Overview

To learn more about this Team assignment, review the video below.

Purpose

The purpose of this group (team) assignment is to provide you and your team an opportunity to explore the usefulness of generative artificial intelligence (AI) tools such as Google Gemini, Microsoft Copilot, and ChatGPT to support the creation of digital learning resources. As part of your Unit 2 readings you will have explored two readings related to AI-enabed learning resource research and design. The deliverables for this assignment, a learning resource design proposal, a short learning resource, a team presentation, and a personal reflection may help you prepare for conversations with others in your organizations or learning communities about AI for education (AIED) as an emerging practice (or the refusal of AI for education as part of critical thinking). All perspectives about the use of AI for digital resource design are acceptable for this assignment, not all explorations will be positive or in favour of use of AI for the design of digital learning resources.

Instructions

Use the Team Forums discussion area or other team connection tools you and your team agree are useful to connect for this assignment.

For this assignment, you will create a short learning design proposal and project using one or more generative AI tools (your team may choose the tools) to create the initial content. You and your team will then modify the content (if needed) to ensure a high quality learning experience for your proposed audience for the learning. If no one on your team has access to AI tools (and/or no one on the team is comfortable or interested in signing up for an account to use a no-cost tool), your professor will provide access to a tool as part of a team Zoom session and share the AI outputs with the team for further design. You and your team should prepare a design proposal that helps guide your work by defining the prospective learners, the topic and type of learning, at least one learning outcome, and the prompts you might use to gather AI-generated output for your design.

Once you have AI-generated content based on your prompts, you and your team will discuss and critique the AI-generated output and consider what might make your final learning design more effective. You may explore questions like the following: Is the content accurate from a subject matter point of view? Is the content contextualized to the learners we defined and the outcome we want learners to achieve? What edits or additional content might be needed to improve the learning design? What is the design missing (or what does the design have too much of)? What other quality considerations in the AI-generated output do we want to discuss or explore?

You and your team will prepare a short video presentation (between 5 and 10 minutes) on your experiences using an AI tool, reviewing, critiquing, and possibly editing AI content to achieve a high-quality learning design (showing the original and edited versions of the design), and share the types of discussion and perspectives this project inspired for you as a team. You will submit in document form the original ideas for your design and the final design (digital learning experience) that you achieved that shows your process and the ways in which you used AI content and ideas.

You will also create a personal reflection that only your professor will see on your individual experience for this assignment.

The following tasks will constitute completion of Assignment 2:

• Review the Unit 2 readings about generative AI (individually)
• Meet as a group (or create an asynchronous method of collaboration) to create a design proposal for a learning resource (the resources should be 1 or 2 pages of content and activities that support learners to achieve a stated learning outcome). Ensure that you define your intended learners, at least one learning outcome, and some potential prompts that might be used with an AI tool to generate content in your proposal. If you wish to go further with this assignment (absolutely optional) you might create a relevant assessment for the learning experience that would help a facilitator determine whether the learner had achieved the learning outcome). Capture your learning design thoughts into a short design proposal document (a half-page document with bullet points for your design intentions).
• At least one member of your team with access to an AI tool (or your professor if the team prefers that support) will use the AI prompts to generate and capture content (and or assessment details) for further team review. As part of the assignment, it is recommended you copy and paste all prompts and responses into a document to confirm what worked and did not work in your process.
• The team will meet (or create an asynchronous collaborative strategy) to review the content generated by AI for purposes of critiquing and/or editing the content to create and improve the design. The team will finalize the design. The design will consist of a document (approximately 2-3 pages in length) that identifies the prospective learners (describes who they are), the learning outcomes (1 or 2), the content learners will need to achieve the outcomes, and an assessment for the learners if that is achievable for your team.
• The team will develop a short video presentation about the team experience of using an AI tool to support the content and the design and what happened along the way.

Part 1 – 15% – Post your design proposal document (define the learners, write a learning outcome, create some prompts for an AI tool, and create an assessment strategy if you choose that option), the final learning design output (edited or changed by the team as needed), and your team presentation to the Assignment 2 AI Design Exploration dropbox.

The Team deliverables for part 1 will include the following:

• Your team learning design proposal document––what you want to create, who the learners might be, a learning outcome, any assessment ideas, and any intended AI prompts – half-page in length.
• Your final learning design output – the design the team agrees on after reviewing AI content for quality (approximately 2 pages of content and learning design).
• A short video presentation (5-10 minutes) that describes the team processes of creating the ideas for the design, using AI prompts, reviewing AI content, and finalizing the design. Use references to the AI readings and other literature you may have reviewed to support your choices and ideas about use of AI for learning design. Share your team conclusions about the value of AI. Includes thoughts on what was useful, not useful, beneficial, or challenging.
• Please adhere to to APA 7 standards for citations and references to literature.

Part 2 – 5% – Personal Reflection – Along with your team’s deliverables for part 1 of the assignment, you should create a short text or video-based reflection on what you learned as part of your personal experience using (or directing) AI for resource creation. You should include reflections on interactions with your team (200 words or fewer for the reflection).

Value

Total Value for Assignment 2 is 20%

Rubric for Evaluating the Team-Designed Digital Resource and Presentation

Course Learning Outcome/Assessment Criteria	Excellent (A+ to A)	Proficient (A- to B+)	Satisfactory (B to B-)	Unsatisfactory (F)
Design Proposal – 3 points	The design proposal is comprehensive and identifies the proposed learners, the topic of the learning, at least one learning outcome, and an assessment strategy (optional element). The proposal represents exceptional team knowledge of learning resource design and AI prompt engineering.	The design proposal is clear and identifies the proposed learners, the topic of the learning, at least one learning outcome, and an assessment strategy (optional element). The proposal demonstrates foundational team knowledge of learning resource design and AI prompt engineering.	The design proposal is generally good and identifies most of the following: the proposed learners, the topic of the learning, at least one learning outcome, and an assessment strategy (optional element). The proposal demonstrates acceptable team knowledge of learning resource design and some knowledge of AI prompt engineering.	The design proposal is not well conceived and many of the following elmements are missing: the proposed learners, the topic of the learning, at least one learning outcome, and an assessment strategy (optional element). The proposal demonstrates low-level team knowledge of learning resource design and little knowledge of AI prompt engineering.
Final Learning Design (edits based on team input) – 4 points	The final learning design aligns with the team’s design proposal, is error free, and represents exceptional learning design skills and care. The content, activities, and assessment (if included) are aligned with a stated learning outcome.	The final learning design aligns with the team’s design proposal, has only small errors, and represents professional-level learning design skills and care. The content, activities, and assessment (if included) mostly align with a stated learning outcome.	The final learning design aligns with the team’s design proposal, has only small errors, and represents acceptable learning design skills and care. The content, activities, and assessment (if included) do not align very well with a stated learning outcome.	The final learning design does not align with the team’s design proposal, has several errors, and represents low-level learning design skills and care. The content, activities, and assessment (if included) do not align with a stated learning outcome.
Presentation – 6 points	The presentation is short (between 5 and 10 minutes) and provides an exceptional description of the team’s collaborative work creating the design proposal, reviewing AI-generated content, editing the content to correct errors, contextualize, and enhance the learning experience, and sharing the team’s discussion and criticisms. The presentation includes references to the literature of AI use in design.	The presentation is short (between 5 and 10 minutes) and provides a good quality description of the team’s collaborative work creating the design proposal, reviewing AI-generated content, editing the content to correct errors, contextualize, and enhance the learning experience, and sharing the team’s discussion and criticisms. The presentation includes references to the literature of AI use in design.	The presentation is a big longer short (over 10 minutes) and provides a good quality description of the team’s collaborative work. There may be some missing elements related to creating the design proposal, reviewing AI-generated content, editing the content to correct errors, contextualize, and enhance the learning experience, and sharing the team’s discussion and criticisms. The presentation includes few, if any, references to the literature of AI use in design.	The presentation is a too long, (well over 10 minutes) and provides a some description of the team’s collaborative work. There are many missing elements related to creating the design proposal, reviewing AI-generated content, editing the content to correct errors, contextualize, and enhance the learning experience, and sharing the team’s discussion and criticisms. The presentation does not include references to the literature of AI use in design.
Use of Literature – 2 points	There are many APA 7th edition cited and referenced elements of the literature of AI use that align with the team’s experiences.	There are several APA 7th edition cited and referenced elements of the literature of AI use that align with the team’s experiences.	There are some APA 7th edition cited and referenced elements of the literature of AI use that align with the team’s experiences.	There are no APA 7th edition cited and referenced elements of the literature of AI use that align with the team’s experiences.