Session 5: eFacilitation on Generative AI Modules

This session explores Course Design, Development and Practicum (efacilitation) and access to practicum Moodle shell. The session meets two of the ED403’s important CLOs which are design and develop a module on an elearning topic of your choice (CLO2) and facilitate learning for a cohort for one week in the moodle shell for the previously developed online module (CLO2)

Rubrics for Online Instruction (ROI)

To evaluate the quality of an online course, it is vital to consider six basic fundamentals according to ROI:

  1. learner support & resources
  2. online organisation & design
  3. instructional design & delivery
  4. assessment & evaluation of learning
  5. innovative teaching with technology
  6. faculty use of student feedback

My primary focus within the Rubrics for Online Instruction (ROI) is the "Online Organization & Design" of our computer science and information systems courses (Holland, 2009). In this blog, I will discuss the primary benefits of online learning. A well-structured online course with a clear and user-friendly design may significantly improve the learning experience (Charalambos et al., 2004). In my CS230 course, I organize the curriculum into weekly elements, with each week dedicated to the discussion of a particular topic. Each week, I have all the corresponding tasks, including labs and quizzes. This enables students to navigate the information, understand the sequential organization of courses, and access resources without encountering any difficulties. Effective design and structure are essential for retaining student involvement in an online course. Within my classes, I have used headers to delineate the weekly subjects and visually separate the content to represent distinct weeks. An efficient framework ensures that online courses are accessible to a wider array of learners, including those with disabilities. This refers to the intentional use of colors, fonts, and multimedia elements, while also following the accessibility standards outlined in the Web Content Accessibility Guidelines (WCAG). Within my classes, I use appropriate typefaces and colors to correspond with distinct subjects. In order to enhance accessibility, I have enabled an accessibility function for many online courses.

Resources on ROI and WCAG

ROI - https://www.csuchico.edu/eoi/_assets/documents/rubric-for-online-instruction-accessible.pdf

WCAG

eFacilitation

It is crucial to address the topics of eFacilitation and the key components of online learning. We need to develop strategies for ensuring the presence of all students and promoting active and frequent participation in the learning process. Online instructors are not physically present, allowing students to access and review course materials several times. Online learning necessitates a range of communication abilities since students have the opportunity to regularly read and assess course materials, which enhances student advancement. Effective online teaching and learning requires teachers and students to possess digital literacy and follow netiquette guidelines. This includes proficiency in using a learning management system and fundamental computer programs. Online courses provide a more customized learning experience by replacing traditional teacher-led lectures and in-class activities with student-directed learning.

During eFacilitation, I have learnt the following:

  1. Creating the course outline and provide relevant details on the module
  2. Designing the Moodle shell with innovative and accessible design
  3. Creating the module content with respect to the topic
  4. Creating quizzes in the course for diagnostic purposes
  5. Posting news and announcement
  6. Getting course and student learning analytics after the completion of the course
  7. Providing directed feedback with analytics to students

Resources on eFacilitation and Course Design

 Exploring ChatGPT in Higher Education

Our team developed module on Exploring ChatGPT in Higher Education. The module introduced the potential applications, assessing the quality, and the university's response to implementing ChatGPT, an advanced conversational AI model, in learning environments. Students will gain knowledge of its framework, features, and educational uses, such as automated feedback and targeted instruction. The course also covers methods for encouraging responsible use and addresses ethical issues like bias and privacy.

The module has following learning outcomes:

On successful completion of this course, students should be able to:

  1. Identify various benefit of ChatGPT in learning and teaching.
  2. Develop university’s best practices to use ChatGPT
  3. Identify ethical implications and future trends of ChatGPT.

Module Topics:

  1. The course had the following topics:
  2. Introduction to ChatGPT
  3. Potential applications of ChatGPT in learning and teaching
  4. Challenges and reliability of ChatGPT generated content.
  5. Universities best practices of ChatGPT.
  6. Ethical implications of ChatGPT
  7. Future trends in ChatGPT

The course content was designed using the Book feature and discussion for learning task was done using discussion forum.

Resources on ChatGPT inEducation

 

Google's SGE

Google's SGE (Lee et al., 2024) enhances the search experience on Google Search by integrating AI-powered enhancements, enabling the exploration of academic content, and encouraging comprehensive examination. I am considering using Google's SGE tool, Efficient Research, for my academic course. Research is an essential element of higher education, irrespective of whether it is for undergraduate, postgraduate, or scholarly purposes. For the undergraduate courses I teach, such as CS230 and requirement engineering, I allocate a task of doing a feasibility analysis on a novel software development scenario. Before composing and presenting the feasibility study report, a multitude of investigations must be undertaken. Google's SGE improves comprehension of subjects by offering comprehensive summaries and further investigations. The student doing the research may explore ethical issues, past advancements, and potential implications, all inside a single search session for the new software development. SGE utilizes web-wide information synthesis to provide search results that specifically target the query, rather than just obtaining websites that include the same terms supplied by students. This strategy improves the quality of search results.

Google Gemini

Google Gemini is a popular Generative AI that is widely used by many individuals. I would want to address the singular advantage of Google Gemini and some of the difficulties that accompany it. One aspect that I find particularly intriguing in generative AI and Google Gemini is the concept of interactive learning. Google Gemini provides a concise version of the answer along with relevant references when students search for a certain subject or inquiry. Students may enhance their understanding of the issue by consulting other sources and doing extra study to develop solutions.

One of the issues posed by AI-generated Google Gemini is the occurrence of incorrect statements or results. Generative AI utilizes historical training data to generate responses. If the data is not trained to handle the specific issue or query you have posed, Google Gemini may provide inaccurate answers. Additionally, the data is trained using previous or historical information, which means that the most recent updated information may not be reflected in the findings. For instance, if an untrained flu vaccination update is released, the displayed outcome will be based on the preceding trained vaccine.

Reference:

Charalambos, V., Michalinos, Z., & Chamberlain, R. (2004). The design of online learning communities: Critical issues. Educational Media International, 41(2), 135-143.

Holland, A. A. (2019). Effective principles of informal online learning design: A theory-building metasynthesis of qualitative research. Computers & Education, 128, 214-226.

Rudestam, K. E., & Schoenholtz-Read, J. (Eds.). (2010). Handbook of online learning. Sage.

Lee, D., Fanning, J. E., Foppiani, J., Escobar-Domingo, M. J., Rahmani, B., & Lee, B. T. (2024). 116. AI Showdown: Assessing The Future Of Surgery FAQs-Traditional Pamphlets Vs. ChatGPT, Google SGE, And Meta AI. Plastic and Reconstructive Surgery–Global Open, 12(4S), 76-77.

Comments

Post a Comment

Popular posts from this blog

Session 1: Digital Age, Technology and future in High Education

This session explores crucial topic which is using of technology and future of High Education. The session meets two of the ED403’s important CLOs which are Review and apply theoretical framework and models for Technology enabled Learning (CLO1) and critically review and analyse trends in higher education learning environment (CLO2). Issues in teaching in a digital age I would like to begin this blog discussing the Issues in teaching in a digital age. The COVID-19 pandemic has had a significant influence on digital learning, leading to changes in patterns and the introduction of novel educational methodologies. The pandemic had a rapid and sometimes challenging effect on the educational system, but it also encouraged the growth and development of digital learning (Bansal et al, 2021). Despite significant advancements in digital and online learning, including the use of video conferencing, online learning platforms, the Learning Management System (Moodle), and administrative tools, ther...
Read more

Session 4: eLearning Practices in Higher Education

This session explores eLearning Practices in Higher Education including Microteaching and eLearning case study. The session meets two of the ED403’s important CLOs which are critically evaluate and write a synthesis of eLearning practices in Higher Education (CLO3) and design, develop and deliver a lesson in an eLearning format (CLO1) Microteaching and MicroLED Prior to engaging in micro-teaching ( Bell, 2007) , we were required to focus on the construction of a micro learning environment, also known as MicroLED ( Chen et al., 2021) . I have chosen the course and topic for my micro-teaching session, in which I will provide a 15-minute lecture. For this assessment, I examined my second-year course, CS230: Requirement Engineering. The session will cover the subject of "UML Use Case and Activity Diagram". This is in accordance with the CLO: model software requirements using use-case diagrams. I have used the same topic into my Open Educational Resources (OER) assignment. To ...
Read more

Session 3: eLearning trends in Higher Education

eLearning trends in higher education are becoming more and more popular as a way to improve learning and teaching. This session will talk about some of these trends, including learning analytics, bring your own device (BYOD) and mobile learning, virtual reality and augmented reality, and makerspaces. The session meets two of the ED403’s important CLOs which are critically review and analyse trends in higher education learning environment (CLO2) and Apply eLearning trends and application within your contexts of higher education (CLO3). What is eLearning eLearning, in essence, refers to the use of technology in the process of acquiring knowledge and skills (Nichols, 2003). Conventional education was limited to the physical boundaries of the classroom, and the knowledge imparted was solely determined by the instructor. The advent of the internet has brought about substantial changes in the learning environment. The rapid advancement and proliferation of technology have expanded the ...
Read more