Dustin Hosseini 26/09/2023 Dustin Hosseini 26/09/2023

Exploring ideas for decolonizing the curriculum using generative AI tools

In this post, I share some examples created by generative AI for decolonizing the curriculum. I also contextualize the examples by providing commentary from colleagues from the University of Glasgow Decolonising the Curriculum Community of Practice.

“The master’s tools will never dismantle the master’s house.”

— Audre Lorde

Decolonizing education is part of many university strategies, including the university where I work. So, it seemed natural to think of how generative AI tools might help university students and staff think of ideas for decolonizing the curriculum. However, we must remember that the underlying logic of generative AI represents tools created by those in nations that hold power over others. Generative AI tools are often created in former imperial nations that seek out and obtain cheaper labor in other parts of the world to train and ‘develop’ the tools further. Generative AI also imparts a significant environmental impact, which must be considered.

AI and ethical considerations: coloniality of…

There are several caveats to using AI and generative AI generally, which I briefly outline in Karen Hao’s article from July 2020:

ghost work
- this is invisible labor provided by underpaid workers who are often in former US and UK colonies (among others)
beta testing
- sometimes beta testing is used on more vulnerable groups; yes, this is unethical, but it does still happen
AI governance
- think about who creates governance for AI; high-wealth nations and the Global North largely drive this at the expense of Global South nations
international social development
- if we consider ‘AI for…’ initiatives, we have to consider who drives these and who the targets or recipients are
algorithmic discrimination and oppression
- if we consider who creates algorithms, then we can begin to understand why some algorithms can portray racist, gendered, xenophobic imagery

Generative AI’s suggestions for decolonizing

For the following outputs, as shown in the GIF images below, I used the initial prompt:

I'm a lecturer and there is talk of decolonising the curriculum. I teach mathematics and statistics. What can I do to start decolonising my curriculum?

As we can see in the GIFs below, each generative AI tool appears to give some considered suggestions for how a lecturer in this particular area might go about decolonizing the curriculum they teach. Ideas such as incorporating more diverse views, Indigenous knowledges and contextualizing what is being learned are all general suggestions that I might expect to find in such a curriculum that is undertaking decolonizing.

However, I wanted to see more detail and so I followed up with another prompt.

The follow-up prompt was designed to see what else generative AI might suggest. Interestingly, with insight from colleagues, plenty could be done and suggested to create a curriculum that undertakes decolonization within a specific context.

In this case, the lists seemed familiar and similar in some respects and then a bit different in other respects in ways that I couldn’t immediately pick up on. The suggested names stem from ancient to modern times, albeit with a jump between ancient and modern times! Some familiar names are there, but are there perhaps some that could be included?

Here is the prompt I used:

What are some prominent but overlooked non-Western scholars of mathematics and statistics?

Reflections from colleagues

I consulted some colleagues, given the topic, the example is from an area I’m not familiar with. Specifically, I consulted colleagues in the UofG Decolonising the Curriculum Community of Practice who kindly provided their thoughts.

Soryia Siddique, whose background is in chemistry/pharmaceuticals/politics, provided the following:

My initial observation is that we ensure women of colour are represented in the materials. Perhaps a specific search around this.
BAME and Muslim women are underrepresented in many professions, including senior roles in Scotland, and are likely to experience systemic bias. Taking into consideration that Muslim women can experience racisim, sexism, and Islamaphobia. It is questionable whether media/society represents Muslim and BAME women's current and historical achievements.
They are also "missing” from Scotland’s media landscape.
In utilising AI, are we relying on data that is embedded in algorithmic bias and potentially perpetuating further inequality?

Soryia also suggested the following reading: The Movement to Decolonize AI: Centering Dignity Over Dependency from Standford University’s Human-Centered Artificial Intelligence. It’s an interview with Sabelo Mhlambi who describes the role of AI in colonization and how activists can counter this.

Samuel Skipsey, whose background is in physics and astronomy, also shared his thoughts:

The "list of important non-Westerners" is fairly comparable between the two - Bard is more biased towards historical examples and is pretty India-centric (with no Chinese or Japanese examples, notably), ChatGPT does a lot better at covering a wider baseline of "top hits" across the world (although given that "Nine Chapters on the Mathematical Art" doesn't have known authors - the tradition of the time it was written means that it probably had many contributions whose authorship is lost to history - I would quibble about it being a "scholar"). I note that this is still a Northern-Hemisphere centric list from both - although that's somewhat expected due to the problems citing material from pre-colonial Latin America, say. Still, it would have been nice to see some citation of contributions from Egypt, say.
In general, both lists are subsets of the list I would have produced by doing some Wikipedia diving.
The "advice on decolonising" is very high-level and tick-boxy from both. It feels like they're sourced from a web search (and, indeed, on an experimental search on DDG [DuckDuckGo] for "how can I decolonise my course" the first few hits all have a set of bullet points similar to those produced by the LLMs, which is unsurprising). To be fair to the LLMs, this is also basically what a lot of "how do I start decolonising" materials look like when produced by humans, so...
As Soryia notes, because the answers are quite generic there's a bunch of specific considerations that they don't touch on (they're not very intersectional - Hypatia turns up on both lists of non-Western scholars, doing a lot of heavy lifting as the only female name on either!)

Dustin Hosseini 26/09/2023 Dustin Hosseini 26/09/2023

Experimenting with generative AI: (re)designing courses and rubrics

In this post, I share some ideas for (re)creating courses and assessment rubrics as well as getting ideas for creative assessments using generative AI.

Experimenting for creating a course

I tried out Google Bard and chatGPT 3.5 to design courses and rubrics. In each case, being specific about what I wanted to see created was key. What this means is that when you are creating your prompt or query, you should be specific in terms of:

Context: e.g. state who you are or who you imagine yourself to be when creating the prompt
Audience: who is the audience of what you want to create? Students? Staff? Administrators? Management? The Public?
Purpose: in brief terms, what do you want to achieve?
Scope: similar to context, however, I see this as more focused, so ‘create a university level course on sociology’ is fine, but narrowing it down to ‘Year 1, Year 2’ etc. will focus the prompt and subsequently generate examples more tightly.
Length: it’s always helpful to state the length of the proposed course or output. For example, are you asking for a draft of a 12-week course? A two-page maximum syllabus? A three-paragraph summary?

For this example, I used the following prompt…

I am a lecturer who teaches university-level chemistry. I wish to create a new course on inorganic chemistry for Year 2 university students. The course should be 12 weeks long and have 4 assignments. What might this look like?

Below are two GIFs showing chatGPT and Google Bard respectively.

NB: You may wish to select the images to see a larger version.

Brief reflections

I used a similar prompt for both generative AI tools. I decided to add an element of creativity when so I slightly changed the prompt when using Google Bard to get it to suggest creative assessments. I then went back to chatGPT to ask it do also suggest ideas for creative assessments within the context of this course.

They seem to produce similar results regarding this particular prompt. Both suggest an outline of a suggested course on inorganic chemistry; while Google Bard integrates the creative assessments into some of the topics, chatGPT predictably creates a list of suggested creative assessments as I had asked it after the initial prompt.

Interestingly, Google Bard also expands a bit at the end of the outline with further examples of non-written, creative assessments. chatGPT, on the other hand, does give some examples of ways of supporting learning and teaching after creating an example course outline. The creative assessments it lists are similar to those of Google Bard, although they are different, such as the quiz show example among others.

For transparency, I do not teach chemistry nor have I taught it. I have, however, supported those learning chemistry with their academic writing abilities, including writing lab reports and researching the topic. On the surface, the course looks coherent. However, I will leave that to those who teach chemistry!

What you can do

To replicate what I’ve done, copy and paste the prompt into your generative AI tool of choice.
Please note: you’ll likely get a slightly different response. I did not test each response again. That said, Google Bard automatically offers additional draft examples.

Creating assessment rubrics

Educators are often handed marking rubrics with little chance to develop or create their own. What this means is that when it comes to creating an assessment rubric, some educators may not have practical experience beyond what they have observed. In this case, generative AI can provide ideas and food for thought. This can be especially helpful for getting ideas for creative assessments that are still valid and rigorous while offering a suitable alternative to traditional assessments.

I ask generative AI tools to create assessment rubrics in the examples below. Remember: you need to give generative AI a context (e.g. you’re a lecturer teaching X), a specific request (e.g. you want to create an assessment rubric) and ensure the request has specific parameters (e.g. you provide your specific criteria for this rubric) .

I am a lecturer. I wish to create a marking rubric for an essay-based assessment. The rubric should include the following criteria: criticality, academic rigor, references to research, style and formatting.

NB: You may wish to select the images to see a larger version.

Reflections

In both cases, I state my (imagined) role and the type of assessment I usually employ and ask the tools to suggest ideas with specific criteria included. In both cases, each generative AI tool creates a sample rubric based upon what I have asked it.

Both tools create a table I would expect an assessment rubric to look like. Each table includes the criteria and sample grade bands with descriptor text that cross-references to the criteria. What both generally do well with is providing some sample descriptor text. However, you will need to tweak, modify and/or change the criteria to your specific, local context.

Creating rubrics specific to your institution

If your institution has a general, overarching rubric often used, you can get generative AI to suggest sample rubrics. This may, however, be difficult given how complex your institution’s rubric may be.

In the examples below, I ask chatGPT 3.5 and Google Bard respectively to create an example rubric based on Glasgow University’s 22-point marking system. This did, however, prove difficult!

Can you change the marking scale to a 22 point scale used at the University of Glasgow?

Reflections

The prompt above initially confused both generative AI tools. This could be because a 22-point scale differs from many scales out there. This could also be because I hadn’t provided specific context of the different bands. In this case, my suggestion is to suggest that chatGPT or Google Bard create a rubric based on your marking criteria. You can then tailor the created sample rubric to your local needs.

As you can see, both tools got some areas right and others wrong.

What chatGPT did well:

it created a scale based on the criteria I provided
it included the marking bands, cross-referenced against the criteria
it included some basic descriptor text

What chatGPT can do better at:

the descriptor texts were wildly off compared with the example marking schemes
it struggled to capture the nuances between the marking bands

What Google Bard did well:

the descriptor text for each band more closely matches what I would expect to see
the marking bands are divided out nicely
the criteria are cross-referenced against marking bands

What Google Bard can do better at:

it’s hard to say what it can do better at right now given how it created a marking rubric based upon my query!
that said, the descriptor texts for each band would likely need some tweaking to match local styles

Getting ideas for creative assessments

As I noted earlier, you can use generative AI to get ideas for (more) creative assessments that aren’t traditional, written-based assignments. Traditional, written-only assignments are great for some things. However, there are other, more inclusive and creative ideas for assessments that you can use in your teaching, no matter the subject.

For this particular example, I draw upon my own area of expertise and subject area which lies at the intersections of education and sociology.

I teach a social sciences subject in university. Traditionally, we use written assessments such as essays and exams as assessments. What are some creative alternative assessments?

Reflections

In brief, similar to the first example on chemistry, both generative AI tools create a good range of creative and event collaborative assessments that you can use within your own context.

You may already use some of these, such as mind maps and portfolios. That said, there are a lot of good ideas that have been suggested that might be worth trying out. I would recommend co-creating these with students, especially if an idea appears new or innovative or out of your personal comfort zone as an educator. You may be surprised at how quickly your students take to becoming partners in learning and teaching.

Dustin Hosseini 19/09/2023 Dustin Hosseini 19/09/2023

Using generative AI for everyday writing

As part of my role, I’m experimenting with generative AI as part of my role within the Learning Innovation Support Unit at the University of Glasgow.

In the short post, I look at using generative AI for everyday writing tasks from the perspective of anyone working in tertiary education. So, whether you work in a college in the US or UK sense or a university as an administrator, educator or research staff, this post applies to you.

Overview

I look at examples from Google Bard and chatGPT 3.5. Specifically, I look at using generative AI for:

turning draft notes into prose
writing a welcome message to new students, and tweaking messages
writing a message in a specific literary style
writing for specific audiences
drafting and redrafting

By using these examples, I try to show what two different generative AI tools can do. I also briefly discuss their limitations.

This post will help anyone in education other environments understand how to use generative AI for everyday writing tasks.

Turning meeting notes into prose

Sometimes you might need to write up notes taken into a meeting into a prose, something that is coherent and to be read by others. Generative AI can help with this. Here are two examples that I used using the following prompt:

I have some draft notes from a meeting. Can you turn this into prose?

Reflections: defining vs storytelling?

As you’ll see from the drop-down boxes below, my original notes are transformed in different ways by Google Bard and chatGPT 3.5, respectively. My original notes were a set of bullet-pointed items, as I was taking these in the moment while in a meeting with two other colleagues. I wanted to jot down basic information quicky. These notes might come in handy later, for example when I need to put together a report.

Interestingly, Google Bard keeps the bullet points and expanded them with some prose by perhaps defining each area or student population. The focus here seems to be on defining what the student groups are. The response is short. However, Google Bard also did create two other drafts. You can see a screenshot of a second draft below.

chatGPT, however, creates paragraphs that seem to create a story or argument. The emphasis is less on defining who the student groups are and more on storytelling what they might bring to the course in question.

This contrast is important to consider because writing for your audience matters. Understanding who your audience is will make a difference in the kind of response you want or need to create.

course audience
- non-traditional students
  - people with lived experiences
- returners to study
- mature students
- academic areas
- social/public policy students
  - local government practices and policy
- urban studies students?
- social work
  - experienced people
  - new people
- social justice
- public health
- social welfare
- decolonization / decolonizing education and systemstion
The course audience encompasses a diverse range of individuals, making it a dynamic and inclusive learning environment. Primarily, it caters to non-traditional students, particularly those with unique lived experiences that contribute to the richness of classroom discussions. This group often includes individuals returning to the academic sphere after an absence, mature students seeking new knowledge and skills, and those pursuing studies in various academic disciplines.
Among the academic areas represented within the course are social and public policy students, with a focus on local government practices and policy. Here, students delve into the intricate workings of governance at the local level, exploring policies that impact communities directly.
Another segment of the audience consists of urban studies students, who examine the complexities of urban environments, including their design, development, and social implications.
Social work students, both seasoned professionals and newcomers to the field, engage in discussions related to their practice. This diverse group brings real-world experiences and fresh perspectives to the table.
Furthermore, the course appeals to students interested in social justice, public health, social welfare, and the critical concept of decolonization. It offers a platform for dialogue on creating equitable systems, dismantling colonial legacies, and promoting social change.
In essence, this course fosters an inclusive and collaborative learning environment, bringing together individuals from various backgrounds and academic interests to explore critical issues that shape our society.
The course audience is likely to be a diverse group of students, including:
- Non-traditional students: This could include people who have not followed a traditional educational path, such as those who have delayed their education or who have returned to school after a break.
- Returners to study: Students who are returning to school after a period of absence, such as those who are raising a family or who have been working full-time.
- Mature students: Students who are over the traditional age of entry for higher education.
- Academic areas:
  - Social/public policy students: Students who are interested in studying social and public policy, such as local government practices and policy.
  - Urban studies students: Students who are interested in studying urban areas and the challenges and opportunities they face.
  - Social work students: Students who are interested in a career in social work, helping people in need and advocating for social justice.
  - Social justice students: Students who are passionate about social justice and want to learn more about how to make the world a more equitable place.
  - Public health students: Students who are interested in studying public health and promoting the health and well-being of populations.
  - Social welfare students: Students who are interested in studying social welfare and the policies and programs that support people in need.
  - Decolonization students: Students who are interested in studying decolonization and decolonizing education and systems.
The course is likely to be of interest to students from a variety of backgrounds and with a range of experiences. It is particularly relevant to students who are interested in making a difference in the world and who are committed to social justice.

chatGPT & Google Bard in action

Below are two gif animations of the prompts I used and the responses from Google Bard and chatGPT, respectively. As you can see, chatGPT creates one response. You can then write follow-up prompts to hone the response(s) that you want. Google Bard will provide 3 drafts (at least) and you can choose from these and/or write follow-up prompts for further drafts.

NB: Clicking on an image will enlarge it.

Drafting a welcome message to new students

Generative AI can also be helpful in creating templates that you can modify to your needs. One example is creating a welcome message to new students and/or staff. You may already have one. However, it’s always good to refresh these as time goes on.

For these, examples, you can see the results yourself from Google Bard and chatGPT 3.5, respectively or see the images below.

Here’s the prompt I used in both genAI tools:

I'm a program administrator. I'd like to draft a short welcome message to new students. The tone should be professional and friendly. The message should be no more than 2 paragraphs long.

Google Bard’s response

Interestingly, it ends with tips on writing. The response appears a little more personal than the one created by chatGPT.

chatGPT 3.5’s response

This reads somewhat similar to the response by Google Bard but it’s a lot shorter and to the point.

Testing the creativity of generative AI: using literary styles for welcome messages

I decided to test how Google Bard and chatGPT 3.5 might respond if I asked them to re-write the welcome messages to students in the style of Audre Lorde and Robert Burns. I used Google Bard for Audre Lorde, and chatGPT 3.5 for Robert Burns.

You can judge the results for yourself!

Welcome, new students.
This is a space for you to learn and grow, to challenge yourself and to be challenged.
It is a space for you to find your voice and to use it.
To stand up for what you believe in, even when it is difficult.
To be your full, authentic self.
We are here to support you on your journey.
But we cannot do it for you.
You must do the work.
You must be brave enough to ask the hard questions.
You must be willing to be uncomfortable.
You must be open to new ideas and new perspectives.
And you must be willing to share your own.
This is your time.
Make the most of it.
In solidarity,
[Your name]
Program Administrator
Dear Newcomers, ye're welcome here,
As Administrator, I give ye cheer.
Ye've chosen well to join our fold,
In learning's path, ye'll soon be bold.
Through study's journey, find your way,
With staff to guide, by night and day.
Questions and concerns, don't ye hide,
We're here to help, walk by your side.
But ne'er forget, in this abode,
The heart of learning, by community sowed.
Connect with peers, as the seasons turn,
Together we'll thrive, together we'll learn.
For in our bonds, our strength is found,
As we explore knowledge all around.
Welcome to our program's embrace,
A transformative journey, yer destiny's grace.
Warm regards,
[Your Name]
Program Administrator

Drafting & redrafting tips for new students

Greeting new students, **no matter their age or level**, can be an opportunity to spark many things: interests, hope, enthusiasm, change, development and many others.

Let’s see what generative AI creates for the following prompt:
I teach first year undergraduate students. Create a list of 10 good tips for students new to a university. Keep the tone supportive and friendly.

As we can see below, the responses are quite similar. Depending on where you teach and work, you’ll want to modify some of the language. We can see that the language below is heavily geared towards locations where academics or lecturers are called ‘professors’ (looking at you, USA!).

Interestingly, Google Bard’s response puts emphasis on trying things out and embracing learning from failure, whereas chatGPT seems to avoid mentioning this at all while instead encouraging people to remain positive. Neoliberal much?

chatGPT 3.5’s response

Stay Organized: Keep a planner or use digital tools to stay on top of assignments, deadlines, and class schedules. Being organized will reduce stress and help you manage your time effectively.
Ask Questions: Don't hesitate to ask your professors, advisors, or fellow students for help or clarification. Everyone is here to support your learning journey, and questions are a vital part of the process.
Engage in Class: Active participation in class discussions and activities can enhance your learning experience and build valuable connections with your peers and professors.
Explore Resources: Universities offer a wealth of resources, from libraries to tutoring centers to counseling services. Take advantage of these resources to excel academically and personally.
Balance Your Life: University life is about more than just studying. Make time for hobbies, socializing, and self-care. Finding a healthy balance is essential for your well-being.
Make Connections: Building relationships with classmates can lead to lasting friendships and valuable study groups. Attend club meetings, events, and orientation sessions to meet new people.
Stay Curious: University is an opportunity to explore new ideas and perspectives. Embrace the chance to broaden your horizons and approach subjects with an open mind.
Seek Feedback: Don't be afraid to request feedback on your assignments or exams. Understanding where you can improve is a crucial part of your growth as a student.
Stay Positive: University can be challenging, but remember that setbacks are part of the learning process. Stay positive, persevere through challenges, and celebrate your successes, no matter how small.
Plan for the Future: While enjoying your first year, start thinking about your long-term goals and career aspirations. University is not only about education but also about preparing for your future.

Welcome to the university journey! We're excited to have you here, and we're confident that you'll thrive with these tips in mind. Remember, you're not alone in this adventure, and there's a whole community here to support you.

Google Bard’s response

Get organized. This means creating a study schedule, finding a good place to study, and keeping track of your assignments and deadlines. There are many resources available to help you get organized, such as your university's academic advising center or student success center.
Don't be afraid to ask for help. If you're struggling in a class, talk to your professor or teaching assistant. They can provide you with extra help and support. You can also join a study group or talk to a tutor.
Get involved in extracurricular activities. This is a great way to meet new people, learn new skills, and have fun. There are many different clubs and organizations to choose from, so you're sure to find something that interests you.
Take care of yourself. This means getting enough sleep, eating healthy foods, and exercising regularly. It also means taking breaks from studying and socializing with friends. Taking care of yourself will help you stay focused and motivated.
Don't be afraid to make mistakes. Everyone makes mistakes, especially when they're first starting out. The important thing is to learn from your mistakes and move on.
Celebrate your successes. No matter how small they may seem, it's important to celebrate your successes. This will help you stay motivated and keep moving forward.
Find a mentor. A mentor is someone who can provide you with guidance and support. They can be a professor, a teaching assistant, an older student, or someone in your field of study.
Use your university's resources. Your university has many resources available to help you succeed, such as the library, the writing center, and the career counseling center. Take advantage of these resources!
Don't be afraid to try new things. University is a time to explore your interests and try new things. Take classes outside of your major, try out for a sports team, or join a club that you're interested in.
Have fun! University is a time to learn and grow, but it's also a time to have fun. Make memories with your friends, go to sporting events and concerts, and explore your new city.

Additional tips:

Be proactive in your learning. Don't wait until the night before an exam to start studying. Start early and give yourself plenty of time to prepare.
Don't be afraid to speak up in class. Ask questions and participate in discussions. The more involved you are, the more you will learn.
Take advantage of your professors' office hours. If you're struggling in a class, don't be afraid to go to your professor's office hours for help. They are there to help you succeed.
Don't be afraid to fail. Everyone fails at some point in their lives. The important thing is to learn from your failures and keep moving forward.

I hope these tips are helpful! Welcome to university!

Diving deeper into making connections

I think making and sustaining connections in education is very important for success. It helps to have people to bounce ideas off, to get alternative perspectives and takes on the same or similar readings. So, I wanted to see what chatGPT 3.5 would respond to expanding on point 6 ‘Make connections’. I asked ‘Can you expand upon point 6'?’ and here is what it responded with:

Certainly! Point 6, "Make Connections," is not just about meeting people but also about creating a network that can enhance your university experience and future opportunities. Here's an expanded version of this tip:
6. Make Connections: Build Your University Network
One of the most enriching aspects of university life is the chance to connect with a diverse group of people. These connections can shape your academic experience, personal growth, and even your future career. Here's how to make the most of this opportunity:
a. Attend Campus Events: Universities often host a wide range of events, from club meetings to guest lectures and cultural festivals. Attend these gatherings to meet fellow students who share your interests and passions. It's a great way to find like-minded friends and explore your hobbies.
b. Join Clubs and Organizations: Most universities have numerous clubs and student organizations that cater to a variety of interests. Whether you're into sports, arts, social activism, or academic pursuits, there's likely a group for you. Joining clubs not only helps you make friends but also provides opportunities for leadership and personal development.
c. Participate in Orientation: Many universities organize orientation programs for new students. These events are designed to help you get to know your campus, fellow students, and university resources. Take advantage of them to start building connections from day one.
d. Study Groups: Collaborative learning can be incredibly effective. Forming or joining study groups can help you better understand complex subjects, share knowledge, and develop lasting friendships with your peers.
e. Network with Professors: Your professors are valuable resources for both academic and career advice. Attend office hours to discuss your coursework, seek guidance on research projects, and build professional relationships that can provide references or mentorship.
f. Connect Virtually: In the digital age, online platforms and social media are powerful tools for staying connected with classmates, professors, and alumni. LinkedIn, for instance, is a great platform for building your professional network.
g. Be Inclusive: University is a place of diversity, and it's an opportunity to interact with people from various backgrounds and cultures. Embrace inclusivity, be open to different perspectives, and learn from the richness of this diversity.
Remember, the connections you make in university can extend far beyond your time on campus. These relationships can lead to lifelong friendships, career opportunities, and a broader understanding of the world. So, take the initiative, be open to new experiences, and enjoy the journey of building your university network.

Reflections: pushing generative AI

When I asked chatGPT 3.5 to give examples of apps where students could connect virtually, the responses were overwhelmingly biased towards Anglo-American/Eurocentric apps such as

Zoom
Microsoft Teams
Slack
Discord
TikTok
Snapchat

I had to specifically ask about common social media apps that non-English speakers might use, and chatGPT finally spilled the beans by suggesting:

WeChat - an all-in-one messaging app widely used in China
Line - a messaging app with a strong presence in Asia. It offers stickers, games, and a variety of features in addition to messaging.
VK (VKontakte) - a Russian-language social media platform similar to Facebook. It offers features for connecting with friends, sharing media, and joining communities. It’s popular in Russian speaking areas.

I wanted to push it a bit as I know that tools like Google Bard and chatGPT will reproduce cultural biases and norms through the suggestions that they create. Omissions are almost always there, so further questioning can help to get more clarity out of generative AI tools.

04/07/2023 04/07/2023

Creating a student induction with ChatGPT: what it does and misses

ChatGPT seems to be all the rage at the moment, and has been so since at least November/December of 2022. Students and educators are simultaneously worried, excited and fearful of the possibilities that a tool like ChatGPT might create. The inspiration for this post comes from a lot of thinking since at least February and March of this year, coupled with a couple of insightful blog posts from a colleague Dr Emily Nordmann.

What is ChatGPT?

I won't labor the point as this has already been talked about in many places, many times over the last few months. In my own words, ChatGPT a tool that draws upon a large set of information that is out there on the web while constantly being trained by its users to finesse what it produces for its users. Depending on whether you use the free or paid version, this information goes back to either 2021 at the time of this writing, or up to now when using the paid version.

The knowledge that ChatGPT draws on is shaped by a mixture of key factors that you should understand:

those who created the ChatGPT AI model - i.e. the programmers
the openly available information that ChatGPT is drawing from
the users whose queries and questions are training ChatGPT, in essence, to become better at what it is doing

Specific knowledge frames outputs

Understanding both what knowledge and whose knowledge informs ChatGPT, and any other tool, is important. When we lift the lid on such tools, we deepen our own understanding of how they work on multiple levels. This then allows us to understand how tools like ChatGPT might (and probably will) create potential omissions, erasures and bias in the knowledge that such tools produce.

With this in mind, I encourage you to try and test out such tools while also asking yourself:

Who has created this tool?
Where are they from?
What are their motivations?
What knowledge is this tool drawing on?
Whose knowledge is this tool drawing on?
What knowledge is missing? And why is it missing?

An example in practice: creating a student induction

I chose the image above to represent the first prompt and example. What you ask of a large language model like ChatGPT will directly influence the example answer you receive. So, the more vague your question is, the more encompassing the response you will receive.

For a practical example, I decided to get ChatGPT to create a student induction. I choose this example for a few reasons:

to understand what the tool will create using my question prompts
to share with educators an example of a student induction created by ChatGPT
to determine what could be missing from the example that ChatGPT creates

Initial prompt and first output

Below is what ChatGPT created from the initial prompt.

Me: Can you help me to create an induction program for first year students at a university?
ChatGPT: Absolutely, I'd be happy to help you design an induction program for first year university students. Here's a basic outline you could consider:

1. Welcome and Introduction (Day 1)

Welcome Speech: The head of the university or a senior faculty member can begin by welcoming the new students.
Introduction to University: Give an overview of the university's history, ethos, academic structures, key personnel, campus culture, and student life.

2. University Overview (Day 1 - Day 2)

Academic Session: Detail about the course curriculum, academic calendar, grading system, internships, research opportunities, and expectations.
Campus Tour: This could be conducted by senior students. Show important locations like lecture halls, library, labs, student support services, sports facilities, canteens, etc.
Introduction to Faculty: Introduce the teaching and administrative staff. This could be done departmentally.
Workshop on the University's Digital Infrastructure: Train students on how to use the university's website, student portal, learning management system, library resources, etc.

3. Student Services and Support (Day 3)

Presentation from Student Services: Discuss available services like counselling, career guidance, health, accommodation, international student services, etc.
Safety Briefing: Include information about campus safety, emergency services, important contact numbers, and any apps or systems used to enhance student safety.
Presentation from Financial Aid: Discuss scholarships, grants, loans, work-study opportunities, and other financial assistance available.
Presentation from Student Clubs: Representatives from various clubs and societies can introduce their activities.

4. Skills Workshops (Day 4 - Day 5)

Study Skills: Sessions on time management, effective study techniques, research skills, and academic writing.
Soft Skills: Workshops on communication skills, presentation skills, leadership, teamwork, etc.
Personal Development: Sessions on mental health awareness, stress management, maintaining a balanced lifestyle, etc.

5. Social Activities (Throughout the Week)

Ice Breakers and Team Building Activities: To help students get to know each other.
Welcome Party: A casual social event.
Quiz Night: A fun trivia night with questions about the university and general knowledge.
City Tour: For universities in or near cities, a tour of important city landmarks could be helpful.
Meet and Greet with Seniors: Casual interaction sessions with second-year students or student mentors.

6. Reflection and Feedback (End of the Week)

Reflection Session: Allow students to share their experiences and feelings about the first week.
Feedback Collection: Collect feedback about the induction program to improve future iterations.

Please note that this is a general schedule and might need adjustments according to the specific needs of your university and student population. The key is to provide essential information, introduce students to support services, foster community-building, and address any initial worries or concerns students may have.
ChatGPT will often end examples with a little statement like this

Some reflections

As we can see, this is a very detailed student induction for a week-long induction. My question was not specific and therefore the example it produced was broad and encompassing. The example likely draws on a range of university inductions for Year 1 students entering university from across the Internet. However, as we can see, the example is based upon a university that probably has stable electricity, Internet access and good facilities. It is a department within a university that is probably concerned with its reputation and so it takes strides to ensure the students get the best experience (services) possible.

Getting (more) specific

I wanted to understand how ChatGPT might compress or summarize the previous request. The aim was to understand what might change as a result.

This is only an example and I do not recommend a single day student induction!

Me: Thank you, can you regenerate this but for a 1 day program?ChatGPT
ChatGPT: Certainly, condensing the induction program into one day will require some adjustment, but it's still achievable. Here's a simplified structure:

1. Morning Session: Welcome and University Overview (9:00am - 12:00pm)

Welcome Address: The head of the university or a senior faculty member can begin by welcoming the new students (9:00am - 9:30am).
University Overview: A brief overview of the university's history, ethos, academic structure, key personnel, and student life (9:30am - 10:00am).
Academic Session: Detail about the course curriculum, academic calendar, grading system, and expectations (10:00am - 10:30am).
Short Break (10:30am - 10:45am)
Quick Campus Tour: Highlight the most important locations such as lecture halls, libraries, and student support services. This could be a virtual tour, if needed (10:45am - 11:30am).
Introduction to Faculty: A quick introduction to key faculty members and administrative staff (11:30am - 12:00pm).

2. Afternoon Session: Student Services and Workshops (1:00pm - 4:00pm)

Lunch Break (12:00pm - 1:00pm)
Presentation from Student Services: Highlight the main services like counseling, health, accommodation, etc. (1:00pm - 1:30pm).
Workshop on University's Digital Infrastructure: Train students on how to use the university's website, student portal, learning management system, etc. (1:30pm - 2:00pm).
Short Break (2:00pm - 2:15pm)
Essential Skills Workshop: A condensed workshop on essential academic skills like time management, effective study techniques, and academic writing (2:15pm - 3:00pm).
Safety Briefing: Share information about campus safety, emergency services, and important contact numbers (3:00pm - 3:30pm).
Q&A Session: Allow students to ask any remaining questions they might have (3:30pm - 4:00pm).

3. Evening Session: Social Activity and Close (4:00pm - 6:00pm)

Social Mixer: A casual event where students can interact with each other and faculty members. This could include light refreshments, ice breakers, or team building activities (4:00pm - 5:30pm).
Closing Address: A brief closing note from a senior member of the university staff, encouraging students to make the most of their time at the university (5:30pm - 6:00pm).

Remember, the aim is to provide essential information, help students feel comfortable in their new environment, and foster a sense of community. Be sure to let students know where they can find more detailed information or support if needed.
ChatGPT's disclaimer

Reflections on the details

When I saw this example, I was surprised and left wondering. What surprised me was the time that ChatGPT allocated to such sessions. This would be a highly regimented and time poor induction!

While the overall plan isn't bad, we know from practice that inductions can take a lot longer and might have unexpected events that just happen. Students and staff can get lost along the way, people might cancel and rooms might suddenly be unavailable due to unforeseen circumstances.

Testing ChatGPT for basic biases

I went one step further by asking ChatGPT what might be some good dedicated social media platforms for fostering community among the students. The idea is that these could be spaces where students connect pre-arrival. However, there were some problems in the examples that ChatGPT produced.

Here are some of the examples it suggested:

Facebook
WhatsApp
Discord
Slack
Instagram
LinkedIn
Twitter
Microsoft Teams or Google Workspace
Reddit
Clubhouse
SnapChat
TikTok

Perhaps the biggest problem with these examples is that they are all very popular and widely used in the West and perhaps particularly in the Anglophone and European West. However, to what extent is this inclusive of those from other regions of the world?

I had to prompt ChatGPT to get it to consider using Telegram and WeChat. For context, Telegram is popular in eastern Europe and the Middle East while WeChat is particularly popular in China and other parts of Asia. The graphic below provides one picture of how some suggestions that ChatGPT are perhaps good ones while others are missing.

Statistic: Most popular social networks worldwide as of January 2023, ranked by number of monthly active users (in millions) | Statista

Find more statistics at Statista

Closing thoughts

What does this all mean for students and educators? I think it means that we need to do what we can and should be doing: when we use a tool, we should question critically who made it, what its purpose is and what it can and can't do. We should practice it, get to know it and see how well it works. Finally, we should question the information it is generating and be mindful of what is omitted and why it is missing.

For further information...

There are a lot of voices out there who are discussing ChatGPT and all of its potential. The two I have found most useful are those who have been consistent and have provided regular examples, while also creating space for dialogue.

One of the most consistent voices on the uses of ChatGPT on Twitter has been Mushtaq Bilaland one of the most regular organizers of voices has been Phil Anthony from the University of Kent who organizes regular Digitally Enhanced EducationWebinars.

A screenshot of the Digitally Enhanced Education Webinars channel on YouTube.

22/03/2020 22/03/2020

Holding virtual office hours - suggestions

A colleague asked about holding virtual office hours. The question entailed both how to do this in terms of the pedagogy and the technology. So, I drafted a document that addresses some suggestions around holding virtual office hours (and tutorials) which can be found here: https://sway.office.com/yqhBJFryvfm46a5e?ref=Link as a Sway document that can be printed and shared.

A colleague asked about holding virtual office hours. The question entailed both how to do this in terms of the pedagogy and the technology. There were quite a few considerations to take in to account namely:

class and cohort size;
possible apps/tools to be used;
getting the most out of a virtual session;
preparation required prior to a virtual office hour/tutorial;
expectations for students/attendees of said events;
and many more!

So, I drafted a document that addresses some suggestions around holding virtual office hours (and tutorials) which can be found here: https://sway.office.com/yqhBJFryvfm46a5e?ref=Link as a Sway document that can be printed and shared.

I should note that, while I focus on using Microsoft Teams, the principles for this apply to Zoom and Google Hangouts, among others. The main differences are that Zoom allows 'breakout rooms'. I haven't used Google Hangouts for a similar purpose, so can't comment.

I hope this is helpful!

13/03/2020 13/03/2020

Moving to digital education

The purpose of this post is to shed some light on some thoughts to consider, good practices and tips for moving from face-to-face teaching to digital education.NB: These are suggestions to help you to move to digital education. These solutions depend on your own abilities, desire and time. You have the support of your colleagues both in-intuition and beyond – you only need ask. The solutions here are informed suggestions.No perfect solutions exist.

The purpose of this document is to shed some light on some thoughts to consider, good practices and tips for moving from face-to-face teaching to digital education.

The impetus for sharing these ideas comes in light of the spread of the novel coronavirus, COVID-19, which has reached the status of a pandemic on Wednesday, 11 March 2020. Various countries reacted in different ways. As of the time of writing this document, several UK universities (London School of Economics, Durham University, University College London, Lancaster University and Glasgow University) have suspended classroom-based teaching effective either immediately or from Monday, 16 March. More universities are expected to follow the steps of other schools, colleges and universities that have already taken steps in other countries.

NB: These are suggestions to help you to move to digital education. These solutions depend on your own abilities, desire and time. You have the support of your colleagues both in-intuition and beyond – you only need ask. The solutions here are informed suggestions.

No perfect solutions exist.

NB: I may update sections of this post in the coming days as developments take place.

Developing pedagogy for digital delivery & communities of practice

There are a lot of networks out there that are discussing this right now.

One of those networks is on Twitter and you can find out more by following the Learning & Teaching in Higher Education Chat by looking for #LTHEChat and/or by visiting the following link: https://lthechat.com/2020/03/11/covid19-special-edition/ or by following @LTHEChat on Twitter.

Due to the impact of the coronavirus COVID-19, there is a daily chat on Twitter where you can meet and network with colleagues from across HE who are facing the same issues as you. In addition, you’ll also find a lot of ideas directly related to pedagogy, learning and teaching.

Pandemic Pedagogy

Another space that has sprung up is a large, interdisciplinary community on Facebook called Pandemic Pedagogy that has nearly 15,000 members and is constantly growing. You'll meet colleagues from almost every discipline that universities tend to offer.

Considering this group was set up on Thursday, 12 March, it's very quickly becoming a space for educators especially within higher education to ask questions and get and offer solutions on a grand scale.

NB: you will need to request to join but this should be approved within an hour or so!

Taken from a user on the **Pandemic Pedagogy** group.
*My own take: This is highly relevant and we should maybe think of this while transitioning our teaching. Things won't be picture perfect and we'll be learning as we go!*

Repurposing existing content – thoughts to consider

Review what content you have; if this is video content such as a pre-recording lecture that was captured earlier, ask yourself:

What, if any, improvements need to be made?
Is the content still relevant? Do parts of it require an update?
What needs to be cut/curtailed?
Can you tolerate sitting through this content for an extended period of time?

As an example of this, if your content has been recorded through lecture capture software you might have to consider the following:

does the content have good audiovisual quality, or will this impair the learning experience for students?

What to do with existing slide decks from presentations?

Some of you may have a slide deck that has slowly grown over the last few terms or semesters that have become potentially invaluable teaching tools. It's tempting to take an existing slide deck and place it online without any changes as this might be considered a path of least resistance.

However, even with your voiceover and a recorded video, students might benefit from a bit of structure that neatly breaks down the content. If we refer back to our earlier principles, we need to consider relevance and timeliness. So, when we look at a giant slide deck we've prepared over the years, we should reflect and ask ourselves:

How much of the content is suitable for this particular course or module?
What needs to be cut?
What can I do to make the content more engaging and/or interactive for the students?

Solution: Repurposing existing slide decks

One way of taking a slide deck and making it more engaging is to neatly divide content into easily digestible sections; most good slide decks will have a clear enough structure that this won't present an issue.

The next step is to insert an activity slide or two that gets students to think about the issue, problem, or topic at hand by constructing a task or problem for students to consider, process and/or solve in a meaningful way that helps connect what they've learned to practice.

The activity slide(s) can then be followed up by a worked-out solution (or more, depending upon the subject) that looks at the different solutions and provides some commentary/analysis that break the solutions down.

Of course, adding an activity slide and solution will take some time and this is perhaps a drawback. The advantages, however, are numerous: you will have created a reusable learning resource that students can use to learn, apply, practice and check their learning. Whether or not they do this is a different question!

How to structure content for effective delivery online

Structuring online learning and teaching is absolutely key to a successful experience for all stakeholders. Although it may seem obvious, since a significant part of learning online takes place without a teacher/lecturer in the room, students must be shown the path(s) to learning in an explicit manner. This path must be shown within the course/module handbook and through a mixture of audiovisual and visual signposting within a virtual learning environment, such as Moodle.

One way of creating an effective design for learning is to include, at the very least either a video or audio recording that introduces the module/course in brief. A recording of about 5 minutes should generally suffice. The message is best if it's clear, succinct and on point.

A screenshot of a social media postDescription automatically generated — Structuring an online module - an example

Developing netiquette & nurturing a community of online learners

Learning online often entails an increase in text-based communications. In 2020, with a lot of text-based communication already happening via WhatsApp, iMessages and other apps, understanding how to author written messages in an understandable, diplomatic manner is as important as ever.

Therefore, netiquette and how to communicate effectively in text when no visual or body language clues are present is important. This link gives a brief guide on developing good netiquette: https://sway.office.com/ObLxmwHTMKZE4vRB?ref=Link

As far as developing a community of online learners, the link in the post below by Sarah Honeychurch neatly encapsulates a few good thoughts and practices of how to do this. There are a few points to consider when fostering a community of online learners - have a read in the link below!

https://twitter.com/NomadWarMachine/status/1238504043728842753

What to do with seminars?

Although lecture sessions may be recorded and previously recorded lectures may be archived, some of you may be thinking about how you will have seminars.

Seminars are where students get more personal, face-to-face contact with peers and their instructors as these offer an opportunity to discuss, analyze and operationalize concepts and ideas presented during the lectures. There are a few potentially actionable and valuable solutions with the main drawbacks relating to Internet connectivity and access to devices.

Hosting digital seminars

Live seminars can be conducted through using web conferencing software such as Microsoft Teams, Zoom or Google Hangouts. Think of your digital seminars as webinars for your students. If your students already work in small groups, then they could form their own private chats to discuss ideas during the seminar.

Questions prior to moving to digital seminars

What type of connectivity do your learners have access to?
What can be pre-recorded?
- What can be broken down into smaller bites?
- What interactivity can be built in?
- Worried about video size? Handbrake (https://handbrake.fr/) can help to shirk file sizes while maintaining audio-visual quality
What would be best delivered live?
What do we want students to work on together – regardless of when the learning takes place?
What type of discussions do we want?
- Asynchronous vs synchronous?
What technical tools do we have at our disposal?
- PowerPoint presentations – recorded with audio
- Presenting via Teams – and having this recorded
- Collaborative documents for team-based group work
  - Invite specific members into each group-specific collaborative document

Practicalities

You can schedule an online meeting in Teams that will allow your learners to join a digital seminar – make sure that you invite them or send them a link!
You can record a meeting in Teams by using the red record button, and this will allow others to take part in part of the session and catch up if they weren’t able to attend.
Make sure that you lay out expectations:
- Have all learners downloaded and signed into Teams successfully?
- Have learners had a chance to ‘get to know’ and play with Teams?
- Do you want students to mute their microphones?
- Do you aim to have a member of each group participate and/or represent their group?

Tips on good practice for online seminars

These tips below were kindly shared by a couple of colleagues I work with - Emma Watton and Florian Bauer:

Make a note of key messages in advance to give attendees a clear direction of where the webinar is going;
Keep sentences short and avoid jargon;
Use slides/diagrams/models to help communicate ideas;
Signpost to follow up web content/reading etc.;
Use a booster plug-in speaker if available to improve sound quality, book a room if your office is by the building works;
Consider a guest joining on a webinar to add different perspectives;
Be mindful of the length, 10 minutes is a lot of content to listen to online so create more shorter webinars rather than one long one;
Don’t wear heavily patterned/checked clothing as this can cause pixellation on the screen especially for slower connections;
Request students to mute their own microphones when they aren't speaking to reduce feedback caused by mics.

Meme shared by a friend.

Remember: when you're joining a web conferencing video, especially if you'll be speaking, take a moment to adjust your web camera and the level of your seat height. Don't sit too close to the web camera and make sure the lighting is decent!

Traditional online discussions

One simple way of creating a longer, asynchronous (not live) discussions around content is through the use of online discussions, such as the use of discussion forums on Moodle. You can assign content that students can access prior to engaging in the discussion.

Tips for successful discussion forums:

Ask open-ended questions that foster critical thinking and analysis
Ask questions that get students to reflect and relate their learning back to their own unique contexts (where appropriate)
Avoid yes/no questions
- Yes/no questions can encourage simplistic answering and thinking.
Set parameters
- what do you expect of students in terms of behavior and responses?
- How often do you want them to post?
- Will you respond to each and every post?
Don’t expect everyone to participate
- lurkers gain a lot by silently reading what others are posting; these posts can give them food for thought and cause for writing about their own perspectives

Of course, there are tips for students, too. They can get a lot out of discussions in terms of critical thinking, idea development and written communication and abilities development by taking part in online discussions:

The University of Waterloo offers this quick guide on tips for students.

What to do with exams?

Exams are often held in person in rooms with an invigilator. Exams can be held online with some limited oversight.

Perhaps more importantly, in light of the circumstances, you might wish to ask yourself:

Have students already met their intended learning outcomes through other tasks? If so, then is an exam still necessary?
Why is the written exam still necessary?
What’s the scope for making the exam ‘open book’?
Can time parameters for exam be flexible?

Online exams – one way to do it

If you have an exam that consist of short or longer text-based answers, multiple choice questions (MCQs) or mathematical equations, then you can re-create this exam using Google Forms, Microsoft Forms or using the Quiz feature in Moodle.

One simple way I’ve recently tested with success is to use a Microsoft Form to replace a traditional, face-to-face exam:

the exam consisted of relatively short answers of less than 200 words per question;
each question was assigned a whole-number mark;
the online version was set to start and finish at specified times;
the students were required to log in using their normal university login and password which meant that we could identify

Other tips for doing online exams with Microsoft Forms:

send students the exam link prior to an online exam with clearly set time parameters;
send students an exam link immediately prior to the exam – and set no time limits;
build in some leeway which often standard with Moodle exams in other faculties, departments;

Advantages of using Forms for quizzes/exams

students are required to log in using their university credentials;
time restrictions can be set to allow for clear start and end dates and times;
questions and submitted answers will be collated into an Excel spreadsheet for easy marking;

Example of how an exam or quiz looks in Microsoft Forms

An example of a quiz/test/exam using Microsoft Forms

Want more information?

To find out more about how to build effective and authentic quizzes and exams, then take a few moments and follow this link that has more information https://education.microsoft.com/en-us/course/ac59d6bc/overview

Summary & kudos

These are just a few suggestions that I decided to add to the ever-growing amount of solutions that people are putting together after reading inspiring posts by Dale Munday and Kyungmee Lee (see below).

https://twitter.com/Dale_Munday/status/1237403844109389824

https://twitter.com/hi_klee/status/1237081081507196929

Selected ideas, guidance and readings for designing for learning online & communities of practice

The Universal Design for Learning (UDL) http://udlguidelines.cast.org/
Approaches to learning design from JISC, UK: https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/approaches-to-learning-design
Designing an online course from Mesa Community College, Arizona, USA: https://ctl.mesacc.edu/teaching/designing-an-online-course/
Designing and Teaching Online from SkillsCommons.org: http://support.skillscommons.org/showcases/open-courseware/teacher-training/teach-online/
Theories and Frameworks for Online Learning: Seeking an Integrated Model: https://files.eric.ed.gov/fulltext/EJ1154117.pdf
Pandemic Pedagogy: https://www.facebook.com/groups/2528669267346197/

18/02/2020 18/02/2020

Getting students to use (new) apps

I've decided to quickly write up some thoughts on getting students to use new apps for learning and teaching as a reflection on what I've observed over the last few years and more recently.

It's safe to say that I approach this post from the point of view that there are many opportunities for digital education to enhance the learning and teaching experience.

More specifically, I'm writing this short article in relation to #MicrosoftTeams and what you need to do to ensure successful uptake by students and staff. What I write here applies to any other new systems - even ones such as Moodle.

Social media all around

It's fair to say that a lot of students and even staff in higher education use a variety of social media for various purposes. Students and staff still may use Facebook to connect with their friends and family, and classmates and course mates. Statista has a wealth of data on users of Facebook and Twitter, if you're interested.

Both of these groups may, if they're interested, use Instagram to create, collate and share images and/or video - photography and multimedia generally. A good number of students use Snapchat and in the UK high numbers of users aged 18-24 are likely to use Snapchat. Some university staff even use Snapchat to engage students in the classroom - with success!

Students aren't digital natives

A lot of my colleagues in higher education might understandably believe that because students regularly use apps like Snapchat, Instagram, WeChat, Facebook and others that this ability translates into a being able to effectively use digital tools and being tech savvy - being digital natives. - well beyond what my colleagues may have grown up with.

A lot of us use technology to 'passively soak up information' which could be scrolling through a Facebook or Instagram feed and reacting to posts. Yes, perhaps we share the odd image, video or article and add a bit of commentary - commentary - but are these acts critical or rather habitual?

I'd say these are habitual acts that form part of a series of daily routines in which users might fill time - gaps between spurts of attention to other things - and/or while navigating and exploring the vast ocean of information that's out there. From funny memes to noteworthy articles or click-bait news - it's all information, and it doesn't take much effort to open our favorite app to access that information! And this leads me to my main point...

New and unfamiliar systems

In a university setting, students will often use platforms such as Moodle, Blackboard, Google Apps for Education or similar. Microsoft has an answer, too, #MicrosoftTeams. All of these platforms offer a range of activities, structures and systems that can greatly help to manage the design, flow and presentation of information for users.

One thing we should not forget is that the aforementioned systems are created for the purposes of education, business and collaboration generally which go beyond the basic functions of Facebook, Snapchat and Instagram which are primarily for 1:1 or small group chats/discussions that are often centered around the sharing of media.

However, what unites all of these systems, platforms and apps for education is that generally these are unfamiliar to students unless there is a chance that they'd previously used one of them in school. Even then, if, for example, students have used Moodle in school, the look and feel of the system may not represent what they end up seeing in a university setting. Indeed, where modules on Moodle are still often used as repositories rather than engaging learning and teaching hubs, this can be daunting for users of 21st Century systems such as Google Search or Bing that offer information at your fingertips with few hurdles if you understand how to do key word searches. This leads me to a question:

How often do you explicitly train your students in using your university system or an app for a module?

I suspect not a lot of programmes take the time to explicitly provide training to students. That said, think of all the time we spend when we start a new post to receive training on the following:

health & safety
diversity
data protection & GDPR

So why don't we spend a bit of time investing in the training of digital abilities and skills rather than assuming that the use of a smart phone = being digital and tech savvy? Taking a selfie does not make you a tech expert!

New systems require explicit training

#MicrosoftTeams is taking off as the latest app for learning, teaching and collaboration generally within higher education in the UK. Indeed, I'm using it on a module that I lead on and it's confirmed a few things that I learned a few years ago.

Between about 2014-2016, I was working with pre-sessional student who would come to the UK during the summertime period to study English as a foreign language for the purposes of improving their academic English language abilities. Students generally had an English language knowledge of about B1 to B2 and they had digital skills that ranged significantly. Nearly all had a smart phone and could use the main apps of the day.

We used Moodle as our online platform with our students to set readings, have online discussions and set assignments that students would write up, upload and submit. Moodle was a system most students hadn't used and would only use in their university studies. In order to ensure the students' success in using the online platform as an enabler rather than a distraction, I convinced colleagues to allow all students to receive 1 hour of explicit instruction on hows and whys of using Moodle.

During the summer, we had around 700 students over 3 cohorts that we needed to train up. So, we booked computer labs and trained students in groups of 30-50 each in the space of about 1 hour; there were frequently 3 staff (including myself) on hand to help out and ensure that everyone was on the same page.

Effective training = tangible benefits

Although with the sheer numbers of students to train some days were long, the result was that we were able to ensure that over 90-95% of the students understood what Moodle was and what it was for, why we were using it and how they could access it. This number was able to ensure that we had created a relatively strong community of learning in which students could support each other in understanding and practicing how to navigate an unfamiliar and new system, which in this case was Moodle.

As a side benefit, also important, for students whose first language wasn't English, they were able to understand that they were going to get a lot of writing practice in English, which would boost their confidence in writing more fluently (albeit not always accurately) in a relatively authentic, meaningful way that they could then transfer back into their own writing for essays and assignments.

Key takeaways

The key takeaway here is this: If we throw the apps at students, they don't always get it. They generally get Instagram, Facebook, Snapchat... because those are fun apps for fun, social stuff. They won't necessarily get apps for education, business and collaboration though; these aren't natural apps - they aren't always fun (or associated with fun!), so we should prepare our students first before letting the apps loose!

With nominal training (1 hour) students will:

develop a critical awareness of the reasons for using the system;
gain effective practice in using the basic, required elements of the new system;
develop transferable digital skills that can be used for approaching and understanding new systems.

So, if you're going to teach on a module that involves Moodle, Microsoft Teams and/or similar, and/or if you have a student induction coming up, take the time to build in 1 hour of training.

The results will pay off and speak for themselves!

01/05/2017 01/05/2017

Thoughts on 'Why Believing in Your Students Matters' by Katie Martin

teaching beliefs cycle Today I came across this succinct article by Katie Martin on why believing in our students matters, as this can have a significant impact upon a teacher's practices and students' uptake of learning regardless of where learning and teaching that takes place - whether face-to-face or online.While I have known about the need to wait for responses from students for some time, and I value this approach, sometimes one can wait a bit too long. UK universities have had high and growing numbers of students from China for a while now. Some universities throw their doors open to International students since they pay higher fees.One such university near London where one Master's program of 150+ students has well over 95% of its students from China. At the same time, some of these same universities that seek to recruit large numbers of International students, often heavily reliant upon specific markets such as China, can, at times, lower the bar in terms of language requirements. From my own experience of observing and delivering teaching, this situation, which isn't unique to the aforementioned university, creates a number of issues since the students often:

come with different levels of language readiness for an intensive postgraduate level of study;
are not or may not be used to interacting and socializing with those from other countries;
are unlikely to work outside their 'peer' group of compatriots due to shyness, peer pressure or do so begrudgingly; and/or
lack confidence in their own abilities and are perhaps not provided with enough motivation from teaching staff to instill a positive, 'can-do' attitude to learning.

The result of any or a combination of these is that lecturers, academic tutors, learning developers and tutors of English for academic purposes are frequently put into tricky situations: the content has to be delivered, but if students are struggling to understand, what is to be done? Too often I have heard over the years, from staff at various institutions, similar negative remarks that Katie mentions in her article. I've always found these types of comments particularly demotivating and, silently, I ask myself upon hearing sustained negative comments "Well, why the hell are you in teaching?!" It is as if those making such comments were perfect students who always worked hard.On the flip side, the best colleagues I've had have always been positive, supportive and empathetic to the student journey. This empathy seems to set apart the negativity of the moaners from the teachers/lecturers whose lessons that we would always look forward to when we were once students. I think part of this empathy that some educators have is at least partially informed by the works of the Brazilian educationalist Paolo Freire, among others.Going back to Katie's article, I think one solution is creating a positive, welcoming environment that seeks to recognize the students as intelligent participants who are able to interact at Master's level successfully with regular, positive support that seeks to push the students' boundaries and to modify our teaching practices to engage the students in such a way that might tease out from them meaningful participation.One way, I believe, is to have a meaningful, welcoming induction to a program that gets students involved in getting to know their peers and teaching staff beyond the polite formalities of titles and names (think: basic teambuilding activities that get students to solve real problems related to their studies and/or life within their new educational setting). Oftentimes, I've seen inductions that were so superficially boring, stereotypical and/or dry that it immediately set the wrong (superficial) tone for the program of study in question.Another solution is to embed positive thinking throughout a program. As Katie says in her post:

... when we believe we can learn and improve through hard work and effort we can create the conditions and experiences that lead to increased achievement and improved outcomes.

In terms of learning and teaching, this is particularly powerful for our students. If they feel the above, they can and will improve in their learning journey. We, as educators, have a responsibility to instill these ideas into our students, especially International students who might genuinely need extra support, encouragement and motivation in order for them to become independent learners. Part of ensuring the success of our learners is to change our thinking - to think more positively, and to believe in our students.This also means we might need to change our approach to learning and teaching. So, for example, imagine you have a session of 15-50 students and they don't volunteer answers without being called on and prefer to stare at their phone or laptops (or both!). If our students are quiet and reticent to raise their hands to volunteer an answer, then there are some easily-doable solutions.

Creating regularly-spaced questions to gauge/engage/formatively assess learning can significantly help improve participation, and these can be easily delivered via a response system such as Mentimeter or similar as students only need to use their mobile phone/phablet/tablet/laptop.
Implementing a Twitter feed so that students can engage during/after a teaching session can also foster learning by using a module/course specific hashtag. These two blog posts have a range of good ideas:
- Teaching with Twitter: Engaging Students in Large Lectures
- Twitter in the University Classroom: Live-Tweeting During Lectures

Apart from those small solutions, I believe that part of ensuring the success of our learners is also to change our thinking - to think more positively, and to believe in our students. So, for example, rather than immediately assuming that most, if not all, International students are likely to plagiarize essays, we can set the stage from the start by building a positive, supportive environment that seeks to educate rather than pontificate. Another quote from Katie's article below underscores my message:

“When we expect certain behaviors of others, we are likely to act in ways that make the expected behavior more likely to occur. (Rosenthal and Babad, 1985)”

Let's take plagiarism. I've often heard from colleagues both genuine concerns and negative comments/expectations of students in terms of plagiarism. This, in turn, leads to plagiarism being approached in an almost compelling manner within course materials: plagiarism is bad, and therefore if you plagiarize you are bad and so if you plagiarize, you will fail, etc.Using the above example, one relatively simple way to embed a positive approach to learning and teaching is to change the negative, hellfire-and-damnation discourse on plagiarism often present within course materials to one that offers an open, frank discussion on attribution and giving credit. One such way I have done this is by getting students to look up and understand attribution through discussion, and then following this up by reading an in-depth report on a politician who plagiarized a paper for a Master's degree. From what I have observed, these combined approaches give students a chance to explore the issue of plagiarism through a more empowering lens while exercising their academic literacies (digital and information among others).From what I have observed, these combined approaches give students a chance to explore the issue of plagiarism through a more empowering lens while exercising their academic literacies (digital and information among others). It gets them thinking and talking amongst each other rather than being spoken [down] to in terms of the issues of plagiarism. Along with the teacher creating an empathic, positive atmosphere, this also makes students feel part of the discussion and (more) part of the academic community as they seek to understand expectations that may be new and/or alien to previous educational experiences.Ultimately, the choice lies with the teacher in question to change their practices or not. There is always an element of risk to transforming teaching practices. However, without taking risks (even small ones) to innovate, one will simply never know how effective the changes to might be. Mulling ideas over is a good way to get started, but as with anything, mulling ideas over for an extremely long amount of time can kill ideas and innovation. Staff who have ideas should be allowed to experiment, and line managers should be proactive in supporting staff who are enthustic about learning and teaching.If things don't entirely work as planned or expected, well, at least learning has occurred on the part of both the learners and the teacher(s) in question. The light bulb and radio weren't perfected within a day's time, so why should a new teaching approach be perfected before trying it out?! Just do it!Just do it!

AI and ethical considerations: coloniality of…

Further reading

Generative AI’s suggestions for decolonizing

Reflections from colleagues

Experimenting for creating a course

Below are two GIFs showing chatGPT and Google Bard respectively.

Brief reflections

What you can do

Creating assessment rubrics

Reflections

Creating rubrics specific to your institution

Reflections

Getting ideas for creative assessments

Reflections

Overview

Turning meeting notes into prose

Reflections: defining vs storytelling?

My original notes

chatGPT 3.5's response

Google Bard's response

chatGPT & Google Bard in action

Drafting a welcome message to new students

Testing the creativity of generative AI: using literary styles for welcome messages

A welcome in the style of Audre Lorde

A welcome in the style of Robert Burns

Drafting & redrafting tips for new students

chatGPT 3.5’s response

Google Bard’s response

Diving deeper into making connections

Reflections: pushing generative AI

What is ChatGPT?

Specific knowledge frames outputs

An example in practice: creating a student induction

Initial prompt and first output

Some reflections

Getting (more) specific

Reflections on the details

Testing ChatGPT for basic biases

Closing thoughts

For further information...

Developing pedagogy for digital delivery & communities of practice

Pandemic Pedagogy

Repurposing existing content – thoughts to consider

What to do with existing slide decks from presentations?

Solution: Repurposing existing slide decks

How to structure content for effective delivery online

Developing netiquette & nurturing a community of online learners

What to do with seminars?

Hosting digital seminars

Questions prior to moving to digital seminars

Practicalities

Tips on good practice for online seminars

Traditional online discussions

Tips for successful discussion forums:

What to do with exams?

Online exams – one way to do it

Other tips for doing online exams with Microsoft Forms:

Advantages of using Forms for quizzes/exams

Example of how an exam or quiz looks in Microsoft Forms

Want more information?

Summary & kudos

Selected ideas, guidance and readings for designing for learning online & communities of practice

Social media all around

Students aren't digital natives

New and unfamiliar systems

New systems require explicit training

Effective training = tangible benefits

Key takeaways