AI and Course Development

Here are resources from my presentation today at “AI at MTSU”.

Handy links to read/visit

• More Useful Things: AI Resources from Ethan Mollick
• 10 Ways Artificial Intelligence Is Transforming Instructional Design | EDUCAUSE Review
• AI for Course Design | Coursera a free Coursera course.
• Augmented Course Design: Using AI to Boost Efficiency and Expand Capacity | EDUCAUSE Review

Creating Effective Learning Objectives

Example Prompt

Act as an expert instructional designer and an expert professor in higher education. You are creating a course on the topic “Writing grant proposals” for these learners: graduate education students studying higher education funding.

Here is my syllabus for the course. (upload document).

I would like you to create ten learning objectives using the ABCD method of producing learning objectives. The “A” is for the “audience,” that is, who is doing the learning. The “B” is for “behavior”. This means the desired behavior from the learner that results from the instruction. The “C” is for “conditions”. This means you should include the conditions under which the learner will demonstrate the behavior. The “D” is for “degree”. This means you will include a measurable degree to which the learner will demonstrate the behavior.

Use one Bloom’s taxonomy verb per objective. Please include the desired learner behavior, the conditions under which the learner will demonstrate the behavior, and the degree of mastery required. Do not use vague verbs or phrases such as “will understand” or “will know how to”, or “will appreciate”, or similar vague verbs.

Write each objective in one sentence. Rank the ten objectives from the most effective to the least effective relative to the content of the syllabus. Write the objectives in a scholarly tone at the graduate education level.

The output:

Here are ten learning objectives for the “Writing Grant Proposals” course using the ABCD method, ranked from most effective to least effective based on the syllabus content.

These objectives are ranked according to their alignment with the syllabus content and the level of skill development required, focusing on progressively more specialized aspects of grant proposal writing.

1. Graduate education students will draft a complete grant proposal narrative using an RFP template that incorporates all essential components such as abstract, goals, literature review, and methods.
2. Graduate education students will evaluate grant proposal drafts using a specified rubric by achieving a minimum score of 85% across all evaluation categories.
3. Graduate education students will identify at least five suitable funding sources based on a given research topic by correctly matching the sources with their respective funding priorities.
4. Graduate education students will construct a comprehensive budget justification for a hypothetical project that includes all required budget categories and aligns with the guidelines of the funding agency.
5. Graduate education students will analyze the requirements outlined in an RFP, under time constraints, by accurately pinpointing at least four critical components necessary for a strong proposal.
6. Graduate education students will design an evaluation plan for a proposed project that includes at least three relevant metrics aligned with the project’s objectives and outcomes.
7. Graduate education students will critique sample grant evaluation plans provided during class by identifying at least three strengths and three areas for improvement.
8. Graduate education students will engage in a simulated interview with a program director, based on assigned funding priorities, by articulating at least two relevant questions and responses.
9. Graduate education students will compare funding criteria for national and local grants by creating a summary document that identifies at least three key similarities and differences.
10. Graduate education students will organize a list of personal funding sources from various sectors (government, private foundation, etc.) that includes a brief description of each funding opportunity and its alignment with their professional goals.

Sample Prompt for an Online Activity

Act as an expert instructional designer. Please generate four interesting activities for my online course about grant writing in higher education.

Use my syllabus (upload document) and the learning objectives below as you create these activities.

Learning Objectives:

1. Graduate education students will draft a complete grant proposal narrative using an RFP template incorporating all essential components such as abstract, goals, literature review, and methods.
2. Graduate education students will evaluate grant proposal drafts using a specified rubric by achieving a minimum score of 85% across all evaluation categories.
3. Graduate education students will identify at least five suitable funding sources based on a given research topic by correctly matching the sources with their respective funding priorities.
4. Graduate education students will construct a comprehensive budget justification for a hypothetical project that includes all required budget categories and aligns with the funding agency’s guidelines.

The Output:

Here are four engaging activities aligned with the syllabus and learning objectives for your grant writing course:

Activity 1: “Grant Proposal Draft Workshop”

Objective: Help students draft a complete grant proposal narrative.

Instructions: Students will select an RFP that aligns with their research interests. Over two weeks, they will draft key sections of a proposal (abstract, goals, literature review, methods), bringing drafts to class for peer review sessions. Each session will focus on one component of the proposal narrative, with students providing structured feedback using a rubric based on the course’s evaluation standards.
Outcome: By the end of the workshop, each student should have a well-developed draft, incorporating peer feedback to strengthen each section.

Activity 2: “Funding Source Scavenger Hunt”
Objective: Enable students to identify five suitable funding sources.

Instructions: Students will explore various databases (e.g., Foundation Center, government websites) and use the syllabus’s suggested sources (e.g., Carnegie Foundation, NSF). They will find five funding sources for their chosen project and match each with specific funding priorities. Each match will be accompanied by a brief justification of how the project aligns with the funder’s goals.
Outcome: Students will compile a report detailing the five funding sources, providing a rationale for their selection. This will help build a personalized funding portfolio.

Activity 3: “Mock Panel Review”
Objective: Guide students in evaluating grant proposal drafts using a rubric.

Instructions: Groups of students will act as reviewers on a mock panel, assessing drafts from peers based on the evaluation rubric. Each group will provide scores and constructive feedback on the different components (e.g., goals, methods, budget justification). Students will discuss how they reached their scores and offer suggestions for improving proposals.
Outcome: This activity will familiarize students with the review process, helping them refine their proposals based on the received feedback.

Activity 4: “Budget Justification Challenge” 
Objective: Teach students to construct a comprehensive budget justification.

Instructions: Using a hypothetical project scenario, students will develop a complete budget, including all required categories (e.g., personnel, equipment, travel). They will ensure alignment with the funding agency’s guidelines. Students will present their budget justifications, defending their decisions while considering the funder’s priorities.
Outcome: Each student will submit a detailed budget and justification that aligns with their hypothetical project’s needs and the chosen funding agency’s requirements.

These activities incorporate peer interaction, practical application, and real-world scenarios to help students master grant writing skills in higher education.

Sample Prompt for Authentic Assessments

Act as an expert instructional designer who is proficient in developing innovative and effective authentic assessments that enable students to demonstrate their knowledge in an observable way. Create three authentic assessments for graduate students who are learning how to write effective funding and grant proposals.

The assessment you propose here should align with at least one of the objectives below.

Learning Objectives:

1. Graduate education students will draft a complete grant proposal narrative using an RFP template incorporating all essential components such as abstract, goals, literature review, and methods.
2. Graduate education students will evaluate grant proposal drafts using a specified rubric by achieving a minimum score of 85% across all evaluation categories.
3. Graduate education students will identify at least five suitable funding sources based on a given research topic by correctly matching the sources with their respective funding priorities.
4. Graduate education students will construct a comprehensive budget justification for a hypothetical project that includes all required budget categories and aligns with the funding agency’s guidelines.

The assessments should not be tests, quizzes, matching, fill-in-the-blank, or any standard assessment that is not considered authentic to the context of actually writing effective grant proposals.