iFederation@ALISE 2023 Virtual Session

Click here to view the recording of this session.

Passcode: E1Z^tQ@G

Organizers
Toni Samek, University of Alberta
Rong Tang, Simmons University
Lynn Silipigni Connaway, OCLC

When
Monday, September 25, 2023, 10-11:30 am EDT

Panelists

 

Andrew Cox
Andrew is a senior lecturer at the Information School, Sheffield, UK. Among his research interests is the application of AI in libraries. He is the convenor of the IFLA special interest group on AI and chair elect of the ASIST SIG on AI.


 

Jennifer Herman
Jennifer H. Herman has over 15 years’ experience leading faculty development in higher education and has been serving as the first permanent director of the Center for Faculty Excellence since 2013. In addition to facilitating or overseeing 150-200 CFE programs and consultations each year, Dr. Herman has supported Simmons strategic initiatives, including the development of PLAN, teaching for inclusive excellence, and the pivot to online learning.
She has been a principal investigator or curriculum designer on multi-institutional projects related to curriculum development, assessment, and teaching strategy, including partnerships with NILOA, the U.S. Department of State, the NYS Small Business Development Center, and Harvard Medical School. Her research focuses on Creating Engaging Discussions, instructional technology, and online education. In her faculty role as Associate Professor of Practice in Health Professions Education, Dr. Herman teaches courses on teaching, assessment, learning theory, and curriculum development for doctoral and CAGS students.
Before joining Simmons, Dr. Herman was the founding Director of the Center for the Advancement of Scholarship, Teaching, and Learning at Niagara University. Jennifer holds a Ph.D. in Higher Education from the University at Buffalo and a MA in International Training and Education from American University.

 
 

Ali Shiri

Ali Shiri is a Professor in the School of Library and Information Studies at the University of Alberta, Edmonton, Alberta, Canada, and is currently the Vice Dean of the Faculty of Graduate Studies and Research. He received his PhD in Information Science from the University of Strathclyde Department of Computer and Information Sciences in Glasgow, Scotland in 2004. Ali has been teaching, researching, and writing about digital libraries and digital information interaction, knowledge organization, data and learning analytics, and more recently on AI and ethics in education. In his current research, funded by the Social Sciences and Humanities Research Council of Canada (SSHRC), he is developing cultural heritage digital libraries and digital storytelling systems for the Inuvialuit communities in the Northwest Territories in Canada’s Western Arctic.

Houqiang Yu

Houqiang (Francis) Yu, Phd of information science, associate professor at Sun Yat-sen University. His research and teaching are primarily focused on data science, altmetrics, informetrics, scientometrics, scholarly communication and scientific evaluation. He is PI of 2 NSFC projects and 2 HSSFMEC projects, as well as key participator of over 10 national projects. He is member of iSchool AP iNext committee, CASI committee, SMP committee, ISSI, ASIST. He serves as expert reviewer for national projects and several prestigious journals.

• Panelists’ conversation: 4 panelists discussing ChatGPT and education [30 minutes]
• Breakout room discussion: 4 different breakout room discussions, each room addresses a different topic area, each breakout room will have a discussion facilitator, a recorder and reporter [20 minutes]
• Report back: Participants return to the main room to report the key points of engagement in their breakout room discussion [20 minutes]
• Wrap up: Summary and consultation on potential next steps. [20 minutes]

1. What are our discipline’s conventions and assumptions? How might our students use AI to support their academic work in our discipline?
2. What role, if any, do AI driven technologies in our course/classroom play in our personal teaching philosophies?
3. Is assessment task redesign needed? How significant is this redesign and development? How do the new assessments fit and align with our course learning outcomes?
4. What do we want our students to know about our expectations regarding AI and academic integrity?
5. What kind of classroom environment would our students like to see? How might we  include them in the sister conversations about AI use in academic work?

• Leverage AI tools
  Consider how we might use AI tools in our activities and assessment tasks to encourage problem solving, creativity, reflection, originality, and higher order thinking. 

• Scaffold Assessment tasks: 
  Integrate short, no-stake/low stakes AI-tool based assignments or group work into larger (summative) assessments.

• Evaluate AI
  Use AI-generated output to encourage student’s active evaluation of output quality. How accurate is the output? What biases does the output contain? What are its shortcomings?

• Data Security, Privacy, and Assessments
  Instructors and students need to understand the privacy and data security implications as well as contemplate alternative assessments, so those who wish to opt out of using AI tools may be supported in doing so. See below for more information.

If you have questions, please contact [email protected].