Ramona Hercules

I can see students using ChatGPT when they may not have an thorough understanding of the assignment and I think they may use it when they are running out of time to complete an assignment. 

I have learned the benefits of AI but also the possible drawbacks from AI which may include plagiarism or the false assumption by the student that an instructor is not needed. Leaving a question of how does a faculty member know if a student is using AI solely in their submissions? 

I am wondering if I might be able to incorporate ChatGPT into open hours for students similar to office hours. Perhaps incorporate into discussion boards. 

Seeing the benefits and keeping an open mind. Moving forward, I will review the research to learn how I can incorporate AI into the online educational forum and to influence others to do the same. 

I would like to incorporate additional feedback or evaluations from the various stakeholders. Our program asks for faculty (peer) and student feedback continuously. I would appreciate the chance to have dialogue with the accreditation team. Currently, we receive feedback from our administrators after an accreditation visit.

I allow for a do-over when a student has missed the mark on an assignment. I am going to add the phrase suggested in this lesson "What 1 (or more) things did you change in your self-assessment or self-reflection process?"

The statement that was suggested to place on the syllabus: "This dynamic syllabus is updated and expanded with greater detail as each module is made available. Please check the dynamic syllabus often to stay current with all updates."

This statement suggests that changes can be made during a current course. 

My understanding is that a syllabus should not be modified during a current course session but can be modified, revised, or updated for the next session. These modifications are based on new evidence as well as feedback from faculty and students. 

Can changes to a syllabus be made during a… >>>

I am walking away with an opportunity to look how I can integrate the 8 scaffolding skills into an accelerated 8 week college course. 

I  am also going to clarify the statement placed on the syllabus: "This dynamic syllabus is updated and expanded with greater detail as each module is made available. Please check the dynamic syllabus often to stay current with all updates." My understanding is that has been that once the syllabus has been created, it cannot change during the current course. It can be revised and changed based on feedback for the next course but not during… >>>

I plan to survey students and ask for their input in the assessment of the course delivery. Which did they prefer, videos, textbook reading assignments, website links, etc. It seems that with each class there are varying degrees of engagement, I think this might help engage the students, help me provide consistency in the assessment of the material, and create a more student-centered approach.