Innovation Showcases
AI with Regular and Substantive Interaction: Two Faculty Learning Communities View Digital Media
Innovation Showcase Andrée Leighton
This innnovation showcase will highlight the experience facilitating two faculty learning communities (FLCs) related to teaching with AI and RSI (Regular and Substantive Interaction). In total eighteen faculty participated from a wide range of disciplines ranging from the humanities and social sciences to STEM. The FLCs explored themes of responsible AI use in pedagogy and student work and using RSI as a means to address concerns and shortcomings of AI. Among the best and essential responses to AI is our humanity and interactions with our students and each other. The showcase also shares examples of faculty assignments and activities with students, and how students responded.
Using AI for the Design of Immersive Learning Scenarios with Twine: Enhancing a Nurse Education Course View Digital Media
Innovation Showcase Jeffrey Jones, Kevin Guevara, Michael Coriasco
In the rapidly evolving landscape of digital education, generative AI presents a transformative potential for creating immersive and personalized learning experiences. This project focuses on the design and implementation of an interactive learning scenarios for students in a Master of Nurse Education program, utilizing Twine as the delivery platform. The scenario integrates AI-generated narratives within an HTML framework into the existing learning management system. The objective is to enhance critical thinking and decision-making for nurse educators in designing learning experiences. The usefulness of the scenarios will be evaluated through surveys administered to students enrolled in the course. These surveys will assess their potential value, its impact on learner engagement and achievement, and its effectiveness in enhancing decision making skills for nurse educators. We report on these results in our session. By navigating the intersection of AI technology and nursing education, this project demonstrates how generative AI can reshape learning paradigms and contribute to the advancement of healthcare education.
Building a Resume with an AI Advantage View Digital Media
Innovation Showcase Dean Jensen
The digital landscape has evolved rapidly, and so have the expectations for job seekers, especially among students who are at the cusp of entering the professional world. In this context, the importance of a well-crafted resume cannot be overstated. Traditional methods of resume building, however, often fail to provide students with the personalized guidance and nuanced insights necessary to stand out in a competitive job market. This presentation introduces a novel Web application designed to address these challenges by leveraging the power of Generative AI. Our Web application, "AI Resume Builder," utilizes cutting-edge Generative AI technology to assist students in creating professional, tailored resumes that reflect their unique skills, experiences, and career aspirations. The AI-driven platform guides users through every stage of the resume-building process, offering real-time suggestions for content, layout, and wording based on industry standards and job-specific requirements. In this presentation, we delve into the design and development process of the application, highlighting the key features that set it apart, such as its intuitive user interface, dynamic content generation, and customizable templates. By the end of the session, attendees will gain insights into the transformative potential of AI in resume creation, as well as practical knowledge on how to integrate similar technologies into their own educational or professional environments.
An Investigation of Teacher Identity Changes and Challenges of Short-term Internship in an International Education Setting View Digital Media
Paper Presentation in a Themed Session Ying Ti Wang
International internships are considered as an effective way for college students to learn foreign language and develop professional skills at the same time, and more and more college students apply for being an international intern to polish their abilities. The major purpose of this study is to investigate how the international internship experience from college period shape or change the teacher identity construction of two international educators anonymized as Darlene and Aurora. A narrative inquiry approach will be adopted in this study. Data include journal, daily conversations, reflectional documents, and three semi-structures interviews. The participants' experiences are divided into three parts to investigate: before the internship, during the internship, and after the internship. By analyzing the data, the difficulties the participants encountered, and the changes found in the foreign context are discussed. According to the documents collected so far, it can be found that the two participants hold different attitudes toward the uncertainty and culture issues to deal with the difficulties. The process of being an international intern teacher led them to reflect about their identity and culture. Finally, the study provides people who are interested in being international intern teachers some data to see how to help the interns and language instructors.
