Distance Education Committee

Forms & Resources

Position Paper

Training Opportunities

Resources

  • AI Resources

    Statewide Initiatives for Community Colleges

    Academic Integrity Policies in the Age of Artificial Intelligence (AI) Resource Document by Academic Senate for California Community Colleges

    Publication Date: Spring 2024
    Report from ASCCC

    Generative AI and the Future of Teaching and Learning by AI Council to the CCC Chancellor

    Publication Date: July 2024
    Report to the Chancellor

     

    Sample Classroom Policies/Syllabus Language

    The following is an excerpt from the Academic Integrity Policies in the Age of Artificial Intelligence (AI) Resource Document Spring 2024 by the Academic Senate for California Community Colleges:

    Open
    Conditional
    Restricted
    Closed
    Approach: 

    - Consider adapting outcomes to reflect use of generative AI
    - Design assignments that integrate transparent use of AI into students' processes
    - Address how generative AI may be incorporated into your field
    - Explain to students that use of AI in your class does not extend to other classes

    • Sample 1

      OPEN- Allowed Statement

      Generative artificial intelligence (GenAI) tools like ChatGPT, DALL-E, or GitHub CoPilot, that generate output may be used in this course as you determine appropriate, as long as you do so honestly through proper documentation, citation, and acknowledgement. 
      To demonstrate your honest use of these tools and your learning process, you must: 
      • Keep histories of your chats and submit them when requested.  
      • Cite the content that came from GenAI tools using citations methods endorsed by the library. 
      NOTE: GenAI is known to fabricate sources, facts, and give false information. It also perpetuates bias. You should also be aware that there are copyright and privacy concerns with these tools. You should exercise caution when using large portions of content from AI sources for these reasons. Also, you are accountable for the content and accuracy of all work you submit in this class, including any supported generative AI.  

    • Sample 2

      OPEN - Allowed Statement

      While using various digital tools and resources is permitted and encouraged during creative and academic projects, students must properly cite and reference any material generated and/or significantly altered/enhanced by AI and must not present such material as their own original work. There is also an expectation that students acknowledge the ways in which any AI tools have been utilized as part of their creative process. Additionally, some assignments in this course must be completed without the use of AI generated content at any point during the project. If you’re not clear on whether to use or cite AI, please ask me! 
      Because images or text generated by AI tools such as ChatGPT are not retrievable or searchable, it currently falls into the “personal communication” category for APA citations and MLA’s general AI citation guidelines. Neither of these options seem to fully address concerns expressed by faculty regarding transparency when students have utilized AI applications in their creative process. Therefore, faculty may ask students to submit the full text or images derived from AI tools along with their original drafts and final assignments: 
      If an authorized AI app was used at any point in the process of completing an assignment, students are required to document their prompt as well as the AI response via printouts or screenshots of AI-generated text and images along with the date on which the results were produced. 

    Approach: 

    - Consider which learning outcomes may be negatively impacted using AI and discuss with students
    - Incorporate a low-stakes assignment that draws on AI, illustrating risks and/or benefits
    - Provide specific guidelines for what is not permitted
    - Provide guidelines for citing use of generative AI

    • Sample 1

      CONDITIONAL/RESTRICTIVE Statement 

      I expect you to generate your own work in this class. When you submit any kind of work (including projects, exams, quizzes, or discussions), you are asserting that you have generated and written the text unless you indicate otherwise by the use of quotation marks and proper attribution for the source. Submitting content that has been generated by someone other than you, or was created or assisted by a computer application or tool, including artificial intelligence (AI) tools such as ChatGPT is cheating and constitutes a violation of the Student Conduct Code. You may use simple word processing tools to update spelling and grammar in your assignments, but you may not use AI tools to draft your work, even if you edit, revise, or paraphrase it. There may be opportunities for you to use AI tools in this class. Where they exist, I will clearly specify when and in what capacity it is permissible for you to use these tools. Example of guidance on individual assignments: I want to address the new AI-tools that you may be hearing about, such as ChatGPT, and their possible role in this project. I want you to be aware that ChatGPT is based on a large language model--it is basically crowdsourcing information and providing likely answers based on the vast amount of text in its database. While it can provide some helpful information, and may spur your thinking in some areas, it is not a reliable source and cannot provide citations or references to reliable data or evidence. (If you ask it for a citation, be aware that it makes things up and the information it's giving you is likely garbage!)  

      So, can I use ChatGPT or other AI tools to help write this paper?

      Things you can do: ask ChatGPT questions! I personally enjoy chatting with it about topics I'm interested in. For example, "What are some current issues related to sustainability in the airline industry?" When you read what it says, keep in mind that it's probably at least 60-70% correct, but perhaps not more than that. :-) Given that you're considering whatever it told you with a big grain of salt, you'll then need to do some research to find peer reviewed and reliable evidence that might corroborate (or disagree with!) what the AI tool told you. Use those articles to find other articles that consider the same question (review the citation list for other articles to read). Either before or after you ask ChatGPT a question, try a google search with the same sort of query and see what it turns up; also, try a search on the OSU library system. Review, compare, and investigate. Repeat this cycle, keeping in mind that what you're getting from AI is crowdsourced information, not the reliable product of research and assessment.

      Things you cannot do: Do not use ChatGPT to draft your paper. Do not use ChatGPT to give you citations. I am saying this both for purposes of coming up with reliable evidence and also from an academic integrity (i.e, cheating) standpoint. If you didn't write it, don't put your name on it and claim that you wrote it. Don't modify a few words here and there and claim you wrote it either. Close the window before you start drafting and put the real evidence and articles you've found into your own words. Do your own analysis and critical thinking. 

    • Sample 2

      CONDITIONAL/RESTRICTIVE Statement 

      Within this course, you are welcome to use generative artificial intelligence (Ai) models (ChatGPT, DALL-E, GitHub Copilot, and anything after) with acknowledgment. However, you should note that all large language models have a tendency to make up incorrect facts and fake citations, they may perpetuate biases, and image generation models can occasionally come up with offensive products. You will be responsible for any inaccurate, biased, offensive, or otherwise unethical content you submit regardless of whether it originally comes from you or an Ai model. 

      If you use an Ai model, its contribution must be cited and discussed: What was your prompt? Did you revise the Ai model’s original output for your submission? Did you ask follow-up questions? What did you learn? Having said all these disclaimers, the use of Ai models is encouraged, as it may make it possible for you to submit assignments and your work in the field with higher quality and in less time. 

    • Sample 3

      CONDITIONAL/RESTRICTIVE Statement 

      Use only with prior permission Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if instructor permission is obtained in advance. Unless given permission to use those tools, each student is expected to complete each assignment without substantive assistance from others, including automated tools.  

      -or-

      Use only with acknowledgement Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if that use is properly documented and credited. For example, text generated using ChatGPT-3 should include a citation such as: “ChatGPT-3. (YYYY, Month DD of query). “Text of your query.” Generated using OpenAI. https://chat.openai.com/” Material generated using other tools should follow a similar citation convention. 

    Approach: 

     - Identify areas where AI may enhance learning or save time for higher-order thinking
    - Consider demonstrating to students how use of generative AI may be useful in your course
    -Be very clear with students about where you are asking not to use AI and why
    - Provide guidelines for citing use of generative AI

    • Sample 1

      I expect you to generate your own work in this class. When you submit any kind of work (including projects, exams, quizzes, or discussions), you are asserting that you have generated and written the text unless you indicate otherwise by the use of quotation marks and proper attribution for the source. Submitting content that has been generated by someone other than you, or was created or assisted by a computer application or tool, including artificial intelligence (AI) tools such as ChatGPT is cheating and constitutes a violation of the Student Conduct Code. You may use simple word processing tools to update spelling and grammar in your assignments, but you may not use AI tools to draft your work, even if you edit, revise, or paraphrase it. There may be opportunities for you to use AI tools in this class. Where they exist, I will clearly specify when and in what capacity it is permissible for you to use these tools. Example of guidance on individual assignments: I want to address the new AI-tools that you may be hearing about, such as ChatGPT, and their possible role in this project. I want you to be aware that ChatGPT is based on a large language model--it is basically crowdsourcing information and providing likely answers based on the vast amount of text in its database. While it can provide some helpful information, and may spur your thinking in some areas, it is not a reliable source and cannot provide citations or references to reliable data or evidence. (If you ask it for a citation, be aware that it makes things up and the information it's giving you is likely garbage!)  

      So, can I use ChatGPT or other AI tools to help write this paper?

      Things you can do: ask ChatGPT questions! I personally enjoy chatting with it about topics I'm interested in. For example, "What are some current issues related to sustainability in the airline industry?" When you read what it says, keep in mind that it's probably at least 60-70% correct, but perhaps not more than that. :-) Given that you're considering whatever it told you with a big grain of salt, you'll then need to do some research to find peer reviewed and reliable evidence that might corroborate (or disagree with!) what the AI tool told you. Use those articles to find other articles that consider the same question (review the citation list for other articles to read). Either before or after you ask ChatGPT a question, try a google search with the same sort of query and see what it turns up; also, try a search on the OSU library system. Review, compare, and investigate. Repeat this cycle, keeping in mind that what you're getting from AI is crowdsourced information, not the reliable product of research and assessment.

      Things you cannot do: Do not use ChatGPT to draft your paper. Do not use ChatGPT to give you citations. I am saying this both for purposes of coming up with reliable evidence and also from an academic integrity (i.e, cheating) standpoint. If you didn't write it, don't put your name on it and claim that you wrote it. Don't modify a few words here and there and claim you wrote it either. Close the window before you start drafting and put the real evidence and articles you've found into your own words. Do your own analysis and critical thinking. 

    • Sample 2

      CONDITIONAL/RESTRICTIVE Statement 

      Within this course, you are welcome to use generative artificial intelligence (Ai) models (ChatGPT, DALL-E, GitHub Copilot, and anything after) with acknowledgment. However, you should note that all large language models have a tendency to make up incorrect facts and fake citations, they may perpetuate biases, and image generation models can occasionally come up with offensive products. You will be responsible for any inaccurate, biased, offensive, or otherwise unethical content you submit regardless of whether it originally comes from you or an Ai model. 

      If you use an Ai model, its contribution must be cited and discussed: What was your prompt? Did you revise the Ai model’s original output for your submission? Did you ask follow-up questions? What did you learn? Having said all these disclaimers, the use of Ai models is encouraged, as it may make it possible for you to submit assignments and your work in the field with higher quality and in less time.

    • Sample 3

      CONDITIONAL/RESTRICTIVE Statement 

      Use only with prior permission Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if instructor permission is obtained in advance. Unless given permission to use those tools, each student is expected to complete each assignment without substantive assistance from others, including automated tools.  

      -or-

      Use only with acknowledgement Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if that use is properly documented and credited. For example, text generated using ChatGPT-3 should include a citation such as: “ChatGPT-3. (YYYY, Month DD of query). “Text of your query.” Generated using OpenAI. https://chat.openai.com/” Material generated using other tools should follow a similar citation convention. 

    Approach: 

    -Clarify to students that use of generative AI is not allowed in your course
    -Consider reviewing and designing your assignments to emphasize process and reflection while discouraging use of AI
    - Consider accessibility when contemplating changes to assessments (e.g., hard-written exams, oral presentations)

    • Sample 1

      CLOSED - Banned Level

      Grammar, composition, and/or vocabulary are part of the learning outcomes of this course. Therefore, all assessments (writing assignments, oral compositions, presentations, summaries, etc.) must be your original work. The use of artificial intelligence (AI) tools, such as ChatGPT, is prohibited. The use of AI tools is considered plagiarism in this course, and disciplinary actions fall under the plagiarism guidelines. The instructor may follow up with the student with an oral conversation to assess the learning. 

    • Sample 2

      CLOSED - Banned Level

      Students are not allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course. Each student is expected to complete each assignment without substantive assistance from others, including automated tools. 

    Information for the LMC community regarding artificial intelligence technology and its uses.

    The Academic Senate for California Community Colleges acts to empower faculty to engage in local and statewide dialog and take action for continued improvement of teaching, learning, and faculty participation in governance.

    The Foundation for California Community Colleges AI Hub harnesses the core capabilities of FoundationCCC, including policy and research; procurement; technology development; student-centered design; workforce development, and resource development to build upon the possibilities of generative artificial intelligence.

    Transforming Math Education with AI Tools Benefits and  Opportunities - by Ozlem Guclu, November 2024. 

  • LMC Distance Education Forms
  • LMC & 4CD Distance Education Documents
  • Research Articles on Distance Education & Case Studies
  • Guidelines, Surveys, Standards & Recommendations for Distance Education
     
  • Distance Education Organizations, Training, News & Resources
     
  • Conferences on Online Teaching & Educational Technology
     
    • Instructurecon is CanvasCon!, July 26 to 28, 2023. (2024 dates TBD). Spark your teacherly soul with keynotes and targeted presentations from folks who are changing the course of education.  Meet "in person" (i.e. in real time) with content, tech, and service providers whose tools integrate seamlessly with Canvas to amplify the impact of teaching and learning. Ask questions, get demos, make big plans for your digital classroom.  New to Canvas? Know it well, but are looking for creative new ways to use it? Choose from dozens of sessions that can teach you how to do cool, new, powerful things with Canvas.
    • DET/CHE 2020 Annual Conference: At this event, leaders in educational technology in California higher education will: explore emerging trends with thought leaders in the field; share successes, innovations and productive strategies with higher education colleagues; engage in a variety of dynamic and engaging social networking events; tour exemplary higher educational technology installations.
    • EDUCAUSE Annual Conference: The EDUCAUSE Annual Conference elevates the best thinking in higher education IT. This is THE event where professionals and technology providers from around the world gather to network, share ideas, grow professionally, and discover solutions to today’s challenges.
    • OLC Innovate: This Online Learning Consortium conference features an ongoing discussion revolving around the potential of new technologies, methodologies, and practices, as well as the process of implementing them. OLC Innovate is a smaller conference with intense networking, and tends to focus on conversation, hands-on activities, and collaborative learning experiences.
    • Online Teaching Conference 2024, TBD, Long Beach Convention Center:  The OTC is an event for faculty, staff and administrators who are engaged or interested in online education, including delivery of online services, emerging technologies, student success, and library support. As an inter-segmental conference focused on curriculum, pedagogy and technology to better online instruction, learning, and student success, the OTC is an opportunity for educators to network with colleagues, share knowledge, impart and receive best practices, and develop professionally.

Distance Education Training Opportunities

Looking for Past Workshops or Online Resources?

Join the LMC Canvas Shell

This Canvas shell is not intended to be a course; instead, it is an online location that houses the online tutorials, teaching resources, and recordings of past workshops that have been created by our LMC faculty, CVC-OEI instructors, and more.  The calendar at the bottom of the page includes upcoming DE events and trainings.  These resources will continue to be updated throughout the semester, so keep an eye out for new content!

Join the LMC Self-Paced Beginner's Guide to Teaching with Canvas

This is an introduction into using Canvas.  The course will take around five hours to complete on your own, depending on your current level of proficiency with Canvas.  There are module resources for basic course design, gradebook and student feedback, and making Canvas welcoming for students. 
 

Becoming an Effective Online Instructor (BEOI)

Have you taken BEOI yet?  

If you have not had a chance to take this amazing course, you still have time to register for the session coming up in October.  All registration information can be found on Grow@4cd.

Details

This 100% online course includes one synchronous hour per week, plus ongoing asynchronous instruction and guidance over the 4-week period, with a fifth week allowed for final submissions. Participants should expect to spend from 4-7 hours per week on BEOI course content and course-building activities, depending on their level of familiarity with online instruction. Participants are issued a BEOI Practice Canvas course shell where they will create their homepage and modules. The Practice shell can later be copied over to assigned class shells. Register in Grow!

Fall 2023 Dates:

  • October 2 to October 29, 2023

Winter 2024 Dates: 

  • January 2 to Jan 29, 2024

Spring 2024 Dates:

  • March 25 to April 21, 2024

Summer 2024 Dates:

  • July 15 to August 12, 2024

Becoming an Effective Hybrid Instructor (BEHI)

This 100% online course includes one synchronous hour per week on Mondays from 6 - 7 pm, plus ongoing asynchronous instruction and guidance over a 4-week period, with a fifth optional non-instructional week allowed for final submissions. Participants should expect to spend from 4 - 10 hours per week on BEHI instructional materials and assigned course-building activities, depending on their level of familiarity with online and hybrid instruction. In addition to their enrollment in the instructional BEHI course shell, participants are issued an individual BEHI Practice Canvas shell where they will create their homepage and modules. The Practice shell can later be copied over to teaching class shells. Instructions on how to access BEHI and the Practice shell are included in the Welcome Letter and Syllabus, which are sent one week before the BEHI session start date. Instructors are faculty co-facilitators from 4CD campuses. All registration information can be found on Grow@4cd.

Note: BEOI or equivalent foundational course in online teaching is required for BEHI.

Fall 2023 Dates:

  • TBD

 

Comparable Training

Did you take training at another site or institution?

There is an opportunity for faculty who have completed a similar BEOI training to receive the approval of the district (per our new union requirement).  Please see the information below regarding this opportunity.  

Details

If you have completed a training that covers the majority of the objectives and content of the 'Becoming an Effective Online Instructor' course, you should fill out the Submission for Comparable Training for Online Teaching at CCCCD and have the district review your course/s as equivalent. The form will ask you for the comparable course you have taken and for verification of completion. Upon submission, it will go to district and your requirement will be waived if you meet the criteria listed at the top of the form.  Please complete and submit following form.

Form:

Submission for Comparable Training for Online Teaching at CCCCD