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In How to Build an Online Learning Community (In 2020)https://www.learnworlds.com/build-online-learning-community/ via @learnworlds 
Learners must feel free to pose questions either via email (directly to the teacher as a private communication) or by posting a discussion forum (publicly).
 
The drawback of the email approach is that the learner is relying on the teacher as the sole provider of information.
It is advisable, therefore, to set up a Q&A discussion thread for the duration of the online course. This saves time for the teacher and encourages communication:

 
"The purpose of this thread is for you to have a place to ask course-related questions. When appropriate, please feel free to post thoughts to questions posed by others as well."
 
 

Putting it into Practice

iClicker Cloud is a student response system based on the concept of the original iClicker devices, but available online and on mobile devices. MSU has purchased a site license, so there isn't any cost for Instructors and Students to integrate this into an online experience. This is great way to keep students engaged, offer synchronous participation, and you can even use this for attendance.

iClicker Options
Use iClicker Cloud for Remote Instruction
How to View Attendance with the iClicker Cloud Desktop Software

"As an extension of your course topics, you might like to create a blog outside the course platform, where learners will post articles, reflections, diary entries, images, links to websites, audio, or video clips, etc.
A community of learners can co-exist and co-develop in several social means concurrently. That will make it even more coherent.
In this special website you can:

Introduce a new assignment you want your learners to get involved with.
Let or invite learners to post entries on the blog."

https://www.learnworlds.com/build-online-learning-community/ via @learnworlds
Putting it into practice:

Groups & Discussions - Use Private Discussions for Journaling
Eli Review – Evidence-based writing instruction platform that facilitates peer review and revision based on faculty-configured assignments.
Google Docs
OneDrive with Shared Folders
Penzu -  is a free online diary and personal journal that highlights privacy.

What is Hybrid Teaching and Learning?
Whether or not they think of this as “hybrid teaching,” most educators have their students do scholarly work between course meetings, such as preparing notes, completing a set of problems, drafting an essay, or reflecting on a previous project. Often this work uses digital technologies. This student work then becomes the focus of the next face-to-face (f2f) meeting (e.g. by having students take an exam, self-assess their work, give and receive feedback, conduct lab experiments, or revise their writing). While some might call these activities “homework” or “studying,” all educators recognize that well-thought out and structured learning outside the classroom can enhance the f2f experience and free up class time educators can use to provide feedback, facilitate conversations, point to resources, and model the kind disciplinary inquiry they are asking students to engage with. In short, the f2f experience better supports learning when educators provide well-designed lessons for students outside of the classroom.
 
If this is part of your practice, you are already engaged in the work of “hybrid” teaching and learning.
 
To be clear, hybrid teaching and learning: 

Includes online interaction among learners and between instructor and learners
Has significant instructor presence online throughout the course
Devotes significant classroom time to discussion and interaction between learners and instructor
Engages students in learning activities both online and in the classroom
Explicitly integrates online content and activities with in-class content and/or activities

Because “hybrid” courses substitute online work for some amount of f2f time, explicit, designed hybrid teaching and learning asks educators to be even more attuned to the work they provide students outside of the classroom. Kathryn Linder writes: 
 
Hybrid pedagogy is a method of teaching that utilizes technology to create a variety of learning environments for students. Instructors who employ hybrid pedagogies intentionally incorporate technology tools both to enhance student learning and to respond to a wide range of learning preferences. In hybrid classroom settings, face-to-face activities are often combined with technology-mediated activities so that there is more active learning in the face-to-face setting as well as more intentional guidance when students are learning outside the classroom. (11)
 
Consequently, the shift to hybrid teaching and learning requires being more mindful of the “way[s] that instructors can ensure that students are engaged with the course content by incorporating online learning communities, synchronous and asynchronous discussion, and a variety of online collaboration methods that encourage students to interact with the course materials, their instructors, and their peers in a variety of ways” (Linder 12). Thinking in terms of hybrid teaching and learning can open the opportunity for creativity regarding how to use our resources to best support our students’ engagement with the content, ourselves, and one another. 
 
At the same time, as members of the university community living through a pandemic, we are challenged to think creatively about how to use our teaching resources to support student learning. Hybrid teaching and learning, may be, depending on the context, one option to minimize risk and support learning, while still helping students benefit from key campus community resources. This short document is meant to help educators make the transition to hybrid teaching and learning. To help you imagine and design your hybrid course, we’ll provide a series of hybrid teaching “dos” and “don'ts” before supplying some examples from educators across MSU. The bibliography at the end of this document will also provide you with some additional resources to help you plan and design your course. 
Hybrid Teaching and Learning “Dos”
The following list is meant to provide you with a few starting points to help you plan your hybrid course. As you plan...

Do have clearly defined learning objectives (“After the completion of this course, students will be able to…”) and projects/tasks and assessments that move students towards the learning objectives.
Do choose course technologies that help you and your students achieve those learning objectives. 
Do scaffold your tasks, assignments, and projects. This means breaking down larger projects into smaller tasks while providing formative feedback and explaining how the smaller parts build towards the larger project. Students need and want to know why they are engaging in some task, as well as how they are doing as they complete the tasks. This will also help you to make decisions about what to do in an online space and in your face-to-face meetings.
Do give time for students to learn how to use and interact with your course technologies.
Do use your face to face meetings to practice, provide feedback, encourage collaboration among students, reflect on learning, and/or foster discussion. 
Do consider your students’ prior knowledge and experience, as well as the resources your students have available in their local learning context, such as their home, neighborhood, or community.

Hybrid Teaching and Learning “Don’ts”
The following list reflects a common set of concerns for faculty and educators as they design their hybrid courses. As you plan...

Don’t forget there are people on the other side of the technology.
Don’t forget to build community among students.
Don’t spend too much time worrying about the percentage of work done online versus face-to-face (even in f2f courses, the bulk of learning can--and often does--take place outside of the classroom). Learning objectives should guide the way: 

What do I want my student to learn? 
How will I know when students meet the learning objectives?
What activities, projects, tasks, etc. will help my students achieve those learning objectives? 
Which of those activities, projects, tasks, should be done in a f2f setting? Why? 
Which of those activities, projects, tasks, should be done in an online setting? Why? 

Don’t approach course design as though you’re simply “transitioning” some f2f components into an online environment. Rather, understand that the online component of a hybrid course deserves its own theorization and attention, as it will only increase the power of the f2f meetings. In short, well-thought out online learning can make the f2f meetings more focused on practice, feedback, revision, and active learning. 
Don’t forget about accessibility and ensuring your students have access to course materials.

Models of Hybrid Courses
The following list provides a set of models from MSU faculty across the disciplines. More examples will be added in the near future:

A first-year writing course from the Department of Writing, Rhetoric, and American Cultures
A sophomore and junior-level biomedical laboratory science course


A first-year general chemistry lab course in Lyman Briggs College
A series of Russian language courses
Sophomore level course for students with an interest in Communicative Sciences and Disorders, including the minor in CSD.

Resources and Further Reading
Online

Michigan State University - Community D2L site for experiential learning 


Hybrid Learning Consortium 
University of Central Florida - Blended Learning Toolkit (or BlendKit) 
Cornell - Getting Starting with Designing Hybrid Courses Online 
Penn State U - What is Hybrid Learning? 
University of Texas - Hybrid Learning and Teaching 
Northeastern University - 5 Reasons Hybrid Learning May be Right for You 
A11Y Project 

PDFs, Design Resources, and Articles

Jay McTighe and Giselle O. Martin-Kniep - Seven Strategies for Supporting Student Learning in a Remote Environment
Jay McTighe and Ronald S. Thomas - Backwards Design for Forward Action
Kathryn E. Linder -  Blended Course Design Workbook (contains useful worksheets for designing your hybrid learning course).
https://www.sciencedirect.com/science/article/abs/pii/S1096751606000492
James Lang and Flower Darby - Small Teaching Online: Applying Learning Science in Online Classes
Angelo, T. A. A “Teacher’s Dozen”: Fourteen General, Research-based Principles for Improving Higher Learning in Our Classrooms.” AAHE Bulletin, 45(8), 3-13.
Banditvilai C. “Enhancing Students’ Language Skills through Blended Learning.” The Electronic Journal of e-Learning 14(3), 220-229.

Marisa Brandt (Lyman Briggs), Michael Ristich (Writing, Rhetoric, and American Cultures), Amy Ward (Human Medicine), and Arthur Ward (Lyman Briggs)
 
Contributors: Rachel Barnard (Lyman Briggs), Rachel Morris (Biomedical Laboratory Diagnostics), Shannon Donnally Spasova (Linguistics & Germanic, Slavic, Asian and African Languages), Lisa Kopf (University of Northern Iowa, Department of Communication Sciences and Disorders)
 

Topic Area: Online Teaching & Learning
Presented by: Paul Bylsma
Abstract:
Higher education was severely disrupted by the novel coronavirus disease 2019 (COVID). In order to safely resume educational activities, classes were moved online or were subject to severe protective measures. As a result, something about post-COVID higher education simply felt different. In this paper we use affect theory, a perspective that emphasizes an embodied ontology and an epistemology defined by feelings and intensities, to explore the elements that make in-person interactions significant. We conduct an affective analysis to show how post-COVID higher education demonstrated instances of proximate ambivalence, or the simultaneous proximity and distance of any particular object. Though this analysis critiques the attempted substitution of in-person learning with online learning, we also use lessons learned during this analysis to demonstrate the prevalence of proximate ambivalence in in-person learning. We argue that post-COVID higher education was cruelly optimistic in its attempt to re-create education as it existed before the pandemic and its ultimate failure to do so. We further show how the affective lens used to critique online learning is also useful in identifying areas for improvement to access and engagement in in-person learning.

In How to Build an Online Learning Community (In 2020) https://www.learnworlds.com/build-online-learning-community/ via @learnworlds 
 
During the early part of an online course, it is critical for class members to get to know one another, and learn to share things from an online class community.
A good idea is to create a discussion thread called “Introduce Yourself.” It’s also fruitful to present yourself too.

In this course, we will be working together collaboratively to achieve the course objectives we have set. I look forward to getting to know you. To get things started, please introduce yourself to the other learners. In this course, what I want you to achieve…

These discussion threads enable the teacher to identify learners with similar interests and help her to group learners for collaborative work later on in the course.
 
Putting it into Practice
One way that "Introduce Yourself" activities can be executed are by using the Discussion forum in D2L Brightspace. 
 
Another tool that can be used to facilitate introductions as FlipGrid. You can create an Introduction prompt on Flipgrid and your students can submit their video prompts on Flipgrid and respond to one another.
 
Tools:

D2L - Create a Forum
D2L - Create a Discussion Topic
Flipgrid -  How to Teach Remotely with Flipgrid

 

MSU does not currently have a university-wide policy on cameras/videos (e.g. web cameras) for online learning. Much like attendance/participation policies, camera/video policy statements will be determined by individual instructors, departments, and programs. Instructors are responsible for communicating the individual course policy to students.
The following resource is provided to assist you in developing coherent policies on camera use in your course. Please adjust the guidance to fit your particular course context, but remember you must make allowances for certain circumstances that might be tied to connectivity issues or environmental circumstances. It is key that your desire for video-on participation be built on a foundation of inclusion and accessibility, pedagogy and design.   The information below is shared as key considerations for developing your course policy.  If you have specific questions about writing your course policy, please reach out to the Center for Teaching and Learning Innovation (CTLI).  
Benefits and Challenges of Webcams 
The use of webcams in live online meetings can add to the educational experience in many ways. Some of these include: 

Students working in groups 
Showing physical evidence or materials 
Proof of attendance 
Classes that focus on communication skills, performance, or physical movement 

Students may wish to keep their webcams off because: 

Their internet speed cannot support the use of streaming video. Bandwidth problems are real for many students regardless of their location 
They may have privacy concerns (e.g. roommates, children, or other family members in the background) 
Students may wish to keep their webcams off because leaving them on may reveal their exact geographical location or other unique identifying information to the rest of the class 
They may have a visually busy environment or otherwise distracting background that could detract from others’ ability to attend to class content 
They may have personal or environmental concerns that make sharing their likeness or their personal spaces problematic. Not all computers can replace backgrounds with virtual backdrops that would alleviate these concerns 
They may have a disability where the video feed will decrease their success in the course 
Students may not have a webcam on their computer. This item has not been a component of the university required laptop/desktop description. 

Educators should be aware of the privacy, hardware, software, disability, and equity concerns and only require the use of webcams or video feeds when the educational value of requiring video supersedes those concerns. In such instances, there may still be students whose specific disabilities preclude the use of webcams. The Resource Center for Persons with Disabilities will work to assist students who have gone through the proper accommodation request process and for whom the use of webcams is not possible. Instructors should also keep in mind that the accommodations process can be a time consuming and expensive one; and not all students may be able to engage in it. In addition, disabilities, temporary or otherwise, can manifest at any time. These factors should be considered when you determining the policy for your course.
Best Practices for Developing Video Conference Policies 
In general, online learners experience “Zoom fatigue” and extra cognitive loads when it comes to learning (McCabe, et al., 2023 & Fauville, et al, 2021) For reasons of equity and respect for privacy, students generally should not be required to turn on their webcams for the full duration of all online class sessions. The literature around camera-on requirements promoting learning is scarce. Waluyo and Wangdi (2023) found that classroom dynamics, classroom exhaustion and participation, physical appearance and background, unrelated physical activity, distracting behaviors, and technical issues all played a role in student-camera behavior. It is also important to note that there are many ways to - through pedagogical design - effectively build a sense of belonging and classroom engagement. If you’re interested in more on classroom engagement strategies, you can schedule a consultation with a member of the CTLI team or check out CTLI’s upcoming events! 
Faculty might have pedagogical reasons to ask students to turn on cameras when teaching online, but educators should consider whether asking students to turn on their webcam is necessary to accomplish a learning objective and should explain to students the educational reason for their request, allowing the student to make their own, informed decision to do so based on their circumstances and without incurring penalties of any kind. 
In short, the default recommended practice would be to allow students to keep their webcams off, with certain learning goals and instructional practices making it justifiable for the educator to ask students to turn on their webcams if they are willing and able, after receiving an explanation for the request. The only exception to this choice would be during assessment activities that require* the use of a webcam.  
*Any webcam mandates need to be clearly communicated in advance of the first-expected use to allow students adequate time to plan and prepare their environment. 
Relevant MSU Documents and Policies 
Restrictions on instructors requiring students to turn on their webcams is supported by MSU’s Student Rights and Responsibilities, Article 2.II.B 8 (The student has a right to protection against improper disclosure of his/her education records and personal information such as values, beliefs, organizational affiliations, and health) and Article 2.III.B 10 (The student and the faculty share the responsibility for maintaining professional relationships based on mutual trust and civility). 
In light of the Family Educational Records Protections Act (FERPA), MSU’s Office of General Council recently put together this guide addressing how to properly deal with files of recorded synchronous sessions containing video feed.  References & Further Readings 
McCabe, J. A., Banasik, C. S., Jackson, M. G., Postlethwait, E. M., Steitz, A., & Wenzel, A. R. (2023). Exploring perceptions of cognitive load and mental fatigue in pandemic-era zoom classes. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000347  
Fauville, Geraldine and Luo, Mufan and Queiroz, Anna C. M. and Bailenson, Jeremy N. and Hancock, Jeff, Nonverbal Mechanisms Predict Zoom Fatigue and Explain Why Women Experience Higher Levels than Men (April 5, 2021). Available at SSRN: https://ssrn.com/abstract=3820035  or http://dx.doi.org/10.2139/ssrn.3820035   
Waluyo, Budi & Wangdi, Thinley. (2023). Reasons and Impacts of Camera On and Off during Synchronous Online English Teaching and Learning: Insights from Thai EFL Context. CALL-EJ. 24. 179-198.  Available at: https://www.researchgate.net/publication/367384842_Reasons_and_Impacts_of_Camera_On_and_Off_during_Synchronous_Online_English_Teaching_and_Learning_Insights_from_Thai_EFL_Context  
https://courses.cs.washington.edu/courses/cse481p/23sp/readings/W6S2/four-causes-zoom-fatigue-solutions-VigneshRamachandran.pdf   
Photo by Chris Montgomery on Unsplash 
 

The following are a collection of publicly sourced articles related to the recent rise of artificial intelligence in everyday applications. 
note: following each [hyperlinked] title/subtitle are abstracts generated by ChatGPT after receiving prompts from M. Neal. "Write an abstract for [article link]" is indicated with [URL] abstract. "Write an abstract for [article text]" is indicated with [text] abstract. These very similar prompt-responses are shared consecutively in the hope that reading the abstracts will showcase the variations in ChatGPT output (despite similar input). 

Deconstructing ChatGPT on the Future of Continuing Education
The future has arrived in continuing education—however, many have yet to realize the arrival.
[URL] Abstract: "The rise of AI technology and advancements in language models, such as ChatGPT, are poised to change the face of continuing education. The technology offers the potential for personalized and interactive learning experiences, making education more accessible and convenient for students. However, there are concerns about the potential job displacement and ethical implications of relying heavily on AI-powered learning systems. The article explores the potential benefits and drawbacks of ChatGPT and other AI systems in continuing education, and the need for careful consideration of these implications as the technology continues to evolve."
[text] Abstract: The recently released ChatGPT and GPT-3.5 from OpenAI have the potential to revolutionize the field of education. The advancements in AI technology will support heutagogy, which emphasizes student-centered, self-determined learning. AI will serve as a learning assistant, providing personalized and adaptive paths for learners. The technology promises universal access to education and a brighter future for lifelong learning. OpenAI has also taken steps to protect the system from providing harmful content, using a combination of a special prompt and Reinforcement Learning from Human Feedback (RLHF). Early user responses have been positive, with some stating that ChatGPT could potentially replace human-written essays.
ChatGPT and the rise of AI writers: how should higher education respond?
The proliferation of AI text generators such as ChatGPT has major implications for higher education. Nancy Gleason explores how educators should respond to these tools which can write essays in seconds
[URL] Abstract: "The rise of AI language models like ChatGPT is having a significant impact on writing and journalism, and higher education must respond. As AI technology continues to improve and become more prevalent, it is likely to impact the skills and knowledge required of future writers and journalists. Higher education institutions must consider how to adapt and prepare students for a future where AI-generated writing is increasingly common. The article argues that higher education institutions must play a role in preparing students for the ethical and practical implications of working with AI systems and in shaping the future of writing and journalism in an age of AI."
[text] Abstract: The article discusses the latest developments in deep machine learning, specifically the highly sophisticated AI chatbot ChatGPT developed by OpenAI. The author notes that the new interface has attracted over a million users in just five days and that ChatGPT is free and can generate text in various structured languages. The author also acknowledges potential concerns, such as the accuracy and bias of AI-generated text, but argues that these are dynamic and improving. The author argues that higher education institutions need to embrace the use of AI-generated text, but also need to reassess their pedagogical and assessment practices to incorporate AI-generated text in a way that aligns with the goals of equity, inclusion, and access. The author suggests that assessment should focus on process rather than outcome and gives a sample class activity that encourages students to compare assigned readings with AI-generated content.
Chatgpt And Its Effects On Higher Education (Full article written by ChatGPT)
[URL] Abstract: The use of ChatGPT in higher education has both benefits and drawbacks. ChatGPT is a natural language processing model that can generate human-like text responses to input text, and is trained on large amounts of text data to learn the patterns and structures of human language. This makes it useful for enhancing language understanding, improving writing skills, and increasing accessibility for students with disabilities. However, NLP models can also reproduce and amplify biases and discrimination in the data they are trained on, have limited flexibility, and create a dependence on technology. Cheating on exams with NLP models is also possible and difficult to prevent, but strict monitoring and oversight can help mitigate this risk.
How ChatGPT Could Transform Higher Education 
[URL] abstract: This article discusses the potential impact of OpenAI's language model, ChatGPT, on higher education. It highlights the ability of ChatGPT to provide personalized and automated answers to students' questions, allowing for more efficient and accessible education. The article also touches on the potential ethical considerations and the need for proper implementation and regulation in order to maximize the benefits and minimize potential negative consequences.
[text] abstract: ChatGPT is a large language model developed by OpenAI that excels in various text-based tasks, such as writing and composing. In the field of higher education, ChatGPT has the potential to revolutionize the way students and educators approach learning by providing personalized real-time responses to questions and needs. However, there are also significant dangers associated with the use of ChatGPT in higher education, including the potential for the model to reproduce biases and stereotypes and to reduce human interaction and personalized feedback in the learning process.
Freaking Out About ChatGPT—Part I
Artificial intelligence can crank out passable student essays in seconds. What are we going to do?
[text] article: The OpenAI ChatGPT interface has raised concerns in the academic community due to its ability to produce high-quality writing in seconds. The author, who has been monitoring the technology, finds the progress of GPT3 remarkable but also sees it as an opportunity to re-examine teaching practices and align them with pedagogical values. ChatGPT, however, has no understanding of content and cannot synthesize or evaluate information accurately. The author fed ChatGPT sample questions from past AP exams and was surprised by the quality of the responses. The author argues that the prevalence of standardized assessments and templates like the five-paragraph essay has corrupted the learning process and affected student writing abilities and attitudes towards writing and school. To address this, the author suggests providing students with learning experiences of intrinsic interest, utilizing methods of assessment that consider the learning process, and requiring students to demonstrate understanding in different ways.
[URL] abstract: The article "Freaking Out About ChatGPT- Part I" discusses the potential ethical and societal implications of OpenAI's language model, ChatGPT. The author highlights the concerns of chatbots being used for malicious purposes and the consequences of having AI models with advanced language capabilities. The article suggests that as AI technology continues to advance, it is crucial to consider the ethical implications and take steps to mitigate potential negative consequences.
Using Artificial Intelligence in the Classroom
[URL] abstract: This guide provides an overview of using artificial intelligence (AI) in the classroom. It discusses the benefits and challenges of incorporating AI technologies, such as chatbots and machine learning algorithms, into education. It also explores various examples of AI applications in education, such as personalized learning and language tutoring. The guide also provides recommendations for educators and institutions looking to integrate AI into their teaching practices.
[text] Abstract: ChatGPT, a new conversational artificial intelligence (AI) program, has sparked discussions on its potential impact on higher education and the workforce. While some fear its threat, instructors can use it as an opportunity to educate students on AI by incorporating it in their teaching methods. This approach can encourage student participation in a larger societal discussion, help them develop ethical grounding and understanding of academic integrity related to AI. To prepare, instructors should reflect on the potential threats and benefits, test AI themselves, revise assignments, consider data and privacy policies, and identify and communicate opportunities in their course.
4 Ways Universities Can Use AI to Streamline Operations
[URL] Abstract: Artificial intelligence (AI) is increasingly being adopted by universities to streamline their operations and improve the student experience. AI can help universities save time and resources by automating repetitive tasks, such as scheduling, student services, and administrative functions. There are several ways that universities can use AI to streamline operations and improve efficiency.

Personalized Student Services: AI can be used to provide students with personalized support and information, including admission and enrollment guidance, financial aid, and course scheduling.
Improved Admissions Process: AI can automate the time-consuming and repetitive task of reviewing and sorting through large numbers of applications, enabling universities to process applications faster and more efficiently.
Streamlined Administrative Functions: AI can automate routine tasks, such as student registration, grade reporting, and course scheduling, freeing up staff time and resources for more important tasks.
Enhance Student Learning: AI can be integrated into the curriculum, providing students with customized and interactive learning experiences that can improve their comprehension and retention of course material.

In conclusion, AI has the potential to revolutionize the way universities operate, improving efficiency and the student experience. Universities can use AI to streamline operations, save time and resources, and improve the overall educational experience.
[text] Abstract: This article explains the benefits of using AI chatbots in higher education institutions. AI chatbots can help reduce call and email volume, streamline the application process, increase availability and accessibility for students, and improve operational efficiency for staff. For example, chatbots can answer routine questions from students 24/7 and remind students about unfinished applications. This can increase the likelihood of students enrolling, leading to better margins for the institution. By improving operational efficiency, staff can focus on more complex interactions with students. Chatbots have already been successful in reducing costs for universities and colleges.
ChatGPT: A Must-See Before the Semester Begins
[URL] Abstract: The article "ChatGPT: A Must-See Before the Semester Begins" focuses on the application of advanced language model technology in the classroom. It highlights the potential benefits of using OpenAI's ChatGPT for educational purposes, including improved student engagement and increased efficiency in answering frequently asked questions. The article also provides tips for integrating ChatGPT into teaching practices, such as using it for language translation and enhancing discussion forums. Overall, the article emphasizes the importance of utilizing cutting-edge technology in education and presents ChatGPT as a valuable tool for educators.
[text] Abstract: This article discusses the potential impact of AI in education, specifically in the realm of writing. The author highlights the capabilities of a language model called ChatGPT, which is capable of generating various forms of writing including movie scripts, sonnets, grant proposals, and more. The author argues that the advent of AI writing technology could potentially lead to a shift in the way education is approached, moving away from traditional rote learning and towards a model that emphasizes student-driven learning and collaboration with AI. The author also raises questions about the ethical implications of AI writing, and encourages educators to consider the possibilities for creating more meaningful and purposeful learning experiences for students.
How Emotion AI will change the online learning landscape
[URL] Abstract: Emotion AI is a rapidly developing field that uses artificial intelligence to recognize and respond to human emotions. This technology has the potential to revolutionize the online learning landscape by creating a more personalized and engaging learning experience. By using Emotion AI, online learning platforms can track and respond to the emotional state of students, making the learning process more adaptive and effective. This article explores the benefits of Emotion AI in online learning and how it will shape the future of education.
[text] Abstract: Emotion AI, a branch of affective computing, is gaining mainstream attention for its ability to recognize and respond to human emotions. With the growth of technology, understanding both the cognitive and affective channels of human connection is crucial. As such, industries such as automotive, retail, and education are investing in making their technology more human-like using computer vision and speech recognition. In the education sector, Emotion AI is expected to transform online learning by providing a more personalized and engaging experience for learners. By monitoring the emotions of students and providing feedback to instructors, Emotion AI can improve the learning process and tailor the curriculum to each student's needs. The technology has the potential to play an increasingly important role in the online learning landscape and is likely to transform the way we learn in the future.
ChatGPT Advice Academics Can Use Now
To harness the potential and avert the risks of OpenAI’s new chat bot, academics should think a few years out, invite students into the conversation and—most of all—experiment, not panic.
[URL] Abstract: This article reports on advice offered by academic experts on how to use AI language models like ChatGPT in academia. The experts discuss the benefits and limitations of using AI language models, and offer suggestions on how to effectively integrate them into research and teaching. They also emphasize the importance of being aware of ethical considerations, such as ensuring the appropriate use of data and avoiding the spread of misinformation. The article provides valuable insights for academic institutions looking to utilize AI language models in their work.
[text] Abstract: With the advent of ChatGPT, a language model released by OpenAI, the academic community is grappling with the potential and risks posed by this game-changing technology. The bot writes essays, poems, and debates on a wide range of topics and has even earned passing scores on the bar exam. While some see opportunities for accelerating discussions about teaching and learning, others worry about widespread cheating. Experts in higher education suggest a deliberate and flexible approach to ChatGPT. Faculty members should familiarize themselves with AI writing aids and consider their implications for different courses. Administrators should support faculty training and provide clear instructions to students on the use of AI aids. The focus should be on how these tools can achieve learning outcomes and promote equity and access. By thinking a few years ahead and asking the right questions, academic integrity concerns can be minimized while promoting learning outcomes.
Thoughts about the impact of AI text on assessment
[URL] Abstract: The article "Thoughts About the Impact of AI on Text Assessment" explores the potential consequences of the widespread adoption of artificial intelligence in the field of text assessment. The author discusses the various advantages and disadvantages of relying on AI algorithms, including the ability to analyze large amounts of data quickly, the potential for unbiased scoring, and the possibility of oversimplifying complex linguistic phenomena. They also examine the ethical considerations involved in using AI for text assessment, such as accountability, privacy, and the potential for AI to perpetuate existing biases. Overall, the article provides a comprehensive overview of the impact of AI on text assessment and encourages readers to consider both the benefits and challenges of this technology.
[text] Abstract: The use of Large Language Models (LLMs) like ChatGPT has raised concerns in the education community regarding their impact on assessment. The author highlights that AI-generated text is not a new problem, as similar issues exist with the use of search engines and essay-writing services. The truthfulness and trustworthiness of AI-generated text are not exclusive to AI, as people can also write untruthful information. The author suggests that the solution to assessment is not to rely on large texts or quizzes, but to focus on long-term engagement for building reputation. The education system needs to be restructured to keep small class sizes and emphasize 1:1 engagement for quality learning. The author also points out that AIs will play a significant role in our lives and need to be educated to be friendly and not competition.
ADDITIONAL RESOURCES
How to Productively Address AI-Generated Text in Your Classroom

What are ChatGPT and AI-generated text?
How can you most productively address Chat-GPT and other AI text tools?
Why might students use AI-generated text? 
How can you identify AI-generated text?
How can you address AI-generated content in your syllabus and course design? 
How can you adjust assignments to make them more AI-resistant? 
How can you embrace the AI tools for improving student learning? 


ChatGPT and AI in Higher Education: Opportunities and Challenges
Presenters: Vivek Astvansh, Paul Cook, Jeanette Heidewald, Rebecca Itow, Kevin Jones
Moderator: Adam Maksl
Recorded Wednesday, January 18, 2023 3 - 4 p.m. EST
A panel of faculty and experts across IU campuses explores the potential uses and challenges of ChatGPT and other AI technologies in teaching and learning. We've seen many media reports in recent weeks about the technology. Discussions have included not only concerns about students using the tool to cheat but also opportunities to use such tech in automating administrative tasks or proactively introducing students to technology likely to shape the future of work.  
In this webinar, we provided a brief overview of the technology and explored these topics and more, identifying both challenges and opportunities for teaching and learning. Our panelists provided diverse, cross-disciplinary perspectives. This panel was the first in a series of programs offered across IU campuses on AI and its role in teaching and learning.

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Image attribution:Geek Field Trip - WKAR at Michigan State University by Betsy Weber is licensed under CC-BY 2.0