Growing Engagement
Artificial Intelligence through the Looking Glass: Stories and Biases View Digital Media
Paper Presentation in a Themed Session Lan Dong
Using quantitative and qualitative data from an online asynchronous class taught in the Learning Management System Canvas, this paper considers the pedagogy of incorporating AI, focusing on confronting bias and unreliability in AI-generated results and assessment and evaluation of AI-assisted content in the study of literature. In spring 2024, my World Literature: Folk and Fairytales class asks students to use a free generative AI program to generate a folk or fairy tale of no more than 500 words with international elements and to write an essay of 500 words analyzing the biases (or lack thereof) of the AI-generated tale and reflecting on the potential benefits and/or pitfalls of using generative AI. The prompt provides resources such as the “Quick Start Guide to AI and Writing” compiled by the Modern Language Association–Conference on College Composition and Communication Joint Task Force and “How to Cite Generative AI in MLA style” to introduce the basics of incorporating AI in the study of literature and writing. This study examines assignment design and assessment as well as student responses and reflections. On the one hand, it addresses the importance of introducing AI in an educational setting, where students can explore new technology through a low-stake assignment while contributing to building an interactive and inclusive virtual learning community. On the other hand, it discusses the careful guidance needed in order to help students hone critical thinking, reading, and writing skills with a focus on analyzing biases of different kinds.
Integrating AI tools into HE Curriculum Design: Influence on the Design Process, Student Learning Outcomes, and Perceptions of AI in Creative Practices
Paper Presentation in a Themed Session Carlo Convertini
This study investigates the integration of AI tools into higher education curriculum design for interior design, exploring the interplay between manual and digital skills, and the potential impact of AI on design workflows. The research employs a mixed-methods approach, including surveys, first-hand engagement, and literature review, to examine student and practitioner perspectives on AI adoption in interior design education and practice. Findings reveal a high level of interest in AI tools among interior design students, with 89% expressing eagerness to experiment with AI-assisted design. However, the study highlighted a significant knowledge gap, with 62% of respondents reporting limited familiarity with existing AI solutions. The study identifies key applications of AI in interior design, including rapid visualization, concept generation, and material recommendations. Notably, while AI tools show promise in enhancing certain aspects of the design process, they are not perceived as substitutes for core design skills, with only 28% of users reporting significant productivity improvements (Chen & Nguyen, 2023). Challenges in AI adoption include accuracy issues, lack of user control, and difficulty in interpreting complex design requirements. The research concludes that while AI tools have the potential to augment creative processes in interior design, their integration into curricula and professional practice requires careful consideration of human-AI collaboration models. These findings suggest that future development of AI tools for interior design should focus on improving accuracy, user control, and seamless integration with existing design workflows.
Project-based Learning in Higher Education Online Courses: A Case Study for Enhancing Rapport and Engagement
Paper Presentation in a Themed Session Susan Watson, Miranda Williams
Project-based learning delivered in online courses faces technological, social, and engagement challenges. To maximize the success of integrating project-based learning in online courses, various rapport and feedback techniques were introduced, along with several engagement strategies, to examine which techniques provided the most impact. A descriptive case study, with a single holistic design, was utilized to explore the use of these high-impact practices when using project-based learning in online social science courses. Observation, interview, and document review were used to evaluate the effectiveness of the approaches, along with direct interpretation and narrative analysis. Results identified the highest impact practice examples to build rapport, which include communicating expectations and creating opportunities for students, peers, and instructors to connect. High-impact engagement practices were identified for modifying content, such as offering multi-modal content and assignments, team-building strategies, cultural and accessible modifications, and external partnerships integration. High-impact feedback strategies were outlined for students, peers, instructors, industry and community partners, and the public. The implications of this study can be used for stepwise implementation of project-based learning into online courses while maximizing rapport and engagement of learners based on strategies most valued by digital learners.
Using Digital Pedagogies for Student Engagement and Fostering Equity in Higher Education
Paper Presentation in a Themed Session Carol Laman
Digital tools have been a part of the classroom landscape in elementary and secondary schools over the past decade. Higher education professionals are discovering that they must continue this trend and embrace digital pedagogy practices to achieve high student engagement and foster equity. This paper shares research showing how digital pedagogies improve student outcomes. It also shares innovative tools and techniques to promote engagement and to help ensure equitable access to learning. The paper discusses how to balance these digital teaching strategies with more traditional methods.
