Teaching with Technology Certificate and Course Enrollments (2024-25 AY)

CATL is continuing the “Teaching with Technology Certificate” program this year! Instructors interested in learning more about how to leverage Canvas and other tools for effective teaching, regardless of modality, are encouraged to participate and complete the full certificate.

The Teaching with Technology Certificate consists of three “Learning and Integrating Technology for Education” (LITE) courses that act as progressive steps in a sequence. Instructors will earn a digital badge after completing the first and second courses in the series, and the Teaching with Technology Certificate after completing the third course. Full-time instructors for the 2024-25 academic year will also earn stipends after completing the second and third courses in the sequence.*

Note: If you have already completed the Distance Education Certificate, this is not a new credential; it has simply been re-titled, so there is no need to re-enroll.

Course Availability, Deadlines, & Compensation

LITE 101: Course Modalities & Technologies

  • All full-time instructors are automatically enrolled in LITE 101: Course Modalities & Technologies. The course will remain open indefinitely, and there is no deadline for completion.
  • LITE 101 is not tied to a stipend.
  • All instructors working toward the Teaching with Technology Certificate who complete LITE 101: Course Modalities & Technologies will be able to enroll in LITE 201: Course Design the following semester.

If you are not a full-time instructor but would like to be added to the course, please email CATL@uwgb.edu.

LITE 201: Course Design

  • The Fall 2024 cohort of LITE 201: Course Design will begin on Monday, Sept. 16, 2024, and run until the end of the semester.
  • Registration for the Fall 2024 cohort of LITE 201 is now closed. Stay tuned for details on registration for Spring 2025.
  • Full-time instructors who complete LITE 201 within the 2024-25 academic year will qualify for a $250 stipend.*
  • All instructors working toward the Teaching with Technology Certificate who complete LITE 201 will be able to enroll in LITE 301 the following semester.

Register for LITE 201

LITE 301: Course Revisions

  • The Fall 2024 cohort of LITE 301: Course Revisions will begin on Monday, Sept. 16, 2024 and run until the end of the spring semester.
  • Registration for the Fall 2024 cohort of LITE 301 now closed. Stay tuned for details on registration for Spring 2025.
  • Full-time instructors who complete LITE 301 within the 2024-25 academic year will qualify for a $250 stipend.*
  • All instructors who complete LITE 301 will receive the Teaching with Technology Certificate.

Register for LITE 301

*Only full-time instructors for the 2024-25 AY are eligible for compensation. To receive compensation, participants must receive approval from their unit chair. Instructors that have already met their maximum overload payment for the contract period do not qualify for compensation.

If you have questions about these courses, please contact CATL at catl@uwgb.edu. If you have questions about compensation or the payment process, please contact Human Resources at hr@uwgb.edu.

Course Descriptions

The first course in the series is called LITE 101: Course Modalities & Technologies. This self-paced course includes information about the different course modalities offered at UW-Green Bay, as well as the technologies you might use for teaching in each one, including in-person teaching. This course also serves as the foundation of the Teaching with Technology Certificate series because it provides an overview of our specific distance education modalities and the technologies that will help you to be successful in them.

LITE 201: Course Design (formerly called Trail Guides) picks up where the first course leaves off. LITE 201 course centers on developing learning pathways for students. This self-paced course is for you if you would like to explore how to develop courses more systematically using evidence-based practices. Through LITE 201, you will develop two modules for a course in Canvas. LITE 201 is self-paced but offered on a semester basis.

In LITE 301: Course Revisions (formerly called Retreats), you will be encouraged to reflect on your own teaching practices. LITE 301 focuses on the process of using feedback, reflection, and scholarly teaching practices to refine classes. You will, for example, explore scholarship of teaching and learning (SoTL) literature relevant to issues in your course or to revisions or teaching innovations you are considering. You will also engage with several of your colleagues through synchronous and asynchronous activities designed to support your efforts in reflecting on and refining your teaching practices. LITE 301 is offered as a cohort-based, semester-long community of practice.

Indicating Generative AI Assignment Permissions with the Traffic Light Model (Red Light, Yellow Light, Green Light)

CATL recommends using the red, yellow, and green light approach to clearly label what level of generative AI (GAI) use is permitted for each of your course assignments. The traffic lights will be useful, but students will also need precise written instructions to supplement them on each assignment’s instructions. In general, you should include: a) whether GAI use is permitted, b) what tasks it can (e.g., brainstorming topic ideas) and can’t (e.g., creating text) be used on, c) how it should be cited (if applicable), and d) a rationale for why it can/can’t be used. We have provided brief examples below, but keep in mind that lengthy assignments that involve complex GAI use might require much more detailed instructions of even a page or more. Note that the text in brackets [ ] is designed to provide some examples of words that might go there; you will need to choose and insert your own text.

Red Light Approach: No GAI Use Permitted

A red traffic light illuminated with an “x” symbol.Collaboration with any GAI tool is forbidden for this activity. This assignment’s main goal is to develop your own [e.g., writing, coding] skills. Generative AI tools cannot be used because doing so will not be helpful to your own skill development and confidence in those abilities.

Yellow Light Approach: GAI Use Permitted for Specific Tasks and/or Using Specific Tools

A yellow traffic light illuminated with an “!” symbol.You may use the GAI tool Copilot – and only Copilot – for specific tasks in this assignment, but not for all of them. You may use GAI tools to [brainstorm a research topic], but not for [writing or editing your research proposal]. You will need to properly cite or disclose your generative AI using [e.g., APA Style]. If you are unsure or confused about what GAI use is permitted, please reach out to me.

OR

You may use GAI tools on this assignment to [e.g., create the budget for your grant proposal], but not to do anything else, such as create text, construct your persuasive arguments, or edit your writing. You will need to properly cite or disclose your generative AI using [e.g., APA Style]. Although other tools are permitted, you are strongly encouraged to use Microsoft Copilot with data protections for reasons of security, equity, and access to GBIT technical support.

Green Light Approach: All GAI Use Permitted

A green traffic light illuminated with a checkmark symbol. You are encouraged to use GAI tools for this assignment. Any generative AI use will need to be disclosed and cited using the methods described in your syllabus. For this assignment, you may use GAI tools to [e.g., brainstorm, create questions, text, or code, organize information, build arguments, and edit]. You will need to properly cite or disclose how/where you used generative AI using [e.g., APA Style]. If you would like feedback on your GAI tool use or have questions, please reach out to me.

 

Outlining When and How Students May Use GAI

An instructor may want to outline specific tasks when using the traffic light approach. Consider some of the examples below.

You may use AI to “[task(s)]”, but not to “[task(s)]”:

  • Analyze Data
  • Brainstorm Ideas, Thesis Statements, etc.
  • Build Arguments
  • Conduct Peer Review
  • Create Discussion Posts
  • Create Questions
  • Create Study Guides
  • Develop Thesis Statements
  • Edit Content
  • Format Documents/Presentations
  • Generate Citations
  • Generate New Text, Code, Art, etc.
  • Generate Research Questions
  • Generate Samples/Examples
  • Organize Information
  • Provide Explanations/Definitions
  • Research a Topic
  • Search for Research Articles
  • Summarize Text/Literature/Article
  • Write Self-Reflections

Learn More

Explore even more CATL resources related to AI in education:

If you have questions, concerns, or ideas specific to generative AI tools in education and the classroom, please email us at catl@uwgb.edu or set up a consultation!

Fall 2024 Events & Programming Overview

Find all of CATL’s fall events and programming all in one place! We already have drop-in hours, training courses, workshops, and several other events on the calendar with more to come.

Teaching with Technology Certificate (LITE 101, 201, & 301 Courses)

The Teaching with Technology Certificate program consists of three courses that act as steps in the certification sequence: Learning and Integrating Technology for Education (LITE) 101, LITE 201, and LITE 301. Participants will earn a badge after completing the first and second courses in the sequence, and the Teaching with Technology Certificate after completing the third course. Full-time instructors who complete the second and third courses may also be eligible for a stipend.

LITE 350: Teaching with an Equity Lens

LITE 350 badgeLITE 350: Teaching with an Equity Lens is a semester-long community of practice where participants work their way through the Peralta Equity Rubric. Participants focus on one class they teach and apply elements like technology, Universal Design for Learning, and connection and belonging practices while seeking feedback from colleagues to create an equitable class experience for all students. Full-time instructors who complete the course may be eligible for a stipend.

CATL on the MOO-ve: College Drop-In Hours

CATL is bringing our services to you with more College Drop-in Hours this fall! Each week, one of CATL’s instructional designers, instructional technologists, or our Canvas administrator will be holding drop-in hours in each of the four colleges on the Green Bay campus, with additional virtual offerings.

  • CAHSS & CSET drop-in hours | Mondays, 2:30 – 4:30 p.m.
  • CSB drop-in hours | Tuesdays, 11 a.m. – 1 p.m.
  • CHESW drop-in hours | Wednesdays, 11 a.m. – 1 p.m.
  • Virtual drop-in hours | Thursdays from 2:30 – 4:30 p.m.

2024 Election: Free Speech, Politics, & The Classroom

Prepare for the upcoming election season by attending a session on the intersection between higher education and politics on Friday, Sept. 6, at 9:30 a.m. in MAC 206 and via Zoom. Experts from the Provost’s Office, Dean of Students Office, Policy & Compliance, and CATL will respond to your questions and invite you to engage with case scenarios that could arise in your own classroom.

Wednesdays with CATL

Wacky Wednesdays

Take a short break, enjoy snacks and good company, and try games or engagement strategies you can use in your classes! Join the CATL team for a little fun at these “Wacky Wednesday” events.

Workshop Wednesdays

Join CATL for open computer lab time where you can experiment with technology that can enhance your teaching, see live demonstrations, and get your questions answered.

  • Sept. 11 | 3 – 4:30 p.m. in LS 102 | Open Lab on Generative Artificial Intelligence (GAI)
  • Oct. 9 | 3 – 4:30 p.m. in LS 102 | Open Lab on Accessibility

Co-Writing Community

Tara DaPra, one of CATL’s Instructional Development Consultants, will lead another “Co-Writing Community” this fall via Zoom from 3:30 – 4:30 p.m. on Tuesdays and 8:30 – 9:30 a.m. on Fridays. A co-writing community is a zero-obligation, zero-preparation, zero-outside work activity. Use this time to work on creative or scholarly projects that might otherwise get pushed aside by the demands of teaching. All faculty and staff are welcome!

“Teaching with AI” Book Groups

Cover image of Teaching with AI: A Practical Guide to a New Era of Human LearningCATL is leading discussion groups around the book Teaching with AI: A Practical Guide to a New Era of Human Learning. Participants will be grouped based on themes (e.g., by discipline or teaching modality) and meet roughly three times this semester based on their availability. Visit the UW-Green Bay Library website for free eBook access.

How Will Generative AI Change My Course (GenAI Checklist)?

With the growing prevalence of generative AI applications and the ongoing discussions surrounding their integration in higher education, it can be overwhelming to contemplate their impact on your courses, learning materials, and field. As we navigate these new technologies, it is crucial to reflect on how generative AI can either hinder or enhance your teaching methods. CATL has created a checklist designed to help instructors consider how generative artificial intelligence (GAI) products may affect your courses and learning materials (syllabi, learning outcomes, and assessment).

Each step provides guidance on how to make strategic course adaptations and set course expectations that address these tools. As you go through the checklist, you may find yourself revisiting previous steps as you reconsider your course specifics and understanding of GAI.

Checklist for Assessing the Impact of Generative AI on your Course

View an abridged, printable version of the checklist to work through on your own.

Step One: Experiment with Generative AI

  • Experiment with GAI tools. Test Copilot (available to UWGB faculty, staff, and students) by inputting your own assignment prompts and assessing its performance in completing your assignments.
  • Research the potential benefits, concerns, and use cases regarding generative AI to gain a sense of the potential applications and misuses of this technology.

Step Two: Review Your Learning Outcomes

  • Reflect on your course learning outcomes. A good place to start is by reviewing this resource on AI and Bloom’s Taxonomy which considers AI capabilities for each learning level. Which outcomes lend themselves well to the use of generative AI and which outcomes emphasize your students’ distinctive human skills? Keep this in mind as you move on to steps three and four, as the way students demonstrate achieved learning outcomes may need to be revised.

Step Three: Assess the Extent of GAI Use in Class

  • Assess to what extent your course or discipline will be influenced by AI advancements. Are experts in your discipline already collaborating with GAI tools? Will current or future careers in your field work closely with these technologies? If so, consider what that means about your responsibility to prepare students for using generative AI effectively and ethically.
  • Determine the extent of usage appropriate for your course. Will you allow students to use GAI all the time or not at all? If students can use it, is it appropriate only for certain assignments/activities with guidance and permission from the instructor? If students can use GAI, how and when should they cite their use of these technologies (MLA, APA, Chicago)? Be specific and clear with your students.
  • Revisit your learning outcomes (step two). After assessing the impact of advancements in generative AI on your discipline and determining how the technology will be used (or not used) in your course, return to your learning outcomes and reassess if they align with course changes/additions you may have identified in this step.

Step Four: Review Your Assignments/Assessments

  • Evaluate your assignments to determine how AI can be integrated to support learning outcomes. The previous steps asked you to consider the relevance of AI to your field and its potential impact on students’ future careers. How are professionals in your discipline using AI, and how might you include AI-related skills in your course? What types of skills will students need to develop independently of AI, such as creativity, interpersonal skills, judgement, metacognitive reflection, and contextual reasoning? Can using AI for some parts of an assignment free up students’ time to focus more on the parts that develop these skills?
  • View, again, this resource on AI capabilities versus distinctive human skills as they relate to the levels of Bloom’s Taxonomy.
  • Define AI’s role in your course assignments and activities. Like step three, you’ll want to be clear with your students on how AI may be used for specific course activities. Articulate which parts of an assignment students can use AI assistance for and which parts students need to complete without AI. If AI use doesn’t benefit an assignment, explain to your students why it’s excluded and how the assignment work will develop relevant skills that AI can’t assist with. If you find AI is beneficial, consider how you will support your students’ usage for tasks like editing, organizing information, brainstorming, and formatting. In your assignment instructions, explain how students should cite or otherwise disclose their use of AI.
  • Apply the TILT framework to your assignments to help students understand the value of the work and the criteria for success.

Step Five: Update Your Syllabus

  • Add a syllabus statement outlining the guidelines you’ve determined pertaining to generative AI in your course. You can refer to our syllabus snippets for examples of generative AI-related syllabi statements.
  • Include your revised or new learning outcomes in your syllabus and consider how you will emphasize the importance of those course outcomes for students’ career/skill development.
  • Address and discuss your guidelines and expectations for generative AI usage with students on day one of class and put them in your syllabus. Inviting your students to provide feedback on course AI guidelines can help increase their understanding and buy-in.

Step Six: Seek Support and Resources

  • Engage with your colleagues to exchange experiences and practices for incorporating or navigating generative AI.
  • Stay informed about advancements and applications of generative AI technology.

Checklist for Assessing the Impact of Generative AI on Your Course © 2024 by Center for the Advancement of Teaching and Learning is licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International

Want More Resources?

Visit the CATL blog, The Cowbell, for more resources related to generative AI in higher education.

Need Help?

CATL is available to offer assistance and support at every step of the checklist presented above. Contact CATL for a consultation or by email at CATL@uwgb.edu if you have questions, concerns, or perhaps are apprehensive to go through this checklist.

 

 

Pre-Semester Workshops (Summer 2024)

Get ready to teach! CATL is offering a variety of pre-semester workshops to help instructors prepare for their Fall 2024 courses. Each workshop will be held via Zoom.* If you would like to receive an Outlook invitation with the Zoom link, you can register. Registration is not required; feel free to drop into any session and meet the CATL team!

*The “Open Lab Time with CATL” session will be held in person in IS 1129A with a virtual option for remote participants.

Generative AI in the Classroom (Monday, Aug. 26, 2:00 p.m.)

Join us as we discuss the implications of emerging AI products and brainstorm strategies for adapting course materials and assessments. We encourage you to bring one of your assignments to this interactive workshop.

Monday, Aug. 26: Zoom meeting link

Creating and Sharing Video Recordings with Kaltura My Media (Monday, Aug. 26, 3:30 p.m. & Friday, Aug. 30, 9:00 a.m.)

Instructors at UWGB can use Kaltura My Media to create, upload, and share videos in Canvas courses. Join us for a one-hour session where we will cover how to create and share engaging instructional videos with Kaltura’s easy-to-use media tools and unlimited storage space.

Monday, Aug. 26: Zoom meeting link

Friday, Aug. 30: Zoom meeting link

Getting Started with Canvas Basics (Monday, Aug. 26, 6:00 p.m.)

This brief introductory workshop is for those with limited knowledge of Canvas but who need to quickly whip their classes into shape.

Monday, Aug. 26: Zoom meeting link

Accessibility in Canvas (Tuesday, Aug. 27, 2:00 p.m. & Tuesday, Sept. 3, 10:15 a.m.)

In order to create better learning experiences for our students, it is important that we improve our courses’ digital accessibility. Join us for a session where you’ll learn about key tools and best practices for accessible course design in Canvas.

Tuesday, Aug. 27: Zoom meeting link

Tuesday, Sept. 3: Zoom meeting link

Open Lab Time with CATL (Friday, Aug. 30, 10 a.m. – 2 p.m.)

Stop by the computer lab (Instructional Services 1129A) and use this time to experiment with technology, including generative AI (Copilot) and Canvas, alongside the CATL team. CATL members will be available in the computer lab between 10 a.m. and 2 p.m., as well as online via Zoom from 11:30 a.m. to 1 p.m.

Friday, Aug. 30: Zoom meeting link

Setting Up Your Canvas Gradebook (Friday, Aug. 30, 11:15 a.m. & Tuesday, Sept. 3, 9 a.m.)

Maintaining an accurate gradebook in Canvas benefits students in any class modality. Bring your questions to this session as we explore the ins and outs of using the feature-rich Canvas gradebook.

Friday, Aug. 30: Zoom meeting link

Tuesday, Sept. 3: Zoom meeting link