light and digital image of sketch of a person's head and neck

CHAD 139: Educational Play

Empowering, Effective, Transformative

REFLECTION

During my course, I utilized AI generation tools (LLMs) to support student learning, my learning, and to explore integrating these tools as a regular part of students’ strategies for finding information. I implemented a research exploration assignment where students selected a topic of interest from a peer-reviewed journal article and summarized it in their own words. AI was utilized to assist in this process. However, the unique aspect of this assignment involved using AI-generated prompts to discuss the limitations and implications of the research article. For this assignment, it was clear to all that students would use AI, and I instructed them to quote and cite the AI-generated text appropriately.

Additionally, students were required to reflect on the process and record their prompts, fostering improvement in prompt usage. Talking points included the importance of not merely cutting and pasting the text. If students used prompts as is, they had to cite and quote the AI-generated portions. They were also encouraged to ask for help, bring questions to class, and support ethical AI use.

In the subsequent main assignment, I expanded the use of AI further. Students were allowed to use AI for support but had to craft the paragraphs in their own words. As a conclusion and part of the final survey, I assigned an end-of-semester reflection to gauge students' understanding of how to use Generative AI responsibly. This reflective process was empowering, effective, and transformative, providing students with a deeper understanding of integrating AI into their academic and personal lives.

Reflection on Instructional Change

Practice from the ACUE Gen AI Course

One practice I implemented from the ACUE Gen AI course was refining and enhancing AI prompts using the RACCCA criteria (Relevance, Accuracy, Clarity, Consistency, Creativity, and Applicability). This approach improved the accuracy and effectiveness of AI-generated content. I also utilized AI to develop and link rubrics for assignments, significantly saving time and bridging traditional approaches with new technological tools, which increased my knowledge on digital literacy. Additionally, focusing on these detailed aspects allowed me to create more specific and sophisticated prompts for my students.

Impact on Teaching and Student Learning

Implementing this practice had a profound impact on my teaching and on student learning, motivation, and engagement. Some students responded positively, with one saying, "This is my first time using AI in a class, and it has opened my mind about AI." Another noted, "I started using AI more because of this course. I use it in my personal life now." These reflections show that the practice was effective, empowering, and transformative for students, as it broadened their understanding and practical use of AI.

Influential Learning Activity

The activity that most influenced my instruction was the "Writing Effective Prompts: Discussion and Reflection." It provided a framework for creating sophisticated prompts, improving the quality of AI-generated responses so students can better understand the process. This enhanced my ability to support students more meaningfully and led to better engagement in their assignments.

Takeaway from the "Observe and Analyze Session"

An "aha moment" from my "Observe and Analyze Session" with colleagues was realizing the importance of continuously refining our instructional practices to stay current with technological advancements. This session emphasized the value of collaboration and inspired me to explore innovative ways to enhance my teaching and support my students' learning journey.

Evidence of Instructional Change


This is the Canvas assignment page which aligns with the AI Generated content.	This is a student sample reflection after using AI tools for the class assignment.	Here is one of my ACUE badge certificates.

Practice and Reflect Teaching and Learning with AI:

The AI ACUE course has significantly enhanced my teaching practices, making me more digitally literate and knowledgeable about AI tools. One of the key opportunities it provided was the ability to introduce and teach students how to responsibly use AI tools, particularly large language models (LLMs). In my class, I used ChatGPT as an example to help students discover different LLM tools and refine their prompts. This hands-on approach empowered students to engage with AI meaningfully and ethically. A notable challenge was ensuring students understood the ethical implications and limitations of AI, which required continuous guidance and support.

Incorporating ChatGPT into my course had a profound impact on both teaching and learning. It allowed me to demonstrate practical applications of AI, encouraging students to think critically about their use of technology. The experience was transformative, enabling students to enhance their academic and personal lives with improved AI literacy. The integration of AI tools into my teaching practice has been empowering and effective, and I plan to continually use, teach, and refine these tools to support my students' learning journey.

Course Syllabus

CHAD139_Syllabus_Fall2024.pdf

Faculty Bio


	Hello, I am Patrice 'Patty' Yeung. I have been an early childhood educator for over 15 years, specializing in teaching children ages 2-5 years old. My extensive experience includes working with young children, parents, and families in a preschool setting. Currently, I am a lecturer in the Department of Education, specializing in Child and Adolescent Development. I have facilitated and delivered courses at Sac State, sharing my passion for education with future educators and professionals who plan to work with children. I am deeply committed to fostering a love of learning in both my students and myself. I thrive on new experiences and continuously seek opportunities to grow both personally and professionally. My dedication to teaching is driven by my belief in the power of education and the positive impact it can have on young lives.

Funding
	This work was supported by: US Department of Education Hispanic Serving Institution Project TECH4Equity US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.