> [!summary]+ Summary > This page explains a workshop designed to engage participants in planning for the application of genAI/ChatGPT to do instructional design tasks such as creating learning objectives, making course outlines, brainstorming learning activities, making assessment rubrics, and others. (See the bottom of this page for the results of this workshop.) # Instructional Design with ChatGPT(-4o) **Delivery details:** <u>Date</u>: September 4, 2024 <u>Target audience</u>: University faculty, staff, and students <u>Delivery format</u>: Remote/Zoom <u>Duration</u>: 60 minutes ## About the workshop This workshop came about through a series of conversations and speculations with Instructional Designers (IDs) and faculty at George Washington University about how ChatGPT could be used in the process of course design. At the time, both IDs and faculty would speak about using ChatGPT for this task, but would hesitate because of concerns with outputs, limited access to the paid version of ChatGPT, and concern for jobs. While reasonable there remained an acknowledgement that maybe more work output could be achieved with ChatGPT. This workshop wanted to pave a way forward. Building on 6 principles of learning design, we acknowledged common tasks in instructional design, labeled the value of human engagement, defined high and low level use of LLMs, and demonstrated a series of example prompts doing instructional design tasks. ### Description > In this workshop, we will examine some of the fundamentals of instructional design as it applies to both in-person and online learning environments and bridge doing instructional design with ChatGPT-4o. We will consider a range of common design activities that are undertaken when creating a new learning experience, or revising an existing one. Some of these include outlining ideas, drafting discussion questions, drafting rubrics, and crafting engaging learning activities. This session aims to enable instructors with knowledge and strategies for designing a learning experience with ChatGPT-4o. This workshop is introductory, some experience working with genAI tools (e.g ChatGPT) is useful but is not required. ### Learning objectives 1. Identify three instructional design activities that can be enhanced using ChatGPT-4o. 2. Demonstrate the application of ChatGPT-4o do two presented instructional design activities. 3. Experiment having a conversation with ChatGPT-4o that interlinks instructional design activities for a unified outcome. ### Workshop goal **The goal was for participants to gather a starting point for using ChatGPT to do instructional design work.** Drawing from 6 pedagogical principles, the workshop asked participants to decided on a role for genAI in instructional design, decide on degree of use, and then practice with some common instructional design tasks. ## Slide deck <div class="container"><iframe class="responsive-iframe-sd" src="https://1drv.ms/b/c/13829E5D2EB238DE/IQThYmOiP2jlTaOJdnLZMhenAfcyd-hQGeBZ92OxS2waRmE" width="100%" height="400" frameborder="0" scrolling="no"></iframe></div> *Note: These slides were built with a custom slide deck that I made using Microsoft PowerPoint. Generative Artificial Intelligence (genAI) was used to create an image of a child on slide 25. All stock images were provided by [Adobe Stock](https://stock.adobe.com) and [Getty Images](https://www.gettyimages.com).* ## 🎯 Results This workshop helped both faculty and staff attendees realize, conceptualize, and begin to use genAI/ChatGPT to aid their instructional design. Participants reported that the provided prompts gave them a start for leveraging genAI in learning design. This workshop led to many faculty consultations. ## Resources - Bound, H. & Chia, A. (2019). *[The six principles of learning design](https://www.researchgate.net/profile/Helen-Bound/publication/344221789_The_Six_Principles_of_Learning_Design/links/5f5d72fb4585154dbbce107f/The-Six-Principles-of-Learning-Design.pdf).* Institute for Adult Learning: Singapore - [Author notes](https://dl.icdst.org/pdfs/files4/d2842aac851fa47e593920dd4d0617ba.pdf) - [EDUCAUSE Teaching and Learning Symposium](https://events.educause.edu/symposiums/2024/teaching-and-learning). June, 12, 2024. - Oregon State University, Ecampus — [Bloom's Taxonomy Revisited](https://ecampus.oregonstate.edu/faculty/artificial-intelligence-tools/blooms-taxonomy-revisited-v2-2024.pdf) - Ruediger, D., Blankstein, M., & Love, S. (2024, June 20). Generative AI and Postsecondary Instructional Practices: Findings from a National Survey of Instructors. URL: [https://doi.org/10.18665/sr.320892](https://doi.org/10.18665/sr.320892) - Zaphir, L., Lodge, J. M., Lisec, J., McGrath, D., & Khosravi, H. (2024). How critically can an AI think? A framework for evaluating the quality of thinking of generative artificial intelligence. arXiv preprint [arXiv:2406.14769](https://arxiv.org/abs/2406.14769).