NWeLearn 2024

The growth of artificial intelligence (AI) continues to transform industry and redefine the landscape of higher education. This session explores how our smaller university is leveraging its unique strengths to develop a comprehensive AI strategy. We'll discuss fostering collaboration between administration, faculty, and students, ensuring everyone has a voice in shaping our AI future.

In this session, we will share how we’ve used ChatGPT for educational research and assessment. We will discuss two projects that utilized ChatGPT as a co-investigator in qualitative research and as co-faculty in learner assessment. In one study, we performed a thematic analysis of student reflections on the use of AI in nursing education, assessing the utility of ChatGPT as a fourth coder. In the second study, we examined the feasibility using AI for evaluating student assignments. Join us to hear the findings of these two studies and discuss the potential of using generative AI to reduce human biases, improve productivity, and maintain objectivity in both research and assessment.

While most of the world was captivated by the educational potential of AI tools like ChatGPT, educators in America by contrast seemed transfixed only by its ability to allow students to “cheat”. Our presentation, inspired by our experiences in AI faculty development, proposes that "cheating" as a concept, and our psychological framing of it, are inherently harmful to learning communities. We argue that all instances of cheating are instead more fundamentally instances of psychological substitution. In light of the adoption of AI, rather than focusing on punitive measures, educators should recognize and address psychological substitution both in students and in themselves. This, in turn, would empower educators to maximize the pedagogical potential of AI.
Our session will aim specifically to answer the question: If not “cheating,” then what is an efficacious and empathetic way to frame academic dishonesty? We will begin our session by stating and defending our core thesis: cheating does not exist. We will deepen our exploration by unpacking the interplay between policing, surveillance, hyper-individualism, as well as ableism, and how these factors shape our understanding of authenticity and rigor in education. Finally, we will invite participants to share their experiences and perspectives on implementing this revitalized framework in real-life educational settings. Participants can expect to leave with a more sophisticated approach to academic integrity in a world with Artificial Intelligence.

Engage in conversations about inclusive instructional design strategies and learn how the team of instructional designers at Western Washington University implemented their Heuristic for Inclusive Instructional Design (HIID) into professional development, publications, and consultations to support the design of more inclusive learning experiences. We will share our iterative design process for reflecting on our programming by centering our design on inclusive teaching and learning practices and focusing on key topics in the HIID for deeper exploration.
Session Outcomes
In this session, participants will…

• Engage in conversations about inclusive instructional design practices.
• Explore strategies and resources related to inclusive instructional design.
• Reflect on experiences designing, delivering, and/or participating in equity- and justice-centered professional development programming.

Session Materials (Google Folder)

The central theme of our discussion will be to assist faculty in understanding how to effectively use AI to create and update curriculum. We aim to delve into the potential of artificial intelligence (AI) in revolutionizing the way we approach education at the college level. We will explore how AI can be integrated into various aspects of the curriculum, from course content and teaching methodologies to student assessment and administrative support/services.
Our goal is to shed new light on innovative pedagogy/andragogy in a rapidly changing higher education landscape. We will explore how AI can be used to foster innovative teaching and learning strategies, considering the unique needs and characteristics of nontraditional, adult learners. We will also ponder the broader implications of these changes for the higher education industry as a whole.
This session will be conducted in a discussion format, promoting an open conversation and exchange of ideas among participants. The session will be facilitated by moderators from Central Washington University’s IT Management Department.
Discussion Points

• Understanding AI: What is AI and what potential does it hold for education?
• AI in the Classroom: How can AI be used to enhance teaching and learning in the college setting?
• AI and Curriculum Design: How can AI inform the development of a modern, relevant curriculum?
• AI and Assessment: How can AI be used to improve student assessment and feedback?
• Ethical Considerations: What are the ethical considerations when integrating AI into education?

The four members of this panel have been exploring various XR technologies for teaching and learning in higher education over the past 5-7 years. XR encompasses a wide range of related technology-enhanced experiences that represent information in a 3-dimensional, multi-sensory format. Each member has unique 'tales from the trenches' to share. All are members of the steering committee for the NW XR EDU network, an organization supported by an NSF grant, working to build a community of interest in spatial computing. Join us to discover how you can get involved!