#workshop #genAI #instructional-design > [!summary]+ Summary > This page explains a workshop designed to engage participants in planning for the use of genAI/ChatGPT for instructional design tasks such as creating learning objectives, making course outlines, brainstorming learning activities, making assessment rubrics, and more. # 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 originated through a series of conversations with Instructional Designers (IDs) and faculty at George Washington University about how ChatGPT could be used in 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 job security. While reasonable, there remained an acknowledgment that maybe more work output could be achieved with ChatGPT. This workshop aimed to pave a way forward. Building on six 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 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 equip 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 to do two 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 develop a starting point for using ChatGPT to do instructional design work.** Drawing from six pedagogical principles, the workshop asked participants to decide on a role for genAI in instructional design, decide on the 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 strong starting point 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).