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Make your “ChatGPT” and other artificial intelligence expectations clear
Students want to know what your expectations are. Sometimes students feel uncertain about what to ask or how to ask. Students learn quickly that different instructors, in different programs, handle and regard some things differently when it comes to rules for academic integrity. The reasons for this can relate to discipline, to learning outcomes, to assessment type, and to the philosophy of the educator. The syllabus and any information posted alongside assessment details are excellent “placements” of clear expectations. Here are some pointers and resources: A link to the USask syllabus guide suggested language related to permitted or unpermitted use of ChatGPT similar tools appears in the academic integrity section.…
- Curriculum Development, Educational Theory, Experiential Learning, Instructional / Course Design, Instructional Strategies, Uncategorized, Wellness
From Stuck to Supercharged: The What and Why of Brain Plasticity
Your Brain on Teaching and Learning: Series One What is Brain Plasticity? Brain plasticity is the brain’s ability to reorganize and restructure itself throughout a person’s lifetime. It is a result of the brain’s ability to form new neural connections and strengthen existing ones based on the activities we engage in and the information we process. Factors such as learning, exercise, diet, and environmental stimuli can all influence brain plasticity. Recent research has shown that educators who understand the basics of brain plasticity can design courses that promote and accelerate learning and retention. Why is Brain Plasticity Important? Brain plasticity offers several benefits in the field of education, including: Improving…
- Academic Integrity, Assessment and Evaluation, Copyright, Educational Technology, Instructional Strategies, Uncategorized
10 Guidelines for Assessment Practice in an Artificial Intelligence Environment
Artificial intelligence (AI) text generators, such as but not limited to ChatGPT, are increasingly available with quickly advancing capabilities. Proper and ethical use is important for transparent and valid assessment. The following are 10 general guidelines for educators. To prepare Learn about relevant, new AI technologies and their applications in contexts of interest. Discuss approaches and emerging practices with disciplinary colleagues. Design assessment to meet course learning outcomes in ways that include appropriate uses of artificial intelligence tools and/or reduces the likelihood of inappropriate uses. During the course Explain how students should and should not complete their assessments and the reasons for these expectations. Be explicit about the tools,…
- Curriculum Development, Educational Theory, Experiential Learning, General, Instructional / Course Design, Instructional Strategies, Wellness
Your Brain on Experiential Learning
“Is disengaged.” “Is easily distracted.” “Shows no interest.” “Never shows up.” No professor wants to use these phrases to describe their students, but disengagement is a persistent problem — making descriptions such as these all too common today. Experiential Learning can help. Experiential learning is a powerful educational approach that helps students remain focused as it promotes active learning, fosters creativity and innovation, and prepares students for the real world. Let me explain: Experiential learning engages multiple parts of the brain simultaneously When learners participate and apply their learning in authentic contexts, it activates different areas of the brain responsible for sensory processing, motor skills, and cognitive functions, such as…