Generavite AI For Teaching & Learning

Leveraging AI to Foster Student Autonomy and Academic Success

The Problem

Generative AI tools are rapidly entering higher education, yet many educators remain hesitant to adopt them. A lack of familiarity with AI tools, combined with concerns about academic integrity, ethical use, and student overreliance, has created uncertainty about how to integrate these tools into teaching and learning. In some cases, institutions have responded by restricting or banning AI use altogether rather than providing structured guidance for faculty.

At the same time, many existing resources focus primarily on how to use AI tools, rather than how to teach with them in ways that are ethical, intentional, and pedagogically sound.

As a result, many instructors lack the foundational knowledge and practical strategies needed to confidently integrate GenAI into their courses.

Generative AI for Teaching & Learning was developed to address this gap by supporting higher education instructors in building both conceptual understanding and applied strategies for responsible AI integration.

Key Design Decisions

Generative AI for Teaching & Learning was developed in Articulate Storyline 360 to support interactive, self-paced learning through branching scenarios and guided practice. This approach aligns with the needs of adult learners, allowing for flexibility, autonomy, and active engagement with course content.

 Several key design decisions shaped the learning experience:

1. Instructor-First Design - The course prioritizes educators as the primary audience, equipping them to build both conceptual knowledge and practical strategies before applying these approaches in their own teaching contexts. This ensures that learning transfers beyond the course into real-world instruction. 

2. Reflection-Based Assessment - Traditional knowledge checks were replaced with structured reflection prompts at the end of each module. This approach encourages learners to:

• Examine their assumptions and experiences with GenAI

• Make personal connections to their teaching practice

• Apply concepts directly to real-world instructional scenarios

This decision supports deeper learning and aligns with the course’s emphasis on critical thinking over content recall. 

3. Scaffolded Tool Exposure - GenAI tools such as ChatGPT, Perplexity, Gamma, and NotebookLM are introduced progressively to reduce cognitive overload and support skill development. Learners engage with tools through:

• Modeled video demonstrations

• Guided practice prompts

This structure allows learners to build confidence in a low-risk environment before independently applying tools in their own contexts. 

4. Ethics as a Core Component - Ethical considerations are embedded throughout the course rather than presented as a standalone topic. This approach ensures that learners:

• Develop habits of responsible AI use

• Understand implications for academic integrity

• Feel prepared to guide student behavior and navigate institutional expectations

SME Testing, Outcomes, & Recommendations

The course was evaluated by three subject matter experts and three instructional designers to assess content accuracy, pacing, engagement, usability, and alignment with learning outcomes. Feedback was collected through Google Forms (both qualitative and quantitative), analyzed for patterns, and used to inform targeted design improvements.

Based on this feedback, several key enhancements were implemented:

• Reducing cognitive load: Experts noted potential text fatigue, prompting the addition of an optional voiceover feature to support aural learners and provide flexibility in content consumption.

• Improving navigation: Limited ability to move between sections prompted the addition of a persistent “Home” button on every slide, allowing users to easily return to the main menu.

• Reinforcing learning goals: To support ongoing alignment with objectives, a “Learning Objectives” button was embedded throughout the course for quick reference.

• Supporting reflection and retention: Learners’ inability to revisit their responses led to the creation of a downloadable reflection journal (PDF), enabling continued engagement beyond the course.

These revisions improved usability, flexibility, and overall learner experience, while better supporting the course’s goal of promoting intentional and reflective GenAI use.