All course materials are generally posted to Canvas (GLOW), and so I've had to copy/paste documents from there into Google versions. Apologies for any formatting errors!
Course syllabus documents are available:
Fall 2022 (in-person)
Spring 2021 (old, remote)
Fall 2020 (old)
Human-AI Interaction (HAII) was taught twice in a fully remote fashion over 12 weeks at Williams College to only undergraduates. The course was organized around 12 modules (i.e., topics), and each module included: 2x pre-recorded lecture videos, 2-3 readings (1 research paper + 2 popular media), a ~7 question quiz on that module's materials, a 60 minute synchronous [remote] class meeting with 8 students called "Conference Section", followed by discussion forum posts and 2x responses to peers. The course was implemented in Canvas, referred to as "GLOW" at Williams, but I have made available some versions of the materials via Google documents on this website (apologies for any formatting issues!). Context for each course component is below, but details can be found on the Schedule and Syllabus pages.
Lectures: Pre-recorded lectures for a module were posted twice per week (Thursdays & Mondays), which were recorded in < 15 minute sections and linked together in a YouTube playlist for no more than 50 minutes total, although usually around 30-40 minutes. Lectures would include thinking activities for the student to do prior to meeting in Conference Section. "Guest Lectures" (i.e., videos, or several videos from others on YouTube) were occasionally used to provide external expert insight on topics, but also to emphasize the relevance of the course content.
Readings: Each module had either 2 research papers, or 1 research paper + 2 popular media readings, with the latter option being preferred by the audience of undergraduate Computer Science majors.
Comprehension Quizzes: Prior to meeting synchronously in Conference Section, students completed a short 7-9 question quiz testing their understanding of the readings and lecture. It's important to focus on higher level concepts rather than difficult to remember details.
Conference Section: The class was split into groups of 8 that would meet synchronously with the professor for ~65 minutes (the first version only did 50 minutes, and this was generally never enough time) for each week, with informal Student Help Hours held for 10-15 minutes after each section. Conference Section time was spent on: reviewing troublesome Comprehension Quiz questions, Breakout Sessions with 1-2 peers reviewing the activities from lecture, new Breakout Session activities complementing the content, and returning to discuss as a group. Activities were generally organized around a set of editable Google Slides (many adapted from Training for Change), so students had a shared space to share their small group insights.
Engagement Activities: Each module includes an engagement activity, meant to apply the content to new, current contexts. This was implemented as a weekly discussion forum post based on a prompt, often asking students to find a relevant article or website and reflect on it based on a prompt. This was followed by responses to two peer posts. The discussion forum was set-up such that each Conference Section group had their own discussion forum, and students could not view peer posts until they made their own post.
Assignments: There are 4 assignments for this class and a final project (with 4 options from which to choose). They generally occurred every other week, although Assignments 1 & 2 were a bit lengthier. Pass/Fail Check-ins were implemented at the midway points to help students who tend to leave these assignments to the last possible second.