Tag: Artificial

The Use of Artificial Intelligence (AI) to Generate Case Studies for the Classroom – Faculty Focus

Artificial Intelligence (AI) has become a tool that is used in the classroom. The integration of technology in education has historically been gradual (Holmes, Bialik, and Fadel 2019). Some educators lack the training to effectively use AI in the classroom, which may limit the ability to design AI-based coursework (Amado-Salvatierra et al. 2024). In addition, the lack of understanding of how AI usage can be applied pedagogically can potentially deter AI integration (Afzaal et al. 2024). The focus of this article is to share examples of AI input prompts to generate case studies as a learning tool to help students learn course topics and learning outcomes.

Case studies provide opportunities for students to learn and/or reinforce what they have already learned. While using AI to create case studies, it is important to use correct prompts to obtain appropriate output. For example, a single prompt asking AI to give five cases on five different topics may not provide sufficient detail. However, prompting AI to generate a case study on one topic will potentially generate a more appropriate case. Using as much detail in the initial prompt helps provide better output. An AI prompt example might be: ‘Assume the role of a professor teaching an introductory accounting course. Generate a case study for students to use to learn the very basic format of a balance sheet. Make sure the case study is real-world relevant.’ The stated role, course, and topic can be tailored to fit an appropriate class. The case study generated should be reviewed to verify alignment with the specific topic(s) and learning outcome(s).

Cases should be generated in a format that allows for measurable assessment of the students’ learning. Specifying this detail in an AI prompt while generating a case study will help ensure the AI output is measurable. An additional AI prompt example to include with the previous example might be: ‘The case study is to include an assignment portion that allows faculty to measure the student’s performance.’ Careful evaluation of the output from this prompt needs to be performed to ensure topic alignment.

Once an appropriate case study has been developed, AI can provide a grading rubric for the AI-generated case study by prompting AI to generate a rubric. An AI prompt example for generating a grading rubric is: ‘Provide a grading rubric that aligns with this case study.’ A review of the grading rubric’s use to measure appropriate topics and learning is recommended.

At any point in this process, AI can be used to change the output. For example, an appropriate AI prompt to modify something in a case study might be: ‘Update the above-generated case study to include 5 assets, 3 liabilities, and 2 owners’ equity accounts.’ At any point of revision, assessment of the previously generated output (for instance, the rubric) may need to be regenerated. It is recommended to note the AI prompts that generate acceptable output so that those prompts may be reused for future AI-generated case studies.

Another output for the case study could be an answer sheet for faculty to use and to share with students afterward to enable self-evaluation of performance. An AI prompt example might be: ‘Provide the answer sheet for this case study. Make sure to include details of any calculations and definitions of key terms.’

To add additional depth to using AI in the classroom, faculty may want to create two case studies on the same topic: one to be performed by the student without the use of AI, and one with the use of AI. This two-case-study method could allow students to learn how to use AI appropriately. A list of appropriate AI input prompts for the students to use would assist in the students’ learning how to engineer appropriate AI prompts. This effort would help students because research indicates they have a diminished sense of preparedness when they have insufficient exposure to AI application (Hsiao and Han 2023).

An example of an AI prompt to produce a two-case study with and without the use of AI is: ‘Assume the role of an Accounting Professor teaching an introductory accounting course. Generate one case study for students to use to learn the very basic format of a balance sheet without the use of AI. In addition, generate a second case study with the same format as the first case study for students to use to learn the very basic format of a balance sheet with the use of AI. Make sure the case study is real-world relevant. The case study is to include an assignment portion that allows faculty to measure the student’s performance.’

By using this two-case-study method, faculty can measure changes in student performance, allowing students and faculty to see how AI use can assist with case study topic comprehension. Providing the answer sheets to students will enable them to compare their performance and critically analyze the AI output.

A valuable measure to assess would be the amount of time the student spent on each case. A line item on the case study can be added by AI by including a prompt such as: ‘Provide an item at the end of the case to enable students to report the amount of time that they spent on each of the case studies.’

In addition to the non-AI case and the AI-usage case, students can also perform conceptual evaluations. Such evaluations can be qualitative, allowing the student to critically evaluate how AI assists in efficiency and accuracy on the topic. Another focus could be qualitative evaluations on how AI can be used in their future careers based on the specified topic in the case study. For example, a conceptual question might address how someone in their profession would benefit from AI to help them perform better in their future careers. If these cases are created to be used throughout a course term, students can gain a clearer picture of how AI might be applied to their classroom experience.

In conclusion, faculty can use AI to create tools, such as case studies which are focused on specific topics, to expose students to real-world scenarios and reinforce student learning. It is very important, as faculty and students use AI, to acknowledge that current AI outputs may not always be accurate. Faculty and students should evaluate the accuracy of AI-generated output and adjust as necessary. Experimenting with various AI inputs will allow faculty to become more comfortable with using AI. Recognizing AI’s role in the classroom does not replace faculty, but it can help provide excellent learning opportunities for students and demonstrate how AI can be used effectively.

Rhonda Gilreath is an associate professor of accounting at Tiffin University in Northwest Ohio. She enjoys exploring new opportunities to implement in the classroom to improve pedagogical approaches to prepare her students for career readiness.

References

Afzaal, M., Shanshan, X., Yan, D., and Younas, M. 2024. “Mapping Artificial Intelligence Integration in Education: A Decade of Innovation and Impact (2013–2023)—A Bibliometric Analysis.” IEEE Access 12: 113275–113299. https://doi.org/10.1109/ACCESS.2024.3443313.

Amado-Salvatierra, H. R., Morales-Chan, M., Hernandez-Rizzardini, R., and Rosales, M. 2024. “Exploring Educators’ Perceptions: Artificial Intelligence Integration in Higher Education.” In 2024 IEEE World Engineering Education Conference (EDUNINE), 1–5. https://doi.org/10.1109/EDUNINE60625.2024.10500578.

Holmes, W., Bialik, M., and Fadel, C. 2019. Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Boston: Center for Curriculum Redesign.

Hsiao, D., and Han, L. 2023. “The Impact of Data Analytics and Artificial Intelligence on the Future Accounting Profession: Perspectives from Accounting Students.” Journal of Theoretical Accounting Research 19 (1): 70–100.

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May 7, 2025
How universities can use artificial intelligence to regain social license – Campus Review

Universities will need to prove to future students why university degrees are worth it in an artificial intelligence (AI) knowledge economy, speakers at Sydney’s latest generative AI meeting said.

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April 2, 2025
Florida Virtual School Partners with University of Florida and Concord Consortium to Launch ‘Artificial Intelligence in Math’ Online Certification for Middle, High School Students

ORLANDO, Fla. — Florida Virtual School (FLVS) is partnering with the University of Florida (UF) and the Concord Consortium to introduce a groundbreaking year-long “Artificial Intelligence (AI) in Math” supplemental certification for FLVS middle and high school students enrolled in the school’s Flex option. FLVS instructors who teach Algebra 1 will lead this innovative program, teaching the online courses while also supplementing students’ learning with activities that build students’ understanding of math and AI concepts. FLVS students enrolled in Algebra 1 who elect to earn the certification will begin April 7.

The certification will introduce students to the foundational principles of AI that intersect with core math topics while offering insights into real-world applications, ethical considerations, and career opportunities in AI-related fields. By merging 21st-century technology with education, the program aims to boost students’ math skills, cultivate positive attitudes toward mathematics, and expose them to the rapidly evolving AI landscape.

“As a leader in online education for more than 27 years, Florida Virtual School is committed to being at the forefront of educational innovation,” said Dr. Louis Algaze, president and CEO of Florida Virtual School. “By partnering with the University of Florida and the Concord Consortium, we are equipping our students with essential math skills and the knowledge to navigate and succeed in an AI-enhanced world.”

The certification also includes a collaborative feedback loop between FLVS teachers and UF and Concord Consortium researchers. Teachers will provide critical insights into the online course structure and student outcomes, helping to refine and improve the certification’s effectiveness for future online learners.

“AI is revolutionizing industries worldwide, creating new opportunities,” said Jie Chao, project director at the Concord Consortium. “Our partnership with FLVS allows us to offer robust AI learning opportunities to students with limited access to such resources, bridging the educational gaps and preparing young people for an AI-powered future.”

FLVS teachers will also complete 40 hours of online professional development as part of the program. The training will include learning about specialized learning technologies designed to help visualize abstract math concepts and create interactive AI model explorations to ensure students engage with the AI development process in meaningful and dynamic ways.

FLVS Flex students who are either currently enrolled or are interested in taking Algebra 1 can now sign up for the “AI in Math” certification by filling out this survey. Students who complete the program as part of their FLVS math class will receive enrichment credit and the AI Literacy certificate issued by UF and the Concord Consortium.

About Florida Virtual School (FLVS)

At Florida Virtual School (FLVS), the student is at the center of every decision we make. For 27 years, our certified online teachers have worked one-on-one with students to understand their needs and ensure their success – with FLVS students completing 8.1 million semester courses since the school’s inception. As a fully accredited statewide public school district, Florida students in grades Kindergarten through 12 can enroll tuition-free in full-time and part-time online education options. With more than 200 effective and comprehensive courses, and over 80 fun and exciting clubs, FLVS provides families with a safe, reliable, and flexible education in a supportive environment. As a leading online education provider, FLVS also offers comprehensive digital learning solutions to school districts, from online courses that result in high student performance outcomes, to easy-to-use online platforms, staff training, and support. To learn more, visit  our website.

eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.

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March 29, 2025
How is artificial intelligence actually being used in higher education?

With a wide range of applications, including streamlining administrative tasks and tailoring learning experiences, AI is being used in innovative ways to enhance higher education.

Course design and content preparation

AI tools are changing the way academic staff approach course design and content preparation. By leveraging AI, lecturers can quickly generate comprehensive plans, create engaging sessions, and develop quizzes and assignments.

For instance, tools like Blackboard Ultra can create detailed course plans and provide suggestions for content organisation and course layout. They can produce course materials in a fraction of the time it would traditionally take and suggest interactive elements that could increase student engagement.

AI tools excel at aligning resources with learning outcomes and institutional policies. This not only saves time but also allows lecturers to focus more on delivering high-quality instruction and engaging with students.

Enhancing learning experience

AI and virtual reality (VR) scenarios and gamified environments are offering students unique, engaging learning experiences that go beyond traditional lectures. Tools like Bodyswaps use VR to simulate realistic scenarios for practicing soft and technical skills safely. These immersive and gamified environments enhance learning by engaging students in risk-free real-world challenges and provide instant feedback, helping them learn and adjust more effectively.

Self-tailored learning

AI also plays a role in supporting students to tailor learning materials to meet their individual and diverse needs. Tools like Jamworks can enhance student interaction with lecture content by converting recordings into organised notes and interactive study materials, such as flashcards.

Similarly, Notebook LLM offers flexibility in how students engage with their courses by enabling them to generate content in their preferred form such as briefing documents, podcasts, or taking a more conversational approach. These tools empower students to take control of their learning processes, making education more aligned with their individual learning habits and preferences.

Feedback and assessment

Feedback and assessment is the most frequently referenced area when discussing how reductions in workload could be achieved with AI. Marking tools like Graide, Keath.ai, and Learnwise are changing this process by accelerating the marking phase. These tools leverage AI to deliver consistent and tailored feedback, providing students with clear, constructive insights to enhance their academic work. However, the adoption of AI in marking raises valid ethical concerns about its acceptability such as the lack of human judgement and whether AI can mark consistently and fairly.

Supporting accessibility

AI can play a crucial role in enhancing accessibility within educational environments, ensuring that learning materials are inclusive and accessible to all students. By integrating AI-driven tools such as automated captioning, and text-to-speech applications, universities can significantly improve the accessibility of digital resources.

AI’s capability to tailor learning materials is particularly beneficial for students with diverse educational needs. It can reformat text, translate languages, and simplify complex information to make it more digestible. This ensures that all students, regardless of their learning abilities or language proficiency, have equal opportunities to access and understand educational content.

Despite the benefits, the use of AI tools like Grammarly raises concerns about academic integrity. These tools have the potential to enhance or even alter students’ original work, which may lead to questions about the authenticity of their submissions. This issue highlights the need for clear guidelines and ethical considerations in the use of AI to support academic work without compromising integrity.

Another significant issue is equity of access to these tools. Many of the most effective AI-driven accessibility tools are premium services, which may not be affordable for all students, potentially widening the digital divide.

Student support – chatbots

AI chatbots are increasingly recognised as valuable tools in the tertiary education sector, streamlining student support and significantly reducing staff workload. These increasingly sophisticated systems are adept at managing a wide array of student queries, from routine administrative questions to more detailed academic support, thereby allowing human resources to focus on tasks requiring more nuanced and personal interactions. They can be customised to meet the specific needs of a university, ensuring that they provide accurate and relevant information to students.

Chatbots such as LearnWise are designed to enhance student interactions by providing more tailored and contextually aware responses. For instance, on a university’s website, if a student expresses interest in gaming, they can suggest relevant courses, highlight the available facilities and include extra curriculum activities available, integrating seamlessly with the student’s interests and academic goals. This level of tailoring enhances the interaction quality and improves the student experience.

Administrative efficiency

AI is positively impacting the way administrative tasks are handled within educational institutions, changing the way everyday processes are managed. By automating routine and time-consuming tasks, AI technologies can alleviate the administrative load on staff, allowing them to dedicate more time to strategic and student-focused activities.

AI tools such as Coplot and Gemini can help staff draft, organise, and prioritise emails. These tools can suggest responses based on the content received, check the tone of emails and manage scheduling by integrating with calendar apps, and remind lecturers of pending tasks or follow-ups, enhancing efficiency within the institution.

Staff frequently deal with extensive documentation, from student reports to research papers and institutional policies. AI tools can assist in checking, proofreading and summarising papers and reports, and can help with data analysis, generating insights, graphs and graphics to help make data more easily digestible.

How is AI being used in your institution?

At Jisc we are collating practical case studies to create a comprehensive overview of how AI is being used across tertiary education. This includes a wide range of examples supporting the effective integration of AI into teaching and administration which will be used to highlight best practice, support those just getting started with the use of AI, overcome challenges being faced across the sector and to highlight the opportunities available to all.

We want to hear how AI is being used at your organisation, from enhancing everyday tasks to complex and creative use cases. You can explore these resources and find out how to contribute by visiting the Jisc AI Resource Hub.

For more information around the use of digital and AI in tertiary education, sign up to receive on-demand access to key sessions from Jisc’s flagship teaching and learning event – Digifest running 11–12 March.

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March 10, 2025
Call for Submissions for Special Edition – “Trends in the Use of Generative Artificial Intelligence for Digital Learning.” (Anthony Picciano)

Dear Commons Community,

Patsy Moskal and I have decided to be guest editors for Education Sciences for a special edition entitled,

“Trends in the Use of Generative Artificial Intelligence for Digital Learning.” (See below for a longer description.)

It is a most timely topic of deep interest to many in the academy. We would love to have you contribute an article for it. Your submission can be research, practitioner, or thought-based. It also does not have to be a long article (4,000-word minimum). Final articles will be due no later than July 1, 2025.

You can find more details at: https://www.mdpi.com/journal/education/special_issues/6UHTBIOT14#info

Thank you for your consideration!

Tony

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January 14, 2025
FIRE statement on legislative proposals to regulate artificial intelligence

As the 2025 legislative calendar begins, FIRE is preparing for lawmakers at both the state and federal levels to introduce a deluge of bills targeting artificial intelligence.

The First Amendment applies to artificial intelligence just as it does to other expressive technologies. Like the printing press, the camera, and the internet, AI can be used as an expressive tool — a technological advance that helps us communicate with one another and generate knowledge. As FIRE Executive Vice President Nico Perrino argued in The Los Angeles Times last month: “The Constitution shouldn’t be rewritten for every new communications technology.”

We again remind legislators that existing laws — cabined by the narrow, well-defined exceptions to the First Amendment’s broad protection — already address the vast majority of harms legislatures may seek to counter in the coming year. Laws prohibiting fraud, forgery, discrimination, and defamation, for example, apply regardless of how the unlawful activity is ultimately carried out. Liability for unlawful acts properly falls on the perpetrator of those acts, not the informational or communicative tools they use.

Some legislative initiatives seeking to govern the use of AI raise familiar First Amendment problems. For example, regulatory proposals that would require “watermarks” on artwork created by AI or mandate disclaimers on content generated by AI violate the First Amendment by compelling speech. FIRE has argued against these kinds of efforts to regulate the use of AI, and we will continue to do so — just as we have fought against government attempts to compel speech in school, on campus, or online.

Rather than compelling disclaimers or imposing content-based restrictions on AI-generated expression, legislators should remember the law already protects against defamation, fraud, and other illegal conduct.

Lawmakers have also sought to regulate or even criminalize the use of AI-generated content in election-related communications. But courts have been wary of legislative attempts to control AI’s output when political speech is implicated. Following a First Amendment challenge from a satirist who uses AI to generate parodies of political figures, for example, a federal district court recently enjoined a California statute aimed at “deepfakes” that regulated “materially deceptive” election-related content.

Content-based restrictions like California’s law require strict judicial scrutiny, no matter how the expression is created. As the federal court noted, the constitutional protections “safeguarding the people’s right to criticize government and government officials apply even in the new technological age when media may be digitally altered.” So while lawmakers might harbor “a well-founded fear of a digitally manipulated media landscape,” the court explained, “this fear does not give legislators unbridled license to bulldoze over the longstanding tradition of critique, parody, and satire protected by the First Amendment.”

Artificial intelligence, free speech, and the First Amendment

Issue Pages

FIRE offers an analysis of frequently asked questions about artificial intelligence and its possible implications for free speech and the First Amendment.

Read More

Other legislative proposals threaten the First Amendment by imposing burdens directly on the developers of AI models. In the coming months, for example, Texas lawmakers will consider the Texas Responsible Artificial Intelligence Governance Act, or TRAIGA, a sweeping bill that would impose liability on developers, distributors, and deployers of AI systems that may introduce a risk of “algorithmic discrimination,” including by private actors. The bill vests broad regulatory authority in a newly created state “Artificial Intelligence Council” and imposes steep compliance costs. TRAIGA compels developers to publish regular risk reports, a requirement that will raise First Amendment concerns when applied to an AI model’s expressive output or the use of AI as a tool to facilitate protected expression. Last year, a federal court held a similar reporting requirement imposed on social media platforms was likely unconstitutional.

TRAIGA’s provisions incentivize AI developers to handicap their models to avoid any possibility of offering recommendations that some might deem discriminatory or simply offensive — even if doing so curtails the models’ usefulness or capabilities. Addressing unlawful discrimination is an important legislative aim, and lawmakers are obligated to ensure we all benefit from the equal protection of the law. At the same time, our decades of work defending student and faculty rights has left FIRE all too familiar with the chilling effect on speech that results from expansive or arbitrary interpretations of anti-discrimination law on campus. We will oppose poorly crafted legislative efforts that would functionally build the same chill into artificial intelligence systems.

The sprawling reach of legislative proposals like TRAIGA run headlong into the expressive rights of the people building and using AI models. Rather than compelling disclaimers or imposing content-based restrictions on AI-generated expression, legislators should remember the law already protects against defamation, fraud, and other illegal conduct. And rather than preemptively saddling developers with broad liability for an AI model’s possible output, lawmakers must instead examine the recourse existing laws already provide victims of discrimination against those who would use AI — or any other communicative tool — to unlawful ends.

FIRE will have more to say on the First Amendment threats presented by legislative proposals regarding AI in the weeks and months to come.

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January 8, 2025
Dr. Jennifer T. Edwards: A Texas Professor Focused on Artificial Intelligence, Health, and Education: Preparing Our Higher Education Institutions for the Future

As we prepare for an upcoming year, I have to stop and think about the future of higher education. The pandemic changed our students, faculty, staff, and our campus as a whole. The Education Advisory Board (EAB) provides colleges and universities across the country with resources and ideas to help the students of the future.

I confess, I have been a complete fan of EAB and their resources for the past ten years. Their resources are at the forefront of higher education innovation.

🏛 – Dining Halls and Food Spaces

🏛 – Modern Student Housing

🏛 – Hybrid and Flexible Office Spaces

🏛 – Tech-Enabled Classrooms

🏛 – Libraries and Learning Commons

🏛 – Interdisciplinary Research Facilities

Higher education institutions should also focus on the faculty and staff as well. When I ask most of my peers if they are comfortable with the numerous changes happening across their institution, most of them are uncomfortable. We need to prepare our teams for the future of higher education.

Here’s the Millennial Professor’s Call the Action Statements for the Higher Education Industry

🌎 – Higher Education Conferences and Summits Need to Provide Trainings Focused on Artificial Intelligence (AI) for Their Attendees

🌎 – Higher Education Institutions Need to Include Faculty and Staff as Part of Their Planning Process (an Important Part)

🌎 – Higher Education Institutions Provide Wellness and Holistic Support for Faculty and Staff Who are Having Problems With Change (You Need Us and We Need Help)

🌎 – Higher Education Institutions Need to Be Comfortable with Uncommon Spaces (Flexible Office Spaces)

🌎 – Faculty Need to Embrace Collaboration Opportunities with Faculty at Their Institutions and Other Institutions

Here are some additional articles about the future of higher education:

Higher education will continue to transition in an effort to meet the needs of our current and incoming students.

For our particular university, we are striving to modify all of these items simultaneously. It is a challenge, but the changes are well worth the journey.

Here’s the challenge for this post: “In your opinion, which one of the items on the list is MOST important for your institution?”

***.

Check out my book – Retaining College Students Using Technology: A Guidebook for Student Affairs and Academic Affairs Professionals.

Remember to order copies for your team as well!

Thanks for visiting!

Sincerely,

Dr. Jennifer T. Edwards
Professor of Communication

Executive Director of the Texas Social Media Research Institute & Rural Communication Institute

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December 19, 2023
Artificial Intelligence Sparks the Interest of Federal Policymakers – CUPA-HR
by CUPA-HR | November 15, 2023

A growing interest in artificial intelligence and its potential impact on the workforce has sparked action by policymakers at the federal level. As employers increasingly turn to AI to fill workforce gaps, as well as improve hiring and overall job quality, policymakers are seeking federal policies to better understand the use and development of the technology. Recent policies include an executive order from the Biden administration and a Senate committee hearing on AI, both of which are detailed below.

Executive Order on AI Use and Deployment

On October 30, the Biden Administration released an executive order delineating the “Safe, Secure, and Trustworthy Development and Use of Artificial Intelligence.” The order urges responsible AI deployment that satisfies workforce development needs and ethical considerations.

The executive order directs several agency heads to issue guidance and regulations to address the use and deployment of AI and other technologies in several policy areas. Some orders of particular interest to higher education HR include:

The secretary of labor is directed to submit a report analyzing ways agencies can support workers who may be displaced by AI.

The secretaries of labor, education and commerce are directed to expand education and training opportunities to provide pathways to careers related to AI.

The secretary of labor is ordered to publish principles and best practices for employers to help mitigate harmful impacts and maximize potential benefits of AI as it relates to employees’ well-being.

The secretary of labor is directed to issue guidance clarifying that employers using AI to monitor employees’ work are required to comply with protections that ensure workers are compensated for hours worked as defined under the Fair Labor Standards Act.

The secretary of labor is directed to publish guidance for federal contractors on nondiscrimination in hiring practices that involve the use of AI and other technology.

The director of the National Science Foundation is directed to “prioritize available resources to support AI-related education and AI-related workforce development through existing programs.”

The secretary of education is ordered to develop resources and guidance regarding AI, including resources addressing “safe, responsible and nondiscriminatory uses of AI in education.”

The secretary of state is ordered to establish a program to “identify and attract top talent in AI and other critical and emerging technologies at universities [and] research institutions” and “to increase connections with that talent to educate them on opportunities and resources for research and employment in the United States.”

The secretary of homeland security is directed to continue its rulemaking process to modernize the H-1B program and to consider a rulemaking that would ease the process of adjusting noncitizens’ status to lawful permanent resident status if they are experts in AI and other emerging technologies.

The executive order directs the agency heads to produce their respective guidance and resources within the next year. As these policies and resources begin to roll out, CUPA-HR will keep members updated on any new obligations or requirements related to AI.

Senate HELP Committee Hearing on AI and the Future of Work

On October 31, 2023 the Senate Employment and Workplace Safety Subcommittee held a hearing titled “AI and the Future of Work: Moving Forward Together.” The hearing provided policymakers and witnesses the opportunity to discuss the use of AI as a complementary tool in the workforce to skill and reskill American workers and help them remain a valuable asset to the labor market.

Democrats and Republicans on the committee agreed that AI has the potential to alter the workforce in positive ways but that the growth of the use of the technology needs to be supported by a framework of regulations that do not smother its potential. According to witnesses, employers using AI currently face a patchwork of state and local laws that complicate the responsible use and growth of AI technologies. They argued that a federal framework to address the safe, responsible use of AI could help employers avoid such complications and allow AI use to continue to grow.

Democrats on the committee also asked whether education opportunities and skills-based training on AI can help provide an employment pathway for workers. Witnesses argued that AI education is needed at the elementary and secondary level to ensure future workers are equipped with the skills needed to work with AI, and that skills-based training models to reskill workers have proven successful.

CUPA-HR will continue to track any developments in federal AI regulations and programs and will inform members of updates.

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November 15, 2023
Artificial Intelligence and Teacher/Educator Productivity with ChatGPT… 10 Real World Ideas!
Photo by Pixabay on Pexels.com

Hello everyone! It is great to be back at the blog and have a chance to interact with my readers once again. As I present at HECC this week (November 9, 2023) in Indianapolis, Indiana I want to spend a moment bringing some wonderful ideas on AI and ChatGPT your way. Enjoy the read and please know you can contect me anytime at [email protected] or on my X(Twitter) Feed mjgormans. Perhaps you would like to see how I might provide more PD for your school, district, or organization. Please feeel to subscribe to this blog and share with others. Now… enjoy the read and the added AI! – Michael Gorman (21centuryedtech)

By now you have run into the idea of AI (Artificial Intelligence in education. It really is a simple concept. Artificial Intelligence (AI) is like having super-smart computers that can do things that normally only humans can do. It helps us by learning, solving problems, and making decisions, just like we do!

In education, AI can be helpful. It can make learning more personalized for each student. For example, it can figure out what each student needs help with and give them special lessons just for them. It can also give feedback on assignments and tests, like a virtual tutor. AI can understand and talk to us like a friend. It can help us with grading papers, learning new languages, and even do some of the boring administrative tasks like taking attendance.

By using AI, we can also look at lots of data to find patterns and understand how students are doing. This helps us figure out what works best in our teaching and how we can help students improve. Remember, AI is here to assist us, not replace us. It’s like having a really smart helper that makes teaching and learning more fun and effective!

Let’s drill down a little further and see how one AI application called ChatGPT can be used for educator productivity. ChatGPT is an advanced language model developed by OpenAI. It is designed to generate human-like text responses and engage in conversational interactions. ChatGPT can understand and generate responses to a wide range of topics, making it a versatile tool for various applications, including supporting teachers.

Here are a few ways ChatGPT can support teachers:
1. Answering Questions: Teachers often encounter numerous questions from students, and ChatGPT can provide quick and accurate answers to many of these queries. It can assist in explaining concepts, solving problems, clarifying doubts, or providing general information across different subjects and grade levels.
2. Planning Lessons: ChatGPT can assist in brainstorming and generating ideas for lesson plans. Teachers can provide a brief outline or specific topics they want to cover, and ChatGPT can suggest activities, resources, or strategies to enhance the learning experience for students.
3. Generating Learning Materials: Creating worksheets, quizzes, or assignments can be time-consuming for teachers. ChatGPT can help generate relevant and engaging learning materials based on specific requirements or topics. Teachers can specify the format, type of questions, or desired difficulty level, and ChatGPT can provide suitable content.
4. Language Learning Support: ChatGPT can be a valuable tool for language teachers. It can assist in practicing vocabulary, sentence construction, grammar rules, or even engage in conversational exercises. Students can interact with ChatGPT to improve their language skills in a more interactive and personalized manner.
5. Providing Feedback: When faced with a large number of assignments or essays to review, teachers can leverage ChatGPT to provide preliminary feedback. While human grading and feedback remain essential, ChatGPT can assist by offering suggestions for improvements, highlighting potential errors, or providing additional context.
6. Professional Development: Teachers can engage in professional development discussions with ChatGPT to explore new teaching methodologies, classroom management strategies, or to gain insights into educational research and best practices. It can act as a conversational partner, offering suggestions or resources to support their growth as educators.
What does this look like in the everyday world for teachers? Keep in mind that our focus is on teacher productivity and not student use. I thought asking ChatGPT to supply some real world examples for all of us might be a great way to show you the power of AI while also providing you some educational possibilities. Read through this response ChatGPT gave for the following question:

“What are ten ways of using ChatGPT for teacher productivity? Give four real world examples for each. Keep this in teacher friendly language.”

(As you read through the ideas supplied by ChatGPT, note that you can expand on ideas and thoughts with further prompts. This is called prompt engineering and this is where AI ends and our professional role expands even more)

ChatGPT Response:
1. Lesson planning assistance:
  
  Real-world examples:
  
  Ask Chat GPT for ideas on engaging activities for teaching fractions.
  
  Seek suggestions for interactive resources to teach the water cycle.
  
  Request strategies to introduce Shakespearean plays to high school students.
  
  Inquire about differentiation techniques for teaching students with diverse learning styles.
2. Grading and feedback support:
  
  Real-world examples:
  
  Ask Chat GPT to review and provide feedback on student essays or assignments.
  
  Seek guidance on creating a rubric for assessing science experiments.
  
  Request suggestions on providing constructive criticism while grading artwork.
  
  Inquire about effective ways to give feedback to students who struggle with spelling.
3. Personalized learning recommendations:
  
  Real-world examples:
  
  Ask Chat GPT for online resources tailored to individual student needs in math.
  
  Seek book recommendations for advanced readers in elementary school.
  
  Request strategies for supporting English language learners in the classroom.
  
  Inquire about adaptive technology tools for students with special needs.
4. Classroom management strategies:
  
  Real-world examples:
  
  Ask Chat GPT for ideas on fostering a positive classroom culture.
  
  Seek strategies for addressing conflicts among students during group work.
  
  Request tips for managing transitions between activities effectively.
  
  Inquire about techniques to promote active student engagement during lectures.
5. Professional development guidance:
  
  Real-world examples:
  
  Ask Chat GPT for recommendations on educational conferences or workshops.
  
  Seek resources for staying updated on the latest teaching methodologies.
  
  Request suggestions for online courses or certifications to enhance teaching skills.
  
  Inquire about strategies for building a professional learning network (PLN).
6. Differentiation techniques:
  
  Real-world examples:
  
  Ask Chat GPT for ideas on adapting a lesson for students with visual impairments.
  
  Seek strategies to differentiate instruction for gifted and talented students.
  
  Request approaches for supporting struggling readers in a mainstream classroom.
  
  Inquire about modifications for students with attention deficit hyperactivity disorder (ADHD).
7. Technology integration ideas:
  
  Real-world examples:
  
  Ask Chat GPT for suggestions on using educational apps for teaching vocabulary.
  
  Seek recommendations on interactive whiteboard activities for teaching history.
  
  Request tips for incorporating video conferencing tools into remote instruction.
  
  Inquire about creative ways to use social media platforms for classroom engagement.
8. Parent communication strategies:
  
  Real-world examples:
  
  Ask Chat GPT for tips on effective parent-teacher conference conversations.
  
  Seek suggestions for engaging parents in supporting homework completion.
  
  Request strategies for maintaining regular communication with busy parents.
  
  Inquire about techniques to address parental concerns or questions with empathy.
9. Time management techniques:
  
  Real-world examples:
  
  Ask Chat GPT for suggestions on organizing and prioritizing daily tasks.
  
  Seek strategies for efficiently grading and providing timely feedback to students.
  
  Request tips for managing paperwork and administrative responsibilities.
  
  Inquire about techniques to balance lesson planning with personal life commitments.
10. Professional reflection and self-improvement:
  
  Real-world examples:
  
  Ask Chat GPT for prompts to guide reflective journaling about classroom experiences.
  
  Seek recommendations on books or articles to deepen understanding of educational theories.
  
  Request strategies for setting professional goals and tracking progress.
  
  Inquire about ways to seek and incorporate student feedback for instructional improvement.
Remember, while Chat GPT can provide valuable insights and suggestions, it is important to use your professional judgment and adapt the information to suit your specific context and students’ needs. After-all you are the educator… your edits, and thoughts, and ideas are what separates the digital world of AI with the human, professional, and pedagogical practices found in education.

Reminder: You will also want to look at Terms of Use and Privacy Information of ChatGPT for your own knowledge. Keep in mind that the ideas provided are for educator use and not for classroom use by students. Also, remember that it is important to not put personal information into ChatGPT of either you, your students, peers, or others. You should also consult your districts AUP and administration for further guidance and expectations. At the time of this publication ChatGPT is free… please note this may change over time. This will be something you want to keep aware of. I wish you the very best on your AI journey!

Link to ChatGPT – https://chat.openai.com/auth/login
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November 9, 2023
Dr. Jennifer T. Edwards: A Texas Professor Focused on Artificial Intelligence, Health, and Education: Preparing for Research Presentations

Hi Y’all!

A few weeks ago, I had the pleasure of presenting for an Undergraduate Research Group at my university. When they initially asked me about presenting about visual presentations, I had to think back to the numerous presentations that I have been fortunate to facilitate all over America.

Then, I thought about the items that I wish I would have had on site when I saw the place where I needed to place my poster. So, I decided to make a “Poster Presentation Survival Kit”. This kit contains: masking tape, t-pins, white out, sharpie markers, and cuticle clippers (to serve as scissors for your poster (just in case)).

The presentation was well received and they asked for a copy. I was very impressed with this group and their questions focused on research and the presentation process. We also had a great conversation about presenting information that has not yet been published.

Here’s the presentation:

Here are some additional resources. Thanks UNC, UC Davis, and Bucknell!

Enjoy! Please let me know if you have any questions.

Dr. Jennifer Edwards

***

Check out my book – Retaining College Students Using Technology: A Guidebook for Student Affairs and Academic Affairs Professionals.

Remember to order copies for your team as well!

Thanks for visiting!

Sincerely,

Dr. Jennifer T. Edwards
Professor of Communication

Executive Director of the Texas Social Media Research Institute & Rural Communication Institute

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March 8, 2023