Assignment design strategies for utilizing AI and ed tech to increase student participation

Concurrent Session 5

Brief Abstract

Effective online discussions and assessments actively engage students beyond the standard read, write, and respond methodology, as this can often appear mechanical and compulsory. Our goal is to foster critical thinking and introspection. In this session, we will introduce a range of technologies, methodologies, and tactics for designing meaningful online activities.

Presenters

Lead Presenter: Sean Nufer, TCS Education System

Dr Sean Nufer is the Director of Teaching and Learning at TCS Education System, and an associate adjunct professor at The Chicago School of Professional Psychology and Pacific Oaks College.

Extended Abstract

Assessments and activities in online higher education frequently rely on traditional discussion boards and essays, but these can become formulaic and uninspiring, failing to actively engage students. This session will delve into innovative methods for course developers and instructional designers to incorporate technology and transform online assignments. We will explore a variety of inventive tools and techniques to boost collaboration and cultivate a sense of community in online discussions. By engaging students through meaningful interactions and high-level synthesis, a connected community of learners can achieve outcome mastery.

In contrast to the spirited interactions in face-to-face classrooms, online discussions often prioritize quantity over quality, with students focusing on post frequency and word count. Consequently, students may submit minimal effort posts close to deadlines, burdening others with an excessive volume of posts. Students can use a myriad of artificial intelligence tools to complete many traditional essay prompts satisfactorily with minimal effort, and those tools will be constantly refined and improved throughout the coming years.

Effective assessment improvement starts with design and pedagogy. By aligning learning outcomes and shifting focus from mere reflection to critical thinking and application, online discussions can better emulate the Socratic method used in face-to-face classrooms. Assessment design should cater to learning objectives, course content, and outcomes. Furthermore, course creators and instructional designers should explore innovative technology to supplement assignments, emphasizing meaningful interactions and fostering a connected learning community.

We will share research from Pacific Oaks College and The Chicago School of Professional Psychology, comparing traditional online assignment models with cutting-edge approaches to enhance student interaction, engagement, and teaching and learning outcomes. The session will present examples of innovative online techniques, discuss their efficacy, and provide recommendations based on the findings.

Participants who attend this session will:

  • Explore innovative methods for creating and managing online discussion boards.
  • Examine student feedback and quantitative information to evaluate the effectiveness of discussion boards, considering the pros and cons of each format.

References:

Jaggers, S. S. & Xu, D. (2016).  How do online course design features influence student performance?  Computers & Education, 95, 270-284.

Rovai, A. (2002).  Building sense of community at a distance.  International Review of Research in Open and Distance Learning, 3(1), 1-16.

Zhou, H. (2015).  A systematic review of empirical studies on participants’ interactions in internet-mediated discussion boards as a course component in formal higher education settings. Online Learning. 19(3). Retrieved from http://olj.onlinelearningconsortium.org/index.php/olj/article/view/675