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AI TEACHING AND LEARNING RESOURCES

Communities of Practice

Every Learner Everwhere, (2023). A 5-part Community of Practice Framework for Educators.

  • Playbook:  Adams, S., Tesene, M., Gay, K., Brokos, M., Swindell, A., McGuire, A., & Rettler-Pagel, T. (2023, Mar 7). Communities of Practice in Higher Education: A Playbook for Centering Equity, Digital Learning, and Continuous Improvement. Every Learner Everywhere. https://www.everylearnereverywhere.org/resources/ communities-of-practice-in-higher-education/
  • Literature Review: Rettler-Pagel, T. (2023). Communities of practice in the higher education landscape: A literature review. Every Learner Everywhere.
  • Summary of Lit Review by Claude Sonnet 3.5

AI Literacy

Definitions

Artificial intelligence (AI) refers to machine learning systems that make predictions based on statistical models constructed from vast quantities of data. 

Generative AI (GAI or GenAI), also predictive, refers to AI that produces synthetic text, images, or video in response to a user’s prompt. 

Large language models (LLMs) are text-generation systems that use statistical calculations to predict the likelihood that words or parts of words will appear successively. They are trained on humanwritten text drawn from the Internet and other sources that have been digitized and produce a result based on a user’s prompt. LLMs involve various forms of human intervention behind the scenes, including human feedback and content moderation that influence their performance. 

Artificial general intelligence (AGI) refers to a potential future kind of AI with human-like intelligence that would be able to teach itself to solve problems and perform new tasks without prior training. This kind of AI does not yet exist.

Opinions

Your AI Policy is Already Obsolete by Zach Justus and Nik Janos of CSU Chico, Inside Higher Ed, Oct 22, 2024.

Engaging with AI Isn’t Adopting AI by Marc Watkins, Oct 20, 2024.

Frameworks

Student Guide to AI Literacy, developed by by participants of the Critical AI Literacy for Reading, Writing, and Languages Workshop, an initiative of the MLA-CCCC Task Force on Writing and AI.

Building a Culture For Generative AI Literacy in College Language, Literature, and Writing (2024) from the MLA/CCCC Task Force on Writing and AI.

  • A working paper that discusses what AI literacy looks like for students, faculty and administration.

EDUCAUSE AI Literacy in Teaching and Learning (ALTL) Framework for Higher Ed, (Georgieva, et al., Oct 2024)

How AI Works

AI Pedagogy Project, metaLAB (at) Harvard

What is AI? by Scott James*, Santiago Canyon College

YouTube Playlist – Practical AI for Instructors and Students by Wharton School, Ethan Mollick and Lillach Mollick.

Teaching Integration

Assessment

  • AI Assessment Scale (AIAS), Perkins, et al., 2024
  • Assessment Ideas Assistant – an AI chatbot by Scott James*
    • Here’s a sample prompt to get started: Produce a list of 10 authentic assessment ideas for diverse community college students that align with this outcome: Explain how genetic variation amongst individuals arises in populations and how genetic variation affects survival and reproduction. Incorporate intentional student use of Gen AI into each assessment. Assignments should draw upon students’ real life experiences, values, relationships, aspirations. Include a rubric for each assessment.
      • Follow-up Prompt: Provide clear, step-by-step instructions and a rubric for this assignment: (paste one assignment generated through the previous prompt)
  • Assignment Repository from AI Pedagogy Project, metaLAB (at) Harvard
  • Book – TextGenEd: Continuing Experiments, (2024, August) by Carly Schitzler and Annette Vee
  • What is Instructional Design and Why Its Important, by Scott James*
  • Grossmont College AI Resources Module for Faculty: Search “Adelle Roe” in Commons–select the “Generative AI Faculty Resources Updated August” resource.
  • Writing Assignment Example by Eugenia Novokshanova (shared on LinkedIn by Michelle Kassorla)
    • This assignment example (see links below) use AI to teach students how to do a correct academic summary. The first paragraph, written by the student, was submitted to AI, then AI goes over each sentence, coaching the student to improve each section of the paragraph until the summary is complete. The student does the writing, not AI–and from the student reflections I got, this is not an easy assignment. It pushes them to improve every aspect of the paragraph. We check to make sure this is done correctly by requiring students provide us with their chat summaries. You can see the prompt and how this student struggled with the thesis statement in the chat summary.  
    • View student writing submission (on LinkedIn)
    • View Student’s Chat Summary  including Prompt

Policy

Ethics

Algorithmic Bias

By Leon Furze

People to Follow

*California Community College Educator

Tools

Curated Resources

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