An AI in Learning Design workshop conducted at APU on 26 August 2023

1. Welcome
AI LD 2023
ARTIFICIAL INTERLLIGENCE FOR LEARNING
DESIGN
26 AUG 2023
Vaikunthan Rajaratnam

2. Agenda
26th August
2023
Time Activity Outcome
9.00 – 9.30 Overview of Learning Design
9.30 – 10.30 Hands On Activity
 ChatGPT
 Build an Asynchronous Learning Plan
(This will be based on any three Week of learning
from the Module Descriptor).
Learning Plan
10.30 – 11.00 Tea Break
11.00 – 12.30 Build Your Individual Resources Using AI
1. Video:
2. Images:
3. Activities:
4. Assessment items:
5. Rubrics:
12.30 – 1.30 Lunch
1.30 – 3.00 Composing Your Lesson with Rise 360
QA
Upload into LMS
An Asynchronous lesson
incorporating
i. LO
ii. Activity
iii. Assessment
Built in Articulate Rise
3.00 – 3.30 Tea Break
3.30 – 5.00 Presentation and Feedback
OUTCOME OF WORKSHOP
3 Asynchronous lessons (WEEKS) that are ready to be inserted into LMS

4. The brain is the organ of the mind just as the lungs are the
organs for respiration
https://www.tes.com/lessons/N1ICJhPBKCdEtQ/about-the-brain
•Cognition
•Ego
•Memory
•Senses & Motor
TEMPORO
PARIETEAL LOBE HIPPOCAMPUS
PREFRONTAL
CORTEX
DORSOLATERAL
PREFRONTAL
CORTEX

5. Stimuli Identification Recall Understand
Association
Knowledge
creation
WIIFM
Affective
change
Life change

7. NOVICE
ADVANCE
BEGINER
COMPETENT PROFICIENT EXPERT MASTERY
•rigid adherence to taught rules
or plans"
•no exercise of "discretionary
judgment"
•limited "situational perception"
•all aspects of work treated
separately with equal importance
•coping with crowdedness" (multiple
activities, accumulation of information)
•some perception of actions in relation
to goals
•deliberate planning
•formulates routines
•holistic view of situation
•prioritizes importance of aspects
•"perceives deviations from the
normal pattern"
•employs maxims for guidance,
with meanings that adapt to the
•transcends reliance on rules, guidelines, and maxims
•"intuitive grasp of situations based on deep, tacit
understanding"
•has "vision of what is possible"
•uses "analytical approaches" in new situations or in
case of problems

8. Defining Instructional design
“The dynamic structure, process, and system to
facilitate learning and teaching based on cognitive
psychology and neuroscience enabled with technology
incorporating all actors in education and training”
Vaikunthan Rajaratnam 2021

9. Instructional
Design (ID)
Models An instructional design model
provides a mental image of the
theoretical foundations as well
as it gives structure and
meaning to an instructional
designer in visualizing the best
approach to take for effective
learning.

11. Learning Design
An emergent discipline within education that approaches the creation
of learning experiences holistically. While incorporating elements of
instructional design, LD also acknowledges and integrates
considerations like the broader learning context, individual learner
experiences, and the social and collaborative aspects of learning. The
focus is on designing how learners will interact with the material, each
other, and the wider world, aiming to foster a more immersive and
comprehensive learning experience

12. Universal Design for Learning (UDL)
• A framework that allows for variability in pedagogical approaches,
learner engagement and expression
• In learning environments, such as schools and universities, individual
variability is the norm, not the exception.
• When learning is designed to meet the needs of an imaginary
“average”, they do not address the real learner variability. They fail
to provide all individuals with fair and equal opportunities to learn.

13. Universal Design for Learning (UDL)
• Multimedia and Multi-sensory.
Multiple Means of
Representation:
• Learner-centric bespoke strategies to
motivate and challenge
Multiple Means of
Engagement:
• Multimodal demonstration of learning by
students
Multiple Means of
Expression:
• Personalised, inclusivity and effectiveness
Overall Impact:

14. Universal Design for Learning (UDL)

15. Universal Design for Learning (UDL)

16. Mastering ChatGPT:
Prompt Generation
and Response
Validation
Harness the power of AI for better
interactions and outcomes

17. 67-year-old male has
dizziness every time
he sits up from a
lying position,
especially in the
morning. Also, when
he suddenly moves
his head, he notes
the dizziness.
What is the diagnosis

18. Rubric
Criteria Excellent (4) Good (3) Fair (2) Poor (1)
Understanding of
Subject
Demonstrates deep
understanding; integrates
concepts seamlessly
Demonstrates good
understanding; minor
confusion in concepts
Some understanding;
noticeable confusion in
concepts
Lack of understanding;
significant confusion in
concepts
Application of
Knowledge
Skillfully applies knowledge;
clear evidence of critical
thinking
Applies knowledge with
some skill; some evidence of
thinking
Attempts to apply
knowledge; lacks critical
thinking
Fails to apply knowledge;
no evidence of critical
thinking
Structure & Organization
Logically structured; clear
introduction, body,
conclusion; smooth
transitions
Generally well-structured;
some issues with transitions
Structure is present but
flawed; transitions lack
smoothness
Disorganized; lacks clear
structure or transitions
Writing Mechanics
Error-free; excellent
grammar, punctuation,
spelling
Minor errors in grammar,
punctuation, spelling
Several errors affecting
readability
Numerous errors;
significantly impairs
readability
Use of Evidence &
Citations
Comprehensive use of
evidence; citations are
accurate and in proper
format
Good use of evidence;
minor citation errors
Limited or improper use
of evidence; several
citation errors
Lack of evidence; incorrect
or missing citations

19. Create an
assessment
task and
provide
rubrics for
the
assessment

22. Build your Asynchronous Learning Plan
Step 1.
Select the Learning Outcome
Step 2.
Copy the Learning Outcome

23. Step 3.
Paste the LO into Chat GPT and
tweak the prompt
Ex. Act as a subject matter expert
on Managing Innovation. Based
on the following Learning
Outcome - "Identify the factors
organizations have to manage to
achieve success in innovation",
suggest ideas for an
asynchronous lesson plan. The
lesson is for 60 minutes.
Build your Asynchronous Learning Plan
Sample Lesson Plan - ChatGPT Generated.docx

24. Designing
Instructional
Materials with AI
How AI aids in the creation of
effective instructional materials

25. AI for Video Production & Image
generation
Draft
Learning
Outcomes
LO to
Prompt
ChatGPT
for video
script
Import/edi
t script to
AI Video
Generator
Add
personalised
media
Choose
Voiceover
type
Produce
Review
and
Upload

26. Write a script
for the
introduction of
the anatomy of
the
organomegaly
medical student
module. This
will be a 90
second video
script. Just
provide the
narration

27. Invideo.io

30. AI generated Instructional Video

31. Creating Images with AI
Vaikunthan Rajaratnam

32. https://creator.nightcafe.studio/

33. Create account and Login

36. • Be clear & descriptive
• Specific styles or
techniques
• Create a test version
• Evaluate the result
• Refine the prompt
• Iterative process

37. What are the
antibiotics for
leprosy
treatment

38. Based on
this question
and answer,
create a
rubrics to
mark
answers to
the question

39. “the antibiotics used in
leprosy are rifampicin
and streptomycin.
Sometimes you can use
dapsone for resistant
cases. Rifampicin is the
first line drug” - based
on this answer provide
a grade for it

40. Designing
and
developing
Online
module
Analyze
Needs and
Define
Objectives
Design the
Module
Develop
Content
Assessments
Implement
the Module
Review and
Revise
Iterate

41. Content Development for online learning
• Textual Content: Clear writing, examples, citations.
• Multimedia Content: Video, audio, images production.
• Interactive Elements: Quizzes, simulations, discussions.
• Mobile and Cross-Platform: Responsive design, browser compatibility.
• Accessibility and Inclusivity: Alternative formats, cultural sensitivity.
• Integration with LMS: Compatibility, tracking, analytics.

42. Developing
Educational
Materials using
Rise 360
An interactive workshop
on creating engaging
online courses

43. Structure of an Online Interactive Lesson
• Introduction and Objectives:
• Overview, guidelines, and learning
objectives.
• Interactive Content and Practice:
• Multimedia, explorations, guided activities.
• Assessment and Feedback:
• Real-time feedback and self-assessment.
• Community, Collaboration & Adaptation:
• Collaboration and personalized paths.
• Closure, Evaluation, and Accessibility:
• Summary, reflection, inclusivity.

44. Introduction to Rise 360
• Overview of Rise 360's features and benefits
• Demonstration of a sample course created with Rise 360

45. Creating a Course in Rise 360
• Step-by-step guide to creating a new course
• Hands-on activity: Participants create 3 courses based on the three
async weeks topic of their choice

49. Advanced Features of Rise 360
• Adding interactive elements to a course
• Integrating multimedia elements into a course
• Hands-on activity: Participants add interactive and multimedia
elements to their course

50. Structuring your online module
• assigned readings / Open Educational Resources
• pre- and post-reading activities
• instructor-prepared lecture / video to provide context
• Problem / Knowledge Check (Quiz, Reflective questions) – posted on Padlet
Preparatory
work:
• Independent work /Submitting answers to post-reading assignment
• Quiz that asks processing questions
• Interacting with peers on Moodle asynchronous discussion board
• Live lesson with the instructor
Engagement
and Interaction:
• Synchronous Team meeting
• Asynchronous Discussion – Forum in Moodle ( incorporate video uploads)
• Hypothes.is for social annotation of texts
• Hybrid course, use videoconferencing for live f2f meetings
Discussion:

51. Preparatory
work

52. Engagement
and
Interaction

53. Scenario: "Meet and Greet" in Day Surgery Unit
Introduction
You are a nurse in a day surgery unit. Two patients, Mrs. Smith and Mr.
Johnson, are scheduled for minor procedures today. You have the
opportunity to greet them and prepare them for surgery.
Choice 1: Initial Interaction
Option A: Spend extra time welcoming Mrs. Smith, explaining the day's
process, and ensuring she is comfortable.
Option B: Quickly greet Mrs. Smith and move on to administrative
tasks.
If Option A:
 Outcome: Mrs. Smith feels reassured and less anxious.
 Feedback from Surgeon: "Mrs. Smith was very calm during
the procedure, which helped everything go smoothly."Self-
Assessment: You recognise the importance of a thorough
"Meet and Greet" in reducing patient anxiety and improving
surgical outcomes.
If Option B:
 Outcome: Mrs. Smith feels anxious and unsure.
 Feedback from Surgeon: "Mrs. Smith was quite anxious,
which made the procedure more challenging."
 Self-Assessment: You realize that skipping the "Meet and
Greet" had negative repercussions on patient care.

54. Discussion

55. Publishing and Sharing a Course
• Guide to publishing a course, including options for tracking and
reporting
• How to share a course with learners
• Hands-on activity: Participants publish and share their course

58. Q&A and Wrap-up
• Answer any remaining
questions
• Discuss potential
applications for Rise 360 in
participants' own teaching
contexts
• Provide resources for further
learning

59. Presentation And Feedback