Presented at LILAC 2024.

1. Notion: AI Assignments
Empowering
Future-Ready
Students
Teaching AI Ethics and
Information Literacy through
Scaffolded Assignments
25 March 2024
Monday
LILAC 2024

2. Hanna Primeau
Instructional Designer
The Ohio State University
Amanda Larson
Affordable Learning Instructional Consultant
The Ohio State University
primeau.8@osu.edu
larson.581@osu.edu

3. Accessibility
★ Hi! We’re neurospicy!
★ We may stim, have poor
recollection, need questions
repeated, and need time to
process information.
★ We ask that you use the
microphone to ask questions.

4. ★ Develop strategies for incorporating AI tools and assignments into
teaching practices to foster critical thinking and responsible use of AI
technologies.
★ Gain practical experience through exploration of assignments designed to
teach both the ethics of AI information creation and best practices for
utilizing AI tools effectively.
★ Reflect on personal teaching practices and pedagogical approaches to
effectively integrate AI literacy into information literacy instruction, with a
focus on fostering lifelong learning skills and digital citizenship.
Learning Outcomes

5. We need to act now, students will not
pause to learn about the ethics of AI
and then wait to learn how to use it in
their day-to-day life.

6. AGENDA
Introductions
Open Pedagogy
Course Overview Assignment One
Questions & Answers
Templates
Universal Design for Learning.
AI & Information Literacy Intersections
Assignment Two

7. Course Overview

8. Arts&Sci 3120
Course Goals:
★ Information has Value and Power
★ Information and Citizenship
★ Information and Social Justice
★ Critical and Responsible Information
Behaviors
In this course, students will examine
how information, citizenship, and social
justice intersect. We will explore how
information is created, accessed, and
shared, and how this influences their
role as active and engaged global
citizens.
Information,
Citizenship,
&
Social
Justice

9. Information, Citizenship, & Social Justice
In Person 3 Credit Hours Class Max 24
With all graded
assignments turned in on
our LMS, Carmen Canvas
A smaller course to more
easily facilitate thoughtful
conversations
For 14 weeks: Meets
twice a week

10. Open Pedagogy

11. Open Education Definition Open Pedagogy Definition
Open Educational Resources (OER) are learning,
teaching and research materials in any format
and medium that reside in the public domain or
are under copyright that have been released
under an open license, that permit no-cost
access, re-use, re-purpose, adaptation and
redistribution by others. - UNESCO
★ Free + Permissions
★ Creative Commons Licenses
★ Five R’s - retain, reuse, revise,
remix, and redistribute
Open pedagogy is a set of teaching practices built
on the foundation of the open education
community’s shared values, including but not
limited to student agency, sharing, diversity and
inclusion, peer learning, renewable assignments,
co-creation/collaboration, and active/experiential
learning. - Cheryl Cuiller Casey, Mandi Goodsett,
Jeanne K. Hoover, Stephanie Robertson, & Michael
Whitchurch
★ No one definition
★ May or may not result in an
openly licensed work

12. Agency Brave Spaces Scaffolding
Focus on intentional opportunities for
students to make choices throughout
the course.
Replaces Safe Spaces with Brave
Spaces. Facilitating students being
okay with being uncomfortable when
discussing hard topics.
Multiple levels of scaffolding
throughout the project and course
- both for concepts and tools.
Implementation

13. Issue Summary
Key Stakeholders
Historical Context
Connections to
Social Justice and
Citizenship
Facilitating
Conversations
Action Plan
Advocacy
Resources &
Discussion Questions
Open Pedagogy
Assignment
Pressbooks Example Pressbooks
Template

14. Universal Design
for Learning

15. UDL “can be defined as a
framework that guides the
design of courses and learning
environments to appeal to the
largest number of learners”
(Dzaman et al, 2022)
What is
Universal
Design for
Learning

16. Within the framework lies three
core principles, multiple means
of engagement, multiple means
of representation and multiple
means of action and
expression(Dzaman et al,
2022).
What is
Universal
Design for
Learning

17. UDL and
Information,
Citizenship,
& Social
Justice
★ Each week has both textual and
video/audio course materials
★ Required course materials are
freely accessible
★ Skills needed to succeed are
scaffolded
★ Many assignments allow
flexibility in format choice
★ Each assignment has an in-
depth rubric
★ Examples are provided for more
complex assignments

18. AI
&
Information Literacy

19. Training Privacy Ethics of use
Information Harvesting &
Bias
Why should a student be
concerned?
Citations, Copyright, &
more
AI
&
IL
Intersections

20. Information Harvesting
& Bias
Information is not neutral,
which means the data AI was
trained on wasn’t neutral.
This means that the output will
also not be neutral, but do
students know this?
Framework for Information
Literacy: Information Creation
as a Process
Training

21. Information Privacy is “one’s level of
understanding and awareness of
how information is tracked and
used in online environments and
how that information can retain or
lose its nature” (Givens, 2015)
What happens to data
share with AI?
Privacy
Information Privacy

22. Citations, Copyright,
and more
APA
OpenAI. (2024). ChatGPT (Mar 14 version) [Large language model].
https://chat.openai.com/chat
Note. Image generated with the prompt “Suggest Images for this slide”
by Google, Gemini, 2024 (https://gemini.google.com/app).
MLA
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language
model].https://chat.openai.com/share/dccb3610-1db9-4eed-88b1-
cdb06f67982a.
Ethics

23. Syllabus Statement
ChatGPT/AI Usage
ChatGPT and other AI tools have become widely accessible and heavily used. It is important to remember that Generative AI tools
are not a replacement for your own critical thinking and original ideas. The ultimate goal of this course and any tool used to
submit work is to enhance your own learning and understanding, not to undermine it. There are, however, some instances in
which the use of AI tools is permitted and may be beneficial.
★ Manage your time (for instance, break a project into smaller steps with deadlines)
★ Check the grammar of content you’ve written
★ Generate email templates
Keep in mind that these tools may use your prompts to train themselves and may store the information that you provide.
Consider this when creating your prompts for AI to protect your privacy and sensitive data.

24. Assignment One

25. Exploring the Mind of
AI: Understanding,
Implementing, and
Ethically Deploying
Artificial Intelligence
★ Apply critical thinking skills to recognize
instances where AI models may
perpetuate or amplify societal biases,
showcasing an awareness of ethical
considerations in content generation.
★ Understand prompt generation methods
which includes refining prompts to achieve
desired outcomes, highlighting an
understanding of how prompt construction
shapes the nature of AI-generated content.
★ Develop an understanding of how AI
algorithms can be employed to produce
misleading content, recognizing the
mechanisms and factors that contribute to
misinformation.

26. H5P
★ HTML5 interactive formative
assessments
★ Free and Open technology
★ LMS Integration possibilities
★ Wide variety of content types
○ We utilized the branching
Scenario

28. H5P
To get full credit for this assignment,
please complete the following reflection
and turn it in on X assignment.
Reflection Prompt:
In 300 words, please reflect on the ethical
considerations and challenges associated
with engineering prompts for AI,
particularly focusing on the potential
biases that may emerge. Consider how
the language and structure of prompts
can inadvertently introduce or perpetuate
biases in AI systems.
Reflection
★ Knowledge Checks after learning
about prompt generation
★ Reflection questions about Bias and
various Generative AI outputs

29. Bias Awareness Activity

30. Bias Awareness Activity

31. Bias Awareness Activity

32. Bias Awareness Activity

33. Misinformation &
Disinformation:
Hallucinating
machines and bad
actors

34. Prompt Generation Activity

35. Prompt Generation Activity

36. Prompt Generation Activity

37. Assignment Two

38. Harnessing AI for Good:
Unveiling the Potential of AI in
Activism and Advocacy
Learning Outcome 1
Familiarity with multiple forms
of production-related AI
Learning Outcome 2
Ability to create an effective AI
prompt
Learning Outcome 3
Knowledge of how to cite AI use
Assignment Overview
Students will be asked to think
of a use for generative AI in the
advocacy realm.
AI & Activism Examples

39. Identify an object that could be created through the assistance of AI that could assist a not-for-profit.
Scaffolded AI Use
Step One
Use the free no account necessary Goblin Tools' Magic To Do to break the process of your creation
into steps (play with the chili pepper settings to see how that can be refined).
After you understand what steps you need to take to complete the task, use some form of generative
AI to create a draft object.
After you've created your object, write a reflection about your process, what changes you decided
were necessary to make and how now that you've experienced using AI for tasks like this - how these
tools could ease the labor of activism and advocacy?
After you've completed your reflection, you'll take what you've written and change the tone of your
piece by using either Microsoft Editor or Grammarly to explore how you can change the tone of your
piece. Feel free to try several options to see which you like best.
After you've found your favorite, generate the a citation for it the changes and include both your
original and modified reflection in what you turn in.
Step Two
Step Three
Step Four
Step Five
Step Six

40. DELIVERABLES
A double-spaced one-page reflection
A one-page AI tone-modified reflection with citation
In any viable image format.
The draft generative AI object As a link, screencast, screenshot, or whatever appropriate
method is required to share it.
A screenshot of your Goblin Tools breakdown
Any valid citation style, or the citation made available by the AI
platform used for tone-modification.
That answers three questions:
★ What changes did you decide were necessary to make
to your AI object?
★ How can these tools ease the labor of activism and
advocacy?
★ What do users trying to implement AI in this way need
to be aware of?

41. Templates

42. Go.osu.edu/NotionAI
To access our template
Assignments & Slides
visit:

43. Takeaways

44. How can you use these?
Embedded
Course Design
Students can complete a portion of the interactive H5P before
moving into a reflection on how Generative AI needs to be
checked for bias
Workshops
These can be done as professional development for your
instructors, offering up a custom made for your institution flavor
of these assignments, helping to guide your instructors meet
students where they need to be in relation to these new digital
and old Information Literacy skills.
One-Shot Session
AI Literacy could also be scaffolded throughout an entire course
and not just one or two assignments like our open pedagogy
projet is for our course.
An H5P can be embedded into a Distance learning course, with
the topic covered tweaked to fit the courses needs.
The Assignment “ Harnessing AI for Good” can also be tweaked
to align with a courses theme or learning outcomes, introducing
students in safe space how to use

45. Your turn!
Go.osu.edu/LilacAI

46. Thank you!
Questions?

47. References
★ Arao, B., & Clemens, K. (2013). From Safe Spaces to Brave Spaces. In The Art of Effective Facilitation (pp. 135–150).
Routledge.
★ Casey, C. C., Goodsett, M., Hoover, J. K., Robertson, S., & Whitchurch, M. (2022). Open Pedagogy. EdTechnica: The Open
Encyclopedia of Educational Technology. https://dx.doi.org/10.59668/371.8682
★ Dzaman, S., Fenlon, D., Maier, J., & Marchione, T. (2022, October 11). Universal Design for Learning: One small step.
Universal Design for Learning One Small Step. https://opentextbooks.uregina.ca/universaldesignforlearninguofs/
★ Givens, C. L. (2015). Information privacy fundamentals for librarians and information professionals. New York, NY:
Rowman and Littlefield.
★ UNESCO. (1970, January 1). Open educational resources. UNESCO.org. https://www.unesco.org/en/open-educational-
resources
★ Verduzco-Baker, L. (2018). Modified brave spaces: Calling in brave instructors. Sociology of Race and Ethnicity, 4(4), 585–
592. https://doi.org/10.1177/2332649218763696

48. Image Credits
Slide 1: High Angle Photo of Robot by Alex Knight; Top View Photo of People Having a Meeting by fauxels.
Slide 3: Image by freepik
Slide 7: Daria Nepriakhina 🇺🇦 on Unsplash
Slide 8: Photo by Maria Oswalt on Unsplash
Slide 10: Photo by Tim Mossholder on Unsplash
.Slide 12: Photo by Florian Schmetz on Unsplash; Photo by Sammie Chaffin on UnsplashPhoto by LOGAN WEAVER | @LGNWVR
on Unsplash
Slide 14-17: Photo by Daria Nepriakhina 🇺🇦 on Unsplash
Slide 18: Note. Image generated with the prompt “A robot reading a book with a scholarly hat on” by Google, Gemini, 2024
(https://gemini.google.com/app)
Slide 19: Photo by Wesley Tingey on Unsplash,Photo by AbsolutVision on Unsplash,Photo by Maria Oswalt on Unsplash
Slide 20: Photo by Patrick Tomasso on Unsplash
Slide 21: Photo by Dan Nelson on Unsplash
Slide 22: Note. Image generated with the prompt “Suggest Images for this slide” by Google, Gemini, 2024
(https://gemini.google.com/app)
Slide 33: Photo by Aedrian on Unsplash
Slide 37: Note. Image generated with the prompt “Could you show a computer with hands typing, there is text on the screen asking
ai to create a summary of content” by Google, Gemini, 2024 (https://gemini.google.com/app)
Slide 39: Photo by Hush Naidoo Jade Photography on Unsplash

49. Thank You
Ada, Laddie, Sadie, and Winston for your support during
brainstorming, assignment building, and slide creation.

50. SlidesCarnival for the presentation template
Pexels for the photos
THIS PRESENTATION TEMPLATE IS FREE FOR EVERYONE
TO USE THANKS TO THE FOLLOWING:
HAPPY DESIGNING!

51. RESOURCE
PAGE
Use these design resources in your
Canva Presentation.
This presentation template uses
the following free fonts:
Titles: Oswald
Headers: Bad Script
Body Copy: Nunito
You can find these fonts online too.
Happy designing!
Don't forget to delete this page
before presenting.