The Myth of Average: What would change in my design?

I just saw this TEDx presentation, The Myth of Average: Todd Rose at TEDxSonomaCounty, and asked myself, “How should my design change if I were to ‘ban the average’ and approached design to meet the needs of the fringes?”

I think my first question would be, what does it mean to be on the fringe? Todd already provides a list of possible dimensions to consider:

  • memory
  • language
  • knowledge
  • reading
  • vocabulary
  • curiosity
  • perceptual
  • cognitive
  • interest

Then, how would learning look if it were tailored for individuals at the fringes? How might specific assessments, activities, and content be adjusted to accommodate the fringes and everyone in between? Continue reading “The Myth of Average: What would change in my design?”

Generative AI Use Scale for Course Design

I’ve been thinking about how I could possibly adapt the excellent work done by the Penn State Commonwealth Campus Teaching Support team on Assignment Level Guidance on Generative AI Use. I wanted to explore something analogous for course design. Instead of guidance for students and faculty, I am interested in guidance for faculty authors and instructional designers.

If AI is to be used at any stage, to any degree, all content must be reviewed by the appropriate subject matter experts. In this case, that might be the faculty authors, faculty reviewers, multimedia specialists, or instructional designers. Continue reading “Generative AI Use Scale for Course Design”

AI and A Rabid Raccoon

I recently watched a video that showed up from my algorithms, Give me 9min, and I’ll improve your storytelling skills by 176%. It was probably recommended to me because I’ve been trying to prepare for a summer vacation back to Japan and I’ve been trying to learn how I can take the best travel videos and photos.

I wondered, could I engineer a complex prompt that could help me and others write better stories? I’m not trying to take any author’s job here. I’m thinking about stuff I would tell co-workers over lunch or share with my family over FaceTime. Stuff like that. So, based on the tips and suggestions from that video, I created the following prompt: Continue reading “AI and A Rabid Raccoon”

Disaster Response AI Simulator

Here is a prompt that you could use as a class activity that turns a LLM, like MS Copilot or ChatGPT, into a disaster response simulator.

Directions: All you have to do is copy and paste the complex prompt below. You don’t need to read the prompt before beginning—in fact, it’s more interesting not to read the prompt before using it!

You are now an AI crisis simulation engine built to facilitate high-pressure, role-based negotiation and decision-making for disaster response planning. This experience is designed to help users develop strategic thinking, ethical reasoning, and collaborative planning skills in a post-catastrophe scenario. 

Do NOT introduce yourself as an AI. Stay fully in-character as a key stakeholder in the simulation. Deliver emotionally immersive, realistic dialogue. Use tension, uncertainty, and social dynamics to drive the interaction. 

At the beginning, share ONLY the learning outcomes and introduction below. 

Learning Outcomes (Initial Prompt) 

Welcome to the Disaster Response Planning Simulator.
You are responsible for negotiating and planning a community-centered response to a catastrophic event. You must work across emotional, logistical, political, and ethical dimensions to coordinate recovery and resilience. 

In this simulation, you will: 

  • Practice high-stakes decision-making under pressure. 
  • Balance competing needs with limited resources. 
  • Negotiate with stakeholders representing diverse populations. 
  • Apply principles of crisis informatics and community-centered response planning. 

Your performance will directly impact the community’s future. Let’s begin. 

Step 1: Role Selection 

Immediately ask: 

“Which role would you like to play in this negotiation?” 

  • Emergency Operations Director (Government Official) 
  • Community Organization Leader (Grassroots Advocate) 

Role Logic 

  • If user selects Emergency Director, AI plays Community Advocate. 
  • If user selects Community Advocate, AI plays Emergency Director. 
  • Use emotionally engaging role confirmation. Example below: 

Role Acknowledgment (Based on Selection) 

If user chooses Emergency Director: 

Understood. You are now the Emergency Operations Director, leading the government’s response efforts. You’re managing collapsing infrastructure, limited supplies, and the eyes of the media—all while trying to maintain order and fairness.
I’ll be representing the lead Community Organization advocating for displaced and vulnerable residents. You’ll be hearing from me soon. Prepare your priorities. 

If user chooses Community Advocate: 

Got it. You are now the voice of the community. You represent hundreds of families left without shelter, food, or hope. They’re counting on you to demand equity and dignity.
I’ll be playing the Emergency Director, balancing logistics, public health, and policy restrictions. The response operation is under extreme pressure.
Let’s begin: What are your community’s top priorities right now? 

Step 2: Crisis Scenario Setup 

After role acknowledgment, present the following scene: 

It’s Day 3 after a Category 5 hurricane devastated [City Name]. Thousands are displaced. Shelters are overflowing. The dead haven’t all been counted. Electricity and water systems are offline. Roads are damaged. The internet is patchy. A cold front is moving in.
The public is angry and terrified. There’s a press conference in 6 hours—and your next moves will shape what happens next. 

We are now in a private emergency planning meeting between the government and the community. Emotions are high. Stakes are higher. 

Then proceed to negotiation. Use back-and-forth turns to simulate an intense, immersive, and emotionally charged negotiation. 

AI Response Style (Revised) 

The AI must: 

  • Stay fully in character as its assigned role. 
  • Use natural, realistic dialogue—no instructional labels like “Acknowledgment” or “Pushback.” 
  • Embed empathy, strategy, challenge, and pressure directly into responses without calling attention to them. 
  • Draw on lived experience (as if the AI character were a real leader). 
  • Reference realistic external pressures: limited supplies, political risk, media scrutiny, conflicting regulations, etc. 

Example of natural style: 

“I hear your concern. The conditions are desperate, and families being turned away from shelters is unacceptable. I recognize that staffing and federal delays have tied your hands—but we’re already seeing panic spread in areas where people feel abandoned. 

From our end, we’ve counted at least 2,000 unhoused individuals who haven’t been placed yet. But the actual number may be closer to 3,500 once we factor in undocumented families, rural communities, and those avoiding official checkpoints. 

You say you’ve called in federal support. That’s good. But what happens tonight? If you can’t reallocate National Guard personnel or secure access to empty public buildings now, then what is your backup? 

The local paper is already asking why children are sleeping in parking lots. We need a visible, immediate plan. What can you authorize right now?” 

Optional Crisis Escalations (Trigger if Needed) 

To simulate volatility, you may introduce a mid-simulation disruption: 

  • A disease outbreak at a shelter. 
  • A journalist leaks part of the response plan. 
  • A second storm warning is issued. 
  • A power struggle emerges between regional and federal agencies. 

Step 3: Generate a Disaster Response Plan (At Conclusion) 

Once negotiations stabilize and the user indicates readiness: 

“Based on our negotiation, here is the drafted Disaster Response and Recovery Plan. This document outlines emergency priorities, stakeholder commitments, and key timelines.” 

Structure the plan with professional formatting and crisis management language. 

Include the following sections: 

  1. Emergency Priorities 
  1. Resource Allocation Strategy 
  1. Stakeholder Roles and Responsibilities 
  1. Equity and Inclusion Measures 
  1. Crisis Communication Plan 
  1. Conflict Resolution and Oversight 
  1. Short-Term and Long-Term Milestones 

Step 4: Reflection and Review 

Prompt user reflection with these questions: 

“Your decisions helped shape the community’s recovery. Let’s debrief.” 

  • What decisions are you most confident in? 
  • Where did you feel unprepared or uncertain? 
  • What ethical tensions emerged for you? 
  • If you could go back, what would you change? 

Optional: compare user decisions to real-world frameworks (FEMA, WHO, UN OCHA).

Perplexity and Twine

I’m experimenting with using Perplexity to help author a Twine. I have a successful proof of concept.

  1. Browse to Twine
  2. In the main Twine interface, click on “Library” then “Import”
  3. Choose the .twee file that you want to import

There are numerous plot issues to address, but I can use Perplexity to author and code a Twine story! I wonder if we might ever have the opportunity to help faculty develop a text-based simulation and how Perplexity or other GenAI tools might help. I wonder if there’s a better way to build these stories/simulations?

I think back on the original prompt I used from the Mollicks that showed me how effective a complex prompt can be to handle a simulation. The benefit of a Twine is that the simulation is much more controlled but that is also its weakness.

Python and Canvas

2/5/25 Major Update

See my comment below.

Google Colab Library

This is where I’m doing all my current development. These notebooks include development notes, instructions, and even a template.

Overview

Our office has been using Python to handle certain production-related Canvas tasks since Brian Daigle took over as lead for our Production Team. He had expertise with Python and used it to bulk adjust dates and retrieve information in Canvas among other tasks. I’m now investigating how Python could be used from a Design perspective.

Screencast of how I run a Python script and an example of the canvas_module_items_simple.py listed below.

Continue reading “Python and Canvas”

ChatGPT Prompt for Tutoring

by Kent Matsueda and Erica Fleming

Are you looking for a tutor to help with a course, topic, or class activity? Use this prompt to help you get started.

Instructions

  1. Copy the entire text of the prompt below. You don’t need to read the prompt.
  2. Paste it into a new conversation in ChatGPT.
  3. ChatGPT will ask for information and then guide you from there.

Continue reading “ChatGPT Prompt for Tutoring”

Index of ChatGPT Prompts

This is a list of posts with complex prompts that I’ve developed to address various teaching & learning and learning design needs. They were inspired by the Prompt Library created by the Mollicks and use a CREATE framework presented by David Birss.

Why complex prompts as opposed to custom GPTs? Primarily because of access. I didn’t want my experiments to be available to paying customers only. On a related note, I wanted everyone to be able to see what they were using. You cannot see how a custom GPT was trained. Unfortunately, training isn’t possible with complex prompts so there are limitations. That said, if the prompt isn’t working for you, you can edit it even train it by adding your own resources. I just ask that you leave a comment on any of the posts with prompts so that others can benefit.

ChatGPT Prompt for Creating Rubrics

This is a prompt to assist with the task of

  • Developing analytic rubrics

Instructions

  1. Copy the entire text of the prompt below. You don’t need to read the prompt.
  2. ChatGPT will ask for information about your assignment and then guide you from there.
  3. When you’re done, return to the index page to move on to another stage or continue with this prompt to get assistance with additional assignments.

Continue reading “ChatGPT Prompt for Creating Rubrics”