{"id":64,"date":"2024-01-11T19:33:51","date_gmt":"2024-01-11T19:33:51","guid":{"rendered":"https:\/\/openbooks.hdfoundation.in\/aiineducation\/chapter\/lesson-planning\/"},"modified":"2024-05-14T09:13:15","modified_gmt":"2024-05-14T09:13:15","slug":"lesson-planning","status":"publish","type":"chapter","link":"https:\/\/openbooks.hdfoundation.in\/aiineducation\/chapter\/lesson-planning\/","title":{"raw":"Lesson Planning","rendered":"Lesson Planning"},"content":{"raw":"<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">How can AI tools help produce engaging lesson plans and class meeting activities?<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\nThis chapter explores:\n<ul>\n \t<li>how to prompt an AI tool to produce a draft lesson plan, and how to adapt it for classroom use;<\/li>\n \t<li>how to use AI tools to brainstorm classrooom activities.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h1>Drafting Lesson Plans<\/h1>\nThe first steps in any writing task can be the most difficult and time consuming. AI tools can write a first draft of a lesson plan, which can be made classroom-ready through a combination of reprompting and human editing. <a id=\"lessonplan\" href=\"\"><\/a>Here is an example of a prompt for generating a lesson plan first draft:\n\n&nbsp;\n\n[caption id=\"attachment_915\" align=\"aligncenter\" width=\"1095\"]<a href=\"https:\/\/chat.openai.com\/share\/a02f3fd1-55de-4709-96ed-423fd0176864\" target=\"_blank\" rel=\"noopener\"><img class=\"shadow wp-image-59 size-full\" src=\"http:\/\/openbooks.hdfoundation.in\/wp-content\/uploads\/sites\/2\/2024\/01\/Lesson-plan.png\" alt=\"A screenshot of an interaction with ChatGPT. The user's prompt reads: UserImagine that you are an instructor for the course Impact of Climate Change on Communities, an elective course in the School of Indigenous Education at a polytechnic in Canada. Create a draft module plan that addresses the learning outcome 'discuss how land based ecological knowledge and scientific principles can mitigate the impact of climate change on communities'. This module should take up 6 hours of class time. It will be presented during the fifth week of the course. First, begin by drafting an outline for the module. The beginning of ChatGPT's response is visible. It reads: Module 5: Integrating Land-Based Ecological Knowledge and Scientific Principles to Mitigate Climate Change Impacts Total Duration: 6 Hours 1. Introduction to Land-Based Ecological Knowledge (1 Hour) Definition and significance of land-based ecological knowledge in indigenous communities. Historical perspective and evolution of land-based practices. The relationship between indigenous knowledge and climate change mitigation. 2. Scientific Principles of Climate Change (1 Hour) \" width=\"1095\" height=\"713\"><\/a> Prompting ChatGPT to produce a draft lesson plan.[\/caption]\n\nOne RRC Polytech communication instructor, who used ChatGPT to generate a first-draft lesson plan about asking for clarification in a culinary workplace, found that the tool was useful for generating ideas and structure, but significant reworking was needed to make it useable for class.[footnote]Anonymous focus group participant, November 2023.[\/footnote] Carefully editing and refining AI output is critical to ensure that the lesson plans produced are as good or better than the instructor could create without the use of AI tools.\n\nConsider <a href=\"https:\/\/chat.openai.com\/share\/a4f174ec-9697-4a99-bb15-96bf8395c9bf\" target=\"_blank\" rel=\"noopener\">ChatGPT's response<\/a> to the prompt in the text box above. Some instructors may wish to start the class with an intro activity that raises student interest, turn the interactive lecture into a facilitated discovery activity, or have the guest speaker visit prior to the application activities. One or two rounds of reprompting followed by the instructor's own revisions could turn that initial output into a usable lesson plan.\n\nFor those who plan to use an AI tool to produce multiple lesson plans, adding [pb_glossary id=\"83\"]custom instructions[\/pb_glossary] could save time. One example of custom instructions might be \"Every time I ask for a lesson plan, make sure that each hour of class time has a ten-minute break, no portion of an activity is longer than twenty minutes, and facilitative teaching and active learning strategies are employed whenever possible.\" Uploading one or more previous lesson plans with a prompt could also improve the quality of the AI tool's initial output. For more about reprompting, custom instructions, and adapting AI outputs, please see the <a href=\"https:\/\/openbooks.hdfoundation.in\/aiineducation\/chapter\/writing-and-refining-prompts\/\" target=\"_blank\" rel=\"noopener\">Writing and Refining Prompts<\/a> chapter.\n\nIn addition to speeding up lesson planning, AI tools can make lesson plans more effective. One RRC Polytech instructor found that it improved their scaffolding by ensuring that they didn't overlook important foundational skills that students would need for completing a task.[footnote]Anonymous focus group participant, November 2023.[\/footnote] When provided with information about what has already been covered in the course, AI tools can remind instructors to integrate review of previously taught concepts into lesson plans and make recommendations about how to draw connections between different course topics.[footnote]Danny Liu, \"Prompt Engineering for Educators\u2014Making Generative AI Work for You,\" University of Sydney, last modified April 27, 2023, <a href=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/prompt-engineering-for-educators-making-generative-ai-work-for-you\/\">https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/prompt-engineering-for-educators-making-generative-ai-work-for-you\/<\/a>.[\/footnote]\n\nAI tools can also provide suggestions for integrating multiple literacies into a lesson, such as incorporating digital or cultural literacy alongside a core topic,[footnote]CampGPT, \"Open Prompt Book,\" Crowded Learning, last modified November 1, 2023, <a href=\"https:\/\/edtech.worlded.org\/wp-content\/uploads\/2023\/07\/campgpt-prompt-book-2-compressed.pdf\">https:\/\/edtech.worlded.org\/wp-content\/uploads\/2023\/07\/campgpt-prompt-book-2-compressed.pdf<\/a>.[\/footnote] and can be prompted to check or adapt a lesson plan according to a chosen framework or set of principles, such as <a href=\"https:\/\/www.cast.org\/impact\/universal-design-for-learning-udl\" target=\"_blank\" rel=\"noopener\">Universal Design for Learning<\/a>. AI tools can also review and critique an existing lesson plan, in general or according to chosen criteria such as accessibility, active learning, or connection to course learning outcomes.\n<h1>Producing Classroom Activities<\/h1>\nOnce a lesson plan has been established, AI tools are able to brainstorm ideas for interactive classroom activities, accepting input about topic, audience, style, and other requirements. One RRC Polytech instructor teaching in an education-related program reported that AI tools allowed them to brainstorm activities in new formats when they had been using the same kinds of activities over and over.[footnote]Anonymous focus group participant, November 2023.[\/footnote] See the following screenshot for an example of how to prompt an AI tool to generate classroom activity ideas, and click the image to read the full conversation (ChatGPT login required).\n\n&nbsp;\n\n[caption id=\"attachment_964\" align=\"aligncenter\" width=\"1128\"]<a href=\"https:\/\/chat.openai.com\/share\/48e494c0-a0dc-4735-b183-23e6a294b24f\" target=\"_blank\" rel=\"noopener\"><img class=\"shadow wp-image-60 size-full\" src=\"http:\/\/openbooks.hdfoundation.in\/wp-content\/uploads\/sites\/2\/2024\/05\/carpentry-math-board-feet.png\" alt=\"A screenshot of an interaction with ChatGPT. The user's prompt reads: Suggest a few possible classroom activities for the following context:Course: Carpentry mathematics. Topic: Calculating board footage of lumber needed for a project. Style: Peter Liljedahl\u2019s \u2018Thinking Classrooms\u2019 aproach. Location: College classroom with whiteboards on three walls. The beginning of ChatGPT's response reads: &quot;Integrating Peter Liljedahl's 'Thinking Classrooms' approach into a carpentry mathematics course focusing on calculating board footage of lumber can be both engaging and effective. This approach emphasizes active learning, problem-solving, and collaborative thinking. Here are a few classroom activities tailored to this context: Vertical Non-Permanent Surfaces (VNPS) Problem Solving: Utilize the whiteboards on the three&quot;\" width=\"1128\" height=\"578\"><\/a> Prompting ChatGPT for classroom activity ideas.[\/caption]\n\nThe above prompt generated eight suggestions, some of which could be directly usable or adaptable for the classroom. Once an activity is refined, AI tools can be prompted to produce a set of instructions for students, or instructions that a substitute instructor could follow.\n\nIn activity planning, the most common reported use of AI tools among RRC Polytech staff is creating or adapting a diverse set of examples, questions, or case study scenarios. The following section outlines more information about these topics.\n<h2>Generating Examples<\/h2>\nMollick and Mollick note that providing students with a diverse range of examples leads to increased comprehension and recall, critical thinking, and ability to apply new information, and suggest weaving examples into lectures, practice questions, and course materials.[footnote]Ethan Mollick and Lilach Mollick, \"Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts,\" SSRN, last modified March 17, 2023, <a href=\"https:\/\/doi.org\/10.2139\/ssrn.4391243\">https:\/\/doi.org\/10.2139\/ssrn.4391243<\/a>.[\/footnote] When teaching the same course in different programs, RRC Polytech communication instructor Jacob Carewick has used AI tools to rework an existing set of examples for a new context, noting that AI tools can incorporate jargon and workplace issues from specific industries.[footnote]Jacob Carewick, focus group, November 6, 2023.[\/footnote] Library and Academic Services Reference Technician Rosemary Woodby reported using AI tools to generate sample project topics for a research-related presentation to a civil engineering geomatics class.[footnote]Rosemary Woodby, focus group, November 6, 2023.[\/footnote]\n\nIn addition to generating examples that make activities, lessons, and courses more relevant and engaging, AI tools can help vary a set of examples. This could include asking an AI tool to provide examples from varied perspectives, such as different organizational roles, generations, or backgrounds,[footnote]Danny Liu, \"Prompt Engineering for Educators\u2014Making Generative AI Work for You,\" University of Sydney, last modified April 27, 2023, <a href=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/prompt-engineering-for-educators-making-generative-ai-work-for-you\/\">https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/prompt-engineering-for-educators-making-generative-ai-work-for-you\/<\/a>.[\/footnote] or to provide counterpoints.[footnote]Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, \"Generative Artificial Intelligence in Teaching and Learning at McMaster University,\" McMaster University, last modified 2023, <a href=\"https:\/\/ecampusontario.pressbooks.pub\/mcmasterteachgenerativeai\/\">https:\/\/ecampusontario.pressbooks.pub\/mcmasterteachgenerativeai\/<\/a>.[\/footnote] Due to bias in AI tools' training data, AI output need to be carefully reviewed to ensure that attempts to diversify content don't perpetuate offensive stereotypes.\n\nThe following screenshot shows one way to prompt an AI tool for a list of examples. Click the image for ChatGPT's response (login required).\n\n&nbsp;\n\n[caption id=\"attachment_745\" align=\"aligncenter\" width=\"1028\"]<a href=\"https:\/\/chat.openai.com\/share\/bbc5432e-bb88-421d-b626-17a6f41a8df0\" target=\"_blank\" rel=\"noopener\"><img class=\"shadow wp-image-61 size-full\" src=\"http:\/\/openbooks.hdfoundation.in\/wp-content\/uploads\/sites\/2\/2024\/05\/Screenshot-2024-02-16-102850.png\" alt=\"A screenshot of an interaction with ChatGPT. The user's prompt reads: UserPlease generate 20 example sentences that each include a preposition followed by a gerund. Use as many different prepositions as possible. Use mostly single-word prepositions, but you could use phrasal prepositions in the last 5 examples. As much as possible, relate the sentences to the theme of employment. They should be written at a language level understandable by students at the Canadian Language Benchmark 5\/6 level. The beginning of ChatGPT's response is visible. It reads: Certainly! Here are 20 example sentences related to the theme of employment, each featuring a preposition followed by a gerund. These sentences are crafted to be understandable for students at the Canadian Language Benchmark 5\/6 level: Before applying for the job, make sure your resume is updated. He succeeded in negotiating a higher salary during his interview. She is interested in learning new skills for career advancement.\" width=\"1028\" height=\"562\"><\/a> An ESL instructor prompting ChatGPT for examples[\/caption]\n<h2>Generating Questions<\/h2>\nAI tools can produce a large number of questions appropriate to a topic and level of knowledge. These might be questions for discussion, a review quiz, or in-class practice activities, and can be based on an AI tool's existing information, a web search, or a supplied document. For example, Jacob Carewick and other RRC Polytech instructors have used ChatGPT while preparing for mock job interview activities, to produce technical questions outside their areas of expertise. [footnote]Jacob Carewick, focus group, November 6, 2023.[\/footnote]\n\nSee the following image for an example of how to prompt an AI tool to produce a set of questions.[footnote]Thank you to Michele Sykes, RRC Polytech Medical Laboratory Sciences instructor, for helping to create this example.[\/footnote] Click the image for a ChatGPT's full response and user reprompting to increase the level of difficulty (login required).\n\n&nbsp;\n\n[caption id=\"attachment_922\" align=\"aligncenter\" width=\"1061\"]<a href=\"https:\/\/chat.openai.com\/share\/f1b4f6c9-f4d3-4a98-9939-3053496fb6cf\" target=\"_blank\" rel=\"noopener\"><img class=\"shadow wp-image-62 size-full\" src=\"http:\/\/openbooks.hdfoundation.in\/wp-content\/uploads\/sites\/2\/2024\/05\/MLS-Questions.png\" alt=\"A screenshot of an interaction with ChatGPT. The user's prompt reads: &quot;UserImagine you are a college Medical Laboratory Sciences instructor. Write 10 multiple choice questions at the applied thinking level on the topic of urinalysis. These questions are to help students prepare for the CSMLS Medical Laboratory Technology General Certification Exam.&quot; The beginning of ChatGPT's response is visible. It reads &quot;Certainly! Here are 10 multiple choice questions focused on urinalysis, aimed at an applied thinking level for students preparing for the CSMLS Medical Laboratory Technology General Certification Exam: A patient's urinalysis report shows a high level of proteins. This could indicate: a. Dehydration b. Kidney stones c. Glomerulonephritis d. Overhydration.\" width=\"1061\" height=\"675\"><\/a> Prompting ChatGPT to generate practice questions.[\/caption]\n<h2>Generating Case Studies<\/h2>\nAI prompts can also be the starting point for a range of case studies and scenarios. One RRC Polytech instructor has used ChatGPT to brainstorm ideas for communicative scenarios related to culinary employment, and has found them to be more closely connected to the cultural and social context of students' future workplaces than scenarios they had drafted on their own. They engaged students in the process of revising the scenarios, increasing both the utility and relevance of the scenarios and students' understanding of refining AI tool outputs.[footnote]Anonymous focus group participant, November 2023.[\/footnote]\n\nAI tools can create a list of potential scenarios or case studies based on a simple prompt. Including a few sample scenarios that have already worked in a course could improve the tool's first output. Once an AI tool has generated a list of scenarios, one technique for follow-up prompting is to indicate which ones from the list work best and why, and to ask for more scenarios that are along the same lines.\n\nThe following image shows a sample prompt for generating case study scenarios.[footnote]Thank you to RRC Polytech Early Childhood Education instructor Monica Lytwyn for co-creating this example.[\/footnote] Click the image to view the full interaction with ChatGPT, including follow-up prompts (login required).\n\n&nbsp;\n\n[caption id=\"attachment_784\" align=\"aligncenter\" width=\"1007\"]<a href=\"https:\/\/chat.openai.com\/share\/8d508395-ac51-4c6a-980e-a112aa8566ca\" target=\"_blank\" rel=\"noopener\"><img class=\"shadow wp-image-63 size-full\" src=\"http:\/\/openbooks.hdfoundation.in\/wp-content\/uploads\/sites\/2\/2024\/05\/ECE-Case-study-examples.png\" alt=\"A screenshot image of an interaction with ChatGPT. The user's prompt reads: UserImagine you are a college instructor in Early Childhood Education. You need to develop eight different case study scenarios for a small group activity. Each scenario needs to be about a minor issue or concern with a child age 2 to 4 who attends the childcare centre. Each group will be assigned one case study, and will have to come up with possible reasons that the issue is happening (including issues with the space, materials, schedule or transitions) and a strategy for addressing the issue, referencing at least one source from their course readings. To begin, please list at least 12 different potential case study topics, in brief. The beginning of ChatGPT's response is visible. It reads: Certainly! Here are 12 potential case study topics focusing on minor issues or concerns with children aged 2 to 4 in a childcare center setting: Difficulty in Sharing Toys: A 3-year-old child consistently struggles with sharing toys during playtime.\" width=\"1007\" height=\"547\"><\/a> Prompting ChatGPT to generate case study scenarios.[\/caption]\n\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n \t<li>AI tools can produce first drafts of lesson plans that can be adapted for use in class.<\/li>\n \t<li>AI tools can generate ideas and instructions for classroom activities.<\/li>\n \t<li>AI tools are useful for brainstorming examples, questions, and case studies.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Exercises<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n \t<li>Consider the lesson plan generated by ChatGPT earlier in this chapter. What changes need to be made to the lesson plan before delivering it? Would reprompting be an efficient way to refine the lesson plan, or should the instructor edit it themselves?<\/li>\n \t<li>Experiment with prompting an AI tool to generate case studies, examples, questions, and classroom activities related to your area of instruction. How would you rate the AI tool's output? What prompting techniques yield the best results?<\/li>\n<\/ul>\n<\/div>\n<\/div>\n&nbsp;\n\n&nbsp;","rendered":"<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">How can AI tools help produce engaging lesson plans and class meeting activities?<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>This chapter explores:<\/p>\n<ul>\n<li>how to prompt an AI tool to produce a draft lesson plan, and how to adapt it for classroom use;<\/li>\n<li>how to use AI tools to brainstorm classrooom activities.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h1>Drafting Lesson Plans<\/h1>\n<p>The first steps in any writing task can be the most difficult and time consuming. AI tools can write a first draft of a lesson plan, which can be made classroom-ready through a combination of reprompting and human editing. <a id=\"lessonplan\" href=\"\"><\/a>Here is an example of a prompt for generating a lesson plan first draft:<\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_915\" aria-describedby=\"caption-attachment-915\" style=\"width: 1095px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/chat.openai.com\/share\/a02f3fd1-55de-4709-96ed-423fd0176864\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"shadow wp-image-59 size-full\" src=\"http:\/\/openbooks.hdfoundation.in\/wp-content\/uploads\/sites\/2\/2024\/01\/Lesson-plan.png\" alt=\"A screenshot of an interaction with ChatGPT. The user's prompt reads: UserImagine that you are an instructor for the course Impact of Climate Change on Communities, an elective course in the School of Indigenous Education at a polytechnic in Canada. Create a draft module plan that addresses the learning outcome 'discuss how land based ecological knowledge and scientific principles can mitigate the impact of climate change on communities'. This module should take up 6 hours of class time. It will be presented during the fifth week of the course. First, begin by drafting an outline for the module. The beginning of ChatGPT's response is visible. It reads: Module 5: Integrating Land-Based Ecological Knowledge and Scientific Principles to Mitigate Climate Change Impacts Total Duration: 6 Hours 1. Introduction to Land-Based Ecological Knowledge (1 Hour) Definition and significance of land-based ecological knowledge in indigenous communities. Historical perspective and evolution of land-based practices. The relationship between indigenous knowledge and climate change mitigation. 2. Scientific Principles of Climate Change (1 Hour)\" width=\"1095\" height=\"713\" srcset=\"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/01\/Lesson-plan.png 1095w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/01\/Lesson-plan-300x195.png 300w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/01\/Lesson-plan-1024x667.png 1024w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/01\/Lesson-plan-768x500.png 768w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/01\/Lesson-plan-65x42.png 65w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/01\/Lesson-plan-225x147.png 225w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/01\/Lesson-plan-350x228.png 350w\" sizes=\"(max-width: 1095px) 100vw, 1095px\" \/><\/a><figcaption id=\"caption-attachment-915\" class=\"wp-caption-text\">Prompting ChatGPT to produce a draft lesson plan.<\/figcaption><\/figure>\n<p>One RRC Polytech communication instructor, who used ChatGPT to generate a first-draft lesson plan about asking for clarification in a culinary workplace, found that the tool was useful for generating ideas and structure, but significant reworking was needed to make it useable for class.<a class=\"footnote\" title=\"Anonymous focus group participant, November 2023.\" id=\"return-footnote-64-1\" href=\"#footnote-64-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> Carefully editing and refining AI output is critical to ensure that the lesson plans produced are as good or better than the instructor could create without the use of AI tools.<\/p>\n<p>Consider <a href=\"https:\/\/chat.openai.com\/share\/a4f174ec-9697-4a99-bb15-96bf8395c9bf\" target=\"_blank\" rel=\"noopener\">ChatGPT&#8217;s response<\/a> to the prompt in the text box above. Some instructors may wish to start the class with an intro activity that raises student interest, turn the interactive lecture into a facilitated discovery activity, or have the guest speaker visit prior to the application activities. One or two rounds of reprompting followed by the instructor&#8217;s own revisions could turn that initial output into a usable lesson plan.<\/p>\n<p>For those who plan to use an AI tool to produce multiple lesson plans, adding <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_64_83\">custom instructions<\/a> could save time. One example of custom instructions might be &#8220;Every time I ask for a lesson plan, make sure that each hour of class time has a ten-minute break, no portion of an activity is longer than twenty minutes, and facilitative teaching and active learning strategies are employed whenever possible.&#8221; Uploading one or more previous lesson plans with a prompt could also improve the quality of the AI tool&#8217;s initial output. For more about reprompting, custom instructions, and adapting AI outputs, please see the <a href=\"https:\/\/openbooks.hdfoundation.in\/aiineducation\/chapter\/writing-and-refining-prompts\/\" target=\"_blank\" rel=\"noopener\">Writing and Refining Prompts<\/a> chapter.<\/p>\n<p>In addition to speeding up lesson planning, AI tools can make lesson plans more effective. One RRC Polytech instructor found that it improved their scaffolding by ensuring that they didn&#8217;t overlook important foundational skills that students would need for completing a task.<a class=\"footnote\" title=\"Anonymous focus group participant, November 2023.\" id=\"return-footnote-64-2\" href=\"#footnote-64-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a> When provided with information about what has already been covered in the course, AI tools can remind instructors to integrate review of previously taught concepts into lesson plans and make recommendations about how to draw connections between different course topics.<a class=\"footnote\" title=\"Danny Liu, &quot;Prompt Engineering for Educators\u2014Making Generative AI Work for You,&quot; University of Sydney, last modified April 27, 2023, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/prompt-engineering-for-educators-making-generative-ai-work-for-you\/.\" id=\"return-footnote-64-3\" href=\"#footnote-64-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/p>\n<p>AI tools can also provide suggestions for integrating multiple literacies into a lesson, such as incorporating digital or cultural literacy alongside a core topic,<a class=\"footnote\" title=\"CampGPT, &quot;Open Prompt Book,&quot; Crowded Learning, last modified November 1, 2023, https:\/\/edtech.worlded.org\/wp-content\/uploads\/2023\/07\/campgpt-prompt-book-2-compressed.pdf.\" id=\"return-footnote-64-4\" href=\"#footnote-64-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a> and can be prompted to check or adapt a lesson plan according to a chosen framework or set of principles, such as <a href=\"https:\/\/www.cast.org\/impact\/universal-design-for-learning-udl\" target=\"_blank\" rel=\"noopener\">Universal Design for Learning<\/a>. AI tools can also review and critique an existing lesson plan, in general or according to chosen criteria such as accessibility, active learning, or connection to course learning outcomes.<\/p>\n<h1>Producing Classroom Activities<\/h1>\n<p>Once a lesson plan has been established, AI tools are able to brainstorm ideas for interactive classroom activities, accepting input about topic, audience, style, and other requirements. One RRC Polytech instructor teaching in an education-related program reported that AI tools allowed them to brainstorm activities in new formats when they had been using the same kinds of activities over and over.<a class=\"footnote\" title=\"Anonymous focus group participant, November 2023.\" id=\"return-footnote-64-5\" href=\"#footnote-64-5\" aria-label=\"Footnote 5\"><sup class=\"footnote\">[5]<\/sup><\/a> See the following screenshot for an example of how to prompt an AI tool to generate classroom activity ideas, and click the image to read the full conversation (ChatGPT login required).<\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_964\" aria-describedby=\"caption-attachment-964\" style=\"width: 1128px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/chat.openai.com\/share\/48e494c0-a0dc-4735-b183-23e6a294b24f\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"shadow wp-image-60 size-full\" src=\"http:\/\/openbooks.hdfoundation.in\/wp-content\/uploads\/sites\/2\/2024\/05\/carpentry-math-board-feet.png\" alt=\"A screenshot of an interaction with ChatGPT. The user's prompt reads: Suggest a few possible classroom activities for the following context:Course: Carpentry mathematics. Topic: Calculating board footage of lumber needed for a project. Style: Peter Liljedahl\u2019s \u2018Thinking Classrooms\u2019 aproach. Location: College classroom with whiteboards on three walls. The beginning of ChatGPT's response reads: &quot;Integrating Peter Liljedahl's 'Thinking Classrooms' approach into a carpentry mathematics course focusing on calculating board footage of lumber can be both engaging and effective. This approach emphasizes active learning, problem-solving, and collaborative thinking. Here are a few classroom activities tailored to this context: Vertical Non-Permanent Surfaces (VNPS) Problem Solving: Utilize the whiteboards on the three&quot;\" width=\"1128\" height=\"578\" srcset=\"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/carpentry-math-board-feet.png 1128w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/carpentry-math-board-feet-300x154.png 300w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/carpentry-math-board-feet-1024x525.png 1024w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/carpentry-math-board-feet-768x394.png 768w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/carpentry-math-board-feet-65x33.png 65w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/carpentry-math-board-feet-225x115.png 225w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/carpentry-math-board-feet-350x179.png 350w\" sizes=\"(max-width: 1128px) 100vw, 1128px\" \/><\/a><figcaption id=\"caption-attachment-964\" class=\"wp-caption-text\">Prompting ChatGPT for classroom activity ideas.<\/figcaption><\/figure>\n<p>The above prompt generated eight suggestions, some of which could be directly usable or adaptable for the classroom. Once an activity is refined, AI tools can be prompted to produce a set of instructions for students, or instructions that a substitute instructor could follow.<\/p>\n<p>In activity planning, the most common reported use of AI tools among RRC Polytech staff is creating or adapting a diverse set of examples, questions, or case study scenarios. The following section outlines more information about these topics.<\/p>\n<h2>Generating Examples<\/h2>\n<p>Mollick and Mollick note that providing students with a diverse range of examples leads to increased comprehension and recall, critical thinking, and ability to apply new information, and suggest weaving examples into lectures, practice questions, and course materials.<a class=\"footnote\" title=\"Ethan Mollick and Lilach Mollick, &quot;Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts,&quot; SSRN, last modified March 17, 2023, https:\/\/doi.org\/10.2139\/ssrn.4391243.\" id=\"return-footnote-64-6\" href=\"#footnote-64-6\" aria-label=\"Footnote 6\"><sup class=\"footnote\">[6]<\/sup><\/a> When teaching the same course in different programs, RRC Polytech communication instructor Jacob Carewick has used AI tools to rework an existing set of examples for a new context, noting that AI tools can incorporate jargon and workplace issues from specific industries.<a class=\"footnote\" title=\"Jacob Carewick, focus group, November 6, 2023.\" id=\"return-footnote-64-7\" href=\"#footnote-64-7\" aria-label=\"Footnote 7\"><sup class=\"footnote\">[7]<\/sup><\/a> Library and Academic Services Reference Technician Rosemary Woodby reported using AI tools to generate sample project topics for a research-related presentation to a civil engineering geomatics class.<a class=\"footnote\" title=\"Rosemary Woodby, focus group, November 6, 2023.\" id=\"return-footnote-64-8\" href=\"#footnote-64-8\" aria-label=\"Footnote 8\"><sup class=\"footnote\">[8]<\/sup><\/a><\/p>\n<p>In addition to generating examples that make activities, lessons, and courses more relevant and engaging, AI tools can help vary a set of examples. This could include asking an AI tool to provide examples from varied perspectives, such as different organizational roles, generations, or backgrounds,<a class=\"footnote\" title=\"Danny Liu, &quot;Prompt Engineering for Educators\u2014Making Generative AI Work for You,&quot; University of Sydney, last modified April 27, 2023, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/prompt-engineering-for-educators-making-generative-ai-work-for-you\/.\" id=\"return-footnote-64-9\" href=\"#footnote-64-9\" aria-label=\"Footnote 9\"><sup class=\"footnote\">[9]<\/sup><\/a> or to provide counterpoints.<a class=\"footnote\" title=\"Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, &quot;Generative Artificial Intelligence in Teaching and Learning at McMaster University,&quot; McMaster University, last modified 2023, https:\/\/ecampusontario.pressbooks.pub\/mcmasterteachgenerativeai\/.\" id=\"return-footnote-64-10\" href=\"#footnote-64-10\" aria-label=\"Footnote 10\"><sup class=\"footnote\">[10]<\/sup><\/a> Due to bias in AI tools&#8217; training data, AI output need to be carefully reviewed to ensure that attempts to diversify content don&#8217;t perpetuate offensive stereotypes.<\/p>\n<p>The following screenshot shows one way to prompt an AI tool for a list of examples. Click the image for ChatGPT&#8217;s response (login required).<\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_745\" aria-describedby=\"caption-attachment-745\" style=\"width: 1028px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/chat.openai.com\/share\/bbc5432e-bb88-421d-b626-17a6f41a8df0\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"shadow wp-image-61 size-full\" src=\"http:\/\/openbooks.hdfoundation.in\/wp-content\/uploads\/sites\/2\/2024\/05\/Screenshot-2024-02-16-102850.png\" alt=\"A screenshot of an interaction with ChatGPT. The user's prompt reads: UserPlease generate 20 example sentences that each include a preposition followed by a gerund. Use as many different prepositions as possible. Use mostly single-word prepositions, but you could use phrasal prepositions in the last 5 examples. As much as possible, relate the sentences to the theme of employment. They should be written at a language level understandable by students at the Canadian Language Benchmark 5\/6 level. The beginning of ChatGPT's response is visible. It reads: Certainly! Here are 20 example sentences related to the theme of employment, each featuring a preposition followed by a gerund. These sentences are crafted to be understandable for students at the Canadian Language Benchmark 5\/6 level: Before applying for the job, make sure your resume is updated. He succeeded in negotiating a higher salary during his interview. She is interested in learning new skills for career advancement.\" width=\"1028\" height=\"562\" srcset=\"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/Screenshot-2024-02-16-102850.png 1028w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/Screenshot-2024-02-16-102850-300x164.png 300w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/Screenshot-2024-02-16-102850-1024x560.png 1024w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/Screenshot-2024-02-16-102850-768x420.png 768w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/Screenshot-2024-02-16-102850-65x36.png 65w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/Screenshot-2024-02-16-102850-225x123.png 225w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/Screenshot-2024-02-16-102850-350x191.png 350w\" sizes=\"(max-width: 1028px) 100vw, 1028px\" \/><\/a><figcaption id=\"caption-attachment-745\" class=\"wp-caption-text\">An ESL instructor prompting ChatGPT for examples<\/figcaption><\/figure>\n<h2>Generating Questions<\/h2>\n<p>AI tools can produce a large number of questions appropriate to a topic and level of knowledge. These might be questions for discussion, a review quiz, or in-class practice activities, and can be based on an AI tool&#8217;s existing information, a web search, or a supplied document. For example, Jacob Carewick and other RRC Polytech instructors have used ChatGPT while preparing for mock job interview activities, to produce technical questions outside their areas of expertise. <a class=\"footnote\" title=\"Jacob Carewick, focus group, November 6, 2023.\" id=\"return-footnote-64-11\" href=\"#footnote-64-11\" aria-label=\"Footnote 11\"><sup class=\"footnote\">[11]<\/sup><\/a><\/p>\n<p>See the following image for an example of how to prompt an AI tool to produce a set of questions.<a class=\"footnote\" title=\"Thank you to Michele Sykes, RRC Polytech Medical Laboratory Sciences instructor, for helping to create this example.\" id=\"return-footnote-64-12\" href=\"#footnote-64-12\" aria-label=\"Footnote 12\"><sup class=\"footnote\">[12]<\/sup><\/a> Click the image for a ChatGPT&#8217;s full response and user reprompting to increase the level of difficulty (login required).<\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_922\" aria-describedby=\"caption-attachment-922\" style=\"width: 1061px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/chat.openai.com\/share\/f1b4f6c9-f4d3-4a98-9939-3053496fb6cf\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"shadow wp-image-62 size-full\" src=\"http:\/\/openbooks.hdfoundation.in\/wp-content\/uploads\/sites\/2\/2024\/05\/MLS-Questions.png\" alt=\"A screenshot of an interaction with ChatGPT. The user's prompt reads: &quot;UserImagine you are a college Medical Laboratory Sciences instructor. Write 10 multiple choice questions at the applied thinking level on the topic of urinalysis. These questions are to help students prepare for the CSMLS Medical Laboratory Technology General Certification Exam.&quot; The beginning of ChatGPT's response is visible. It reads &quot;Certainly! Here are 10 multiple choice questions focused on urinalysis, aimed at an applied thinking level for students preparing for the CSMLS Medical Laboratory Technology General Certification Exam: A patient's urinalysis report shows a high level of proteins. This could indicate: a. Dehydration b. Kidney stones c. Glomerulonephritis d. Overhydration.\" width=\"1061\" height=\"675\" srcset=\"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/MLS-Questions.png 1061w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/MLS-Questions-300x191.png 300w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/MLS-Questions-1024x651.png 1024w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/MLS-Questions-768x489.png 768w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/MLS-Questions-65x41.png 65w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/MLS-Questions-225x143.png 225w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/MLS-Questions-350x223.png 350w\" sizes=\"(max-width: 1061px) 100vw, 1061px\" \/><\/a><figcaption id=\"caption-attachment-922\" class=\"wp-caption-text\">Prompting ChatGPT to generate practice questions.<\/figcaption><\/figure>\n<h2>Generating Case Studies<\/h2>\n<p>AI prompts can also be the starting point for a range of case studies and scenarios. One RRC Polytech instructor has used ChatGPT to brainstorm ideas for communicative scenarios related to culinary employment, and has found them to be more closely connected to the cultural and social context of students&#8217; future workplaces than scenarios they had drafted on their own. They engaged students in the process of revising the scenarios, increasing both the utility and relevance of the scenarios and students&#8217; understanding of refining AI tool outputs.<a class=\"footnote\" title=\"Anonymous focus group participant, November 2023.\" id=\"return-footnote-64-13\" href=\"#footnote-64-13\" aria-label=\"Footnote 13\"><sup class=\"footnote\">[13]<\/sup><\/a><\/p>\n<p>AI tools can create a list of potential scenarios or case studies based on a simple prompt. Including a few sample scenarios that have already worked in a course could improve the tool&#8217;s first output. Once an AI tool has generated a list of scenarios, one technique for follow-up prompting is to indicate which ones from the list work best and why, and to ask for more scenarios that are along the same lines.<\/p>\n<p>The following image shows a sample prompt for generating case study scenarios.<a class=\"footnote\" title=\"Thank you to RRC Polytech Early Childhood Education instructor Monica Lytwyn for co-creating this example.\" id=\"return-footnote-64-14\" href=\"#footnote-64-14\" aria-label=\"Footnote 14\"><sup class=\"footnote\">[14]<\/sup><\/a> Click the image to view the full interaction with ChatGPT, including follow-up prompts (login required).<\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_784\" aria-describedby=\"caption-attachment-784\" style=\"width: 1007px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/chat.openai.com\/share\/8d508395-ac51-4c6a-980e-a112aa8566ca\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"shadow wp-image-63 size-full\" src=\"http:\/\/openbooks.hdfoundation.in\/wp-content\/uploads\/sites\/2\/2024\/05\/ECE-Case-study-examples.png\" alt=\"A screenshot image of an interaction with ChatGPT. The user's prompt reads: UserImagine you are a college instructor in Early Childhood Education. You need to develop eight different case study scenarios for a small group activity. Each scenario needs to be about a minor issue or concern with a child age 2 to 4 who attends the childcare centre. Each group will be assigned one case study, and will have to come up with possible reasons that the issue is happening (including issues with the space, materials, schedule or transitions) and a strategy for addressing the issue, referencing at least one source from their course readings. To begin, please list at least 12 different potential case study topics, in brief. The beginning of ChatGPT's response is visible. It reads: Certainly! Here are 12 potential case study topics focusing on minor issues or concerns with children aged 2 to 4 in a childcare center setting: Difficulty in Sharing Toys: A 3-year-old child consistently struggles with sharing toys during playtime.\" width=\"1007\" height=\"547\" srcset=\"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/ECE-Case-study-examples.png 1007w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/ECE-Case-study-examples-300x163.png 300w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/ECE-Case-study-examples-768x417.png 768w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/ECE-Case-study-examples-65x35.png 65w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/ECE-Case-study-examples-225x122.png 225w, https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-content\/uploads\/sites\/2\/2024\/05\/ECE-Case-study-examples-350x190.png 350w\" sizes=\"(max-width: 1007px) 100vw, 1007px\" \/><\/a><figcaption id=\"caption-attachment-784\" class=\"wp-caption-text\">Prompting ChatGPT to generate case study scenarios.<\/figcaption><\/figure>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>AI tools can produce first drafts of lesson plans that can be adapted for use in class.<\/li>\n<li>AI tools can generate ideas and instructions for classroom activities.<\/li>\n<li>AI tools are useful for brainstorming examples, questions, and case studies.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Exercises<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Consider the lesson plan generated by ChatGPT earlier in this chapter. What changes need to be made to the lesson plan before delivering it? Would reprompting be an efficient way to refine the lesson plan, or should the instructor edit it themselves?<\/li>\n<li>Experiment with prompting an AI tool to generate case studies, examples, questions, and classroom activities related to your area of instruction. How would you rate the AI tool&#8217;s output? What prompting techniques yield the best results?<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-64-1\">Anonymous focus group participant, November 2023. <a href=\"#return-footnote-64-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-64-2\">Anonymous focus group participant, November 2023. <a href=\"#return-footnote-64-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-64-3\">Danny Liu, \"Prompt Engineering for Educators\u2014Making Generative AI Work for You,\" University of Sydney, last modified April 27, 2023, <a href=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/prompt-engineering-for-educators-making-generative-ai-work-for-you\/\">https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/prompt-engineering-for-educators-making-generative-ai-work-for-you\/<\/a>. <a href=\"#return-footnote-64-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-64-4\">CampGPT, \"Open Prompt Book,\" Crowded Learning, last modified November 1, 2023, <a href=\"https:\/\/edtech.worlded.org\/wp-content\/uploads\/2023\/07\/campgpt-prompt-book-2-compressed.pdf\">https:\/\/edtech.worlded.org\/wp-content\/uploads\/2023\/07\/campgpt-prompt-book-2-compressed.pdf<\/a>. <a href=\"#return-footnote-64-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><li id=\"footnote-64-5\">Anonymous focus group participant, November 2023. <a href=\"#return-footnote-64-5\" class=\"return-footnote\" aria-label=\"Return to footnote 5\">&crarr;<\/a><\/li><li id=\"footnote-64-6\">Ethan Mollick and Lilach Mollick, \"Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts,\" SSRN, last modified March 17, 2023, <a href=\"https:\/\/doi.org\/10.2139\/ssrn.4391243\">https:\/\/doi.org\/10.2139\/ssrn.4391243<\/a>. <a href=\"#return-footnote-64-6\" class=\"return-footnote\" aria-label=\"Return to footnote 6\">&crarr;<\/a><\/li><li id=\"footnote-64-7\">Jacob Carewick, focus group, November 6, 2023. <a href=\"#return-footnote-64-7\" class=\"return-footnote\" aria-label=\"Return to footnote 7\">&crarr;<\/a><\/li><li id=\"footnote-64-8\">Rosemary Woodby, focus group, November 6, 2023. <a href=\"#return-footnote-64-8\" class=\"return-footnote\" aria-label=\"Return to footnote 8\">&crarr;<\/a><\/li><li id=\"footnote-64-9\">Danny Liu, \"Prompt Engineering for Educators\u2014Making Generative AI Work for You,\" University of Sydney, last modified April 27, 2023, <a href=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/prompt-engineering-for-educators-making-generative-ai-work-for-you\/\">https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/prompt-engineering-for-educators-making-generative-ai-work-for-you\/<\/a>. <a href=\"#return-footnote-64-9\" class=\"return-footnote\" aria-label=\"Return to footnote 9\">&crarr;<\/a><\/li><li id=\"footnote-64-10\">Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, \"Generative Artificial Intelligence in Teaching and Learning at McMaster University,\" McMaster University, last modified 2023, <a href=\"https:\/\/ecampusontario.pressbooks.pub\/mcmasterteachgenerativeai\/\">https:\/\/ecampusontario.pressbooks.pub\/mcmasterteachgenerativeai\/<\/a>. <a href=\"#return-footnote-64-10\" class=\"return-footnote\" aria-label=\"Return to footnote 10\">&crarr;<\/a><\/li><li id=\"footnote-64-11\">Jacob Carewick, focus group, November 6, 2023. <a href=\"#return-footnote-64-11\" class=\"return-footnote\" aria-label=\"Return to footnote 11\">&crarr;<\/a><\/li><li id=\"footnote-64-12\">Thank you to Michele Sykes, RRC Polytech Medical Laboratory Sciences instructor, for helping to create this example. <a href=\"#return-footnote-64-12\" class=\"return-footnote\" aria-label=\"Return to footnote 12\">&crarr;<\/a><\/li><li id=\"footnote-64-13\">Anonymous focus group participant, November 2023. <a href=\"#return-footnote-64-13\" class=\"return-footnote\" aria-label=\"Return to footnote 13\">&crarr;<\/a><\/li><li id=\"footnote-64-14\">Thank you to RRC Polytech Early Childhood Education instructor Monica Lytwyn for co-creating this example. <a href=\"#return-footnote-64-14\" class=\"return-footnote\" aria-label=\"Return to footnote 14\">&crarr;<\/a><\/li><\/ol><\/div><div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_64_83\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_64_83\"><div tabindex=\"-1\"><p>A set of instructions that a user establishes with an AI tool, which apply to all of their interactions. Custom instructions can be set in ChatGPT by clicking on the user's name near the bottom left corner, then on Custom Instructions.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":1,"menu_order":2,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"part":55,"_links":{"self":[{"href":"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-json\/pressbooks\/v2\/chapters\/64"}],"collection":[{"href":"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":2,"href":"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-json\/pressbooks\/v2\/chapters\/64\/revisions"}],"predecessor-version":[{"id":99,"href":"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-json\/pressbooks\/v2\/chapters\/64\/revisions\/99"}],"part":[{"href":"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-json\/pressbooks\/v2\/parts\/55"}],"metadata":[{"href":"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-json\/pressbooks\/v2\/chapters\/64\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-json\/wp\/v2\/media?parent=64"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-json\/pressbooks\/v2\/chapter-type?post=64"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-json\/wp\/v2\/contributor?post=64"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/openbooks.hdfoundation.in\/aiineducation\/wp-json\/wp\/v2\/license?post=64"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}