been able to encourage more thorough problem solving, active listening and reasoning. Plus, I get strategic and effective questions from my students. The overall results include intense engagement, better critical thinking skills, and content retention.

     

    Written by Therese Gedemer, Adjunct Instructor and Workforce Development Trainer, Marian University, Moraine Park Tech College and Bryant & Stratton College

     

    Source link

  • ai-powered-teaching-personalizing-online-courses The Cengage Blog

    ai-powered-teaching-personalizing-online-courses The Cengage Blog

    Reading Time: 3 minutes

    Let’s face it: education is changing with technology. But hasn’t it always? Imagine the calligraphy teacher’s grimace at the typewriter. Math teachers and calculators, English teachers and spellcheck, history teachers and Google — instructors quickly adopted all of these tools for their own usage. The same opportunity arises with the explosion of artificial intelligence.

    Personalizing asynchronous courses

    Having been an online student and now leading online courses, I empathize with both sets of stakeholders. Online courses have grown with the availability of the internet and lowered home computer costs. The flexibility asynchronous courses offer is what makes them desirable. Neither party must be in a specific classroom at a particular time. This allows both to work a more convenient schedule.

    The most obvious challenge for instructors is bringing value to the students in a format that lacks the personalization of the classroom setting. Emails and discussion boards don’t communicate with the same personal touch. Recording classroom lectures for a face-to-face class certainly has some merit. The online student gets to hear and watch lectures and discussions. Yet, this might not be a foreseeable solution for instructors without in-person and online sections of the same subject. Also, recorded lectures may give the online sections less time to consume the content than their in-person peers.

    Recorded lecture: the challenges

    Until recently, my modus operandi was recording lectures for online students. I did this in order to replicate what they would get in the classroom, albeit passively devoid of discussion. Unless these videos are reused for different semesters and classes, it still seems inefficient and strangely impersonal. The inefficiency comes from mistakes that I would have laughed off in a live course. However, they certainly became points of frustration when watching myself stumble through a word or phrase that rolled off the tongue effortlessly during the dry run. Sometimes, I didn’t realize my mic was not toggled on. This resulted in a very uneventful silent film. Or someone would interrupt. I don’t think I’ve scratched the surface of all the things that disrupted my attempts. So, I looked for alternative sources for help.

    The power of AI avatars for lecture delivery

    I spent some time dabbling with AI avatars and seeing the potential to adopt the technology. The avatars cross the personalization hurdle by offering lifelike renditions with mannerisms and voice. While the technology is not quite as precise as recorded video, it’s good and getting better. The students have given it positive reviews. It is undoubtedly better than some of the textbook videos I had the unfortunate task of watching in a couple of my online courses as a student.

    Avatars also clear the hurdle of efficiency and frustration. Using an avatar, I no longer have to fret over interruptions or mistakes. The editing is all done in its script. I load what I want it to say, and the avatar says it. No “ums.” No coughs or sneezes to apologize for. No triple takes on the word, “anthropomorphic.” If I’m interrupted, I can save it and return to it later. This enables me to scale my efforts.

    Using Google’s NotebookLM to create AI-generated podcasts

    Depending on your social media algorithm, you were probably privy to people’s Spotify top stats or other creative memes of the phenomenon in early December 2024. Spotify created personal “Wrapped AI podcasts” based on AI’s interpretation of users’ listening habits throughout the year. From a marketing perspective, this is great cobranding for both Google and Spotify, but the instructor’s perspective is why I’m writing. I learned about NotebookLM at a recent conference. The real beauty is that, currently, it’s free with a Google account.

    Evaluating anecdotal evidence from my courses again, the students enjoyed the podcast version of the content. Instructors can add content that they have created and own the rights to, like lecture notes, and two AI “podcasters” will discuss it.

    Because it’s only audio content, students can listen to it anywhere they are with their phones. Some comments that I noted were, “Listening to it felt less like studying” and “It was easy to listen to driving in my car.” This adds another layer of content consumption for students.

    Balancing AI and instructor presence

    Though I offered two technologies to deliver content to students, I do so as supplements to recorded lectures and web meetings. Indeed, in this era of AI, it is easy to become enamored with or apprehensive of this technology. Our students live very digitalized lives. Versing yourself in emerging technologies while still interacting with online students in more “traditional” formats can help you keep up with the times. You can still lean on  tried-and-true education delivery. I think the key is to be willing to try a new technology and ask the students what they think of it. So many educators are worried about replacement, but at this stage in technology, we need to use AI as enhancements. So many digital platforms are using it. Why not use it in online classes responsibly?

    Written by Britton Legget, Assistant Professor of Marketing at McNeese State University and Cengage Faculty Partner.

    Want to learn about Professor Leggett’s unique journey into his current role?

    Source link

  • Teaching Public Speaking Skills for Our Remote Age With MindTap Bongo Present Activities

    Teaching Public Speaking Skills for Our Remote Age With MindTap Bongo Present Activities

    Reading Time: 4 minutes

    I remember that fateful day clearly, back in March 2020, when we were first told “Go home. We’re going remote.” On the way out the door, one of my colleagues said, “This changes everything.”  At the time, I thought they were overreacting. My focus was on health and safety. Naively, I thought the COVID-19 pandemic would pass quickly, and we would soon return to normal.

    Rarely have I been so wrong about so many things.

    As a communication professor for more than thirty years, I assumed public speaking meant speaking in-person, in public. At the beginning of remote learning, I instructed students to present speeches on Zoom in much the same way I had when our classroom was live, in-person. However, after several semesters of trial and error, I finally appreciated the truth of my colleague’s statement. Everything had changed. While many of the skills required for effective public speaking remotely were the same as public speaking in person, teaching additional skills was necessary.

    Public speaking skills: critical for career success

    Happily, I discovered learning these remote public speaking skills would not only support students’ academic success but would also support their long-term workplace success. According to research in Cengage’s Career Readiness eBook, 98.5% of employers think communication skills are very important. Additionally, LinkedIn ranked communication as No. 1 on their 2024 list of overall most in-demand skills. Ultimately, this is a skill that will only benefit students in the long run. So, how can students hone this skill?

    When it comes to public speaking in any environment, practice is always key. Experts often suggest students give practice presentations, paying close attention to things like their body language, tone of voice and breath control. Practicing in front of others can also be tremendously helpful when preparing.

    The challenge of incorporating peer feedback skills in remote teaching

    Providing constructive feedback is an essential skill for remote public speaking. Teaching my students how to provide constructive feedback had always been an integral part of my in-person public speaking curriculum.

    First, I would offer a lesson with guidelines on how to offer constructive feedback. Then, students would be responsible for completing a speech critique form of another student’s presentation. And finally, students would reflect on ways they could improve their performance based on the feedback they received. Research suggests this type of peer review process helps students to develop lifelong skills in assessing and providing feedback to others, while simultaneously equipping them with skills to self-assess and improve their own speeches.

    When I had a full class of face-to-face students, integrating these types of peer review experiences into my public speaking curriculum was relatively easy. However, I quickly learned that the remote learning environment presented a new set of peer review challenges. Just recording speeches to a viewing platform wasn’t enough to replicate the learning opportunities of the in-person experience. Ideally, students needed to be able to record their speeches for asynchronous viewing by the instructor and the assigned students, who would then offer written constructive feedback for the presenter and other peer reviewers to consider. These requirements seemed like a tall order but, amazingly, MindTap, Cengage’s online learning platform, provided me with exactly what I needed.

    Using MindTap to teach remote public speaking skills

    Prior to my public speaking courses shifting to remote learning, I had already been using online MindTap activities to supplement the print versions of my textbooks. After the pandemic, I began to rely more heavily on MindTap activities. I found using MindTap filled in some of what was lost from my students’ in-person experience, keeping them more engaged. Additionally, using the MindTap Bongo Present activities, which are available with many of the Communication Studies eBooks, solved a number of practical dilemmas including how to systematically evaluate their performance.

    Present Bongo activities, found in the MindTap learning path, help students become more comfortable with the act of speaking to a camera while being recorded to a screen through a variety of topic-specific, impromptu-style, low-stakes public speaking opportunities.

    Present activities can also be used as an effective delivery and evaluation system for more formal public speaking presentations, such as pre-planned informative or persuasive speeches. When students record their speech, in addition to receiving feedback and a grade from me, they can also receive feedback from other class members, either by a rubric-based peer review or live, real-time comments.

    Having the option to assign three or more reviewers for each speech provides additional benefits, for both the reviewer and the speaker. As reviewers, students get to see a wider range of work, and as speakers, they get more feedback on their presentations. If multiple reviewers make the same suggestion, a speaker may be more likely to take that suggestion to heart.

     

     

     

     

     

     

    The pathway to public speaking success in a remote setting includes setting aside time to rehearse and record presentations and asking colleagues for constructive feedback. In much the same way, MindTap Bongo activities provide students the opportunity to practice their speaking skills, learn from the review/feedback process  and, ultimately, to succeed in our remote age.

    Written by Sheryll Reichwein, MA, Adjunct Professor of Communication at Cape Cod Community College

    Interested in exploring how MindTap Bongo Activities can help your students develop remote public speaking skills effectively?

    The post Teaching Public Speaking Skills for Our Remote Age With MindTap Bongo Present Activities appeared first on The Cengage Blog.

    Source link