Category: Course Development

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”

ChatGPT Prompt for Continuous Feedback and Improvement

In Stage 4, you have finished developing your course and now are looking for ways to measure your success with the design of the course and make adjustments.

Instructions

  1. Copy the entire text of the prompt below. You don’t need to read the prompt.
  2. If you completed Stages 1-3, paste the prompt into that conversation. Otherwise, you can start a new conversation.
  3. ChatGPT will ask for information about your course and then guide you from there.
  4. When you’re done, return to the index page to move on to another stage.

Continue reading “ChatGPT Prompt for Continuous Feedback and Improvement”

ChatGPT Prompt for Text Descriptions for Images

This is a prompt to assist with the task of

  • generating image alt text,
  • image descriptions, and
  • transcripts of images.

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 content and then guide you from there.
  3. When you’re done, return to the index page to move on to another stage.

Continue reading “ChatGPT Prompt for Text Descriptions for Images”

ChatGPT Prompt for Developing Activities and Scaffold Student Learning

In Stage 3, you will work on developing individual lesson plans that tie together the outline, learning outcomes, and assessments that you have already developed.

Instructions

  1. Copy the entire text of the prompt below. You don’t need to read the prompt.
  2. If you completed Stage 2, paste the prompt into that conversation. Otherwise, you can start a new conversation.
  3. ChatGPT will ask for information about your course and then guide you from there.
  4. When you’re done, return to the index page to move on to another stage.

Continue reading “ChatGPT Prompt for Developing Activities and Scaffold Student Learning”

ChatGPT Prompt for Developing Assessments for Each Lesson

In Stage 2, you will either build upon the work in Stage 1 or provide Chat GPT with enough information about the course along with a course outline and learning outcomes. This prompt will help you develop a course grading rubric and individual assessments for your course based on your needs.

Instructions

  1. Copy the entire text of the prompt below. You don’t need to read the prompt.
  2. If you completed Stage 1, paste the prompt into that conversation. Otherwise, you can start a new conversation.
  3. ChatGPT will ask for information about your course and then guide you from there.
  4. When you’re done, return to the index page to move on to another stage.

Continue reading “ChatGPT Prompt for Developing Assessments for Each Lesson”

ChatGPT Prompt for Developing a Course Outline and Learning Objectives

In Stage 1, we will identify or confirm the learning objectives for your course. Using the Backwards Design approach (Wiggins & McTighe, 2005), we will define the desired results before planning any instructional activities or assessments.

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 about your course and then guide you from there.
  4. When you’re done, return to the index page to move on to another stage.

Continue reading “ChatGPT Prompt for Developing a Course Outline and Learning Objectives”

Dev/Rev Planning

Dev/Rev Planning Process

Dev/Rev = New Course Development and Course Revision Projects

For the past four to five years, I’ve been assisting with developing processes for our College to improve our Dev/Rev Process. While I am an Assistant Director, that title is rather misleading as I am relatively low in the organizational hierarchy of the College. This is relevant because I wouldn’t have been able to make the progress I have to improve things for the designers, which includes myself, and the faculty if I didn’t have the support of my Directors and the Faculty and Administrative leadership of the College. We still have a lot of work to do together but I am happy for the progress we have made.

The presentation above is a distillation of a more detailed process flowchart.

https://app.diagrams.net/ was a huge find as it is a powerful, open-source option for creating diagrams. I really enjoyed working with this software.

Questions about Designing Teaching for Inclusion and Diversity

I attended a workshop yesterday for IST faculty called “Inclusive ADDIE” and at one point, we were asked the following questions based on what we had learned so far.

  1. How would you design a student group project for one of your classes?
  2. How would you handle dividing students into groups?
  3. How would you revise the content, examples, resources?

I don’t feel like I had great answers based on what I had learned. I started with what I would do without particular thought to inclusion and diversity.

  1. How would you design a student group project for one of your classes? Start with learning outcomes, then decide upon an assessment and rubric if needed, develop directions that includes all the required references to relevant learning content, review my content for accessibility.
  2. How would you handle dividing students into groups? I don’t think I would change. I prefer to form groups based on the order that students made submissions to the first, low-stakes assignment of the course. Having said that, if this were a WC section I would also try to account for timezones.
  3. How would you revise the content, examples, resources? I would look to make sure that I am considering minority groups at least ⅓ of the time in all of my examples, content, and assessments. This one, I took directly from the content of the workshop.

After listening to some other participant’s responses, I copied or added the following:

  1. How would you design a student group project for one of your classes? Provide reminders to class guidelines related to etiquette and group work. We have or can find these guidelines, but I wonder how inclusive and diverse those guidelines already are?
  2. How would you handle dividing students into groups? I didn’t have anything new to add here. Teaching through the WC, I do not get to know the students enough to be able to assign groups in ways that account for inclusion and diversity. I don’t think that’s how groups are formed in the real world, so why should I try to make accommodations in my class? I believe that my role would be to try to address issues around inclusion and diversity if they present themselves. I realize that is a slippery slope because if I am not openly addressing inclusion and diversity through out the course, how will my students know that I will address those concerns when there is an issue in the class. How will students even know to be mindful of inclusion and diversity practices in my class? Perhaps I need to develop a resource for faculty to help us provide guidelines to students about working in groups in ways that are inclusive and diverse? Teaching from the WC course template for the class I teach, I’m not sure we have much information about best practices for students working in groups. Perhaps I need to start there and include universal best practices in that resource from the start.
  3. How would you revise the content, examples, resources? I believe Jon Hughes mentioned to create group assignments with roles to allow for individuals to have a voice. This reminded me of Col. Jake Graham (ret. USMC) group work assignments where he will assign students different analytical roles depending upon the scenario/exercise he’s provided them. Dr. Lynette Yarger reminded us of something Dr. Alison Murphy shared with faculty during her McMurtry Excellence in Teaching and Learning Award presentation: create something for an under-represented community and through doing so, you will learn more about that community.