By the end of this session, participants will be able to 

1. create their own Canvas course site and develop one module (content unit) for a course they teach, following best practices in technology, pedagogy, and utilizing AI in lesson design;

2. implement a generative AI tool to enhance the creation of interactive tasks in their module following best practices in distance and blended learning environments;

3.  implement quality standards in their own Canvas course module;

4.  implement copyright guidelines in their Canvas course module to avoid plagiarism;

5.  implement revisions to their Canvas course module based on feedback received from course participants and moderators.

Session Description:

Important notes: 

1. The content and assignments in this session are cumulative. One week builds on another. Late registrants will not be able to complete the work. Only current weeks will be discussed.

2.  Personalized mentoring during scheduled feedback sessions (“office hours”) will be available.

3.  Participants can earn a Certificate of Completion at the end of the session. Criteria for the Certificate of Completion:

   • Active participation in the weekly discussions with at least one response to each prompt

   • Satisfactory completion of 3 assignments (Weeks 2, 3, 4).

   • Satisfactory completion of a 8-10-minute showcase presentation of the module created (Week 5).

Registration Week January 5 - 12

Topics: Orientation to the Canvas Course Site; Introductions; syllabus review; needs assessment questionnaire
Moderators: Sue Annan / Christine Bauer-Ramazani / ALL

Objectives & Outcomes: 

By the end of the week, participants with intermediate-level tech competency will be able to  

1. complete their Canvas Account Profile and sign up for notifications. 

2. identify the structure of the Canvas course site by viewing an Orientation document or video and explore the site itself.

3. share their background, teaching environment, and application of AI in a Questionnaire/Needs Assessment (Google Form).

Please note: The tasks are due by Jan. 19; participants are expected to work within the deadlines and will not be able to work on prior weeks’ tasks. 

Week 1: January 13–19

TOPICs: Sharing of previous experience with the use of AI in distance and/or blended teaching; Orientation to Canvas; Registration for/Creation of a Canvas Course Site; Prompt engineering

Moderators: Christine Bauer-Ramazani / Sue Annan / Jane Chien

Synchronous session: It will take place on Sunday, Jan. 12. The purpose of the session is to appreciate participants' contributions to the previous week, highlight the main tasks of the week, offer some modeling, do troubleshooting (if necessary), and answer questions.

Objectives & Outcomes: 

By the end of the week, participants with intermediate-level tech competency will be able to  

1. share their previous experience in creating activities for distance and/or blended teaching and learning with the assistance of AI.

2. based on readings, reflect on best practices in distance and/or blended courses and discuss how these principles could be incorporated into the Canvas course module they are creating.

3. identify the structural elements of the DBP25-AI Canvas course site by viewing an Orientation document or video and exploring the site itself (if this task was not completed in Registration Week);

4. register for their own Canvas course site, share it with the course participants, and start setting it up;

5. demonstrate their understanding of prompt engineering by discussing its usefulness and limitations in their respective teaching context.

Please note: The tasks are due by Jan. 19; participants are expected to work within the deadlines and will not be able to work on prior weeks’ tasks. 

Week 2: January 20–26

Topics: Exploring AI tools; Reflecting on the use of AI tools for designing elements; Starting the Session Project--A Canvas Course Module With an Overview Page

Moderators: Naglaa Salem / Christine Sabieh / Mbarek Akaddar

Synchronous session: It will take place on Jan. 19. The purpose of the session is to appreciate participants' contributions to the previous week, highlight the main tasks of the week, offer some modeling, do troubleshooting (if necessary), and answer questions.

Objectives & Outcomes: 

By the end of the week, participants with intermediate-level tech competency will be able to  

1. create a module in their Canvas course and add a page with the title “Overview page”; 

2. explore and use AI tools in designing course elements;

3. add content to the Overview Page in Canvas with a Target Audience Description, a weekly goal, and 2-3 objectives/expected learning outcomes; 

4. reflect on and discuss how their course module and overview page were supported by generative tools to enhance the design of their module;

5. demonstrate their understanding of best practices in modalities of content delivery in distance and blended courses through reading responses with practical implications.

Please note: The tasks are due by Jan. 26; participants are expected to work within the deadlines and will not be able to work on prior weeks’ tasks. 

Week 3: January 27–February 2 

Topics: Generative AI Tools for interaction; TPACK; Copyright and Plagiarism

Moderators: Christine Bauer-Ramazani / Jane Chien / Sue Annan

Synchronous session: It will take place on Jan. 26. The purpose of the session is to appreciate participants' contributions to the previous week, highlight the main tasks of the week, offer some modeling, do troubleshooting (if necessary), and answer questions.

Objectives & Outcomes: 

By the end of the week, participants with intermediate-level tech competency will be able to  

1. reflect on and discuss how their Canvas course module and Overview Page were enhanced by ONE generative AI tool to create an interactive activity; 

2. reflect on and discuss how the TPACK framework is incorporated into their Canvas course module through a scaffolded interactive activity;

3. demonstrate their understanding of best practices by incorporating feedback from Week 2 into an updated version of their Canvas course  module and Overview Page, including AI-enhanced elements;

4. reflect on copyright guidelines to avoid plagiarism and appropriately cite tools, images, and AI-created content.

Please note: The tasks are due by February 2; participants are expected to work within the deadlines and will not be able to work on prior weeks’ tasks.

Week 4: February 3–9

Topics: Spaces and Tools for Collaboration (synchronous & asynchronous); Gen-AI for designing Collaborative Tasks; Scaffolding with TPACK; Expanding the Canvas Course Module and Overview Page with a Collaborative task 

Moderators: Naglaa Salem / Christine Sabieh / Mbarek Akaddar

Synchronous session: It will take place on Feb. 2. The purpose of the session is to appreciate participants' contributions to the previous week, highlight the main tasks of the week, offer some modeling, do troubleshooting (if necessary), and answer questions.

Objectives & Outcomes: 

By the end of the week, participants with intermediate-level tech competency will be able to  

1. explore collaborative online tools for synchronous and asynchronous collaboration; 

2. implement ONE collaborative task incorporating scaffolding techniques and TPACK, utilising AI assistance in their Canvas Course Module;

3. expand their Canvas course site and Overview Page with ONE collaborative task, including tools and scaffolding strategy implemented;

4. share and discuss their Overview Page with AI-enhanced collaborative task and scaffolding strategies.

5.  demonstrate their understanding of best practices by incorporating feedback from Week 3 into an updated version of their Canvas course module and Overview Page, including AI-enhanced elements. 

Please note: The tasks are due by February 9; participants are expected to work within the deadlines and will not be able to work on prior weeks’ tasks.

Week 5: February 10–16

Topics: Showcase: Project presentations / Session Wrap-up / Session evaluations

Moderators: Christine Bauer-Ramazani / ALL

Synchronous session: It will take place on Feb. 9. The purpose of the session is to appreciate participants' contributions to the previous week, highlight the main tasks of the week, offer some modeling, do troubleshooting (if necessary), and answer questions.

Objectives & Outcomes: 

By the end of the week, participants with intermediate level tech competency will be able to  

1. reflect on the Quality Matters (QM) rubric standards to assess learning outcomes/expectations and evaluate their own Canvas course site and module against them.

2. demonstrate best practices in distance or blended learning in an 8-10-minute video/screencast of their session project: a Canvas Course Module with an Overview Page.

3. show incorporation of peer and instructor feedback from previous weeks, regarding best practices in online course design with AI in their own Canvas course module;

4. demonstrate the use of Generative AI tools to create interactive and collaborative activities in their session project.

Please note: The tasks are due by February 16; participants are expected to work within the deadlines and will not be able to work on prior weeks’ tasks.

EVO Final Participant Survey (The link to the survey will be provided by the EVO Coordination Team during MOD PD.)

• Content space (LMS): Canvas Free for Teachers

• Interactive space (group/community/forum): Canvas Free for Teachers - Content pages, Discussion Forums, Assignments, Rubrics

• Live meeting space: (for synchronous events/webinars): Zoom for Education

1. AI tools for lesson planning: Twee, Magic School for Teachers, ChatGPT3.5

2. AI tools for content creation: Magic School for Teachers, Twee

3. Tools for interaction and collaboration: Google Docs, Google Sheets, Google Slides, Google Meet, Google Forms,  

4. AI Tools for creating interactive and collaborative tasks:Magic Studio (Canva), Magic School for Teachers, Padlet, Lucid Chart, Parlay Ideas

5. AI tools for image creation: Microsoft CoPilot, MagicSchool for Teachers, DALL·E 3 - OpenArt AI

6. Tools for creating and sharing video-recordings, etc.: Invideo AI, Padlet, Twee, CapCut, Clipchamp

7. AI-powered tools for screen-recording: CapCut, Clipchamp

1. Warschauer, M, & Xu, Y. (2024). Generative AI for Language learning: Entering a new era. Language Learning & Technology, 28(2), 1–4. https://hdl.handle.net/10125/73569   

2. Finding appropriate uses for AI-enabled technology. In Pelletier, K., McCormack, M., Muscanell, N., Reeves, J., Robert, J., & Arbino, N. (2024). EDUCAUSE Horizon Report, Teaching and Learning Edition. Boulder, CO, p. 22. https://library.educause.edu/-/media/files/library/2024/5/2024hrteachinglearning.pdf

3. Supporting AI fluency. In Pelletier, K., McCormack, M., Muscanell, N., Reeves, J., Robert, J., & Arbino, N. (2024). EDUCAUSE Horizon Report, Teaching and Learning Edition. Boulder, CO, p. 24. https://library.educause.edu/-/media/files/library/2024/5/2024hrteachinglearning.pdf

4. Godwin-Jones, R. (2024). Distributed agency in language learning and teaching through generative AI. Language Learning & Technology, 28(2), 5–31. https://hdl.handle.net/10125/73570

5. Statti, A., & Torres, K. (2024, July 19). Creating connections: Team-building activities for the online classroom. Faculty Focus. https://www.facultyfocus.com/articles/online-education/online-student-engagement/creating-connections-team-building-activities-for-the-online-classroom/

6. Liu, F., Jiang, Y., Lai, C., & Jin, T. (2024). Teacher engagement with automated text simplification for differentiated instruction. Language Learning & Technology, 28(2), 163–182. https://hdl.handle.net/10125/73576

7. Design for online learning toolkit. (n.d.). Arizona State University. https://teachonline.asu.edu/online-design-toolkit/