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Qualitative analysis of student feedback

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Qualitative analysis of student feedback

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how to gather, interpret, and use feedback

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Everything is new and shiny in EdTech today. Do you and your organization have processes for evaluating these new tools/platforms before deploying then into your institution and learning environments?

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What are some examples of competency scales that faculty have used in their courses? How do these translate to point or percent value?

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How can we use mcp tools to scan for accessible documents on a department or colleg-wide level?

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Assignment-Level AI Choice Model: A Pedagogical Strategy for Equity

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Assignment-Level AI Choice Model: A Pedagogical Strategy for Equity

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As AI tools become more integrated into coursework, students with access to premium platforms (like ChatGPT Plus, Grammarly Premium, or Notion AI) may produce more polished, structured, and error-free submissions—not necessarily because of deeper understanding, but because of tool advantages.

Over time, this could create a false meritocracy, where GPA reflects access to AI-enhancing tools more than individual growth, effort, or mastery—especially in courses that grade based on output rather than process.

What if students were invited to choose their approach at the start of each assignment—AI-Free, Guided AI, or Unrestricted AI—allowing instructors to assess learning and process fairly.

It’s a flexible strategy that promotes transparency, equity, and real-world digital literacy.

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The ed tech tools that we use to connect students

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The ed tech tools that we use to connect students

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What are new and exciting ways to connect students using educational technology tools? Beyond Padlet and Yellowdig, what is in the horizon that we could leverage?

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Sessions should be geared towards discussion and not presentation.

Topics that don't work would be more workshop/training in theme and need a presenter or expert to demonstrate a concept, set of steps, etc.

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Building IRL learning spaces: Physical, dynamic, communal

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Building IRL learning spaces: Physical, dynamic, communal

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Dynamicland was a place where 'the building is the computer' and people of all ages could imbue everyday objects with computational abilities (7-minute video intro).

By grounding the technology in the real world, people put down their phones and sat together at tables, talking and listening to one another, freely riffing off of and building upon the work of other community members.

Does this sound exciting, like something we should build here in North Carolina? If so, let's talk about it, find a way to keep in touch, and make it happen!

Additional info:

Dynamicland zine (16 pages)

Dynamicland presentation (45 min)

The communal science lab (24 pages)

The Library (2-page fictional vignette)

The Humane Representation of Thought (poster, 55 min presentation, contains some of the theoretical underpinnings of the Dynamicland project)

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How to add weight on items within a category (or not put weight on them) and make it easy for students to understand their grade. Moodle does weird things with its calculation when I simply want points earned and all things being equal.

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Including multiple perspectives in courses

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Including multiple perspectives in courses

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How do instructors bring in voices and perspectives of subject-experts into their class? Not only to hear about content but also to bring in perspectives and identities different than the instructor.

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Creating a sense of connection in a course or program. What are effective ways to bring students out of their shells in class? For a program/major, what kind of out of class events get them excited to join in?

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Mechanisms for encouraging students to complete work outside of class

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Mechanisms for encouraging students to complete work outside of class

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Many students struggle with completing readings, watching videos, etc. prior to class time. This makes class time difficult with some under-prepared students. What strategies for encouraging students (part of grade, bonus points, etc.) have people tried that are effective?

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What do the different gradebook mechanisms (categories, aggregation, calculations) do and how can we leverage them? What tips and tricks do you have for working in the gradebook functionally?

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How to solicit it (as an instructor, a department, or a university). How to glean actionable information from it. How to act on it.

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How can we provide feature requests or feedback to DELTA? What information do we need to make feature requests more clear, descriptive, or applicable? What mechanisms do we have to keep feature requests actively worked on?

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Equipping students with the skills to accelarate learning using AI and critically evaluate AI-generated content.

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How are we responding effectively, ethically, and proactively to students' use of AI tools as shortcuts or to "cheat"? While many of us are incorporating AI tools into our teaching in creative ways, we're also having to redesign "traditional" assessments to anticipate student use of these tools. How are we adapting our assessments? How are we talking to students about ethical AI use? How do we make sure AI tools don't create suspicious relationships between instructor & student?

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ADD YOUR OWN IDEAS - double click or use the plus button

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ADD YOUR OWN IDEAS - double click or use the plus button

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A discussion of alternative grading practices like ungrading, contract grading, competency-based grading and ideas for implementation

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Tech tools including AI and others often promote their ability to make an aspect of teaching or work more efficient. Should that always be the goal? When do we lose things because of not going through the whole process?

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How do we make AI tools the norm instead of a "special" tool?

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How do we make AI tools the norm instead of a "special" tool?

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Thinking about when/how using AI just becomes another tool/go-to vs. something special and stand-alone support.

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AI in the Classroom: Supporting Critical Thinking

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AI in the Classroom: Supporting Critical Thinking

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Explore how instructors are shifting the use of AI from shortcuts to scaffolding tools that promote deeper thinking and self-regulated learning.

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Minimal tech, maximum impact: What’s your simplest effective tool?

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Innovative Approaches to Traditional Instruction

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Innovative Approaches to Traditional Instruction

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Whether you're moving from discussion boards to interactive platforms or replacing text intros with video, let's explore how to transform traditional instructional practices into more engaging and effective experiences.

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The messages we unintentionally might be sending with our syllabus wording and tone, and how to make them feel more supportive and warmer.