In Part 2 of this double session on generative AI (and specifically ChatGPT), AT consultant Shelley Haven will leaded a guided interactive discussion to brainstorm various ideas and issues:
–Propose applications for generative AI to enhance teaching and learning
–Identify significant issues that impact using generative AI in education
–Suggest best practices that encourage responsible and ethical use.
The implications for generative AI in education are simultaneously exciting and concerning. We are likely at an inflection point similar to 20 years ago when education began integrating the Internet, and 40 years ago when schools started employing desktop computers. Consider this discussion as a beginning – the information, insights, and ideas gained will help you continue the discussion about AI in your school, district, or practice.
Learning Outcomes
1. Understanding AI: Explain why “generative AI” like ChatGPT is unique and ground-breaking and how to get effective results when using it.
2. Uses for AI: Name at least three novel applications of generative AI like ChatGPT in education (both teaching and learning).
3. Best practices for AI: Name at least three strategies for harnessing generative AI in education while addressing concerns such as cheating, plagiarism, privacy, and ethical use.
Note: these learning outcomes apply to the combination of both Part 1 and Part 2 of this double session.
Part 1 of a two sessions focused on universal design for learning. Universal design for learning (UDL) is a framework based on neuroscience that is intended to foster the development of learners who are purposeful and motivated, knowledgeable and resourceful, and strategic and goal directed. Further, understanding the relationship among learning goals, assessment, methods and materials, and applying the UDL framework with fidelity is central to supporting effective learners and learning.
This session will provide participants with an overview of the underlying tenets and guidelines of UDL, a rationale for its implementation in P-20 education, a discussion of common critiques, and an opportunity to apply the principles to hypothetical and actual learning contexts.
Key Learning Outcomes
1. Participants will develop or refine their understanding of the three principles and nine guidelines of the UDL framework.
2. Participants will identify strengths and challenges to the effective implementation of the UDL framework within their professional context.
3. Participants will apply select guidelines of the UDL framework within a hypothetical and/or actual learning context.
Artificial Intelligence, or AI, has been part of our daily lives for decades (think speech recognition, Netflix recommendations, contextual grammar checkers, and GPS navigation). The recent hype – and angst – about AI in education centers on so-called “generative AI” such as ChatGPT that can create novel content and both understands and responds using conversational language. As this emergent technology raises more questions than it answers, educators should understand how to harness its capabilities and make sound decisions about its use.
In Part 1 of this informative and thought-provoking double session, AT consultant Shelley Haven will explain:
–What artificial intelligence is (and isn’t)
–What makes ChatGPT unique and ground-breaking
–How ChatGPT can support teaching and learning
–Challenges that must be addressed to ensure responsible use.
Key Learning Outcomes
1. Understanding AI: Explain why “generative AI” like ChatGPT is unique and ground-breaking and how to get effective results when using it.
2. Uses for AI: Name at least three novel applications of generative AI like ChatGPT in education (both teaching and learning)
3. Best practices for AI: Name at least three strategies for harnessing generative AI in education while addressing concerns such as cheating, plagiarism, privacy, and ethical use.
Note: these learning outcomes apply to the combination of both Part 1 and Part 2 of this double session.
Part 1 of a two sessions focused on universal design for learning. Universal design for learning (UDL) is a framework based on neuroscience that is intended to foster the development of learners who are purposeful and motivated, knowledgeable and resourceful, and strategic and goal directed. Further, understanding the relationship among learning goals, assessment, methods and materials, and applying the UDL framework with fidelity is central to supporting effective learners and learning.
This session will provide participants with an overview of the underlying tenets and guidelines of UDL, a rationale for its implementation in P-20 education, a discussion of common critiques, and an opportunity to apply the principles to hypothetical and actual learning contexts.
Key Learning Outcomes
1. Participants will develop or refine their understanding of the three principles and nine guidelines of the UDL framework.
2. Participants will identify strengths and challenges to the effective implementation of the UDL framework within their professional context.
3. Participants will apply select guidelines of the UDL framework within a hypothetical and/or actual learning context.
Using the principles of Universal Design for Learning as a guide, it is possible to facilitate meaningful participation in reading activities by altering access, content, and materials. For emergent literacy learners, an interactive literacy kit containing a book, an adapted version of the book, and a combination of toys, games and activities relating to the book can provide exposure to reading, writing, listening, communication opportunities, fine motor, math, and more. Scaffolds created or displayed with commonly used software, web-based tools, and classroom manipulatives provide a multitude of creative opportunities for all. Come explore ways to adapt books and create rich thematic units incorporating literacy and learning. Participants will be provided with free online resources for composing electronic versions or print-based book adaptations, and book kits.
Key Learning Outcomes
- Name three or more adapted book design features that can benefit learners.
- Identify three or more ways technology can be used to assist in the production of adapted books.
- Recommend three or more resources described in this session to learn more about adapting print to provide increased access for all.
Presentation Materials
Assistive Technology is often over looked when looking at a students transition plan. During this session attendees will gain an understanding of the importance of AT in transition planning and ways to incorporate it for student success.
Key Learning Outcomes
1. Participants will demonstrate and understanding of transition planning and how AT can be included in this.
2. After attending the session participants will be able to apply AT to areas in transition planning.
3. Participants will use resource provided to increase their knowledge in adding AT to transition plans.
Presentation Materials
