WEBVTT 00:21:10.000 --> 00:21:26.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Hello and welcome. My name is Amy Pinkerton, and I'm a senior instructional designer at the BSPH Center for Teaching and Learning, and I'm very excited to be kicking off this year's Picnic PD series on. 00:21:26.000 --> 00:21:42.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Teaching in the Age of Artificial Intelligence. If you haven't already checked out the other sessions in this year's Picnic PD lineup, then I encourage you to check out our Teaching Toolkit website for more details. And thank you, Lauren, for posting the link in the chat. 00:21:43.000 --> 00:21:49.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Today's session is Human First, Applying the AI Sandwich Framework in Public Health Teaching. 00:21:53.000 --> 00:22:08.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right, so over the last few years, generative AI has entered education incredibly fast, much faster than other earlier shifts in technology like the rise of the internet and access to personal computers. 00:22:08.000 --> 00:22:21.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Generative AI tools showed up almost overnight, and were often built directly into the systems that we use for our teaching and learning, leaving many educators caught off guard. 00:22:21.000 --> 00:22:25.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And then it leads us to consider the questions. 00:22:25.000 --> 00:22:29.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: How do we use these tools? 00:22:29.000 --> 00:22:33.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: By whom and under what conditions? 00:22:34.000 --> 00:22:49.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: How do we make sure that AI supports and not replaces human judgment, empathy, and expertise that define public health teaching and learning? And then also, not just public health, but I know some of you are joining us from outside of the School of Public Health. 00:22:49.000 --> 00:22:54.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: How do we consider these tools in relation to your field of study? 00:22:55.000 --> 00:23:11.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And to answer that question, we're going to apply the AI sandwich framework in the design of teaching and learning. And again, I'll be using public health examples, but as we go through our scenarios and examples, think about how this framework can be applied to your field of study. 00:23:16.000 --> 00:23:19.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right. Oh, I went too far. 00:23:19.000 --> 00:23:19.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Go pack. 00:23:19.000 --> 00:23:35.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: There we go. I wanted to also take a few moments to talk about the scope of this workshop. So we only have 30 minutes of time together, which is not enough time to get into the nitty gritty of using generative AI in all academic contexts. 00:23:35.000 --> 00:23:52.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So this workshop is going to be a quick, practical introduction to the AI sandwich framework, and it's designed to get you to start thinking about how to intentionally use generative AI in your teaching and learning practice. Think of it as a starting point. 00:23:52.000 --> 00:24:09.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: to think about how you can apply this framework as you think about generative AI in your courses. It's not going to be a deep dive, and I also want to mention that I probably won't have all the answers to your questions, but I'll do my best to clarify how to apply this framework. 00:24:09.000 --> 00:24:11.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Um, from a teaching and learning perspective. 00:24:13.000 --> 00:24:29.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right, we're going to start off with a quick reflection activity. So for one minute, I'd like you to consider your course activities and assessments. Where do you draw the line between what you would trust generative AI to do for your students. 00:24:29.000 --> 00:24:42.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: and what you believe must remain fully human. Um, you don't need to share or post your reflection, but keep it handy, because we're gonna revisit it at the end of our workshop. So I'll start the one-minute timer, starting now. 00:24:47.000 --> 00:24:48.000 JHU_CTL_VIDEOPRODUCTION: Thank you. 00:24:57.000 --> 00:24:59.000 JHU_CTL_VIDEOPRODUCTION: Thank you. 00:25:05.000 --> 00:25:06.000 JHU_CTL_VIDEOPRODUCTION: Thank you. 00:25:17.000 --> 00:25:19.000 JHU_CTL_VIDEOPRODUCTION: Thank you. 00:25:27.000 --> 00:25:29.000 JHU_CTL_VIDEOPRODUCTION: Thank you. 00:25:35.000 --> 00:25:36.000 JHU_CTL_VIDEOPRODUCTION: Thank you. 00:25:37.000 --> 00:25:39.000 JHU_CTL_VIDEOPRODUCTION: Thank you. 00:25:46.000 --> 00:26:08.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right. That was our one minute timer. And I saw a question come up in the chat. What exactly do we mean by generative AI? By generative AI, I mean AI tools that generate outputs based on what you input. Usually they're text-based, like Microsoft Copilot or Claude, ChatGPT, those types of tools that. 00:26:08.000 --> 00:26:18.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: You input instructions or a prompt, and then the AI creates or generates an output for you. So that's the type of video. 00:26:18.000 --> 00:26:22.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: generative AI that I'm referring to, and I hope that clarifies. 00:26:22.000 --> 00:26:32.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Um, again, you don't need to share your reflection or post it anywhere right now, but keep it handy because we will revisit it, uh, towards the end of our workshop. 00:26:33.000 --> 00:26:35.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right. 00:26:37.000 --> 00:26:52.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Sorry, I keep going too far. Okay, so now let's think about outsourcing tasks to technology. I was a 90s kid, so I remember when we used to memorize phone numbers or print out directions and use paper maps to navigate. 00:26:52.000 --> 00:27:14.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: But now we often outsource those tasks to technology. We have the contact lists in our cell phones and the GPS in our vehicles. And that outsourcing, that kind of outsourcing is fine, especially for routine tasks. But the stakes are much higher when we start to outsource our cognition and our teaching and learning, especially to. 00:27:14.000 --> 00:27:31.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: technologies like generative AI. And this is why we need a human first approach when we think about how to use generative AI in teaching and learning, because we want to build skills that stay strong even when we and our students use AI as a tool. 00:27:34.000 --> 00:27:49.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: There we go for the stakes. There are high stakes associated with using AI unintentionally in teaching and learning. First, if it's used too early in the learning process, then students. 00:27:49.000 --> 00:28:06.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: could risk having underdeveloped their skills, especially if they have too much reliance on the technology. So those skills become underdeveloped. And even in someone who has acquired skills, if you use generative AI too often. 00:28:06.000 --> 00:28:28.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Then those skills can become out of practice and start to atrophy. So this is where the AI sandwich framework can become a useful tool because it gives us a simple structure to our AI usage in a way that these essential human cognitive capabilities remain strong despite outsourcing some of that cognition to a tool. 00:28:31.000 --> 00:28:44.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Um, there is… our main source of today's workshop is Dr. Lane Freeman's article that was published in the Online Learning Consortium, and there was a quote from this article that I thought was a great stepping-off point. 00:28:44.000 --> 00:28:46.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Quote. 00:28:46.000 --> 00:28:56.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: The educators are responsible for ensuring that learners develop knowledge, skills, and judgment. If students outsource too much. 00:28:56.000 --> 00:29:11.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: too much thinking to AI, they may produce polished work without building the underlying understanding. The challenge is to help them use it in ways that enhance rather than replace human creativity and critical thinking. 00:29:11.000 --> 00:29:17.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So again, I thought this was a great start stepping off point into thinking about this framework. 00:29:17.000 --> 00:29:26.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And the AI sandwich framework is broken into three pieces. We have our top bun, our middle bun, and our ingredients. 00:29:26.000 --> 00:29:33.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Our top bun represents starting with human thoughts, questions, ideas, and rough drafts. 00:29:33.000 --> 00:29:42.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: The middle ingredients represent selecting and using generative AI tools as tools and/or as a collaborative partner. 00:29:42.000 --> 00:29:59.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And then we have our bottom bun, which represents returning to the person after using generative AI and the person evaluates, refines and synthesizes. And so if we think about a sandwich, the bun, the bread parts are the human parts and the ingredients are. 00:29:59.000 --> 00:30:00.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: As the AI. 00:30:01.000 --> 00:30:12.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Let's look at these in a little bit more detail, um, but succinctly put, think first, collaborate with AI second, and think again at the end. 00:30:14.000 --> 00:30:30.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right, so in more detail, our top one is our human first. This is where we should start. You should start with thinking before outsourcing to AI. And for students, this means having students begin with their own ideas. 00:30:30.000 --> 00:30:50.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Through brainstorming, quick writing, discussing, or writing a first rough draft. That early effort is vital, especially when we think about not underdeveloping their skills in the learning process, because this gives students a way to capture their voice and show how they're making sense of a topic. 00:30:50.000 --> 00:30:56.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: before any kind of intervention of a tool like generative AI. 00:30:56.000 --> 00:31:00.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: OK, next we have our ingredients. 00:31:00.000 --> 00:31:17.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: AI in the middle. And this is where we use it as a tool, not a substitute for a person. AI can help our students clarify concepts, generate examples, point out gaps in their understanding, or simulate. It can also draft summaries or offer alternative wordings. 00:31:17.000 --> 00:31:27.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: But always based on that first initial human work that happened in the top bun portion of the process. So top bun and then ingredients. 00:31:27.000 --> 00:31:45.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And then finally, we have our bottom bun, which is back to the human. And this, I think, is probably the most important part because it's where human judgment lives. The student reviews what the AI has generated, and then they decide what to keep or discard. 00:31:45.000 --> 00:31:50.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Check for accuracy, and then rewrite and synthesize in their own voice. 00:31:50.000 --> 00:32:00.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So nothing is finished without this final human pass. And that's the heart of the AI sandwich framework. You have thinking at the beginning. 00:32:00.000 --> 00:32:17.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: human judgment at the end with the AI in the middle as the ingredients. Um, so in a way, if we think of a sandwich without the bun, the whole thing falls apart. So without the human, um, the whole thing falls apart. Uh, I'm gonna check the chat to see if there are any questions. 00:32:17.000 --> 00:32:26.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So I don't see any more questions. If you do have questions, feel free to post those in the chat and I'll keep an eye on those, but otherwise we'll keep. 00:32:26.000 --> 00:32:28.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Going along. 00:32:29.000 --> 00:32:30.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right. 00:32:33.000 --> 00:32:56.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So we've talked about our AI sandwich framework. Let's actually look at it in action. And part of that is deciding as you're constructing your sandwich for your course, we have to talk about human to AI ratio. I just saw a question come in. Where did the framework come from? The framework was created by Dr. Lane Freeman. 00:32:56.000 --> 00:33:10.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Um, and it was posted in the, um, or published in the Online Learning Consortium, and, uh, references and resources will be available in a follow-up email if you'd like to read the full article where the framework came from. 00:33:11.000 --> 00:33:18.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: OK, so when we think about human to AI ratio, our first factor is going to be. 00:33:18.000 --> 00:33:24.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: The prior knowledge. Oh, thank you, Lauren, for posting the link in the chat. 00:33:25.000 --> 00:33:40.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So when we think about prior knowledge, especially in our students, generally when someone is new to content, like a student learning a concept for the first time, the human layers, the bread, should be thicker than the AI layers, the ingredients. 00:33:40.000 --> 00:34:00.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Um, whereas if someone's more familiar with a topic, like a graduate student summarizing a familiar report, then you can have thinner bread portions and thicker ingredient portions. So you can have more AI with more experience in a topic. And the reason why is because someone who has more. 00:34:00.000 --> 00:34:17.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: prior knowledge and experience can more easily evaluate and discern what from the generative AI output can be taken so they can they can review and synthesize more using that prior experience and knowledge. 00:34:20.000 --> 00:34:36.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Our next factor is going to be cognitive complexity. So when we think of cognitive complexity, these are tied to your learning objectives for the learning experience, activity, or assessment. So think about what it is that you want your students to demonstrate. 00:34:36.000 --> 00:34:54.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And as that complexity increases, outsourcing to AI should decrease, because you want your students doing that cognitive work more than them using a tool to outsource that cognitive work. And if you're not sure about how complex your activity or assessment is. 00:34:54.000 --> 00:35:11.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Then I recommend mapping it across Bloom's taxonomy where you can determine the level of complexity. So for example, something that's identify, summarize, or explain is going to be less complex than if you're analyzing, evaluating, or creating. 00:35:11.000 --> 00:35:15.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And applying is usually somewhere in the middle. 00:35:15.000 --> 00:35:22.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So, um, again, cognitive complexity. What do you want your students to actually demonstrate versus outsource? 00:35:24.000 --> 00:35:36.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And then our next factor is a little more subjective, and this is really up to the faculty. Um, and it's whether or not this is an opportunity for AI literacy development. 00:35:36.000 --> 00:35:52.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So ask yourself if you're looking at your course activities and assessments, do you see the learning experience as an opportunity to develop students AI literacy skills? Could the structured guided use of generative AI be part of the learning process? 00:35:52.000 --> 00:36:10.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: If yes, then intentionally incorporate generative AI using the other factors to determine the human-to-AI ratio. Um, but also, it's valid to say no. Um, this is not an opportunity. It's okay to say no and to not try to fit a tool that isn't. 00:36:10.000 --> 00:36:22.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: uh, needed or appropriate for the job. So, um, there are going to be times when you say, this is… this is an assignment or activity that has no AI, uh, component, and that's completely valid. 00:36:24.000 --> 00:36:40.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And then finally, I wanted to mention some public health specific considerations around generative AI use. So public health work involves uncertainty, ethical judgments, lived experience and real world consequences. And so when we think about. 00:36:40.000 --> 00:36:57.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: preparing future public health professionals, we have to keep that in mind as we're training them on how to use these tools like generative AI. So it's important to remember that one with generative AI, there's a risk of hallucinations, but also with oversimplification and generalizations. 00:36:57.000 --> 00:37:20.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: That might not be appropriate for public health settings. And then also within public health, there's a huge importance of context, equity, and population specific nuances that large language models might not be trained on. So when you're thinking about how you and your students are using AI, think about that bottom bun of our sandwich where human judgment lives. 00:37:20.000 --> 00:37:36.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: That has to be robust enough that they can discern and evaluate and correct for these special nuances and public health considerations, and usually a good rule of thumb is as something becomes more specialized. 00:37:36.000 --> 00:37:45.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: The bottom bun needs to be more and more robust to make up for those nuances. 00:37:46.000 --> 00:37:50.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright. And I think that could be applied to any field of study. 00:37:50.000 --> 00:37:58.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So as you are here, if you're out from outside of the School of Public Health, then think about how this would apply to your field of study. 00:37:59.000 --> 00:38:14.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right, now we're going to look at some examples and then end the workshop actually applying this to some scenarios. So full disclosure here for these examples and scenarios, I did use generative AI to help me. 00:38:14.000 --> 00:38:18.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: You can also draft these in this case Microsoft Copilot. 00:38:20.000 --> 00:38:24.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right, so here's our first example. 00:38:24.000 --> 00:38:35.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Um, we have undergraduate student Yanu needs to identify a topic to focus on for their project. They're considering using AI to help them brainstorm. 00:38:35.000 --> 00:38:45.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So, let's think of our factors. We had prior knowledge, this is an undergraduate student, so we can assume minimal prior knowledge outside of the scope of the course or program. 00:38:45.000 --> 00:38:52.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: For cognitive complexity, identify and brainstorm, those are relatively low in complexity. 00:38:52.000 --> 00:39:02.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: For AI literacy development, there is an opportunity here. So I'm going to say yes, that this could have an AI component. And so for this example. 00:39:02.000 --> 00:39:12.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: I would say that this is a human heavy opportunity for our human heavy human to AI ratio sandwich. 00:39:12.000 --> 00:39:25.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Um, and the reason why I say human-heavy, if this had been a master's or grad… or doctoral student, then I might say more balanced to AI-heavy, but because it's an undergrad, it needs… they need to have that additional, um, skill development. 00:39:25.000 --> 00:39:38.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So in this case, I would have the student generate their initial ideas first, maybe use AI to brainstorm additional topics, and then go back and look at both lists to make their final decision. 00:39:39.000 --> 00:39:54.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right, now our next example. We have doctoral student Matthew is creating a public health communication. He's decided to create a 45-second public service announcement in the form of a social media clip. 00:39:55.000 --> 00:40:14.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: He's considering using generative AI to produce the video. So here, for prior knowledge, we have a doctoral student, so we can assume a lot of prior knowledge and experience. For cognitive complexity, he's creating a message and also producing an artifact, in this case a video clip. 00:40:14.000 --> 00:40:24.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So that's pretty complex. For AI literacy development, I'm going to say there is an opportunity here, especially for the production of the video. 00:40:24.000 --> 00:40:35.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Um, so for this example, I'm going to say balanced, but I'm going to pull it into two separate pieces, a human-heavy piece and an AI-heavy piece. 00:40:35.000 --> 00:40:53.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: The human-heavy piece is going to be the actual drafting and crafting of the message itself. That should be done by the student. And then once that's finalized, then the student can go to an AI-heavy production side, where they might use generative AI to create images or to create. 00:40:53.000 --> 00:41:05.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: video clips that match his message, followed by him then reviewing what the AI has generated to check for accuracy, tone, and relevance to his target audience. 00:41:06.000 --> 00:41:21.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Uh, yes, I just saw a thing in the… a comment in the chat. It would be great to incorporate awareness of the environmental impact of using AI. Maybe a question about how important it is to use AI, and if this is something that would be relatively easy to do without. Yes. 00:41:21.000 --> 00:41:39.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: I agree. I think there are a lot of environmental factors to consider, too, and the appropriate use of AI. For today's session, we're not going to go as much into the environmental factors. We're going to focus on the teaching and learning factors, but environmental impact is definitely something to keep in mind as we. 00:41:39.000 --> 00:41:42.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Think about responsible AI use. 00:41:45.000 --> 00:41:53.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And then for our third example, we have Karuna, and she is an MPH, a master's student. 00:41:53.000 --> 00:42:03.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: who is writing and editing a complex analysis report. Um, she's discussing how much AI can be used in the process with her instructor. 00:42:03.000 --> 00:42:19.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Um, so here, for prior knowledge, we have a master's student, so we can assume a good amount of prior knowledge and experience. For cognitive complexity is fairly high. She's not only writing and editing, but also analyzing as part of this analysis report. 00:42:19.000 --> 00:42:22.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So that's high cognitive complexity. 00:42:22.000 --> 00:42:33.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And for AI literacy development, let's say the instructor is leaning towards less. This is not really the opportunity to develop AI literacy. So in this case. 00:42:33.000 --> 00:42:49.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: I would lean towards either very human heavy or no AI at all. And the reason why, again, is because we want to make sure the student is doing the bulk of the analysis, whereas AI, if used at all, could be used for things like clarity, spelling, and grammar. 00:42:49.000 --> 00:42:55.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: But the student should be the one who's doing the most of the work in this in this example. 00:42:56.000 --> 00:43:11.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right, so we went through a couple of examples together. Now I'd like to pass it over to you. So I'm going to go over a couple of different scenarios, and then I want you to decide what you think the human to AI ratio should be. 00:43:11.000 --> 00:43:30.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Now, important note here, the scenarios don't have a correct answer. There's no one correct, uh, answer for these. Um, this is just an activity to get you thinking about how you would apply the framework, um, within these scenarios. Um, also, I wanted to mention that you… if you're joining from outside of BSPH. 00:43:30.000 --> 00:43:35.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: You don't need a public health background to participate in today's activity. 00:43:35.000 --> 00:43:50.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So, as we go through the scenarios, just think of our factors. Prior knowledge, cognitive complexity, AI literacy, development, and how you would apply the framework. 00:43:51.000 --> 00:43:54.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right, so our first scenario. 00:43:54.000 --> 00:44:02.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Imagine you're designing a nuanced health equity case study on maternal mortality disparities in Black communities. 00:44:02.000 --> 00:44:08.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: You want your DRPH students to analyze the case study. So I'm going to open up the Zoom poll. 00:44:08.000 --> 00:44:10.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And have you… 00:44:12.000 --> 00:44:23.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: To answer how much, how much AI, if any, would you let your students use in this example? So I'm going to relaunch this poll. 00:44:23.000 --> 00:44:26.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Okay, and you should see… 00:44:27.000 --> 00:44:29.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: The poll. 00:44:49.000 --> 00:44:54.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And then I'll I'll share the results once we hit about 50%. 00:45:00.000 --> 00:45:04.000 Megan Weil Latshaw: So we should submit even though we're not answering all the other questions yet. 00:45:04.000 --> 00:45:09.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Oh, correct, yes. I'm sorry, I thought I was going to show just one question at a time. 00:45:09.000 --> 00:45:10.000 Megan Weil Latshaw: Sure. 00:45:18.000 --> 00:45:22.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, so for our first here, I will… 00:45:23.000 --> 00:45:38.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Go ahead and end the poll. I'll relaunch it as we go through each scenario. Sorry about that. Um, but for our first scenario, um, we had 40% say no AI, 36% say human heavy. 00:45:38.000 --> 00:45:42.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: 20% said balanced and 4% said AI heavy. 00:45:42.000 --> 00:45:51.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So, I think it's safe to say a majority think either no AI or human heavy for our first scenario. 00:45:52.000 --> 00:46:07.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right. For our second scenario, you've asked your MPH students to summarize and discuss a complex epidemiology article. You notice that they're struggling to understand the article, and you've asked if they can, or they have asked. 00:46:07.000 --> 00:46:14.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: if they can use AI to summarize it. Um, so I will go back and relaunch the poll again. 00:46:14.000 --> 00:46:18.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: OK. So you can answer for scenario 2. 00:46:31.000 --> 00:46:37.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right, and this one is a little more spread out in the responses. 00:46:42.000 --> 00:47:03.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right. Responses are still coming in, but I'll go ahead and summarize what I'm seeing in the responses. So we have 41% said balanced, and then we have 27% human heavy, 23% no AI, and 9% AI heavy. 00:47:03.000 --> 00:47:09.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So that one's much more spread out than scenario one, but the majority said balanced. 00:47:10.000 --> 00:47:26.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And when I think about this as an instructional designer, as an aside, I think this would be a great opportunity if you see your students are struggling with a complex reading. It's a great opportunity to maybe do an annotated reading activity. 00:47:27.000 --> 00:47:35.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright, so I'll end the poll. We'll go to, oh, went too far. We'll go to scenario three. 00:47:36.000 --> 00:47:44.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So for our third scenario, your undergraduate students are organized into small groups. 00:47:44.000 --> 00:47:54.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Each group member is assigned a different reading, and then they are to explain their assigned reading to the group to discuss. So, how much AI, if any. 00:47:54.000 --> 00:48:03.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: What would you let the students use in this example? I'll relaunch the poll again, and you can skip down, hopefully skip down to scenario three. 00:48:07.000 --> 00:48:15.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And again, you're thinking about our factors, our prior knowledge, cognitive complexity, and is this an opportunity for… 00:48:15.000 --> 00:48:18.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: AI literacy development. 00:48:18.000 --> 00:48:30.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right, so it looks like over half, uh, a majority says no AI, and I would agree with that because of the undergraduates. Um, so, uh, 65% said no AI. 00:48:30.000 --> 00:48:41.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: 10% said human-heavy, and 25% said balanced. So there are some who, who, um, maybe because the cognitive complexity is so low that it would, um. 00:48:41.000 --> 00:48:47.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Maybe they're using it to clarify and help them explain to their fellow students. 00:48:48.000 --> 00:48:51.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right. And then. 00:48:51.000 --> 00:48:52.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Our fourth scenario. 00:48:55.000 --> 00:49:01.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: There we go. Our fourth scenario is a little bit different. For this one, I think… 00:49:03.000 --> 00:49:19.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Let's see. Okay, I think, let me know if you can't see the fourth poll. But in this case, instead of thinking about it as purely a student use, think of it from the use of a teaching team perspective. So in this case, imagine you have a teaching assistant, a TA who's helping you with your course. 00:49:19.000 --> 00:49:37.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: You've asked your TA to create a robust question bank of 50 weekly quiz questions for a large enrollment introductory course. Your TA asks to use a CoursePlus tool to help them generate questions. How much AI, if any, would you and your TA use in this example? 00:49:40.000 --> 00:49:47.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Yep. So far we have now let me know if I need to relaunch the poll again. 00:49:47.000 --> 00:49:49.000 Megan Weil Latshaw: Yes, please, thank you. 00:49:47.000 --> 00:49:49.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: OK. OK, I'll. 00:49:48.000 --> 00:49:49.000 keshia Pollack Porter: Can you relaunch the poll? Yeah. 00:49:49.000 --> 00:49:53.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right, I will relaunch the poll. 00:49:54.000 --> 00:49:55.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: There we go. 00:50:01.000 --> 00:50:18.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And then, oh, like answers came in really fast for that one. And it looks like it's split between balanced and AI heavy. So we have 50, or no, just jumped up, 61% said balanced and 39% said AI heavy. 00:50:18.000 --> 00:50:28.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And for this, from an ID perspective, I think what I would recommend is it's gonna be really AI-heavy at the start, um, so you could have the, um… 00:50:28.000 --> 00:50:39.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: the AI generate your quiz questions, but then you still have to go through and look at each question to check for accuracy and also alignment with your learning objectives. 00:50:39.000 --> 00:50:52.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Um, so, very good. So at the end, let's see, our final tally was 58% balanced and 42% AI heavy, and no one said human heavy or no AI for scenario 4. 00:50:52.000 --> 00:50:54.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: OK. All right. 00:50:54.000 --> 00:50:58.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So I will turn off the poll. 00:50:58.000 --> 00:51:15.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And again, this exercise was really to just start getting you to think about your courses and different scenarios that you might find yourself in as you're looking at your course activities, both from a student perspective, but also from a teaching team or faculty perspective. 00:51:15.000 --> 00:51:31.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And start thinking about those factors that we had, the prior knowledge, cognitive complexity, and is this an opportunity for AI development as we start thinking about how to use these tools in a teaching and learning context. 00:51:32.000 --> 00:51:47.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right, so now that we have gone through some scenarios and you've applied, you have practiced applying the framework a little bit in today's session, or at least got a small taste of it, I want you to revisit your reflection from earlier in the workshop. 00:51:47.000 --> 00:52:02.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Where I had you, where I asked you, where do you draw the line between what you would trust generative AI to do for your students and what you believe must remain fully human? And I want you to take a minute to look at your reflection and then. 00:52:02.000 --> 00:52:11.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And then consider has your answer changed at all from the beginning of today's workshop. So I'll start the one minute timer starting now. 00:52:16.000 --> 00:52:17.000 JHU_CTL_VIDEOPRODUCTION: Thank you. 00:52:26.000 --> 00:52:27.000 JHU_CTL_VIDEOPRODUCTION: Thank you. 00:52:36.000 --> 00:52:37.000 JHU_CTL_VIDEOPRODUCTION: Thank you. 00:52:46.000 --> 00:52:47.000 JHU_CTL_VIDEOPRODUCTION: Thank you. 00:52:56.000 --> 00:52:57.000 JHU_CTL_VIDEOPRODUCTION: Thank you. 00:53:06.000 --> 00:53:07.000 JHU_CTL_VIDEOPRODUCTION: Thank you. 00:53:14.000 --> 00:53:31.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right, that's our one minute timer. So again, you don't need to share your reflection or post it, but if you'd like to, you can post any insights that you have from your reflection in the chat. Totally optional. And then after today's workshop, I encourage you to look at. 00:53:31.000 --> 00:53:50.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: your assessments and activities, and try to apply the AI framework like we did today to those activities to see, um, consider those factors again. Your students' prior knowledge, the cognitive complexity of your learning objective, um, the opportunity for AI literacy development in your students. 00:53:50.000 --> 00:54:03.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Um, and then taking those and deciding what the human-to-AI ratio would be, and then finally, um, any kind of specific… field-specific, uh, nuances that you'd like to include, for example, public health considerations. 00:54:04.000 --> 00:54:07.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Okay, I just saw some… 00:54:07.000 --> 00:54:12.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Things in the, okay, I just checked the chat, but looks good. 00:54:12.000 --> 00:54:32.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right, so before we go into our, so the format for today, we had about 30 minutes of workshop, and then I'm going to share some resources, and then we'll have about the remaining time together, so just under 30 minutes of open Q&A and discussion time. But before that, I wanted to share some resources with you. 00:54:32.000 --> 00:54:49.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So today's session highlighted ways AI tools might support your teaching and learning. As you consider these ideas, we encourage you to refer to the university's guidelines for responsible use of AI to ensure alignment with institutional expectations and best practices. 00:54:49.000 --> 00:55:04.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: If you're joining us from the School of Public Health, I also recommend checking out CTL's Teaching Toolkit page on artificial intelligence in teaching and learning, and that has a lot of frequently asked questions that are BSPH specific. 00:55:04.000 --> 00:55:19.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And then finally, I wanted to highlight a tool called HopGPT. HopGPT offers members of the Johns Hopkins community secure and easy access to current large language models. So it's a great tool to use, especially if you are… 00:55:19.000 --> 00:55:21.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Uh, using. 00:55:21.000 --> 00:55:39.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: if you're looking for a secure tool to use. Um, I also wanted to shout out next week's Picnic PD session. Um, as we're talking about HopGPT, next week, my colleague Celine Green will be giving a session on HopGPT as a concierge service to promote and support learners. 00:55:39.000 --> 00:55:50.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: agency and building knowledge. So, um, I'm very excited to hear about that session, so if you're interested in HopGPT, then I recommend checking that session out. Um… 00:55:51.000 --> 00:56:08.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And I also wanted to take a moment to ask that you share your feedback. We love hearing from you and we appreciate your feedback and we use your feedback for workshops like this one in our planning and development for future workshops. 00:56:08.000 --> 00:56:24.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: So please take a moment to fill out the, anonymous two minute survey by either going to the link in the chat or scanning the QR code. I'll leave that slide up for a moment so you can scan the code. And then we will we'll stop the recording. 00:56:24.000 --> 00:56:27.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And go into our open discussion and Q&A time together. 00:56:32.000 --> 00:56:35.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: And thanks, Lauren, for sharing the link in the chat. 00:56:39.000 --> 00:56:43.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: All right. I think that's probably enough time to scan the code. 00:56:45.000 --> 00:56:57.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Um, here's our… the primary reference today was the article by Lane Freeman, er, yeah, Lane Freeman, and uh, the references and resources shared today will be, um, shared in our follow-up email as well. 00:56:58.000 --> 00:57:14.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: OK. Alright, so we can. I'll stop sharing my screen and turn off the recording and then the floor is open so that we can have open Q&A and discussion time together. And again, the main take away is. 00:57:14.000 --> 00:57:16.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Think first. 00:57:16.000 --> 00:57:24.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: collaborate with AI in the middle, and then think again at the end. So if you don't… if you walk away with anything else, walk away with that. 00:57:24.000 --> 00:57:30.000 Amy Pinkerton, BSPH CTL Teaching Toolkit: Thank you. All right. And now the floor is yours so we can stop the recording.