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Instruction & Assessment Librarian
Instruction & Assessment Librarian
California State University, Channel Islands
Breeann Austin, an Instruction Librarian, and Thomas Alexander, an Information Literacy Intern, from CSU Channel Islands created a Canvas module on how to use (and not use) AI during the research process. The module is shared as three Word documents: (1) What is AI, (2) ChatGPT and Research, (3) Library's AI Research Assistant (also called the Primo AI Research Assistant). The pages include text, videos, further readings, "let's experiment" activities, and Thinglink interactive images to engage students and provide multiple learning pathway options. Screenshots of the Thinglink images are provided with links to accessible versions of the interactive content.
Leveraging AI for Nonprofit Data Analysis and Reporting
Leveraging AI for Nonprofit Data Analysis and Reporting
California State University, Channel Islands
Joshua Gold, Assistant Professor from California State University, Channel Islands, developed a brief course to introduce students to the use of ChatGPT for data analysis and interpretation in a non-profit setting. The course guides students through practical modules on uploading data, conducting basic analyses, interpreting results, and creating visual outputs such as graphs and tables using AI tools. The class aims to help learners improve internal evaluations, stakeholder communication, and grant reporting through the use of accessible AI technology."
Use of Generative AI to aid Students in Creating Advanced Biochemistry Laboratory Protocols
Use of Generative AI to aid Students in Creating Advanced Biochemistry Laboratory Protocols
California State University, Channel Islands
William Munroe, Lecturer from CSU Channel Islands, tested AI tools (poe.com and playlabs.ai) to assist students in creating laboratory protocols for the advanced biochemistry laboratory. Here, the AI chatbot helped students create a draft for their protocol assignment by summarizing peer-reviewed journal articles and product documentation. The format of the AI-assisted output included items students are requested include in their prelab assignment, such as a purpose, chemical mechanism for the experiment, a list of chemical reagents/safety section, and the experimental outline. Students were then asked to critique the AI-output for correctness and completion.
AI-assisted control systems learning project
AI-assisted control systems learning project
California State University, Channel Islands
Vedang Chauhan, an instructor at California State University Channel Islands (CSUCI), has developed an AI-assisted learning module for a Feedback Control Systems course. This project introduces a self-guided, AI-supported learning approach aimed at promoting active engagement and deeper understanding in technical subjects. The method centers on structured, prompt-based exploration using AI tools like ChatGPT, where students begin with guided prompts, receive explanations and step-by-step walkthroughs, and then customize the interaction based on their individual learning styles and pace. The AI functions as a supportive peer tutor, helping students clarify concepts, develop problem-solving strategies, enhance critical thinking, and build confidence. The approach concludes with a student-completed problem and a short assessment to evaluate understanding without AI assistance. As a demonstration of this model, the topic of design via state-space methods in control systems is used to illustrate how AI can improve comprehension of abstract and mathematical concepts while fostering ethical and independent learning.
Developing an AI Chatbot to Support Quantitative Foundations for Business/Economics Students
Developing an AI Chatbot to Support Quantitative Foundations for Business/Economics Students
California State University, Channel Islands
Yeawon Yoo, an Assistant Professor at CSU Channel Islands, developed a chatbot designed to support business and economics majors in a quantitative foundations course. The chatbot provides interactive practice questions, explanations, and immediate feedback to help students strengthen their understanding of key concepts. The tool promotes active learning and supports diverse learning styles, making complex material more accessible. This chatbot can be adapted to a variety of quantitative courses and will help students engage more effectively with the content.
Using Interactive Videos to Enhance Student Engagement in an Online Asynchronous Course
Using Interactive Videos to Enhance Student Engagement in an Online Asynchronous Course
California State University, Channel Islands
Ellen Lewis, a lecturer at CSU Channel Islands, used PlayPosit to develop five interactive videos for PSY 457: Criminal Behavior, incorporating lecture recordings based on Chapter 3 of the course textbook (Heilbrun et al., 2024). Each video included multiple-choice, true/false, and discussion questions embedded throughout the lecture, prompting students to pause, reflect, and respond before continuing. To evaluate the impact of this interactive format, a post-lecture survey gathered student feedback on their experience compared to traditional lecture recordings without embedded questions. The sample provided here represents the final segment of the lecture.
Reference
Heilbrun, K., Greene, E., & Bradfield Douglass, A. (2024). Understanding crime. In Wrightsman’s Psychology and the Legal System (pp. 38–60). Cengage Learning, Inc.
ElementQuest: Mastering the First 36 Elements Through an Interactive Game
ElementQuest: Mastering the First 36 Elements Through an Interactive Game
California State University, Channel Islands
Benny Ng, an instructor at California State University Channel Islands, developed an interactive game using HTML, CSS, and JavaScript to help students build spatial recognition of elements in the periodic table. The game challenged students to quickly locate elements under time pressure, turning rote memorization into a fun, competitive experience. This approach supported the learning goal of helping students internalize element positions as a foundation for understanding periodic trends. By using browser-based technologies accessible on any device without the need for installation, the game showcased how gamification can enhance chemistry education, boosting student engagement and improving recall of key concepts.
Activity: Using AI to Design Instruction
Activity: Using AI to Design Instruction
California State University, Stanislaus
Harleen Singh, an Instructor from California State University Stanislaus, designed an in-class activity where students collaborate in small groups and explored two modalities for lesson planning: traditional manual methods and the utilization of an Artificial Intelligence (AI) tool of their preference. Through this process, they compared the effectiveness of these approaches and reflected on the role of AI in instructional design. The assignment’s objective was to collaborate and delve into the benefits and challenges associated with integrating AI into instructional design.
Course Documentary Assignment
Course Documentary Assignment
California State University, Channel Islands
Dorothy Horn, Instructor from CSU Channel Islands, created an interactive PlayPosit integration for the documentary used in the asynchronous class.
Playposit- Video Assignment
Playposit- Video Assignment
California State University, Channel Islands
Annie White, Associate Professor from California State University Channel Islands, created an assignment using Playposit for an online course. The assignment included students watching a video. During the video, the Playposit assignment was designed to pause at intervals to allow students to respond to instructor questions. The student responses were posted in a Discussion for peers to read and respond. This assignment provided opportunities to engage in critical reflection of the video, along with peer engagement and learning.
Using AI tools to Help Write Introduction Sections for Laboratory Reports
Using AI tools to Help Write Introduction Sections for Laboratory Reports
California State University, Channel Islands
William Munroe, Lecturer from CSU Channel Islands, tested GPT4All (an AI tool) with helping students’ writing. The instructor tasked students to install a free utility (GPT4All) capable of interacting with a user curated pdf library. Students prepareed an initial draft of an introduction section using the AI tool and pdf sources for their lab report. After preparing the draft, students would then edit and revise the output for accuracy.
Assignment Information Video Production using Artificial Intelligence (AI) Tools
Assignment Information Video Production using Artificial Intelligence (AI) Tools
California State University, Channel Islands
Ryan Murphy, Assistant Professor of Business Communication at California State University Channel Islands, created an assignment information video using HeyGen (an AI avatar video creation tool) and ChatGPT. Assignment information videos supplement written assignment instructions, rubrics, and verbal explanations of an assignment in class. By offering assignment information using additional modes, student gain enhanced clarity and understanding of assignment instructions. Video instructions keep students engaged and they can be replayed as many times as necessary.
Acknowledgement to Dr. Stephen Lind of the University of Southern California who presented this concept at the Association for Business Communication Western Regional Conference (Spring 2024), where he shared both practical outcome of AI videos like this as well as technical instructions for creating them.
Playposit for Chem 251 Spectroscopy Unit
Playposit for Chem 251 Spectroscopy Unit
California State University, Channel Islands
Michelle Kobrin, Instructor from Channel Islands, created Playposit bulbs for Chem 251Quantitative Analysis spectroscopy unit. The unit included a playlist of 10 Playposit bulbs compiled into a single playlist, which was assigned in Canvas for students to interact with during Week 14 lectures. Chem 251 is a flipped class, so this Playposit set served as their lectures for the week. Post week 14, Chem 251 students were interviewed to evaluate the advantages of Playposit technology compared to the previous approach, where watching the lectures was optional. Based on the feedback, this Playposit playlist will continue to be incorporated into the Chem 251 course going forward.
Online Activity: Cause or correlation, or just a kettle of fish?
Online Activity: Cause or correlation, or just a kettle of fish?
California State University, Stanislaus
Danny Grimes, Instructor from California State University Stanislaus, created an online activity in Discussions Plus to help students interact while exploring the difference between correlation and causation. The activity requires students to create a post, reply to a peer, and respond to a reply. Using a humorous example, the activity encourages creativity and a lighthearted approach to problem-solving.
Ratios for Case Analysis using Voice Thread
Ratios for Case Analysis using Voice Thread
California State University, Dominguez Hills
Chacko Kannothra, Instructor from California State University Dominguez Hills, created a voice thread assignment to help online learners to revise financial and accounting ratios that may be used for case analysis in the strategic management capstone course. The assignment requires students to watch a voice thread (external video) and answer questions provided with the voice thread. Students can submit their responses in multiple formats including audio, video, text, or even upload a file with their responses. This voice thread can be assigned at the beginning of the semester to revisit some of the concepts that students learned in earlier semesters, and used extensively in the capstone course for analysis. Please note that the external video used for this voice thread was recorded by Prof. Melissa Schilling and is available on YouTube.