Artificial Intelligence: Instructional Design

Ideas and examples of how faculty can use AI generators to generate ideas for the design of syllabi, assignments, and learning activities from the Center of Excellence in Teaching of the University of Southern California

The Sentient Syllabus Project is a public-good collaborative to enrich the discussion and create practical resources as we transit into an era of digital thought.

Guidance for online course development and the use of artificial intelligence tools by Oregon State University Ecampus

A detailed table categorizing various use cases, outlining the specific roles they play, their pedagogical benefits, and potential risks associated with their implementation. From University of British Columbia's Center for Teaching, Learning, and Technology

Lesson planning materials, assessment strategies, and further resources from the Joint Information Systems Committee

Resources, strategies, platforms, and tutorials to enhance education with Gen-AI from Metropolitan State University of Denver

A list of AI-related educational opportunities by the Design Center of Marshall University

This article explores how educators can thoughtfully design assessments--with examples in action--to enhance teaching and learning methods with AI tools. From the Center for Learning Design & Technology of the G.W.C. Whiting School of Engineering, Johns Hopkins University

A critical analysis of different uses of Gen-AI in writing assignments from the University of Notre Dame du Lac

A good practice guide and tip sheet to assist instructor in including AI in designing assessment

A brief introduction to AI generators with considerations and examples of how these tools can be incorporated into assignments to advance student learning from the Center of Excellence in Teaching of the University of Southern California

Assignment strategies that include generative AI from the Office for Faculty Excellence of Montclair University

A 5-point list of underlying issues for critical AI literacy from the University of Notre Dame du Lac

A three-fold breakdown of strategies (integrating/avoiding/forbidding) for Gen-AI and assignments from New York University

Ideas for creating assignments that are less susceptible to completion with GenAI by Washington University in St. Louis

A framework to rethink and design writing assignments to include AI by the Harvard College Writing Program

A guide to revise or rethink writing assignments to account for the capacities and affordances of generative A.I., based on the understanding that individual instructors are best positioned to think through the details of exactly how this guidance can be best applied to their own courses. From The Derek Bok Center for Teaching and Learning of Harvard University

Design options to determine how to best incorporate generative AI into assignments from Cornell University

The collection is based on an open invitation to all educators and students to share ideas on how AI tools such as ChatGPT, DALL·E 2, and Midjourney, for example, could be used in inventive ways for learning, teaching and scholarship.

Many of the assignments are designed to show off what ChatGPT can do, while others are intended to imbue various features of AI fluency in students. A third group suggests ways to leverage ChatGPT in writing assignments, recognizing that we might need to revisit our original reasons for assignment writing and re examine the student learning outcomes we are attempting to achieve.