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AI Commons Bulletin 2/26/2025

🆚 AI in Qualitative Research: ChatGPT vs. Human Coders
An MSU study examined ChatGPT’s role in qualitative data analysis, comparing AI-augmented and human coding of hotel guest experiences. AI-generated themes aligned with human-coded ones but missed social interactions and safety concerns. A hybrid approach—AI for initial coding with human refinement—balances efficiency and analytical rigor.

Learn More: Sun, H., Kim, M., Kim, S., & Choi, L. (2025). A methodological exploration of generative artificial intelligence (AI) for efficient qualitative analysis on hotel guests’ delightful experiences. International Journal of Hospitality Management, 124, 103974.

🤔 VR Tool with AI Increased Student Learning and Reflection
This empirical study found that students interacting with a VR course tutor increased focus and reflection and were more likely to ask questions, “Within the dialogue with the AI virtual tutor, learners most frequently engaged in discourse centered around collaboratively building on ideas.”

Learn More: Chu, X. et al. Enhancing the flipped classroom model with generative AI and Metaverse technologies. Ed Tech Res Dev (2025).

🧠 Use LLM Prompting to Teach Computational Thinking
Many fields consider computational thinking (CT) to be essential. Hsu (2025) details how to teach this skill using LLM prompting. Also includes interesting ideas for incorporating prompting in a deeper way: meaningful, social prompting, or learner directed prompting

Learn More: Hsu, HP. From Programming to Prompting. TechTrends (2025).

🧭 AI Guidelines at Major Universities are Pretty Predictable
A content analysis of AI guidelines at the top 50 USNWR-ranked institutions reveals key themes: AI use is allowed but must not involve plagiarism or unauthorized assistance, instructors should clearly define AI expectations, and users must follow privacy guidelines by avoiding sharing sensitive or confidential information.

Learn More: Alba et al (2025) ChatGPT Comes to Campus. SIGSCE TS.

Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).

Hello!

The MSU Department of Police and Public Safety is hosting a Community Cool Down event outside of the STEM Teaching and Learning Facility this Thursday, August 3rd, 2023 from 11:00am to 2:00pm. The event is open to all students, faculty, and staff and the goal is to provide a safe space and opportunity for the Spartan community to get energized ahead of the fall semester. There will be a DJ, yard games, cool treats, and more. We hope to see you there!

Recently, I have been working on how we might provide instruction in DEI principles to the students in our courses. Here is what I have come up with:

"Timely Team Tips: Stealthy DEI Instruction through Brief Animated Explainer Videos

Fostering Inclusive Practices within the Student Learning Teams Organized for My IAH Courses"

Timely Team Tips #1 - https://www.youtube.com/watch?v=sa18WLyz3tQ
Timely Team Tips #2 - https://www.youtube.com/watch?v=sLzV0yFgX6E
Timely Team Tips #3 - https://www.youtube.com/watch?v=ZOGTEdf54CI
Timely Team Tips #4 - https://www.youtube.com/watch?v=m7wemM9h2zk
Timely Team Tips #5 - https://www.youtube.com/watch?v=ITKHb5TtdV4
Timely Team Tips #6 - https://www.youtube.com/watch?v=6GHwB3Dw8vc&t=7s
Timely Team Tips #7 - https://www.youtube.com/watch?v=BjwCSyHhTKs&t=5s
Timely Team Tips #8 - https://www.youtube.com/watch?v=TG53U-5QYe4
Timely Team Tips #9 - https://www.youtube.com/watch?v=nxngV78pgsU
Timely Team Tips #10 - https://www.youtube.com/watch?v=GwuikDDsRSI

The recently created explainer videos above are now embedded into my online course modules for Week 3-Week 12 and are presented to students in the context of fostering student learning team “cohesion” (I have made to conscious decision to avoid the terms diversity, equity, and inclusion in most instances) during weekly collaborative assignments and three larger digital projects students are asked to complete as part of my currently asynchronous online courses.

Part of my thinking behind this project has been to help prepare students for professional life after graduation – think 21st century employability skills -- given the attention paid to DEI principles and practices within the business and corporate world. The information presented in these animated explainer videos is a synthesis of other information from many different academic and corporate sources online by the way. I take no credit for it other than in the way I present it to my students, using the Doodly app. The project is developing, so I anticipate adjustments as I continue the work.

When I move to a hybrid modality as we transition back to the physical classroom next fall (???), I plan to keep and retain all of the online materials developed during the last two years of the pandemic to better support, motivate, and engage the students in my (gen. ed.) courses, another ongoing project of long standing.

If ever you would like to talk in more detail about my ongoing work with this, just drop me a line. As difficult as the last couple of years have been for everyone, I have really enjoyed the turbo charged push forward it has provided when t comes to how I think about my courses, teaching, and related points here at MSU.

Lerner's essay "Social Workers Can't Be Republicans: Engaging Conservative Students in the Classroom" certainly has one of the more provocative titles that I've ever seen in a scholarly essay. Stokes and I are asking you to give it a look as part of our conversation on 3/18/22; see the link below!

The University of Waterloo's Center for Faculty Excellence has shared some interesting approaches for engaging students who are disruptive to your classroom learning environments:

1. Ask the students if they have a question. Sometimes talking during class is legitimate; students have missed a key definition or number and need clarification from someone sitting nearby.

2. Move closer to the disruptive students. Your proximity may signal to them that they are interrupting the class.

3. Make a general statement to the class about the disruption. If you do not feel comfortable singling people out, you can indicate to the class in general that the disruption level is too high and remind them of the ground rules you set on day one.

4. Use an active learning activity. Try a think-pair-share where you have students turn to the person next to them to discuss a problem or question. This will break up the flow of the class and help to re-capture students’ attention. It will also give you an opportunity to approach the disruptive students and discuss your concern with them.

5. Ask those who consistently disrupt the class to see you after class. This will give you an opportunity to air your concerns outside of class and indicate your displeasure with the students’ behavior without embarrassing them in front of the class.

(Large Classes: Limiting the Chaos. Centre for Teaching Excellence, University of Waterloo)
https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/large-classes-limiting-chaos link

How to Build an Online Learning Community (In 2020) https://www.learnworlds.com/build-online-learning-community/ via @learnworlds

Greetings! I'm Dustin De Felice and tomorrow (10/22) I will be hosting an AMA on ideas for Hyflex classrooms. With the addition of cameras and microphones in classroom spaces across campus, the ability to link students online and in person has never been greater. While there are still challenges with this type of classroom, I have been exploring various formats, scheduling strategies, and modality choices with an eye toward future semesters. Please share your questions, add a thought, or even a description of how your classroom looks now by commenting on this post and I'll share what I know. Looking forward to having a conversation about Hyflex classrooms!

Generative AI for Student and Educator Support - These are the slides for the session on August 21, 2024 by CTLI staff.

https://www.canva.com/design/DAGM_uxIjNI/XzIMWwqtQicgdH0RmuBKNg/edit?utm_content=DAGM_uxIjNI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
If there are any questions or comments, please contact CTLI