How Will Generative AI Change My Course? (GAI 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.

 

 

10 Tips for Recorded Lectures

You may choose to upload your PowerPoints to Canvas or provide written lectures, but you might also want to record video lectures to create multiple means of engagement for your students (it is always best to err on the side of greater flexibility!). Here are 10 tips for creating good video lectures (and the resources to go with them).

1: Keep is short. Chunk it.

Students can’t sustain attention when it comes to a long (video) lecture. A “regular” lecture in the 55-minutes–plus range is a virtual impossibility for students. Your best bet for students to retain the material you present to them through video is to break it up into smaller segments of no more than 10 minutes (and, more realistically, five or six, if possible).

One now well-known technique to do this is called “chunking”—chopping up a larger lecture into “bite-sized” pieces and matching these pieces up with related materials and framing language. In doing this, you might, for example, find that you will be able to re-purpose your lecture notes to have a written introduction, a 6-minute video explanation of a key topic, a short reading to go with it, some connecting language, another video, and so on. Depending on how you lecture, you may have already done this to an extent. It saves work for you, in the end, because a) you only have to make a few short videos for key ideas instead of recording (and potentially editing) a longer lecture, and b) it signals to students exactly what is most important.

Another benefit to chunking is that you aren’t repeating the same information in too many places. Students can feel like they’re spinning their wheels when the textbook, the readings, the lecture, and the take-home essay are redundant. The other side of that coin is that you can use videos to key students into the parts of their homework where they should pay particular attention. Shorter videos can also help guide students when it comes time to review the information they may have missed. They can, for example, watch the one video on a key concept from Chapter 4 rather than needing to scrub through the 55-minute recording about Chapters 3 and 4.

2: Make it interactive (when possible).

This one relates to chunking but stands on its own as well. Consider incorporating interactive elements into your videos. If you’re worried about the technical aspects of that, have no fear! While it is a relatively painless process to, for example, add a multiple-choice question to a Kaltura video, it’s even more painless to simply provide a literal pause in-video for students to reflect on a question. Especially effective questions are those which ask students to form opinions, draw connections, or apply information. Answers (if there are any clear ones) can appear after a short pause or, if your question(s) are posed at the end of one video, at the beginning of the next. If you are searching for a more dynamic interactive experience, consider utilizing PlayPosit (integrated with Canvas) for your videos

3: Make it dynamic.

When you’re in the classroom and you’re using the whiteboard—or even just as you move about the room—you’re providing valuable context to the information students are taking in. It’s sort of how temperature is not a flavor but definitely plays a role in how you taste and enjoy your food. Any addition that can make a video more dynamic will make it more memorable. Consider incorporating a whiteboard or scratch paper (either physical via webcam or digital as part of the recording) or manipulatives (when appropriate and realistic). You could also consider using the Lightboard (eGlass) Studio on the 5th floor of the Cofrin Library. It functions as a transparent whiteboard and can add a unique feel to your videos.

Another piece of making a video more dynamic is making sure students see your face. Putting a face to a lecture alone can help increase a video’s effectiveness (one hypothesis as to why is that we cannot help but engage more with a speaker when instinctively tracking their eyes).

4: Give specific & transparent instructions.

When should I watch this video? What should I be paying special attention to? How does this relate to the homework? Will this be on the test? It’s a bit tongue-in-cheek to ask these questions, but they are in the back of students’ minds. What is obvious in a face-to-face setting is often missing in the online environment. It never hurts to be exceedingly clear about the purpose of your videos and where they fit in the grander scheme of your course. Tell students exactly when to watch the material (for example, “after reading Chapter 6” or “before taking the Unit 3 quiz”), and why they’re watching. Provide framing language whenever possible (e.g. “This lecture covers Topic X and clarifies the most confusing parts of Chapter 6. In it, I provide two examples of Y. Try to think of another example or two. Ask yourself how the author would address the problem posed at the end of the video.”).

5: Set (reasonable) expectations.

With a large degree of certainty, students will not watch all of your videos. If your video material is one-to-one the same as face-to-face instruction, you’re likely to lose their focus early on. Be sure to take student bandwidth (mental and technical) into account. For example, can some of a longer lecture be written out? Many (not all) students prefer to read at their own pace to watching videos that require a certain level of real-time mental digestion. Also be aware of student (and your own) time. Recording video takes time—and watching it takes time as well. If students have multiple courses with video content, they can quickly become taxed by screen time. Consider saving video for key concepts, problems, and demonstrations. Also think about whether you might provide a transcript alongside your videos that students can review later on. You might also offer some lectures in a different format (such as downloadable audio) – just keep this in mind, less can be more.

6: Review, repeat, & be repetitive.

You have probably heard that it takes three times, five times, or some other number of times hearing a piece of information before you “remember” it. Of course, we know there’s no hard-and-fast number of times that will ensure you’ve “learned” something. Because students are constantly “filtering” what you say in this way, it’s critical to re-emphasize what’s most important—but doing so without alteration is likely to get filtered out yet again. When information is re-articulated rather than repeated, it’s easier for students to link what they’re hearing to prior knowledge, construct patterns, and form imagery around it—all tendencies tied to their ability to remember.

7: “Guide on the Side” (too).

Students aren’t present when you’re recording with a webcam in your home office. This often results in “talking to” rather than “talking with” students as you might in a face-to-face interaction. The old cliche in instruction is that there are “sages on stages” and “guides on sides”. While it is challenging to remain a “guide” on video, it can be done. To do so, remember to always provide context for your videos be it within the video itself or with framing text where the video is added to your course. Give students a way to interact with the material such as a study guide or guiding questions at the outset. The best videos are those that steer students to information and draw connections and conclusions rather than the more instinctual tendency to provide it directly.

8: Keep accessibility in mind.

When making video, remember that access may be restricted due to impairment or bandwidth limitations. It’s a good idea to make videos downloadable in the event students do not have strong internet. For the same reason—and to accommodate a variety of study habits—it is a good practice to provide a transcript of your video and audio content.  This will also provide an avenue for learning for the visually impaired. For the audio impaired, it is also good practice to accurately close caption all audio/video materials.

9: Use what already exists.

While there’s a lot of junk on the internet, there is also a wealth of quality content already available on YouTube, Vimeo, and other streaming sites. You may even be able to find audio/video materials available through PBS, NPR, TEDEd, Khan Academy, or the like. This will cut down on your workload and may well generate a more robust variety of perspectives as well as a variety of types of content that will help keep students engaged.

10: Record it especially for online.

This one is #10 because, while it’s good practice, it might not be practical depending on your course. What it comes down to is that lectures recorded specifically for online are more effective than a “repurposed” recording of a face-to-face session. The exception is when the face-to-face session is recorded and then uploaded for the same audience to return for review rather than as a “replacement” for face-to-face attendance.

Communication Methods & Recommendations

A communication challenge you might face whether you’re teaching in an in-person class, a hybrid one, or one that’s completely online, will be to try to communicate the same information to students who are not able to attend the in-person class, or to communicate with students who may have fallen behind. Remember, you should strive to provide equitable communication to all students, and opportunities for students to communicate with you and with each other, regardless of how they’re engaging with the course. Not only will some instructors have to consider how to communicate important information to students in different physical locations, but also across modalities and time.

The expandable sections below offer some additional information when considering how to communicate instructor to student, student to student, and student to instructor.

✅ Might work because

  • Efficient, but remember that your communication and that of your students will be limited by who attends in-person.
  • You can use the classroom environment to support your goals for the session: whiteboards, projectors, screens, and other equipment in a physical classroom.
  • Hand gestures and body language can help you get your point across.

❌ Might not work because

  • One group of students will get the information first.
  • We have limited interaction time with students, and may not be able to communicate everything we desire to in the time we have.
  • Potential classroom distractions may limit the intake of the communication for some individuals.

✅ Might work because

  • Personable and efficient.
  • Effective for one-to-one communication.

❌ Might not work because

  • Time intensive if you have to do this with every student.
  • Students don't necessarily talk on the phone—they may feel more comfortable communicating through email.
  • Ephemeral (unless you record it!)

✅ Might work because

  • A "distribution list" will allow you to send a message to your entire class at once.
  • Familiar to you and to students.

❌ Might not work because

  • One-on-one communication can get "noisy" and relies on the class list in SIS or Canvas (not Outlook).
  • Media limited.

 

✅ Might work because

  • Engage the whole class or specific groups of students.
  • Keep related things together.
  • Familiar in principle to students.
  • Less formal.

❌ Might not work because

  • Requires regular/frequent interaction for best results.
  • Small learning curve in Canvas initially.
  • Task needs clarification.
  • Less formal.

✅ Might work because

  • Intuitive and in Canvas.
  • Alert the whole class or sections of students all at once.
  • Allows for rich media (video messages, images, etc.).
  • Students get notified.
  • Allows for student comments (optional).

❌ Might not work because

  • Students can disable email notifications—but still see announcements when in Canvas.
  • Can get noisy with frequent use.

 

✅ Might work because

  • Feels more like being in the classroom.
  • Sessions can be recorded for review (or for those who miss).
  • Varying levels of interactive options (whiteboard, breakout groups, chat, polls, etc.).

❌ Might not work because

  • Steeper learning curve the first time.
  • Relies on a good connection and technology.
  • Logistically, some students cannot make it to synchronous sessions.

✅ Might work because

  • Allows instructors to create channels for specific people, or a whole class
  • Can @ people to notify them; and use emojis to respond to chats
  • Could be useful for communicating expectations for group work.

❌ Might not work because

  • Students may be more familiar with it as a synchronous meeting tool rather than as a communication tool
  • Easy to get lost in threads if users don't tag each other for communicating
  • Steep learning curve to utilize full functionality

✅ Might work because

  • Intuitive and familiar to students.
  • Easy to use.
  • Synchronous.
  • A "history" of the chat is available to the entire class making it good for Q&A-type sessions.

❌ Might not work because

  • Synchronous.
  • Media limited.
  • Whole-class only. Cannot be limited to specific students.

✅ Might work because

  • Displays course due dates automatically.
  • Can add other items (like reminders).

❌ Might not work because

  • Requires "due dates."
  • Only the names of events appear directly on the calendar.

✅ Might work because

  • Create blocks of time for students to sign up to meet one-on-one (e.g. office hours).
  • Can use a "feed" to add these blocks to Outlook.

❌ Might not work because

  • Required additional communication so students know how and to use them.

Learning Outcomes that Lead to Student Success 

What are learning outcomes and why do you need them?

There’s a famous misquote from Lewis Carroll, “If you don’t know where you’re going, any road will get you there.” The same is true in our courses: if you don’t know what you want your students to learn, it doesn’t really matter how or what you teach them. Every instructor wants to ensure student success, but if we as instructors don’t have accurate and well-thought-out learning outcomes, what does success mean in our classes? Creating learning outcomes should be a collaborative process where instructors responsible for teaching a course come together to craft these statements based on the most important learning in a course, taking care to maintain a balance between critical thinking and base knowledge while keeping an eye toward what makes a learning outcome an achievable learning goal.

Learning outcome creation

Before you create course learning outcomes

  • If your course is part of a program, you should ensure that the learning outcomes mesh with the rest of the program to meet all program learning outcomes.
  • Plan collaboratively with colleagues teaching the same course. All learning outcomes for sections taught of the same course should have the same learning outcomes according to the HLC (Higher Learning Commission) criteria 3a.
  • With colleagues, determine and list the most important learning or skills that will take place in this course.
  • Whittle down the list if it is too large. Consider what you and your colleagues can reasonably accomplish during the semester.
  • Pay attention to the conversation around Generative AI. What your students need to know and do may change because of the rapid development of AI.

Considerations as you create your learning outcomes

  1. Keep assessment and, therefore, your verb choices in the forefront of your mind. As you write learning outcomes, you want to ensure that the learning outcomes contain actions that can be demonstrated. When you ask students to “understand” something, this is difficult to demonstrate. If they “explain” it instead, that is an action that can be done and measured in various ways.
  2. Keep Bloom’s Taxonomy next to you as you create. It makes sense to use a taxonomy when writing outcomes. In Bloom’s model, skills and verbs on the bottom of the pyramid are less complex or intellectually demanding than those at the top of the pyramid; keep in mind they may still be totally appropriate, especially for lower-level courses. More critical thinking skills are required for those skills at the top of the pyramid, but it is useful and acceptable to use verbs and abilities from all levels of the pyramid. If you are teaching an upper-level course, you don’t want to draw all your verbs and skills from Bloom’s Taxonomy’s knowledge level. You should be using some higher levels in Bloom’s system.  The chart below can be a guide as you create those learning outcomes and note that generative AI developments may make the original chart problematic in different ways. There are alternatives to Blooms, as well.

    Alternatives to Blooms Taxonomy levels and verbs.
    Newtonsneurosci, CC BY-SA 4.0 <https://creativecommons.org/licenses/by-sa/4.0>, v Wikimedia Commons
  3. Use SMART Goals also. In addition to including Bloom’s Taxonomy as part of your learning outcomes, we encourage you to make sure that your learning outcomes are created using the SMART goals model.   SMART goals were developed in 1981 by George Duran, who noticed that most business goals were not created in a way that could be implemented effectively.

SMART is an acronym we can use to describe the attributes of effective learning outcomes for your students. Please note that you will find different versions of the acronyms in the SMART goal model, but these are the ones CATL uses to discuss learning outcomes:

    • Specific – target a specific area, skill, or knowledge
    • Measurable – progress is quantifiable
    • Attainable – able to be achieved or realistic
    • Relevant – applicable to the students in the class
    • Time-based – achieved in a specific timeframe, such as a semester

Example: By the end of the semester (T), students will be able to diagram (M) the process of photosynthesis (S, A) in this biology class (R).

Learning outcomes are more likely to be meaningful if they can meet all of the qualifiers in the SMART acronym. Think specifics as you create your learning outcome. If you can’t tell if your learning outcome meets one of the qualifiers, you should rework it until it does.

Review your learning outcomes

Your next step as a team should be to review your learning outcomes. Compare them to the SMART model and Bloom’s Taxonomy or any other relevant model you might be using. If it helps, consider these examples. First, “Students will improve their understanding of passive voice.” On the surface, it might look like a reasonable goal, but then as you ask, “What does it mean to improve? Where did the student start from? When does this need to be done by?” This goal offers no answers to those questions.

How about this one? “By the end of the semester, all students will receive a 100% score on their math notation quiz.” For context, this is a Writing Foundations course. That begs the question, is this outcome relevant to this group of students? Is 100% a reasonable and attainable goal?

Consider these questions as a guide when creating SMART goals. A more reasonable goal for this group of writing students is that by the end of the semester, students will be able to identify and accurately and effectively use scholarly research in their writing projects 80% of the time. One part of the review process is ensuring your outcomes are SMART, but there are additional elements to consider, including the questions below.

  • Can you identify the verb in your learning outcome?
  • If your students master the skills in your learning outcomes, will they be satisfactorily prepared to go to another course that teaches the next level of this material?
  • If this is a course in a series, have you checked to be sure that your outcomes make sense with the previous and next courses?
  • Has your unit done curriculum mapping for its goals, and do your course outcomes align with that mapping?

Put it all together

Creating learning outcomes that reflect the learning necessary to achieve mastery in a course can be an arduous process. It should be a collaborative process as well. We encourage you to reach out to the CATL team if you would like guidance or help walking through Bloom’s Taxonomy and the SMART goal model. We are always available to help!

Resources on creating learning outcomes

Three Types of Activities (Absorb, Do, Connect)

In higher education, the effectiveness of teaching plays a significant role in how students engage with the material and achieve learning outcomes. One approach to structuring the course activities involves categorizing them into three distinct types: Absorb, Do, and Connect. By classifying activities this way and designing them intentionally to meet dynamic learning objectives, instructors can ensure a comprehensive and engaging learning experience for their students.

Absorb

Absorb activities are those where learners gain the information they need. Examples include videos, readings, or podcasts. Typically, absorb activities take less time in online classes than they do in face-to-face classes where lecture is a popular form of instruction.

Here are some common examples of absorb activities:

Presentations (slide shows, videos, demonstrations)

Presentations are usually best used when information can best be conveyed visually, and the presentation can help the learner visualize something that is difficult to convey by other means. Learners typically tune out after five or six minutes, so it is important to keep presentations concise.

Readings

Use reading activities to present complex and difficult information in a stable form for careful study by the learner. Reading activities are important for moving beyond memorizing and recalling information and they can be used to encourage learners to find and understand information. It is often useful to have reading activities available to students where they will need to use it (as a reference in responding to a discussion, for example).

Stories by a teacher

Stories told by a teacher can be a great way to make a point memorable. They can be a type of presentation and should also be constructed in an efficient way. When done by a teacher, storytelling is an absorb activity. When done by a student, it is often a connect activity.

Do

Do activities are where students practice their knowledge. These are similar to formative assessments. Typically, “do” activities have lower stakes and allow for students to have multiple attempts. The focus is on mastering new knowledge or skills. This is equivalent to doing basketball drills to prepare for a game.

Here are some common do activities as well as some best practices:

Practice activities

Drill and practice (e.g., worksheets, quizzes from a textbook publisher) are best used for foundational material that will be used again and again.

Hands-on activities might include performing a calculation with an on-screen calculator, completing a dialogue in a foreign language, or filling in a missing term in a piece of computer code.

Guided-analysis activities, such as an activity where agronomy students may be asked to classify soil based on a chart that shows the proportion of sand, silt, and clay in the soil.

Discovery Activities

Case studies are when an instructor presents a situation that requires learners to draw upon course knowledge to reckon with a complex problem. These are usually best used when instructors would like learners to draw upon multiple sets of knowledge, draw fine distinctions, and work with shades of meaning. Case scenarios are often good to use once students have mastered foundational concepts.

Games and Simulations

Similar to case studies, games can be a good way for learners to draw upon multiple sets of knowledge and draw fine distinctions. Games can also help stimulate learners’ curiosity.

Connect

Connect activities help learners close the gap between learning and the rest of their lives. They prepare learners to apply learning in situations they encounter at work, in later learning efforts, and in their personal lives. The purpose of these activities is not necessarily to learn something new — that is typically for absorb and do activities — but rather to link something that is already known or prompt an application of learning.​

Here are some common connect activities as well as best practices:

Ponder activities

This type of activity requires learners to think deeply and broadly about a subject. Learners may answer rhetorical questions, meditate on a subject, identify or evaluate examples, summarize learning, or brainstorm ideas.

Questioning activities

Let learners fill knowledge gaps and resolve confusion by reserving time to ask questions of teachers, other experts, or fellow learners.

Stories by learners

These activities, which might take the form of a written reflection, in-class or online discussion, or oral presentation, let learners relate the subject matter to events in their own lives.

Research activities

Require learners to apply their knowledge while also discovering and using their own sources of information. These activities might include scavenger hunts and guided research.

Arraying Activities in a Sequence

A cycle showing absorb, do, and connect.

Not every lesson will have a connect activity, but in general, it is good to plan activities so that students acquire information (absorb) and then practice information (do) and apply information (connect). A common example is for students to read a textbook (absorb) and discuss their knowledge in a Canvas discussion (do) in preparation for an exam (connect).

Sometimes these activities overlap. For example, embedding questions in a video is one way to have students practice their knowledge while they absorb it.

On other occasions, students may practice their knowledge ahead of absorbing it. For example, a pre-reading quiz or scavenger hunt can point students to important information in a complicated text. This way the instructor can help students filter out the information that they should spend their time absorbing.

Connect activities often come at the end of an absorb/do sequence as students are often practicing for activities such as group projects, speeches, exams, etc. Yet, there are other activities that students connect to course material. A student survey, for example, may ask students about their motivations for taking the class. This can be a subtle way to orient the student learning toward their lived experience. Similarly, reflective exercises can be done prior to a new unit of instruction or as a way to bridge two modules together. In this way, connect activities can be the glue that holds modules together while also forging bonds between the students and the course material.

The sequence of absorb, do, and connect activities is often linear, but it does not have to be. Whatever order you go in, it is important to ask: how will students acquire knowledge (absorb)? How will they practice (do), and how will they apply their knowledge (connect)? Finding activities that lead students through all three phases will help answer the question “what do we do in class?” whether that class is in-person, online, or somewhere in-between.

If you would like to connect on a more detailed discussion of use cases and how you can harness the Absorb, Do, Connect schema in your own course, you can schedule a consultation with CATL.

Reference

The absorb, do, connect schema comes from William Horton, E-Learning by Design, second edition, New York: Wiley Publishing, 2011. (Requires UWGB login.)