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Slides for today's activity jgurganus@umbc.edu

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Argus Unlocking Teams: Empathy in Action

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Arqus Working Group 5 for Teaching Innovation is organising the 2025 edition of the Summer School for Teaching Innovation in the Minho region.

This event is all about equipping educators with innovative strategies and tools geared by artificial intelligence to make learning more dynamic and impactful. We start by engaging in team-building activities and setting a collaborative tone for the event. You’ll attend inspiring talks by experts, connect with fellow educators, share insights, and lay the foundation for a stimulating learning journey.

Workshop Focus:

• Essentials of active learning and assessment: techniques to foster student engagement and enhance learning outcomes.

• Application of artificial intelligence to develop content, strategies, and/or assessments that captivate students’ attention and curiosity.

• Gallery walk: participants present their proposals for applying active learning and artificial intelligence in their courses. It’s a platform to showcase creativity, exchange feedback, and leave with fresh ideas to transform your teaching practice.

We kick off with engaging team-building activities, setting a collaborative tone for the event. You'll connect with fellow educators, share insights, and lay the foundation for a stimulating learning journey. During this journey, teachers will develop a plan for transforming a part of a course of their own, supported by the feedback of a peer group and an international team of experienced trainers.

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Diana Mesquita – Universidade Católica Portuguesa

Assistant Professor at the Faculty of Education and Psychology, Universidade Católica Portuguesa, Porto, Portugal and Director of the Research Centre for Human Development (CEDH). Diana M. has strong research experience in the field of Higher Education. She also delivered more than 95 workshops dedicated to teacher training in Portugal, Brazil, Colombia, Russia and Thailand, mainly under the following topics: Active Learning, Problem and Project Based Learning, Curriculum Design, Assessment and Evaluation. https://www.linkedin.com/in/diana-mesquita/

Zuhal Zeybekoğlu - Koç University, Turkey

Director of Koc University Office of Learning and Teaching, Istanbul. She used to teach academic skill courses to undergraduate students and effective teaching courses to graduate-level students. For the last ten years, she has been designing and delivering faculty development workshops on various topics, such as course design, effective teaching, active learning, etc., and holding individualized consultation sessions with faculty members on improving their daily teaching practices. She is particularly interested in SoTL research in HE. https://www.linkedin.com/in/zzeybekoglu/

Jamie Gurganus – University of Maryland Baltimore County, USA

Assistant Teaching Professor in the Engineering and Computing Education Program and the Associate Director of STEMed Research in the College of Engineering and Information Technology at UMBC. She also serves as the Director for the Center for the Integration of Research, Teaching and Learning (CIRTL) in the Graduate School and is a Faculty Fellow for the Alex. Brown Center for Entrepreneurship. Her work focuses on the development of engineers, educators, and communities from P–12 through post-graduate levels, with expertise in engineering identity, global and entrepreneurial competencies, failure culture, first-year experiences, and capstone design. She is committed to innovative teaching practices, including gamification and hands-on, authentic learning and collaborates globally on STEM education initiatives. Dr. Gurganus serves on the national leadership board for CIRTL, is Program Chair and Co-Chair for the American Society for Engineering Education and serves on several UMBC boards—including the Council for Global Engagement. https://www.linkedin.com/in/jamie-gurganus-phd/

David Smith - Sheffield Hallam University

Professor David Smith is a Professor of Bioscience Education and Head of Research at Sheffield Hallam University. A National Teaching Fellow and Principal Fellow of the Higher Education Academy, he is widely recognised for his innovative, evidence-informed approaches to teaching and learning in higher education. His work focuses on enhancing student engagement through the use of generative AI, authentic assessment, and technology-enhanced learning. Professor Smith actively contributes to national conversations on curriculum design and pedagogical innovation, helping shape the future of bioscience education across the sector. In parallel, his research explores the molecular basis of neurodegenerative diseases, using techniques such as protein chemistry, cell culture, and mass spectrometry to investigate Parkinson’s disease. https://www.linkedin.com/in/david-smith-3709657/?originalSubdomain=uk

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a must-read!

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Not a free resource, but one that is excellent for peer evaluation of team projects.

https://info.catme.org/

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Welcome to CATME CATME SMARTER Teamwork prepares students to function effectively in teams and supports faculty as they manage their students' team experiences. Instructor Student CATME Provides Instructor Tools For Assigning students to better functioning teams: using CATME Team-Maker Training students to work in teams: through CATME Teamwork Behavior Training Identifying teams having teamwork difficulties Training students to rate...

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WiFi

R&D 5G

2.4GHz: PAssag3m

5Ghz: PassAMmts

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https://chat.whatsapp.com/F7EhZULeeweDU5EHnR3n3l

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This project aims to jointly develop a flexible Project-Based Learning (PBL) approach for collaborative teacher training, focused on digital enhancement for active learning in Higher Education (HE). At the end of the project, several resources will be available for other institutions to apply in teacher training using a PBL approach for the digital enhancement of active learning.

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You are an expert teacher and curriculum writer, skilled in creating assessments and evaluating student work. Your task is to create a set of clear and detailed student facing directions and a rubric for my [GRADE LEVEL AND SUBJECT] class studying [TOPIC]. The students are doing [ASSIGNMENT TITLE], in which they [ASSIGNMENT DESCRIPTION]. Format the rubric as a chart and include a 5 point scale.

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Something to consider, when designing your classes is The primacy-recency effect, also known as the serial position effect, is a cognitive bias where individuals tend to remember the first (primacy) and last (recency) items in a sequence or list better than those in the middle.

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A tool for peer assessment and feedback.

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Please complete the following instructions to activate and enable JavaScript in Internet Explorer.

PC

1. In the Tools drop-down menu, select Internet Options.

2. Next, select the Security tab.

3. Then, select the earth (Internet) icon.

4. Then select the Custom Level button.

5. Locate Scripting near the bottom of the list.

6. Under Active Scripting, select Enable, then hit OK.

7. Answer yes to the following confirmation box.

8. Hit OK to close the Internet Options window.

9. Finally, refresh your browser.

Please complete the following instructions to activate and enable JavaScript in Firefox.

PC

1. In the Tools drop-down menu, select Options.

2. Next, select the Content icon/tab at the top on the window.

3. Then, check the Enable JavaScript checkbox under the Web Content category.

4. Hit OK to close the Options window and save your changes.

5. Finally, refresh your browser.

MAC

Please complete the following instructions to activate and enable JavaScript in Safari.

PC

1. In the Edit drop-down menu at the top of the window, select Preferences...

2. Select the Security icon/tab at the top on the window.

3. Then, check the Enable JavaScript checkbox.

4. Close the window to save your changes.

5. Finally, refresh your browser.

MAC

Please complete the following instructions to activate and enable JavaScript in Opera.

PC

MAC

Please complete the following instructions to activate and enable JavaScript in Chrome.

PC

MAC

1. Select the Chrome menu item from the Apple/System bar at the top of the screen.

2. From the drop-down menu, select Preferences...

3. Select the Under the Hood tab at the top of the window.

4. Under the Privacy heading, select the Content settings button.

5. On the left, under the features heading, select JavaScript.

6. Select the Allow all sites to run JavaScript radio button.

7. Finally, close both preference windows, and refresh the browser.

As taken from:

1. http://activatejavascript.org/en/instructions/

2. https://support.mozilla.org/en-US/kb/javascript-settings-for-interactive-web-page

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TEAMMATES - Online Peer Feedback/Evaluation System for Student Team Projects

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TEAMMATES is an Online Peer Feedback System for student team projects. It is completely free to use. Get your students to evaluate their performance in team projects, and view reports and summaries of their feedback and evaluations.

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Building the capacity of learners to learn, teachers to teach, leaders to lead and systems to improve

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Authors

Mike Perkins British University Vietnam, Vietnam

Leon Furze Deakin University, Australia

Jasper Roe James Cook University, Australia

Jason MacVaugh British University Vietnam, Vietnam

Keywords:
AI Assessment, Generative artificial intelligence, AI integration, Academic integrity, Student engagement

Abstract

Recent developments in Generative Artificial Intelligence (GenAI) have created a paradigm shift in multiple areas of society, and the use of these technologies is likely to become a defining feature of education in coming decades. GenAI offers transformative pedagogical opportunities, while simultaneously posing ethical and academic challenges. Against this backdrop, we outline a practical, simple, and sufficiently comprehensive tool to allow for the integration of GenAI tools into educational assessment: the AI Assessment Scale (AIAS). The AIAS empowers educators to select the appropriate level of GenAI usage in assessments based on the learning outcomes they seek to address. The AIAS offers greater clarity and transparency for students and educators, provides a fair and equitable policy tool for institutions to work with, and offers a nuanced approach which embraces the opportunities of GenAI while recognising that there are instances where such tools may not be pedagogically appropriate or necessary. By adopting a practical, flexible approach that can be implemented quickly, the AIAS can form a much-needed starting point to address the current uncertainty and anxiety regarding GenAI in education. As a secondary objective, we engage with the current literature and advocate for a refocused discourse on GenAI tools in education, one which foregrounds how technologies can help support and enhance teaching and learning, which contrasts with the current focus on GenAI as a facilitator of academic misconduct.

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The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment

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Mike Perkins British University Vietnam, Vietnam Leon Furze Deakin University, Australia Jasper Roe James Cook University, Australia Jason MacVaugh British University Vietnam, Vietnam AI Assessment, Generative artificial intelligence, AI integration, Academic integrity, Student engagement Recent developments in Generative Artificial Intelligence (GenAI) have created a paradigm shift in multiple areas of society, and the use of these technologies is likely to become a defining feature of education in coming decades.

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Author Accepted Version attached

EJEE published version:

https://doi.org/10.1080/03043797.2024.2313541

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Feedback for Game! Please fill out when you have a moment.

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.