The slide deck for the "AI for Learning Design" workshop, hosted at Asia Pacific University, serves as a comprehensive guide to integrating Artificial Intelligence into educational settings. Designed to empower educators and instructional designers, the presentation offers actionable strategies for curriculum integration, insights into personalized learning through AI, and a deep dive into the ethical considerations that accompany AI adoption in education. The deck is structured to facilitate an interactive and engaging workshop experience, featuring real-world examples, hands-on activities, and spaces for thought-provoking discussions. Don't miss this invaluable resource for transforming your teaching practices and enhancing educational impact through AI.
How can an Instructional Designer help?Inge de Waard
The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.
Slides from our Learning Design workshop in Nairobi, Kenya on 9 June 2017. An output from the ESRC-funded International Distance Education and African Students (IDEAS) project, in coodination with the African Network for Internationalization of Education.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
Systematic development of specifications using learning and instructional theoryDiovieLubos2
Boyie, the principal, has decided that eLearning is a good option for covering some training needs.
Georgie, the teacher educator, is in charge of initiating and coordinating an eLearning project involving teacher trainers and teachers from various parts of the country. The eLearning initiatives should consider the institutions’ low level of ICT penetration
Georgie needs to know the process to follow and the resources required to develop eLearning content and deliver the course through the Internet.
How can an Instructional Designer help?Inge de Waard
The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.
Slides from our Learning Design workshop in Nairobi, Kenya on 9 June 2017. An output from the ESRC-funded International Distance Education and African Students (IDEAS) project, in coodination with the African Network for Internationalization of Education.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
Systematic development of specifications using learning and instructional theoryDiovieLubos2
Boyie, the principal, has decided that eLearning is a good option for covering some training needs.
Georgie, the teacher educator, is in charge of initiating and coordinating an eLearning project involving teacher trainers and teachers from various parts of the country. The eLearning initiatives should consider the institutions’ low level of ICT penetration
Georgie needs to know the process to follow and the resources required to develop eLearning content and deliver the course through the Internet.
empowereing practice in healthcare with generative AI. How to use vairous AI tools to enhance and empowere healthc are practice inlcuidng teaching and research
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Academic writing is the backbone of scholarly communication and is vital in knowledge dissemination. However, it can often be challenging and time-consuming, requiring meticulous attention to detail and adherence to established conventions. This is where AI comes into play, offering innovative solutions to streamline and enhance the writing process.
I was asked to present a presentation on "How cautious should we be when adopting digital technology in Education?" We should remain very cautious. Even the that which is presented as the best, remains nothing more than content replication.
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course ...Cengage Learning
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course Technology Computing Conference
Presenter: Teri Donat, San Francisco University
Come learn how I flipped the classroom from lecture/demonstration to engaging students in the learning process by involving them in projects and activities. Learn how I use video, interactive learning software (SAM), web resources and the textbook for student learning outside of the classroom. See activities used in the classroom that have students demonstrating and sharing with fellow classmates what they have learned. This style of teaching has resolved issues of diversity in computer literacy, hardware (Mac vs. PC) and software version differences by encouraging students to explore and discover Microsoft Office features. In the workplace, employees encounter different versions and applications of Microsoft Office. By flipping the classroom, students learn a strategy that helps them to solve problems they encounter when using Microsoft Office.
AI in Healthcare APU Using AI in Healthcare for clinical Application research...Vaikunthan Rajaratnam
Discover how generative AI is transforming the face of healthcare. From accelerating drug discovery to empowering personalized treatment, this technology is reshaping the way we deliver and experience care."
Generative AI in Health Care a scoping review and a persoanl experience.Vaikunthan Rajaratnam
A scoping review of the literature, its impact and challenges in healthcare, and a personal experience of its application in practice, teaching, and research.
empowereing practice in healthcare with generative AI. How to use vairous AI tools to enhance and empowere healthc are practice inlcuidng teaching and research
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Academic writing is the backbone of scholarly communication and is vital in knowledge dissemination. However, it can often be challenging and time-consuming, requiring meticulous attention to detail and adherence to established conventions. This is where AI comes into play, offering innovative solutions to streamline and enhance the writing process.
I was asked to present a presentation on "How cautious should we be when adopting digital technology in Education?" We should remain very cautious. Even the that which is presented as the best, remains nothing more than content replication.
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course ...Cengage Learning
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course Technology Computing Conference
Presenter: Teri Donat, San Francisco University
Come learn how I flipped the classroom from lecture/demonstration to engaging students in the learning process by involving them in projects and activities. Learn how I use video, interactive learning software (SAM), web resources and the textbook for student learning outside of the classroom. See activities used in the classroom that have students demonstrating and sharing with fellow classmates what they have learned. This style of teaching has resolved issues of diversity in computer literacy, hardware (Mac vs. PC) and software version differences by encouraging students to explore and discover Microsoft Office features. In the workplace, employees encounter different versions and applications of Microsoft Office. By flipping the classroom, students learn a strategy that helps them to solve problems they encounter when using Microsoft Office.
AI in Healthcare APU Using AI in Healthcare for clinical Application research...Vaikunthan Rajaratnam
Discover how generative AI is transforming the face of healthcare. From accelerating drug discovery to empowering personalized treatment, this technology is reshaping the way we deliver and experience care."
Generative AI in Health Care a scoping review and a persoanl experience.Vaikunthan Rajaratnam
A scoping review of the literature, its impact and challenges in healthcare, and a personal experience of its application in practice, teaching, and research.
COMPARATIVE ANALYSIS OF CHATGPT-4 AND CO-PILOT IN CLINICAL EDUCATION: INSIGHT...Vaikunthan Rajaratnam
This research investigates the potential of two advanced AI language models, ChatGPT-4 and Co-Pilot, to transform medical education through clinical scenario generation. Focusing on scenarios for Diabetic Neuropathy, Acute Myocardial Infarction, and Pediatric Asthma, the study compares the accuracy, depth, and practical teaching utility of content generated by each platform. A panel of medical experts assessed the AI-generated scenarios, and healthcare professionals provided feedback on their perceived usefulness in educational settings. Results suggest that ChatGPT-4 excels in providing structured foundational knowledge, while Co-Pilot offers greater depth through realistic patient narratives and a focus on holistic care. This indicates that both platforms have value, with their suitability depending on specific educational objectives – ChatGPT-4 aligns better with introductory learning, and Co-Pilot better serves advanced applications emphasizing practical clinical reasoning.
This workshop is a comprehensive introduction to the application of Generative AI in healthcare. It provides healthcare professionals, educators, and researchers with practical experience in using Generative AI for data analysis, predictive modeling, and personalized treatment planning. The workshop also explores the use of Generative AI in medical education and research. No prior AI experience is required, making this a unique opportunity to learn about the latest advancements in Generative AI and its healthcare applications.
This workshop will empower healthcare professionals with the knowledge and skills to leverage artificial intelligence (AI) in their practice. It aims to bridge the gap between cutting-edge technology and everyday clinical, research, and educational practice. The platforms covered in the workshop include Elicit.org, Scholarcy.com, Typeset.io, ChatGPT, Botpress.com, InVideo.io, and Genie.io.
The objectives of this specialised workshop are to:
• Explore the core principles of AI, emphasising its applications and significance in modern healthcare.
• Examine the role of AI in enhancing clinical judgment and patient management, with live demonstrations of relevant tools.
• Uncover the potential of AI in revolutionising teaching and learning experiences for healthcare professionals and students.
• Illustrate the integration of AI in healthcare research, focusing on tasks such as literature review, data analytics, and manuscript development.
• Provide a hands-on experience with various AI platforms tailored to healthcare professionals' unique needs and demands
A one day workshop on the use of AI in Healthcare for practice, teaching and research.
The Resource Material for the "AI in Healthcare" workshop serves as an essential guide for healthcare professionals who aim to harness the transformative power of Artificial Intelligence (AI) in clinical practice, medical education, and research. Developed under the expertise of Dr Vaikunthan Rajaratnam, this comprehensive package is designed to complement the workshop, providing both foundational knowledge and practical tools for immediate application.
Strategies to reduce post op pain in amputation. Candidates for limb amputation
Risk of developing post-operative pain and phantom limb pain.
Willing and able to participate in post-operative rehabilitation and physical therapy.
Informed consent for the procedure and understand the potential risks and benefits.
Adequate muscle function to allow for TMR surgery to be performed.
Suitable for TMR surgery as per a surgeon's assessment.
Validated tools for assessment of medical disability
At the end of this lecture you will be able to:-
Describe the impact of disease/injury on an individual
List the requirements of an instrument to measure disability
Describe the features of the WHOIDAS 2.0 instrument and its role in medical disability assessment
Assessing medical disability for compensation. The future is based on the changes in Technology, Economy and Socio-Political changes. At the end of this lecture you should be able to:-
Describe the dynamic nature of disability and its impact on an individual
List the factors influencing the assessment of disability
Describe the technological, political and socio-economic influence on medical disability assessment
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
AILD Full Deck
1. Welcome
AI LD 2023
ARTIFICIAL INTERLLIGENCE FOR
LEARNING DESIGN
THE SCIENCE OF EFFECTIVE TEACHING
26 AUG 2023
Vaikunthan Rajaratnam
2. Opening
8:30 AM - 9:00 AM: Registration and Welcome
9:00 AM - 9:15 AM: Introduction and Expectations
Session 1: AI and Learning Design
9:15 AM - 9:30 AM: Brain, ID and LD
9:30 AM - 10:00 AM: Generative AI and LD
10:00 – 10:30 am Chatbot for Learning
10:15 AM - 10:30 AM: Tea Break
Session 2: Online Module Development & Rise 360
10:30 AM - 11:00 AM: Structure and development of Online Module
11:00 -11:15 AM: : Introduction to Rise 360, Creating a Course, Advanced Features
11:15 – 12:30 PM : Creating a Course in Rise 360, Hands-on Activity
12:30 PM - 1:15 PM: Lunch Break
Session 4: Hands-on Activities with Rise 360
1:15 PM - 2:15 PM: Creating a Course in Rise 360, Hands-on Activity
2:15 PM - 3:00 PM: Advanced Features of Rise 360, Hands-on Activity
3:00 PM - 3:15 PM: Tea Break
3:15 PM - 4:00 PM: Publishing and Sharing a Course, Hands-on Activity
Session 5: Q&A and Wrap-up
4:00 PM - 4:30 PM: Q&A, Discussion, Resources for Further Learning
4:30 PM - 5:00 PM: Closing Remarks, Certificates Distribution
3.
4. The brain is the organ of the mind just as the lungs are the organs for
respiration
https://www.tes.com/lessons/N1ICJhPBKCdEtQ/about-the-brain
•Cognition
•Ego
•Memory
•Senses & Motor
TEMPORO
PARIETEAL
LOBE
HIPPOCAMPUS
PREFRONTAL
CORTEX
DORSOLATERAL
PREFRONTAL
CORTEX
8. Aspect Instructional Design (ID) Learning Design (LD)
Focus Focuses primarily on the content and the
most efficient ways to deliver it.
Focuses on creating holistic learning
experiences, considering not only content but
also the learner’s interaction with it.
Scope Tends to be narrower, often centred
around the design of specific instructional
materials or courses.
Tends to be broader, considering the wider
learning context, learner experiences, and
social aspects of learning.
Process Follows a systematic process, often guided
by models like ADDIE (Analyse, Design,
Develop, Implement, Evaluate).
Also follows a systematic process, but with a
more iterative, learner-centric approach.
Outcome Aims to achieve specific learning objectives
through effective instruction.
Aims to foster an immersive and
comprehensive learning experience, often
emphasizing learner engagement.
Pedagogical
Considerations
Emphasises the instruction of the material,
often using direct instruction methods.
Emphasizes the design of learning activities
and interactions, often promoting active
learning methods.
10. Hybrid Learning
Powering
Personalized Paths
to Success
Aspect Blended Learning Hybrid Learning
Definition Blended Learning combines
traditional face-to-face instruction
with online learning.
Hybrid Learning is a subset of blended learning where
a significant portion of the learning activities are
conducted online, and it typically implies more self-
guided learning.
Online
Component
Online learning complements face-
to-face instruction but may not
replace a significant portion of it.
Online learning replaces a significant portion of face-
to-face instruction.
Instructional
Strategy
Both in-person and online activities
are integral to the learning process.
The online component is often used
to reinforce, supplement, or further
explain the in-person material.
The online and in-person components are designed
to interact pedagogically to achieve learning
outcomes. The online component is often used for
delivery of theory or content, while face-to-face time
is used for deeper discussions, problem-solving, or
practical applications.
Student
Responsibility
Students are often responsible for
completing online assignments or
activities, but the majority of
instruction and guidance may still
come from the teacher.
Students have more responsibility for their learning
and need to be more self-directed, as a significant
portion of the learning is done independently.
Classroom
Time
Classroom time is still a significant
component of the learning process.
Classroom time is typically reduced, and it is used
more for active learning activities like discussions,
group work, or hands-on activities.
11.
12. NOVICE
ADVANCE
BEGINER
COMPETENT PROFICIENT EXPERT MASTERY
•rigid adherence to taught rules
or plans"
•no exercise of "discretionary
judgment"
•limited "situational perception"
•all aspects of work treated
separately with equal importance
•coping with crowdedness" (multiple
activities, accumulation of information)
•some perception of actions in relation
to goals
•deliberate planning
•formulates routines
•holistic view of situation
•prioritizes importance of aspects
•"perceives deviations from the
normal pattern"
•employs maxims for guidance,
with meanings that adapt to the
•transcends reliance on rules, guidelines, and maxims
•"intuitive grasp of situations based on deep, tacit
understanding"
•has "vision of what is possible"
•uses "analytical approaches" in new situations or in
case of problems
13. Assignment 30 min
Develop your sequencing and instructional strategies (Identify your activities and resources)
STRATEGIES
SEQUENCING
Teacher controlled
teaching
Interactive
procedure of
teaching
Learning
controlled
teaching
Group
controlled
teaching
Pratical
teaching
ASSESSMENT
Knowledge Task ACTIVITIES AND
RESOOURCES (A&R)
(A&R) (A&R) (A&R) (A&R) (A&R)
Skills Task (A&R) (A&R) (A&R) (A&R) (A&R) (A&R)
Attitude task (A&R) (A&R) (A&R) (A&R) (A&R) (A&R)
Composite
task
(A&R) (A&R) (A&R) (A&R) (A&R) (A&R)
14. Rapid prototyping
• Final product through number of
prototypes
• Evaluated by experts and end
users
• Successive prototype more like
final product
• Increasing fidelity of various
prototypes
• Until a MVP*/working product is
achieved.
* MVP - Minimal viable product
Analysis
Initial
Design
Prototype
Testing
Testing
Feedback
Refine
Iterate
Implement
16. Understanding AI, Generative AI, and
ChatGPT
• AI (Artificial Intelligence)
• refers to the simulation of human intelligence in machines that are
programmed to think, learn, and make decisions
• Applications: Includes machine learning, natural language processing,
robotics, computer vision, etc.
• Generative AI
• subset of AI that focuses on creating new data instances that are
similar to a set of training examples.
• Techniques: Examples include Generative Adversarial Networks
(GANs), Variational Autoencoders (VAEs), etc.
• ChatGPT:
• State-of-the-art language models developed by OpenAI. It utilizes the
Transformer architecture to generate human-like text based
on given prompts.
• Usage: Widely used in natural language understanding tasks, chatbots,
content creation, and more.
17. What is ChatGPT?
• Understanding Language
• Reads and comprehends human-written text.
• Generating Text
• Writes human-like text, from answers to creative content.
• Conversation
• Capable of engaging in text-based conversations with users.
• Applications
• Used in virtual assistants, education, content creation, and more.
• Not a Human
• Generates text through algorithms, without feelings or
consciousness.
18. How Does ChatGPT Work?
“Don’t cry ………..”
“ Don’t cry over….”
• Reading Text:
• Takes in words, questions, or sentences as input.
• Understands the language like a human reading a book.
• Processing Information:
• Breaks down the input into smaller parts to understand the meaning.
• Uses a complex mathematical model to analyse the text.
• Generating Response:
• Constructs a response based on what it has "learned" from reading lots of text.
• Tries to make the response sound like something a human would say.
• No Personal Knowledge or Opinions:
• Doesn't have thoughts, feelings, or personal experiences.
• Answers are based on patterns in the data it was trained on, not personal beliefs or
opinions.
• Learning from Data:
• Trained on a vast amount of text from books, websites, and other written materials.
• Learns the structure of language and how to create sentences that make sense.
• Versatility:
• Can be used for various tasks like answering questions, writing stories, or helping with
homework.
• Adaptable to different subjects and contexts.
• Not Perfect:
• Can make mistakes or provide incorrect information.
19. Understanding ChatGPT
• Advanced language
model developed by
OpenAI.
• Generates human-like
text based on the
prompts.
• Quality vs prompt.
Quality of Response ∝ Quality of Prompt × Model Understanding
Here:
Quality of Response is the measure of how relevant, accurate, and coherent the response is.
Quality of Prompt represents the clarity, specificity, and relevance of the prompt given to the model.
Model Understanding , model's ability to interpret the prompt, including its training, design, and current context.
21. Prompt Engineering
• Define the Objective:
• Identify the specific information or assistance
• Be Clear and Precise:
• Use clear language and avoid ambiguity.
• Include essential details without over-complicating
the prompt.
• Consider Context:
• Provide relevant background or context to guide the
response.
• Set the Tone and Style:
• Specify the desired tone (formal, casual) or style
(e.g., summary, explanation) if it matters for your use
case.
• Ask Direct Questions:
• If seeking specific information, formulate your prompt
as a direct question.
• Avoid Bias and Leading Questions:
• Craft the prompt neutrally to prevent biased or
skewed responses.
• Test and Refine:
• Experiment with different phrasings and observe how
slight changes can affect the response.
• Refine the prompt
• Consider Ethical and Privacy Concerns:
• Ethical guidelines and does not request or reveal
sensitive or private information.
22. Response Validation
• Review response - meets your requirements.
• No access to real-time data
• Vaildate Validate Validate.
• Prompt – response -refine - reprompt.
Relevance
Check
Accuracy
Confirmation
Context
Consistency
Sensitivity
Review
Refinement for
Future Queries
23. What is the Code
Interpreter in
ChatGPT?
• The Code Interpreter -
execute Python code
• Powerful for code
development debugging.
24. How to Use
ChatGPT with
the Code
Interpreter
• Input your code in the
composer area and send it for
execution.
• ChatGPT can provide code
suggestions, help debug your
code, and explain complex code
snippets.
• You can also ask ChatGPT to
generate Python code to solve
specific problems or perform
specific tasks.
Return values of functions or expressions
Printed messages
Data visualizations
DataFrames as tables
Error messages
Execution time
Slide Decks
Diagrams
Interactive Diagrams
25.
26. Please respond to the following
query with a structured and
academic approach suitable for a
university lecturer. Include bullet-
point answers where applicable,
supported by relevant examples
from scholarly literature. Ensure
that all statements are backed by
credible evidence, and provide
appropriate references and citations
in accordance with standard
academic citation styles (e.g., APA,
MLA, or Chicago). The response
should be clear, concise, and
tailored to an academic audience
engaged in higher education
teaching and research."
27.
28.
29. 67-year-old male has
dizziness every time
he sits up from a
lying position,
especially in the
morning. Also, when
he suddenly moves
his head, he notes
the dizziness.
What is the diagnosis
30. Use of Generative AI in Learning Design
• Curriculum Planning
• Goals and Learning Outcome
generation
• Develop educational content
• Generate lesson plans with
appropriate activities
• Sequencing of content and activities
including adaptation
• Assessment Generation and Marking
.
31. Generative AI for Instructional
Goals and Objectives
How generative AI assists teachers in writing goals and objectives
32. ""Imagine you are developing a new course focused on [subject matter]. Your task
is to set the primary goal and detailed objectives for this course.
• Goal: Begin by stating the overarching goal of the course. What should students
be able to do or understand by the end of the course in the context of the [subject
matter]? This goal should be broad and encompass the overall aim of the course.
• Objectives: Next, detail the specific objectives of the course. These objectives
should be SMART (Specific, Measurable, Achievable, Relevant, Time-bound). What
specific knowledge and skills related to the [subject matter] should students
acquire? How will these skills and knowledge contribute to the overarching goal?
Alignment with Standards: Ensure that your objectives align with any relevant
curriculum standards or educational benchmarks for the [subject matter]. How do
these objectives fit within the larger curriculum framework?
Assessment Methods: Describe how you would assess students' achievement of
these objectives. What types of assessments would provide a valid measure of
students' understanding and skills related to the [subject matter]?
Your goal and objectives should provide a clear, comprehensive roadmap for the
[subject matter] course, guiding both instruction and assessment."
33. Generative AI for Sequencing
Instruction
How generative AI assists in sequencing instruction
34. "Consider you are planning a course focused on the [subject matter]. Your task is to outline the sequence of
instruction that optimizes learning outcomes.
• Learning Outcomes: Begin by identifying the learning outcomes for the course. What should students be
able to do or understand by the end of the course in the context of the [subject matter]?
• Instructional Sequence: Describe the sequence of instruction that will lead students to these outcomes.
What topics or skills will you introduce first? How will subsequent lessons build on these initial lessons?
• Prerequisite Knowledge: Consider any prerequisite knowledge or skills students may need before certain
lessons. How will you ensure students have this prerequisite knowledge or skill before proceeding?
• Diverse Learning Needs: How will your sequence of instruction accommodate diverse learning needs and
preferences? How will you ensure all students can progress and achieve the learning outcomes?
• Assessments and Feedback: Where will assessments be placed in your instructional sequence to measure
students' understanding and provide feedback? How will these assessments inform subsequent instruction?
• Adaptability: How will your instructional sequence adapt based on student progress and feedback?
Your instructional sequence should provide a clear, comprehensive, and adaptable roadmap for the [subject
matter] course, guiding both instruction and assessment."
35. Curriculum Planning
• Generative AI can assist in creating a sequence of topics or skills that
need to be taught over a course or a semester.
• Based on inputs about the course content and objectives, the AI can
generate a sequence that logically builds from foundational
knowledge to more complex skills.
36. Design a comprehensive curriculum for a one-year course in SUBJECT. The curriculum must provide a balanced and progressive
learning experience, fostering both theoretical knowledge and practical skills. The course is divided into two semesters, and the
target audience is undergraduate students with diverse learning needs.
Please provide the following details:
1. **Course Overview:** A brief description of the overall goals and objectives of the course in SUBJECT.
2. **Semester 1:**
- **Week-by-Week Breakdown:** A detailed sequence of topics, sub-topics, and learning activities for the first semester,
progressing from foundational concepts to intermediate level.
- **Assessment Methods:** Include quizzes, assignments, projects, or other evaluation mechanisms.
- **Resources:** Suggested textbooks, online materials, labs, or other resources that will aid in learning.
3. **Semester 2:**
- **Week-by-Week Breakdown:** A continuation of the learning path, focusing on more advanced concepts, specialized
areas, and real-world applications in SUBJECT.
- **Assessment Methods:** Outline how you will measure students' understanding and skills in the second semester.
- **Resources:** List additional resources that will support the advanced content.
4. **Adaptation and Personalization:** Describe how the curriculum can be adapted to cater to different learning styles,
preferences, and needs, while ensuring that all essential content in SUBJECT is covered.
5. **Community and Collaboration:** Outline strategies for fostering a sense of community, collaboration, and peer
support among students.
Please ensure that the curriculum aligns with relevant educational standards, encourages critical thinking, and promotes an in-
depth understanding of SUBJECT.
37. Lesson Planning
• For individual lessons, generative AI can suggest a
sequence of activities that progressively build towards
the learning objective.
• This might include an introduction to the topic, a series
of exercises increasing in difficulty, a collaborative
activity, and a formative assessment at the end.
38. Generate a sequence of activities for a lesson on “XXXXX YYY" as part of a course in “ZZZ ZZZZ” . The
target audience is undergraduate students, and the lesson duration is 90 minutes. The objective is to help
students understand various “TOPIC” and how they can be applied to different “SCENARIOS”.
Please provide the following details:
• 1. **Introduction (10 minutes):** Outline a creative way to introduce the subject, engaging students
with the relevance of different “TOPICS”.
• 2. **Series of Exercises (40 minutes):** Describe a series of exercises that increase in difficulty, starting
with basic concepts and moving to real-world applications. Include examples and scenarios.
• 3. **Collaborative Activity (20 minutes):** Plan a group activity where students collaborate to analyse
a case study or create a “APPLICATION OF TOPIC” for a given context.
• 4. **Formative Assessment (15 minutes):** Design a short assessment to gauge students'
understanding of the topic, including questions or tasks that reflect the learning objective.
• 5. **Resources and Support:** List any required materials, technology, or additional support that will
enhance the learning experience.
• Ensure that the sequence of activities progressively builds towards the learning objective and engages
diverse learners in understanding the models and applications of “TOPIC” in the “COURSE ZZZZ”.
39. Adaptive Learning Paths
• While it is still an emerging area, generative AI could potentially be
used to generate personalized learning paths for individual students.
• This might involve analyzing data on a student's past performance
and learning style, and then generating a sequence of instruction that
is tailored to their needs.
40. "Imagine you are designing a course for a diverse group of learners on the [subject matter]. Your task is to describe your
strategy for creating personalized learning paths that dynamically adapt the sequence of instruction to cater to each learner's
unique needs, preferences, and goals. Please address the following in your response:
• Learner Profiling: Identify the key elements to consider when profiling a learner's needs, preferences, and goals. What kind
of data would you need to collect, and how would you obtain it?
• Flexible Learning Path: Describe how you would structure a flexible learning path that can adapt to a learner's progress.
How could learners choose their own path through the material, and how would you guide them in this choice?
• Adaptive Learning Path: Discuss how you would adjust the learning path based on a learner's past performance and future
goals. How would this look in practice?
• Content Coverage: Despite personalization, how would you ensure that all essential content related to the [subject matter]
is covered?
• Engagement and Motivation: How would you maintain engagement and motivation for learners on personalized paths?
How would you ensure that learners remain connected to their peers and the broader learning community?
• Potential Pitfalls: Consider potential challenges in implementing personalized learning paths in the context of [subject
matter] and propose solutions to these issues.
• Effectiveness Measurement: Discuss how you would measure the effectiveness of your personalized learning paths in
improving learner outcomes and satisfaction.
Your response should provide a comprehensive plan for personalizing the learning experience while maintaining the integrity of
the [subject matter] curriculum."
43. I have been asked
to create a module
for the
examination of the
abdomen for
organomegaly for
medical students.
Create a
curriculum and
include learning
outcomes and the
pedagogy and a
lesson plan
49. Intelligent Content Development
• AI can assist in the creation of instructional content by automating
certain tasks.
• For instance, AI can generate multiple-choice questions based on a
given text, create summaries of lengthy documents, or convert text-
based content into an interactive format.
50. Resource Recommendation
• AI can recommend academic resources to include in instructional
materials based on the learning objectives and content of the course.
• For example, AI could search a database of academic articles to find
relevant research to include in a university course.
51. Personalized Learning Experiences
• Tailor instructional materials to the needs of individual learners.
• Adapt a mobile course in real time based on a learner's progress.
52. Accessibility
making content more accessible for students with disabilities
• AI can make instructional materials more accessible.
• Generate captions for videos,
• transcribe audio content, or
• convert text to speech
53. Data-Driven Improvements
• AI can collect and analyze data on learners' interaction - used to
improve the materials.
• Learners are struggling with a particular section of a mobile course;
• Content or activities in this section need to be revised.
54. AI for Video Production
Draft
Learning
Outcomes
LO to
Prompt
ChatGPT
for video
script
Import/edi
t script to
AI Video
Generator
Add
personalised
media
Choose
Voiceover
type
Produce
Review
and
Upload
55. Write a script
for the
introduction of
the anatomy of
the
organomegaly
medical student
module. This
will be a 90
second video
script. Just
provide the
narration
60. Assessment and Feedback
• Automated Grading:
• Grading objective assessments (multiple-choice, fill-in-the-blank, etc.)
• Evaluating subjective assessments (short answers, essays) with predefined criteria
• Personalized Feedback:
• Providing tailored feedback on strengths and areas for improvement
• Engaging in interactive dialogues to reinforce learning concepts
• Real-time Support:
• Offering instant feedback on performance
• Available 24/7 for flexible learning schedules
• Data-Driven Insights:
• Tracking performance over time for individual and class insights
• Designing adaptive learning paths based on student needs
• Enhancing Human Interaction:
• Freeing up educators' time for complex student interactions
• Facilitating structured peer review processes
• Ethical and Bias Considerations:
• Ensuring transparency, fairness, and avoidance of biases in AI-driven assessments
63. “the antibiotics used in
leprosy are rifampicin
and streptomycin.
Sometimes you can use
dapsone for resistant
cases. Rifampicin is the
first line drug” - based
on this answer provide
a grade for it
64. Transforming Teaching with LLMs
• Tailoring educational materials
• Enhancing teacher collaboration and efficiency
• Facilitating personalized learning paths
65. Enhancing Student Experience with LLMs
• Engaging and interactive learning
• Support for diverse learning styles
• Opportunities for self-paced learning
77. AI & Health Professional Education
The Future
• Tailored educational content for individual needs.
Personalized Learning:
• Practice communication and diagnostic skills.
Simulated Interactions:
• 24/7 access to information and updates.
Continual Education Support:
• Assisting in identifying patterns and trends.
Collaborative Research:
• Equitable access to high-quality education.
Accessibility and Inclusivity:
• Addressing privacy, consent, and ethical use.
Ethical Considerations:
• Maximizing effectiveness and efficiency.
Integration with Existing
Systems:
• Innovative tools for real-time feedback and analysis.
Assessment and Evaluation:
82. Techniques for presenting content
Storytelling/case
discussion
•a realistic case
•context
•actions and decisions
Scenario-based
approach
•challenging situation in which
learners are required to
•make decisions
•choosing options
Toolkit approach
•present short pieces of
content
•independent from each other
•navigate a non-linear fashion
Demonstration-practise
method
•demonstrate the procedure,
•practise the procedure
•interacting with the system
84. Assessment of knowledge acquisition
• Direct Testing ( design and develop validated test)
• EMQ
• Case based discussions
• Mini CEX
85. Assessment of skill acquisition
• Direct Testing / DOPS/Observation and anecdotal records
• Performance ratings
• Portfolios/Log Book
• Rubrics –
• set of scoring guidelines (criteria)
• evaluate
• performance
86. Assessment of attitude change
• Observation and anecdotal records
• Surveys and Questionnaires
• Self-Reporting Inventories
• Interviews
90. Learning Outcomes
• List and use the features and functionality of Rise 360.
• Create an interactive online course using Rise 360.
• Integrate multimedia and interactive elements into a Rise 360 course.
• Publish and share a Rise 360 course.
91. Authoring tool requirements
• interactivity and navigation – menu-driven content and ability to move
throughout the content;
• editing – content publisher for easier changes/updates;
• visual programming – use of buttons, icons, drag-drop graphic;
• preview/playback – ability to see or test an ongoing project;
• cross-platform interoperability – able to run on all platforms;
• cross-browser interoperability – able to run on different browsers;
• integration – with leading e-learning applications and compliance models, such as
Sharable Content Object Reference Model (SCORM) and Aviation Industry CBT
[Computer-Based Training] Committee (AICC), for LMS delivery; and
• delivery of learning content in multiple formats – able to use SCORM for LMS,
Web, CD-ROM and Microsoft Word
92. Structure of an Online Interactive Lesson
• Introduction and Objectives:
• Overview, guidelines, and learning
objectives.
• Interactive Content and Practice:
• Multimedia, explorations, guided activities.
• Assessment and Feedback:
• Real-time feedback and self-assessment.
• Community, Collaboration & Adaptation:
• Collaboration and personalized paths.
• Closure, Evaluation, and Accessibility:
• Summary, reflection, inclusivity.
93. Session Outline
• Introduction to Rise 360
• Creating a Course in Rise 360
• Advanced Features of Rise 360
• Publishing and Sharing a Course
• Q&A and Wrap-up
94. Introduction to Rise 360
• Overview of Rise 360's features and benefits
• Demonstration of a sample course created with Rise 360
95. Creating a Course in Rise 360
• Step-by-step guide to creating a new course
• Hands-on activity: Participants create a simple course on a topic of
their choice
96.
97.
98.
99. Advanced Features of Rise 360
• Adding interactive elements to a course
• Integrating multimedia elements into a course
• Hands-on activity: Participants add interactive and multimedia
elements to their course
100. Structuring your online module
• assigned readings / Open Educational Resources
• pre- and post-reading activities
• instructor-prepared lecture / video to provide context
• Problem / Knowledge Check (Quiz, Reflective questions) – posted on Padlet
Preparatory
work:
• Independent work /Submitting answers to post-reading assignment
• Quiz that asks processing questions
• Interacting with peers on Moodle asynchronous discussion board
• Live lesson with the instructor
Engagement
and Interaction:
• Synchronous Team meeting
• Asynchronous Discussion – Forum in Moodle ( incorporate video uploads)
• Hypothes.is for social annotation of texts
• Hybrid course, use videoconferencing for live f2f meetings
Discussion:
104. Publishing and Sharing a Course
• Guide to publishing a course, including options for tracking and
reporting
• How to share a course with learners
• Hands-on activity: Participants publish and share their course
108. Q&A and Wrap-up
• Answer any remaining questions
• Discuss potential applications for Rise 360 in participants' own
teaching contexts
• Provide resources for further learning