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Students cannot be required to register for tools that fall outside the VIU suite of software. When presenting students with a third-party tool (including GenAI tools) instructors must disclose what the tool is, why it is being used, what data is collected through using the tool, how this data will be used, and what students can do to opt out of their data being collected. Equivalent alternative assignments must be available for students who opt out of registering for third-party tools.

If students cannot opt out of the tool without penalty (eg. the activity is graded, or no alternative is available), a Privacy Impact Assessment (PIA) is required.

More information on data privacy and security is available through the office of the Secretary and General Counsel, and on learning, teaching and assessment practices through the Centre for Innovation and Excellence in Learning.

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https://padlet.com/jessicagemella/AIinNursingEd

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Generative Artificial Intelligence – Getting Started: OER Publishing at BCcampus (opentextbc.ca)

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101 Creative Ideas to Use AI in Education

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101 Creative Ideas to Use AI in Education

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The crowdsourced document captures collective thinking about how to AI might be used to create opportunities for new learning and teaching.

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A free introductory series on using generative AI

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Padlet's Privacy Policy and Terms of Use can be found on Padlet’s website.

This Padlet canvas is set to:

Allow viewers to comment on posts.

Participants can react with 'likes'

Not display author name or timestamp

Password protection

However, the content does not require approval before posting and canvas remakes are not permitted.

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Name of resource: ChatGPT and Midjourney

Discipline/Use: Nursing
Example: Leveraging AI to develop branching scenarios or case studies to give learners authentic critical thinking assessments.

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People are free to email me with questions (Terri.Doughty@viu.ca).

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This is a collection of CIEL's posts related to Generative AI in the higher education context.

ChatGPT and generative artificial intelligence (AI) tools are evolving rapidly, fueling ongoing conversations and challenges within our VIU community. Our previous blog posts delved into the capabilities and constraints of AI, proposed strategies for responsible usage, and offered insights into integrating generative AI into course design and assessment. In this blog post, we'll explore compelling questions about AI that have surfaced through discussions across VIU's campuses.
Read More...

CIEL is hosting a mini-conference on October 26, 2023 from 8:30am - 3:00pm (hours subject to change) dedicated to exploring GenAI in the teaching learning landscape and we invite you to join us. There are so many things to say about GenAI and the teaching and learning landscape that we hardly know where to start: What is it? Is it actually intelligent? Should I use it? Should I teach my students to use it? What...
Read More...

In our previous post about GenAI, we explored a range of approaches for integrating GenAI into course design. In this post, our focus shifts towards strategies that harness GenAI to either design assessments or adjust existing ones. Assessments serve a dual purpose: they provide us with insights into students' acquired knowledge and skills, and they serve as tools to guide students in their exploration of information, skill development, and knowledge expansion.
Read More...

Older Posts"

Have questions or want to book a consultation with one of our pedagogy or technology specialists?

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Teaching and Learning with Generative AI

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This is a collection of CIEL's posts related to Generative AI in the higher education context. ChatGPT and generative artificial intelligence (AI) tools are evolving rapidly, fueling ongoing conversations and challenges within our VIU community. Our previous blog posts delved into the capabilities and constraints of AI, proposed strategies for responsible usage, and offered insights into integrating generative AI into course design and assessment.

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Enable the academic integrity notice in Moodle

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Generative artificial intelligence (AI) allows for the transformation of written text into artistic images. This article describes a case study of using generative-AI images created by Midjourney with undergraduate nursing students to examine their perceptions and fears of the nursing profession. The study discusses AI image-generation as a strategy to encourage reflection and discussion on student’s perceptions.

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Initiating a Privacy Impact AssessmentIf your department is contemplating a new system or program or is making a significant change to an existing program that involves personal information, a Privacy Impact Assessment should be completed.The first step is to complete and submit a PIA Needs Analysis Questionnaire.

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Padlet is a digital canvas (or virtual board) on which you can add photos, videos, audio, text, drawings, graphs, charts, and more. Free and paid versions are available on computers and smartphones. Padlet boards can be used to collaborate, share knowledge, ideas and advice.

For information on how to get started "Click" on the Padlet Tips & Tricks above.

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Please note that some of these tools may not be compliant under the Freedom of Information and Privacy Act (FIPPA). For more information about FIPPA and how to stay compliant please email FIPPA@viu.ca or visit VIU’s Access and Privacy webpage.

Proceed with caution. You may need to take precautions to protect students' and faculty's privacy and data; and or put agreements in place to permit use.

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How do we support our students in making good choices in managing their digital footprint when choosing information tools and platforms?

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Introducing The Foundation Model Transparency Index

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Introducing The Foundation Model Transparency Index

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via Joanna Hesketh at the mini conference 10/26/23

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Introducing The Foundation Model Transparency Index

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A new index rates the transparency of 10 foundation model companies and finds them lacking.

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Full Research Paper: The Foundational Model Transparency Index

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Full Research Paper: The Foundational Model Transparency Index

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Bommasani, R., Klyman, K., Longpre, S., Kapoor, S., Maslej, N., Xiong, B., Zhang, D. & Liang, P. (n.d.). The foundation model transparency index. Stanford Center for Research on Foundation Models (CRFM) and Stanford Institute for Human-Centered Artificial Intelligence (HAI). https://crfm.stanford.edu/fmti/fmti.pdf

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Press release: Investigation into ChatGPT

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Press release: Investigation into ChatGPT

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ChatGPT drafts its own “Report of Findings”

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On April 4 th, 2023, the Office of the Privacy Commissioner of Canada (" OPC") announced it had launched an investigation into OpenAI, the company behind artificial the intelligence (AI)-powered chatbot ChatGPT. The OPC said the investigation was launched "in response to a complaint alleging the collection, use and disclosure of personal information without consent".

I thought I would have ChatGPT[1] take a shot at drafting a Report of Findings, the report that is issued by the OPC at the conclusion of its investigation. The prompt I provided to ChatGPT was:
Prepare a Report of Findings regarding an investigation into the business, OpenAI's ChatGPT, in the style of the Office of the Privacy Commissioner of Canada based on a complaint alleging the collection, use and disclosure of personal information without consent. The Report of Findings should examine: (1) whether adequate consent was obtained for the collection, use and disclosure of personal information for the purpose of training the ChatGPT algorithm; and (b) whether the Office of the Privacy Commissioner of Canada has jurisdiction to investigate this complaint.
For the nature of the privacy complaint, I used the general allegation about lack of consent set out in the OPC's announcement, and added in a question about the OPC's jurisdiction to commence an investigation. The latter question was spurred by my own observation that ChatGPT does not necessarily collect, use or disclose personal information, and if it does, it may not be doing so "in the course of commercial activities'. Both of these issues are threshold issues for the OPC's jurisdiction.

ChatGPT did an admirable job, given the limited information about the nature of the investigation. It did not play favourites, indicting its creators for lack of adequate and meaningful consent, and even making Recommendations to remedy the issues it identified.

ChatGPT generated its "Report" in under a minute, meeting the one year statutory deadline set out in PIPEDA.

ChatGPT's "Report of Findings":
Introduction: This report concerns a complaint made to the Office of the Privacy Commissioner of Canada ("OPC") regarding the collection, use, and disclosure of personal information by OpenAI's ChatGPT without adequate consent. The complainant alleges that OpenAI collected, used, and disclosed personal information without obtaining proper consent for the purpose of training the ChatGPT algorithm. This report will examine whether adequate consent was obtained and whether the OPC has jurisdiction to investigate this complaint. Jurisdiction:
The OPC has jurisdiction to investigate complaints concerning the collection, use, or disclosure of personal information by an organization in the course of commercial activities, except for those conducted solely for journalistic, artistic, or literary purposes. OpenAI is a for-profit organization engaged in commercial activities and is therefore subject to the Personal Information Protection and Electronic Documents Act (PIPEDA), which the OPC oversees.
Adequacy of Consent: The collection, use, and disclosure of personal information by OpenAI's ChatGPT are subject to PIPEDA's requirements for consent. PIPEDA requires that an organization obtain the individual's consent before collecting, using, or disclosing their personal information, and that the consent be meaningful, informed, and given voluntarily. In this case, OpenAI collected personal information through the use of the ChatGPT algorithm, which relies on large amounts of text data to generate responses to user inputs. This data is collected from various sources, including online forums, social media platforms, and other publicly available sources. However, the complainant alleges that OpenAI did not obtain adequate consent for the collection, use, and disclosure of their personal information. Upon review of OpenAI's privacy policy, it was found that OpenAI does provide information on how personal information is collected, used, and disclosed by the ChatGPT algorithm. However, the privacy policy does not adequately explain the purposes for which the personal information is collected or the potential risks associated with the collection, use, and disclosure of personal information. Furthermore, OpenAI does not obtain explicit consent from individuals for the collection, use, and disclosure of their personal information. While OpenAI does provide users with the option to opt-out of data collection, this opt-out process is not easily accessible, and the privacy policy does not adequately explain how to opt-out of data collection. Conclusion: Based on the findings of this investigation, it is concluded that OpenAI did not obtain adequate consent for the collection, use, and disclosure of personal information for the purpose of training the ChatGPT algorithm. OpenAI's privacy policy does not adequately explain the purposes for which the personal information is collected or the potential risks associated with the collection, use, and disclosure of personal information. OpenAI also does not obtain explicit consent from individuals for the collection, use, and disclosure of their personal information. Recommendations: The OPC recommends that OpenAI take the following steps to address the issues identified in this report:

1. Update its privacy policy to clearly explain the purposes for which personal information is collected, used, and disclosed by the ChatGPT algorithm, as well as the potential risks associated with the collection, use, and disclosure of personal information.

2. Obtain explicit consent from individuals for the collection, use, and disclosure of their personal information.

3. Provide users with an easily accessible opt-out process for data collection and explain how to opt-out of data collection in the privacy policy.

OpenAI is requested to report back to the OPC within 90 days of receiving this report, outlining the steps taken to implement these recommendations.
[1] ChatGPT Mar 23 Version. Free Research Preview.
For more information about this and other AI topics and how we can help, please contact the author, Kirsten Thompson.
About Kirsten Thompson

Kirsten Thompson is a partner and the national lead of Dentons' Privacy and Cybersecurity group. She has both an advisory and advocacy practice, and provides privacy, data security and data management advice to clients in a wide variety of industries.

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Privacy Commissioner launches investigation into ChatGPT; ChatGPT drafts its own "Report of Findings" - Dentons Data

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On April 4th, 2023, the Office of the Privacy Commissioner of Canada ("OPC") announced it had launched an investigation into [...]

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AI Prompts for Teaching by Cynthia Alby Ph.D.
Co-author of Learning That Matters, cynthia.alby@gcsu.edu

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Image Prompts from Technology & Learning Connections

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Image Prompts from Technology & Learning Connections

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via JHengstler

I got this from a prompting suggestion on an AI themed email newsletter. Can't remember which one. Credit for the prompt sheedt is Technology & Learning Connections https://www.tlc-mtss.com/

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This is a working document with new links added to Open RN virtual simulations created in H5P as they are created by the Open RN team.

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Using AI to support collaborative practices

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Using AI to support collaborative practices

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Karen, M. (2023). Using Artificial Intelligence to Support Collaborative Practices Across Stage and Faculty Teams. https://padlet.com/karen_may4/using-ai-to-strengthen-collaborative-practice-13vbooetkzww4bah

This document contains hyperlinks and is designed to be shared across electronic media.

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AI, machine learning, and generative technologies

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AI, machine learning, and generative technologies

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AI, machine learning, and generative technologies – An Instructor’s Guide to Teaching & Learning With Technology @UNBC

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Academic Integrity and Generative Artificial Intelligence

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Academic Integrity and Generative Artificial Intelligence

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Context, Considerations, Emerging Best Practices

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How are you going to talk about AI with your class?

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How are you going to talk about AI with your class?

As the new semester approaches, you may be considering if Generative AI (AI) and Large Language Models (LLM) are suitable in your teaching and learning context. Many students might already be using AI tools and that presents both opportunities and challenges in our classrooms. AI can be a beneficial learning tool. However, without careful consideration it may also be misaligned with your course learning outcomes.

So where do we start? If you are just joining this conversation or have already started thinking about it, we thought it might be useful to share some of the things that are emerging in the conversations we are part of. Many of them are about stating and sharing expectations early. This blog post offers prompt questions that will guide you towards some of the common approaches being adopted in classrooms. We have tried to represent a spectrum of approaches ranging all the way to full adoption and integration of Al. We have also gathered resources to help you decide if and how to integrate AI into your course.

Not Permitting Any Use of AI

Example of language to use with your students

"Since writing, analytical, and critical thinking skills are part of the learning outcomes of this course, all writing assignments should be prepared by the student.

Developing strong competencies in this area will prepare you for a competitive workplace. Therefore, AI-generated submissions are not permitted and will be treated as plagiarism" (Horowitz, Salem State University).

Considerations

Can you actually enforce this?
Unlike other electronic materials, you cannot find the original source of AI generated content because it does not exist. There are "AI Detection" tools available online, but they are problematic for two reasons. First, like any plagiarism checker, they are not foolproof. Second, and most importantly, they require you to submit your students' work to their database. In this scenario, it is important to be sensitive to the data privacy implications.
Prepare for student questions.
Your students may be allowed to use AI in other courses and, therefore, may wonder why they cannot use it in yours. Be prepared to explain how this approach fits with the learning outcomes for your course.
Be aware of how AI is being used by students.
Even if you are not interested in using AI tools yourself, and you do not want them used in the completion of course work in your classes, it will be useful to have some sense of the different ways they can be used in teaching and learning. Again, this may make conversations with students more meaningful.

Permitting Some Use of Generative AI

Example of language to use with your students

"The purpose of assignments in this course is for you to demonstrate your writing and critical thinking skills while providing you with opportunities to grow as a communicator, thinker, and scholar. Writing skills, along with the course concepts you learn while writing, will help you develop as a person and valued employee who will succeed in your future career(s). I may sometimes incorporate the use of generative artificial intelligence (AI) tools like ChatGPT into your lessons and assignments. In these cases, AI is a valuable tool for learning. However, in instances where you are not specifically told to use AI, I ask you to embrace the challenges of learning, scholarship, and personal growth and write without using AI. Please let me know if you have any questions about the use of AI in this class" (Saums, Volunteer State Community College). "You might be permitted to use generative AI tools for specific assignments or class activities. However, assignments created with AI should not exceed 25% of the work submitted and must identify the AI-generated portions. Presenting AI-generated work as your own will have consequences according to university policies. Importantly, while AI programs like ChatGPT can help with idea generation, they are not immune to inaccuracies and limitations. Further, overreliance on AI can hinder independent thinking and creativity. Note that, in the spirit of this policy, it was written in part by ChatGPT" (Gilbert, Coastal Carolina University)

Considerations

Can you actually enforce this?
Unlike other electronic materials, you cannot find the original source of AI generated content because it does not exist. There are "AI Detection" tools available online, but they are problematic for two reasons. First, like any plagiarism checker, they are not foolproof. Second, and most importantly, they require you to submit your students' work to their database. In this scenario, it is important to be sensitive to the data privacy implications.
Prepare for student questions.
Your students may be confused about what constitutes an appropriate amount of AI generated content. Be prepared to explain how this approach fits with the learning outcomes for your course.
Do your students need to register for an account?
For reasons of privacy and security, we cannot require students to register for tools that fall outside the VIU suite of software. While many students may have already signed up for tools like ChatGPT or won't mind doing so, you may have students in your classroom who do not want to create an account. It is worth considering how this will impact their engagement with the course.

Encouraging the Use of AI

Example of language to use with students

" Using an AI-content generator such as ChatGPT to complete assignment without proper attribution violates academic integrity. By submitting assignments in this class, you pledge to affirm that they are your own work and you attribute use of any tools and sources.
Learning to use AI responsibly and ethically is an important skill in today's society. Be aware of the limits of conversational, generative AI tools such as ChatGPT.

Quality of your prompts: The quality of its output directly correlates to the quality of your input. Master "prompt engineering" by refining your prompts in order to get good outcomes.

Fact-check all of the AI outputs. Assume it is wrong unless you cross-check the claims with reliable sources. The currently AI models will confidently reassert factual errors. You will be responsible for any errors or omissions.

Full disclosure: Like any other tool, the use of AI should be acknowledged. At the end of your assignment, write a short paragraph to explain which AI tool and how you used it, if applicable. Include the prompts you used to get the results. Failure to do so is in violation of academic integrity policies. If you merely use the instructional AI embedded within Packback, no disclosure is needed. That is a pre-authorized tool.
Here are approved uses of AI in this course. You can take advantage of a generative AI to:

Fine tune your research questions by using this tool https://labs.packback.co/question/ Enter a draft research question. The tool can help you find related, open-ended questions

Brainstorm and fine tune your ideas; use AI to draft an outline to clarify your thoughts

Considerations

How much do your students really know about AI?
When we talk about AI we tend to think "ChatGPT". But there are many other tools out there that students can access. There is likely to be a wide range of AI experience and expertise in your classes. This could put some students at a disadvantage. It might be worth gauging the expertise levels at the beginning of the term and getting some of the more experienced users to share what they know.
Do your students know how to use AI tools well?
Like any tool, using Generative AI tools takes practice. Creating good prompts is a skill and it can get frustrating if you are not getting the kinds of results you expect.
Do your students know how to analyze information?
This is important in any context, but even more so with AI generated content. AI is not sentient. It cannot reason, analyze or think critically. That means that we have to do that work for it. AI hallucinations, inconsistent output and built in bias are all well-known concerns with the use of AI. This can be an excellent opportunity to talk about the importance of evaluating sources and analyzing information.
Do your students need to register for an account?
For reasons of privacy and security, we cannot require students to register for tools that fall outside the VIU suite of software. While many students may have already signed up for tools like ChatGPT or won't mind doing so, you may have students in your classroom who do not want to create an account. You will need to consider how this will impact their engagement with the course and find alternate ways for engagement.

Fully Integrating AI

Example of language to use with students

"I expect you to use AI (ChatGPT and image generation tools, at a minimum), in this class. In fact, some assignments will require it. Learning to use AI is an emerging skill, and I provide tutorials in Canvas about how to use them. I am happy to meet and help with these tools during office hours or after class. Be aware of the limits of ChatGPT: If you provide minimum effort prompts, you will get low quality results. You will need to refine your prompts in order to get good outcomes. This will take work. Don't trust anything it says. If it gives you a number or fact, assume it is wrong unless you either know the answer or can check in with another source. You will be responsible for any errors or omissions provided by the tool. It works best for topics you understand. AI is a tool, but one that you need to acknowledge using. Please include a paragraph at the end of any assignment that uses AI explaining what you used the AI for and what prompts you used to get the results. Failure to do so is in violation of the academic honesty policies. Be thoughtful about when this tool is useful. Don't use it if it isn't appropriate for the case or circumstance" (Mollick, Wharton School University of Pennsylvania).

Considerations

How much do your students really know about AI?
When we talk about AI we tend to think "ChatGPT". But there are many other tools out there that students can access. There is likely to be a wide range of AI experience and expertise in your classes. This could put some students at a disadvantage. It might be worth gauging the expertise levels at the beginning of the term and getting some of the more experienced users to share what they know.
Do your students know how to use AI tools well?
Like any tool, using Generative AI tools takes practice. Creating good prompts is a skill and it can get frustrating if you are not getting the kinds of results you expect.
Do your students know how to analyze information?
This is important in any context, but even more so with AI generated content. AI is not sentient. It cannot reason, analyze or think critically. That means that we have to do that work for it. AI hallucinations, inconsistent output and built in bias are all well-known concerns with the use of AI. This can be an excellent opportunity to talk about the importance of evaluating sources and analyzing information.
Do your students need to register for an account?
For reasons of privacy and security, we cannot require students to register for tools that fall outside the VIU suite of software. While many students may have already signed up for tools like ChatGPT or won't mind doing so, you may have students in your classroom who do not want to create an account. In this situation, you will need to find alternate ways for those students to meaningfully engage in the course.
Are there potential costs for students?
While it is free to sign up for most Generative AI tools, the free version often comes with limits in the number of prompts that can be used before they start asking for money. Even for "fully free" tools like ChatGPT 3.5, there is no guarantee that they will remain free. Designing your courses with some flexibility will help you shift if access to the tool(s) you are using suddenly changes.

It should also be noted that some students may be willing and able to pay for additional access or improved versions of AI tools. For example, ChatGPT 3.5 is free, but ChatGPT 4.0 is not.
Can they use any Generative AI tool, or just specific ones?
This will impact your course design and assessment choices. If you are thinking about integrating a specific tool, this will not necessarily mean that students will limit their use to that single tool. Will it impact your decision for how AI will be integrated into your class?

Additional Supporting Resources

Usage Guides

Following are additional resources and information about AI's capabilities and limitations. We encourage you to explore these resources to help you set clear course expectations regarding AI use.

Citation Guides

Have questions or want to book a consultation with one of our pedagogy or technology specialists?

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As the new semester approaches, you may be considering if Generative AI (AI) and Large Language Models (LLM) are suitable in your teaching and learning context. Many students might already be using AI tools and that presents both opportunities and challenges in our classrooms. AI can be a beneficial learning tool.

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Example: AI Statement in Syllabus (Hengstler, 2023)

I do allow use of AI in my courses. Here are the parameters under which AI use is expected to occur in my courses.

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In the third instalment of the Digital Pedagogy Toolbox Series, Taruna Goel explores how educators and learners can develop digital competencies and skills by using the B.C. Post-Secondary Digital Literacy Framework as a roadmap.
Post by Taruna Goel, learning and performance strategist, North Pacific
Digital Literacy Then and Now

In the not-so-distant past, the term digital literacy conjured images of connecting to the internet with the iconic screeching and beeping of a dial-up modem, or mastering the basics of word processing and spreadsheet software. My digital exploration began with using MS-DOS commands to access files and folders on my computer and evolved to browsing websites, filling online forms, sending emails, and creating Word documents, PowerPoint slides, and Excel sheets!

That was digital literacy then. It included skills such as operating a computer or navigating the internet and was often seen as a means to simply access information or perform basic tasks online. However, as the digital landscape has evolved, so has the definition of digital literacy. Fast forward to today, and the concept of digital literacy has undergone a profound transformation. In our modern, hyper-connected world, it's no longer sufficient to merely know how to send an email or operate a computer; digital literacy has evolved into a complex and multifaceted skill set that encompasses a vast array of competencies.

Today, as learners, educators, and digital citizens, we are not just consumers of digital content, we are also creators, curators, and contributors and along the way, we are all leaving our digital footprints behind. Digital literacy today involves a deeper understanding of how to use digital tools and technologies in various contexts, adapt to new digital environments, and critically evaluate digital information. The B.C. Post-Secondary Digital Literacy Framework (Digital Literacy Framework) provides a valuable roadmap for developing these digital competencies that underline digital literacy.

Introducing the Digital Literacy Framework

The Digital Literacy Framework is a part of the overall B.C. Digital Learning Strategy developed by the Digital Learning Advisory Committee, a collaboration between the Ministry of Post-Secondary Education and Future Skills and the post-secondary system. The Digital Literacy Framework has been developed to enhance digital literacy knowledge, skills, and abilities across post-secondary communities. The framework includes eight thematic competencies within digital literacy: ethical and legal; technology; information literacy; digital scholarship; communication and collaboration; creation and curation; digital well-being; and community-based learning.

As post-secondary instructors, trainers, and teachers, our role extends beyond the dissemination of knowledge; we must equip our students with the skills they need to thrive in this digitally driven world. Additionally, as digital citizens, our responsibilities include preparing learners for a world where misinformation and digital threats overflow. Now, more than ever, we need critical thinking, AI literacy, and cybersecurity skills that can empower learners to discern fact from fiction and navigate the digital landscape safely.

Scenario: Strategies for Implementing the Digital Literacy Framework

In this section, ChatGPT, an AI-powered language model, was used to assist in building on the key ideas by the author and generating some of the digital literacy application scenarios. Specific and targeted prompts were crafted to elicit initial scenario drafts. Various options were generated, which were then edited, curated, and refined to create the final scenarios. Throughout the process, human judgment and expertise guided in ideating, prompting, writing, editing, curating, selecting, and shaping the scenarios to ensure they were appropriate and aligned with the goals of the article. The author was mindful of the limitations and potential biases of AI systems and approached the use of ChatGPT critically and ethically.

So, let's explore the key facets of digital literacy in the context of the Digital Literacy Framework with a scenario that highlights practical strategies for how digital literacy can be implemented into every aspect of the learning journey by educators and learners. Imagine an undergraduate program of study at a university, where digital literacy is not just a supplement but a cornerstone of education. In this scenario, we'll follow Professor Emily, an educator, and her student, Alex. (OpenAI, 2023).

Professor Emily teaches an undergraduate science course and is passionate about leveraging technology to enhance her teaching and engage her students. She is starting to become more comfortable with the Digital Literacy Framework and recognizes the importance of incorporating digital competencies into her curriculum.

Alex is an undergraduate student with a thirst for knowledge. He has enrolled in Professor Emily's course, eager to gain subject-specific expertise.

Together, they will demonstrate how educators and learners can use the Digital Literacy Framework's eight thematic digital literacy competencies as a guide to enhance academic experiences, foster critical thinking, and prepare for the challenges of the modern world.

Digital Literacy Competency Themes

Digital Literacy Ensures Learners Thrive in an Increasingly Digital World

As evident in this scenario, digital literacy is not an isolated skill but an integrated part of the educational journey for both Professor Emily and Alex. As they progress through the undergraduate program, they both develop digital competencies. Professor Emily builds on her digital literacy skills as an educator and Alex develops his academic knowledge and becomes a responsible and empowered digital citizen, well-prepared for a digital future.

As post-secondary educators, we need to remember that integrating digital literacy into every aspect of the learning journey is not just a pedagogical choice; it's an ethical imperative. It ensures that learners are equipped with the skills and knowledge they need to succeed academically, professionally, and personally in an increasingly digital world.

Reference

OpenAI. (2023).  ChatGPT Default (GPT-3.5) [Large language model]. https://chat.openai.com/chat

About the Author

Taruna is a learning and performance strategist with over 20 years of experience in adult education, workplace training, competency assessment, and performance improvement. She has designed custom learning experiences (F2F/online/blended) for Fortune 500 companies, government organizations, and industry associations in Canada and abroad. She currently works with North Pacific in Vancouver, where she designs competency-based occupational standards, certification and assessment frameworks, and recognition of prior learning programs for various occupations. Taruna is also a FLO facilitator at BCcampus and an adjunct professor at the University of Victoria.

She can be contacted at:

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Digital Pedagogy Toolbox: Integrating Digital Literacy Practices

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In the third instalment of the Digital Pedagogy Toolbox Series, Taruna Goel explores how educators and learners can develop digital competencies and skills by using the B.C. Post-Secondary Digital Literacy Framework as a roadmap.

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Post by Jessica Gemella and Anwen Burk, Curriculum Teaching and Learning Specialists, Centre for Innovation and Excellence in Learning, Vancouver Island University
In higher education, digital technologies are essential for communication and information access, demanding specific skills of students and educators alike ( Digital Learning Advisory Committee, 2021). Likewise, online, blended, and hybrid learning environments require students to have diverse abilities, especially in content creation, to participate in online learning activities and assessments. These digital literacy skills remain essential as students transition into their professional careers. Digital literacy can be defined as a person's knowledge, skills, and abilities to use digital tools ethically, effectively, and within a variety of contexts in order to access, interpret, and evaluate information, as well as to create, construct new knowledge, and communicate with others (Digital Learning Advisory Committee, 2021).

To enhance students' digital literacy, we encourage educators to have open and honest discussions with students about the ethical use of current and emerging digital technologies. In this blog post, we present a digital literacy toolkit designed to cultivate these conversations in a way that is responsive to change and emphasizes the relationship between educators and students. Inspired by Fawns' (2022) model of entangled pedagogy, which emphasizes the collective shaping of technology, teaching methods, purposes, values, and context, negotiated among teachers and students, our toolkit is intended to help instructors and students mutually shape the appropriate use of digital technology within teaching and learning contexts.

Evolution of a Digital Literacy Toolkit

In the summer of 2022, I (Jessica Gemella) stepped away from my teaching role at Vancouver Island University to become a curriculum teaching and learning specialist. In this role, I expanded on the groundwork laid by Dr. Sally Vinden by continuing regular online faculty discussion groups, known as The Digital Toolshed, via Zoom. In response to the faculty's questions about selecting digital technologies for learning and teaching, I initiated a digital board (Padlet) to share resources and ideas in the Digital Tool Shop. The Digital Tool Shop offers a range of software applications, from basic word processors to specialized graphic design and programming tools. These digital tools are used in various settings to promote efficiency, access, and student engagement.

Notably, the Digital Tool Shop sparked conversation around ethical issues, privacy, and fostering appropriate behaviour in digital education. As a result, the Digital Citizenship Toolkit was introduced to assist instructors in enhancing students' digital literacy.

Since the ability to distinguish between credible and inaccurate resources is foundational to digital literacy (Alexander et al., 2017),I, Anwen Burk, a curriculum teaching and learning specialist and a former librarian, was invited to collaborate on refining the toolkit. This collaboration culminated in the creation of a DIY Toolkit for Digital Literacy.

DIY Toolkit for Digital Literacy: Overview

The DIY Toolkit for Digital Literacy supports higher education professionals in facilitating discussions about the ethical use of digital technologies and meaningful engagement in online communities. It's designed to help faculty co-create class agreements addressing ethical digital technology and media use, netiquette, and digital citizenship for well-being. Our intention is for this toolkit to be adaptable, enabling anyone to craft a class netiquette agreement that establishes guidelines and expectations for respectful and responsible online behaviour.

Insights

In developing our toolkit and consulting with faculty, we gained plenty of insights. Most relevant for educators is the need to (1) clarify expectations regarding digital tool use, (2) create community use agreements, and (3) deliberately address digital literacy by making learning outcomes explicit.

Clarify Expectations

Are you allowing students to use cognitive offloading tools for assessments? Examples of cognitive offloading tools are calculators, paraphrasing tools, search engines, and artificial intelligence. It is crucial to be clear and specific with students about whether using digital tools is acceptable while still accomplishing the established learning goals. For an example of how you might clarify what digital tools are permitted or not permitted in your classroom, see What Does AI Mean in Your Classroom? (Burk, 2023).

Create Community Agreements

Class agreements outline classroom behaviour and discussion norms and are collaboratively constructed by students and instructors. They lay the groundwork for a transparent and inclusive learning space by jointly establishing and clarifying these expectations. A community agreement helps students feel empowered, builds relationships, and fosters a culture of trust ( Boston University Center for Teaching and Learning, 2022). One way of creating community agreements is through affinity diagrams (Dam and Siang, 2022), as shown in the DIY Toolkit for Digital Literacy.

Make Digital Literacy Outcomes Explicit

Student learning outcomes state what students are expected to know or be able to do on completing a course or program. While some course learning outcomes will focus on the content of the course, others may focus on skills. This is where digital literacy outcomes can fit into your course design. By incorporating digital literacy skills into the learning outcomes for the course, you can make space for deliberately addressing these skills in the context of your content.

When writing learning outcomes, begin with an action verb that is measurable and observable, then follow with a statement that indicates the depth of learning. Bloom's taxonomy is often used when selecting verbs to clarify different levels of thinking, learning, and understanding. Given the availability of cognitive offloading tools like AI, Oregon State University has developed a guide based on Bloom's Taxonomy that emphasizes high-level skills when developing learning outcomes. Lastly, include a context or criterion for acceptable performance, with words such as "by" or "through" ( Centre for Excellence and Innovation in Learning, n.d.).

We recommend adding digital learning outcomes to your course learning outcomes. You might begin by drawing from B.C.'s Post-Secondary Digital Literacy Framework, with outcomes that start with:

Evaluating the ethical and legal implications of collecting and disseminating digital information

Assessing the risks and benefits of having an online presence

Promoting healthy limits with technology to maintain well-being through reflection practices

Engaging in meaningful communication and collaboration with digital communities

A Call to Action

Our DIY Toolkit for Digital Literacy serves as both a guide and a call to action for educators and students to navigate the digital landscape collaboratively with ethics and awareness. In these times of rapidly emerging digital technologies and numerous tool choices, let's help students choose wisely and prepare for what comes next.

References

Alexander, B., Adams Becker, S., Cummins, M., & Hall Giesinger, C. (2017). Digital literacy in higher education, Part II: An NMC Horizon Project strategic brief (Vol. 3.4, August 2017). The New Media Consortium.

Burk, A. (2023, September 1). What Does AI Mean in Your Classroom?: How Are You Going to Talk About AI with Your Class? The CIEL Blog. https://wordpress.viu.ca/ciel/2023/09/01/what-does-ai-mean-in-your-classroom/

Center for Teaching and Learning, Boston University. (2022, September 5). Creating community agreements with your students: A resource for instructors. https://www.bu.edu/ctl/creating-community-agreements-with-your-students/

Centre for Innovation and Excellence in Learning, Vancouver Island University. (n.d.). VIU teaching and learning handbook. BCcampus. https://pressbooks.bccampus.ca/teachingandlearninghandbook/

Dam, R. F., & Teo, Y. S. (2022, May 2). Affinity diagrams: How to cluster your ideas and reveal insights. Interaction Design Foundation. https://www.interaction-design.org/literature/article/affinity-diagrams-learn-how-to-cluster-and-bundle-ideas-and-facts

Digital Learning Advisory Committee. (2021). B.C.'s post-secondary digital learning strategy. https://www2.gov.bc.ca/gov/content/education-training/post-secondary-education/institution-resources-administration/digital-learning-strategy

Fawns, T. (2022). An entangled pedagogy: Looking beyond the pedagogy-Technology Dichotomy. Postdigital Science and Education, 4(3), 711-728. https://doi.org/10.1007/S42438-022-00302-7

Oregon State University. (n.d.). Advancing meaningful learning in the age of AI. Artificial Intelligence Tools. https://ecampus.oregonstate.edu/faculty/artificial-intelligence-tools/meaningful-learning/

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Digital Pedagogy Toolbox: Digital Literacy Outcomes

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Post by Jessica Gemella and Anwen Burk, Curriculum Teaching and Learning Specialists, Centre for Innovation and Excellence in Learning, Vancouver Island University In higher education, digital technologies are essential for communication and information access, demanding specific skills of students and educators alike ( Digital Learning Advisory Committee, 2021).

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Office of Grad Studies has been working in the AI sphere. Western Deans of Grad Studies will have recommended guidelines coming this fall (VIU is a member of this org). Kendra Stiwich is a member of the GenAI Working Group. Connect with her if you have questions/curiosities/concerns. Also check out the resource linked in this post.

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The Office of Graduate Studies has participated in a number of working groups both at VIU and with other Canadian universities (via the Western Deans of Graduate Studies and the Canadian Association of Graduate Studies) to create guidelines and relevant resources to assist graduate programs and students to best navigate the use of AI in the graduate context.In addition to the

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8 Competency Themes

Ethical and Legal

Technology

Information Literacy

Digital Scholarship

Communication and Collaboration

Creation and Curation

Digital Well-being

Community-based learning

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Digital Learning Strategy - Province of British Columbia