AI Tools for Teaching and Learning

RPTA 119: Recreation Therapy Management and Advancement of the Profession

Critical Creativity, Transparency, Initiative

Reflection on Instructional Change:

AI Tools for Teaching & Learning: AI Policy Development- AI Course Policy

In my RPTA 119 RT Management and Advancement of the Profession, I implemented an AI Course Policy to meet the AI Policy Development practice from the ACUE AI Tools for Teaching and Learning Course. I took a scaffolding and adopted the CTL instruction design approach of "chunking" to implement the steps of incorporating the AI Course Policy into the syllabus and Canvas, while simultaneously fostering a culture of ethical integrity to being accountable with adhering to the AI Course Policy. Once I created my AI Course Policy, I added it as a Page in the Canvas Course. I then created an extra credit quiz due before the first day of lecture which consists of content from the syllabus and the AI Course Policy. On the first day of lecture, I added AI Course Policy and Enhancement of Learning as one of the lecture topics. I presented slide deck explaining what is AI, then I had students engage in a 10-minute AI Activity each on brainstorming, academic writing, and academic article support. The activity requires compare and contrast so that students are able to understand my expectations of what is considered "permitted AI usage" and "restricted AI usage" (terms in my AI Course Policy). We go over the AI Course Policy and I also showcase to the students that every assignment submission link in Canvas will include the AI Course Policy. I took these steps as I wanted to ensure that students truly understand that an AI Course Policy does not mean you cannot use AI, it means you must use it ethically. In addition, the steps helps students conceptualize with concrete understanding on what is considered "ethical" and lastly, students will lean more into how to use AI tools and resources to enhance their learning.

Implications on Teaching and Learning: AI Policy Development- AI Course Policy

In my AI Course Policy, I included both the Instructor's Expectations and well as Student's Expectations. I shared with students that they can expect from me that I will continue to advance my learning of AI to guide how they may enhance their learning. Below is an example of one of my lecture slides where I explained how generative AI works for ChatGPT as students did not understand the "process" of how generative AI works. It was evident that students were engaged as they were voluntarily asking questions, posing "what if" scenarios, and making statements of excitement when learning a new skill/tool (such as using Google Notebook LM to turn an article into a Podcast format and learning through conversation and discussion).

AI Example of Course Changes
Example lecture slide:	Accessible Transcription
	CHATGPT How does it "work" and why should I practice ethical caution? "Write a paragraph on the benefits of Recreation Therapy for individuals with spinal cord injuries in a Rehabilitation Center." STEP 1: Read the ingredients (Understanding prompts/requests) Breaks down requests/prompts into key ideas: Recreation Therapy Spinal Cord Injuries Rehabilitation Center Recognizes that these key ideas are often grouped together in many books, articles, etc. STEP 2: Searching its "memory" (Finding patterns in database) Recalls patterns from millions of books, journals, blogs, websites, etc. Identifies most "common" ways RT, SC, and Rehabilitation Centers have been discussed. STEP 3: Predicting the "best" response (Putting words together) Predicts the "most likely" words by constructing new paragraphs based on statistical probabilities There is no single source or reference. No direct quotations or attributions.

Influential Changes through FLC Activities: AI Policy Development

Achieving the learning objectives from the AI Policy Development significantly influenced changes in my instruction as well as my instructional design process in my RPTA 119 Canvas course. As I included Instructor's expectations in the AI Course Policy, it served as my "AI Standards of Practice" that motivated me to advance my learning in various AI tools and resources. I approached my AI Course Policy as the foundation to creating my assignments, lesson plans, and even my stance on how to advance our profession with the field of health and human services. Through these integrations, I feel students were immersed in taking a proactive approach to ethical AI usage.

CTL Observe and Analyze: "Take Away" moment

Perhaps the biggest takeaway from the Observe and Analyze zoom session with my peers was the understanding and personal expectations that I need to incorporate the discussion of AI when going over my AI Course Policy. I watched one of my peer's videos and I understand the value and importance of "having a conversation" with students around AI usage as part of fostering a culture of ethical practices. I reflect on how I structured my lecture when I reviewed the AI Course Policy, and I can honestly say that I treated it as if it were a topic or subject in a textbook that required competency of comprehension. However, in the video (of my peer), he was asking students about AI usage in conversation and several were authentically sharing their input and how they actually use it. The approach of "having a conversation" that is informal and inquisitive in nature will foster towards a collaborative culture of ethical practices- I'm looking forward to implementing this approach for the next upcoming term.

Evidence of Instructional Change

Evidence of Instructional Change
Example 1	Example 2	Example 3
Explanation of how I scaffold the implementation of the AI Course Policy	Students submitted two documents: Original Document and Final Document (demonstrate how they have used AI ethically)	Badge of completion

Practice and Reflect Teaching and Learning with AI:

Completion of the AI Tools for Teaching & Learning course has influenced my teaching practices by guiding my approach on fostering a culture of advancing AI usage through ethical practices. The approach required me to be proactive and fluent in how to use ChatGPT and various AI Tools and Resources so that I may teach students how to leverage the tools to enhance their learning. During our lectures, I would incorporate various tools and/or prompts and I thoroughly enjoyed my student's renewed interest and passion for learning. In addition, I needed to be transparent with my expectations by ensuring students are competent in the AI Course Policy so that they may empower themselves with accountability. The challenges associated with integrating AI into my education approach is that I still encountered situations with students where they used AI unethically and did not cross-check their AI written assignment to ensure it is correct. Their work is an example of a student having a deficiency of competency in the knowledge of materials, and therefore was unable to academically and clinically decipher AI Hallucinations and Bias' (even though the written information was blatantly false and incorrect, the student did not know it was false). Although I encountered this challenge, there is a significant decrease in these types of challenges (I occurrence vs 6 occurrences in the previous term).

Example of AI Tool: Using ChatGPT to enhance a lesson plan for an in-class activity. Then, using my process of creating the lesson plan as another example of teaching students how to use AI Tools such as prompting to enhance their learning while meeting the AI Course Policy (click on each tab below).

Tab 1: ChatGPT AI Prompt
Tab 2: ChatGPT AI Prompt revised
Tab 3: Enhanced lecture activities through ChatGPT

Tab 1: ChatGPT AI Prompt

The Strategic Action Plan assignment required students to develop an Incident Command System to address a Disruption in Service (Code Blue, Code Silver, etc.). This was my initial prompt to ChatGPT

image of initial prompt for Chat GPT sample

Tab 2: ChatGPT AI Prompt revised

This is an example of how I revised the original prompt to make sure ChaptGPT produced the outcomes that I wanted for the activity.

Image of Chat GPT Prompt Revised

Tab 3: Enhanced lecture activities through ChatGPT

This is the in-class lecture activity that I implemented based on the ideas derived from ChatGPT. I also use this example and walk through the process of how I created this in-class lecture activity using ChatGPT for brainstorming but then applying my own knowledge and skills to meet my own requirements and expectations of the course learning outcomes.

Image of brainstorming using Chat GPT

Image of brainstorming using Chat GPT

Course Syllabus

RPTA 119 Course Syllabus

RPTA 119 AI Course Policy

Faculty Bio

Faculty Bio
Faculty Picture	Faculty Professional Background
	I am a Lecturer at California State University, Sacramento, a Recreation Therapist at Sutter Health, and a Consultant serving various facilities such as John Muir Hospital and CASH (Community Against Sexual Harm). I have a background in the professional practice of RT and Allied Therapy management and supervision, recovery oriented care, Dialectical Behavioral Therapy, curriculum development, accreditation and regulatory compliance, and healthcare administration including behavioral health operations. I served on Sutter Center for Psychiatry’s Patient Satisfaction Committee, Quality Assurance and Process Improvement committee, The Joint Commission Accreditation Task Force, and the Patient Family Advisory Committee. I have also served in the capacity of a Clinical Internship Supervisor, District II RT Board Member for the California Parks and Recreation Society, and on the Conference Program Committee for the American Therapeutic Recreation Society. I earned my Bachelor of Science at San Jose State University, my Masters of Healthcare Administration at Saint Mary’s University, and my Doctorate in Educational Leadership and Public Policy at California State University, Sacramento.

Funding Source
This work was supported by:	Logos
US Department of Education P031S230256 and 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.