Category: Instructional Design

Three workers looking at learning management system icons
Time Saving Tips with Sakai Project Sites 

Time Saving Tips with Sakai Project Sites 

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Like many cloud-based systems we use daily, Sakai has a finite amount of storage space. This restriction led Loyola to adopt an administrative schedule outlining when courses are created, go online, and are made unavailable to site members.   

Much of the information in Sakai course sites can be retained if it has future value, and if so, it must be manually preserved. Such examples of Sakai data that must be downloaded and saved might include Gradebook information pertaining to students or discussion board responses. Instructions on how to do that can be found HERE. However, other content work instructors and authors do in a course can be found to easily replicate in the Assignments, Lessons, Resources, and Test & Quizzes tools. Instead of recreating all your work from nothing, anyone with an official LUC Sakai account can create what is called a project site to save their work. 

In Sakai, a project site is very similar to a course site. A course site is automatically created each academic term based on information fed to Sakai twice daily by LOCUS, which occurs around noon and midnight each day. In contrast, a project site is created by Loyola users and maintained entirely by Loyola users. Here is an article on how to create a project site.  

Project sites are time savers in that most of your content from one semester to another can be copied into and saved in a project site. This process provides you with a sandbox where you can store the information between semesters so that it does not get deleted or it gives you a place where you can try out new tools or ideas during the semester that will not change the look and feel of your live course. Changes to a project site do not disrupt the student experience mid-semester. This way, you can be ready to go the next time your course is offered by copying the project site contents into your new course.  

Of course, a project site will not be stored forever—this would be poor practice in content management by encouraging digital clutter. However, if you access a project site at least once every 2 years, your content will not be flagged for deletion. Also, should you forget to access your course, you will be sent a message asking for your approval for it to be deleted in our annual project site clean-up. Should you receive an email asking if it is ok to delete a site, all you need to do is reply to the message indicating that you’d like to keep the site, and it will be excluded from our clean-up process.  

So, with a few simple steps, your start-of-semester scramble to get your course up can be alleviated.  Having all the work done in previous semesters at your fingertips with your course site immediately filled with the saved information from your manicured project site, ready to go. 

 Of course, if you run into any issues or have any questions on how to use project sites for a student-run organization or a different use case you had in mind,  contact the Learning Technologies and Innovation (LTI) group for guidance or assistance with any issues. You can also schedule a consultation with one of the LTI team members by going to the following link. 

 With that, I wish you a quick and snappy start to your next semester!
Is it Real or is it AI? Introducing Elai and the Future of Video Creation

Is it Real or is it AI? Introducing Elai and the Future of Video Creation

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This blog post is about AI, the future, Bill Gates, and – most importantly – an introduction to Elai – a new video creation tool coming to LUC soon! 

AI and The Future 

Differing reactions towards the ascent and ongoing advancement of AI capabilities have been well documented for years. Based on a survey from the Alan Turing Institute, the majority of participants are optimistic about AI usage in a variety of different sectors. In the article “The Age of AI Has Begun,” Bill Gates highlights several key areas where AI is making significant strides including healthcare, education, and climate change. He believes that AI can improve diagnostics, personalize learning experiences, and optimize resource management to combat environmental challenges.  

In contrast with the optimism expressed in the sources above, AI certainly has its detractors and alarmists ranging from educators who worry about academic dishonesty to employees who panic at the prospect of unemployment.  In the same article, Bill Gates also points out the ethical considerations and potential risks associated with AI, such as job displacement and the importance of ensuring that AI systems are aligned with human values. 

On a much smaller scale than the stakes mentioned by Bill Gates, AI is already transforming the way we create videos for the better. Platforms such as Elai empower users with AI by enabling them to use their creative skills to produce high quality resources. 

What is Elai?  

Elai is an innovative platform that leverages artificial intelligence to revolutionize the way we create and manage video content. It empowers users to generate professional-quality videos in a matter of minutes, eliminating the complexities that often accompany traditional video production processes. With its user-friendly interface and advanced technology, Elai caters to a wide range of users, from marketers and educators to content creators and businesses looking to enhance their online presence. 

At the core of Elai’s functionality is its AI-driven text-to-video technology. Users can simply input text scripts, and the platform automatically generates videos complete with dynamic visuals, voiceovers, and animations. This feature significantly reduces the time and resources needed for video production which makes it an invaluable tool for those who require quick turnarounds without compromising on quality. The ability to create videos in multiple languages further broadens its appeal, which allows users to reach diverse audiences around the globe. 

One of the standout features of Elai is its extensive library of customizable templates. These templates are designed to cater to various industries and purposes. Users can choose from a variety of styles, colors, and layouts, enabling them to create videos that align with their brand identity. This level of customization ensures that the final product is not only professional but also uniquely tailored to the user’s needs. 

Additionally, Elai offers a selection of AI-generated avatars that can serve as virtual presenters in videos. This feature allows for a more engaging and personal touch, as users can select avatars that resonate with their target audience. The avatars can express emotions and deliver the script in a natural manner to make the content more relatable and captivating.  

The platform also includes editing tools that enable users to refine their videos easily. Users can trim clips, adjust timings, and insert additional elements such as images and graphics, all without requiring advanced video editing skills. This accessibility democratizes video production, allowing anyone, regardless of their technical expertise, to create high-quality content. 

In conclusion, Elai stands at the forefront of video content creation by combining the power of AI with user-friendly design to simplify the video production process. Its diverse features including customizable templates, AI avatars, and collaborative tools make it an essential platform for anyone looking to create engaging, professional-quality videos quickly and efficiently.  

How does AI enhance video production?  

The integration of AI in video production significantly enhances creativity in several compelling ways: 

  • Automated Content Generation: AI tools can quickly transform text scripts into visually engaging videos. This automation allows creators to focus more on the creative aspects of storytelling rather than getting bogged down in technical details. 
  • Enhanced Customization and Personalization: AI enables users to customize videos easily, offering a wide range of templates, styles, and elements tailored to specific audiences or brand identities.  
  • Data-Driven Insights: AI can analyze audience engagement metrics and feedback, providing creators with valuable insights into what resonates with viewers. This data can inspire new ideas and empower creators to refine their content strategies and innovate based on real-time feedback. 
  • Collaborative Tools: Many AI video production platforms offer collaborative features that facilitate teamwork among creators.  
  • Rapid Prototyping: AI allows for quick iterations on video concepts. Creators can generate multiple versions of a video in a short time while experimenting with different scripts, visuals, and audio options.  
  • Accessibility for Non-Experts: AI democratizes video production, enabling individuals without extensive technical skills to create high-quality content. 
  • Inspiration Through AI Suggestions: AI can analyze existing content and suggest creative directions, themes, or styles based on trends and successful videos. These suggestions can spark inspiration by helping creators think outside the box and develop unique concepts. 

In summary, the use of AI in video production enhances creativity by automating mundane tasks, providing customization options, offering data-driven insights, and enabling collaboration. This empowers creators to focus on their artistic vision and produce innovative, engaging content that resonates with audiences. Elai provides users with an effective enhancement to their workflow but without completing the entire task on their behalf. While Elai does not conjure presentations out of thin air, it gives users a helpful push in creating an excellent final product. 

When will Elai be available at LUC?  

Elai will be available at LUC on a trial basis for one calendar year beginning on May 1st, 2025. Stay tuned for more details on how to request access to this exciting pilot! 
Is This Thing On? A Student-Turned-Professional’s Musings on the Role of Instructor Presence in Online Student Engagement

Is This Thing On? A Student-Turned-Professional’s Musings on the Role of Instructor Presence in Online Student Engagement

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I distinctly remember the first online course I took: “Empowering Adult Online Learning – Theory and Best Practices” with Dr. Kim Round at Harvard Extension School, my first course in Harvard’s graduate certificate in Learning Design and Technology. The year was 2017 and the frontier of online education was uncomplicated by the pivot to emergency online instruction prompted by the COVID-19 pandemic.  

Pre-pandemic, online higher education programs were designed and marketed for a smaller range of student personas, primarily busy, full-time workers earning their first credential as well as seasoned professionals returning to school in anticipation of a career change. Since, in 2025, nearly all currently-enrolled students have presumably experienced some form of remote learning, the demand for online courses has shifted to include many more ‘traditional’ college students who benefit from access to a larger selection of courses, more diverse and multicultural student compositions, and the added flexibility and accessibility made possible by virtue of the online modality. 

While “Empowering Adult Online Learning” was a synchronous class conducted over Zoom, my first interactions with Dr. Round, the learning management system, and the course content, were asynchronous. My initial emotions were those of excitement at the novelty of beginning a new academic program combined with immense anxiety and a series of urgent questions: How does the video conferencing software work? When and where do I log on? Why do I need an audio headset and why can’t I get it to connect?! While I don’t think the intensity of my own apprehensions—so panicky that I nearly dropped the course before it began—are typical of the average online student, it highlights the benefits of proactive instructor communication for student retention and engagement. In fact, one study (Cole, 2016) found that the single greatest predictor of student satisfaction with online courses was the perceived quality of student-instructor communication. Considering that the attrition rate in online courses is significantly higher than that of face-to-face courses (Hobson & Puruhito, 2018), the role of instructor presence as a mediating force for student persistence and success cannot be underestimated. 

If we consider the experiences I described as a first-time online student—one that I’ve seen mirrored by the anxious early-semester tickets that come through Loyola’s ITS Service Desk—Berge’s four roles of the online instructor (1995, 2008) are helpful for beginning to tease out the ways online faculty can alleviate student trepidation and create a welcoming environment that’s conducive to learning and community-building. Before the course begins, instructors are primarily playing the social and technical roles, and the paramount tasks are acclimating students to the learning environment and videoconferencing software logistics (where applicable); once they get students in the door, whether that’s logged into Sakai or a Zoom meeting, it becomes much easier to provide personalized supports where necessary and to turn attention to the task of learning. It is likewise beneficial for instructors to have an accurate self-awareness of their own technical skills and know what resources exist for both them and their students (e.g., instructional designers and technologists, IT support technicians). 

Some recommendations for online instructors to cultivate presence include: 

  • Post weekly announcements (video or written) summarizing key points in the course content, reminding students of upcoming deadlines, and offering encouragement. To personalize your announcements even more, consider adding shout-outs to highlight specific high-quality student contributions to the course. 
  • Start each unit or module with a short audio or video introduction to get students excited. 
  • Contribute regularly to student discussions, asking follow-up questions and acknowledging thoughtful responses. [Note: You do not need to respond to every student contribution. See this resource from Johns Hopkins for some best practices in facilitating asynchronous discussions.]  
  • Use the Sakai Lessons tool to create a dedicated “About Your Instructor” page with a welcome video or photos and information about your interests and experiences. 

As the landscape of online higher education continues to evolve, faculty play an instrumental role in shaping positive student experiences from the outset. By thoughtfully embracing their roles as facilitators, guides, and community-builders—particularly in the early stages of a course—faculty can foster confidence, reduce anxiety, and build the momentum students need to thrive. Proactive communication, clear expectations, and a supportive presence do more than just solve logistical hurdles; they lay the groundwork for meaningful engagement and academic success. In a time when online learning is no longer a niche offering but a core component of higher education, small and intentional efforts to infuse a course with instructor presence from beginning to end can make a palpable difference in student persistence, success, and satisfaction. 

Two student having a conversation via video.
Creating Value & Memorable Learning Asynchronously: Dialogic Pedagogy for Dialogue Tools 

Creating Value & Memorable Learning Asynchronously: Dialogic Pedagogy for Dialogue Tools 

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A perpetual challenge we (instructors, instructional designers, teaching assistants, learning engineers, educational technologists, and anyone learning online) encounter with online teaching and learning occurs in the absence of live engagement: how do we facilitate and engage meaningful exchanges within the classroom when there are no classes or classroom? (For the sake of brevity, I am excluding the parallel difficulties of engaging organic dialogue in a face-to-face classroom.) 

Though we have learning technologies within our supported Loyola tools that are capable of facilitating asynchronous conversations, how might we make those exchanges memorable learning activities? Daisaku Ikeda’s Soka pedagogy might provide those of us designing engagement activities for our asynchronous learners with a compass aimed at value creation in education. 

Meeting Ikeda and value creation dialogue 

I was first introduced to Ikeda’s value-creating dialogic pedagogy as a College of Education graduate writing group facilitator at the DePaul University Center for Writing-based Learning. In our writing group meetings, doctoral candidate Melissa Bradford (now part of the DePaul College of Education teaching faculty) shared across her drafts the power of Ikeda’s dialogic pedagogy that unfolds in a mentor-mentee relationship.  

Born in Tokyo in 1928, Daisaku Ikeda was among the first generation of schoolchildren educated in the Japanese wartime indoctrination system (Goulah & Ito, 2015, p. 57). Ikeda’s experience of human loss, militant subjugation, and postwar chaos encountered surprise at the worldview of Josei Toda, an educator with a faith-based and peace-oriented opposition towards Japanese wars of conquest. After hearing Toda speak at a Soka (literally value-creating) Gakkai (Society) meeting, Ikeda subsequently became Toda’s student and mentee (Goulah & Ito, 2015, p. 58).   

Melissa’s focus on Soka, or value-creating, pedagogy emphasized the importance of dialogue between invested interlocutors. Through intentional and ongoing dialogue, building a mentor-mentee relationship also becomes possible. The underlying heritage of Soka pedagogy seeks to “engage students in learning to learn and to derive wisdom from knowledge to create meaningful value in and from any positive or negative situation” (Goulah & Ito, 2015, p. 60). To clarify, value-creating pedagogy does not signify an instructor imparting their values onto their students, but rather, value creation refers to the collaborative meaning that rises out of engaging with self and others.  

Connecting value-creating pedagogy to Jesuit values 

As a Blue Rambler (DePaul Blue Demon and Loyola Rambler, anyone?), I am in a serendipitous intersection to connect Vincentian personalism with the Jesuit value of accompaniment. Through facilitating dialogue between peers, we provide opportunities for us to recognize the dignity of our fellow colleagues in a class by cultivating community and strengthening a mentor-mentee relationships. These interrelated missions, though stated by different schools and denominations, underlie our interconnected and human-centered values.  

In Thoughts on Education for Global Citizenship, Ikeda posits that “students’ lives are not changed by lectures, but by people” (Ikeda, 1996b, p. 31 qtd. In Goulah & Ito, 2015). Though prerecorded lectures may be a central means of delivering content in an asynchronous online course, how might we consider engaging interactions between people? 

Try a learning design: Value-creating pedagogy with asynchronous dialogue tools 

One teaching and learning approach and mindset shift we can make is rethinking our student-instructor interactions, even asynchronously. Instead of simply assigning closed discussions for the sake of a knowledge check, how might we engage interactions in a class aimed at collaborative value creation? As an organic bonus, how might value creating pedagogy help students achieve learning outcomes through our learning design?  

Here are some learning design goals that might be generalizable across disciplines, paired with a possible option for asynchronous tool-based dialogue: 

  • To facilitate community amongst peers within an academic or professional field.  
  • A corresponding learning design choice could be a dialogue tool such as VoiceThread or Piazza.  
  • To cultivate a mentor-mentee relationship and/or offer higher-level thesis advising. 
  • Recurring informal checkpoints or brainstorming dialogues through native Messages or Discussions tools in Sakai. 

More to Consider 

Like any use of technology-based teaching and learning design, a tool can only take you so far: framing the purpose and context for engaging with the tool is vital to the impact of the learning design. Some student-based ideas for engagement offered by Georgia Tech might help you craft intentional prompts for meaningful dialogue.  

Finally, our Loyola Learning Technologies & Innovation team invites you to join us for more dialogue ideas at our upcoming webinar Talk It Out: Enhance Learning with Asynchronous Dialogue Tools in Sakai on Thursday, 3/20 at 11am.  

Works Cited  

“Engaging Students with Online Discussions.” Center for Teaching & Learning. Georgia Tech. https://ctl.gatech.edu/engaging-students-online-discussions 

Goulah, J., & Ito, T. (2012). Daisaku Ikeda’s Curriculum of Soka Education: Creating Value Through Dialogue, Global Citizenship, and “Human Education” in the Mentor–Disciple Relationship. Curriculum Inquiry, 42(1), 56–79. https://doi.org/10.1111/j.1467-873X.2011.00572.x 

 

 
Enhancing Learning Flexibility and Accessibility with Infobase Learning Cloud 

Enhancing Learning Flexibility and Accessibility with Infobase Learning Cloud 

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There is a greater need than ever for flexible and easily accessible learning environments. Cloud-based learning can be valuable in this instance. The adoption of cloud computing fundamentally alters education by enhancing accessibility, scalability, flexibility, and efficiency of learning. When we speak of “the cloud,” we mean an online network of servers used for data processing, management, and storing. This will transform education by offering the framework necessary to support a range of digital tools and platforms, allowing for scalability, real-time collaboration, and smooth content updates.   

In higher education, the transition to cloud computing is reshaping how faculty deliver courses, how students engage with materials, and how institutions operate. 

Infobase Learning Cloud complements this paradigm by providing over 50,000 video tutorials for various technology platforms, including Microsoft Office and Adobe Creative Cloud. Instructors can integrate Learning Cloud tutorials into Sakai by adding the Learning Cloud tool to their Sakai site. After adding the Learning Cloud tool and selecting a tutorial, faculty can customize the training by choosing which segments students should view.  

Also, it provides customization features, allowing instructors to assign customized lessons that are relevant to their course objectives.  

Speaking with Instructors who have used the site, several have stated that incorporating it into their classes has allowed them to complement their teaching with professional, high-quality lessons that students can access at their own leisure. This is especially useful for students who need to revisit specific concepts several times or want to learn in smaller, more manageable portions. Furthermore, instructors have observed that adding Infobase Learning Cloud has eliminated the need to produce additional resources for technology-related concerns, as students can obtain clear, brief tutorials within the platform itself. This allows instructors to spend more time teaching essential concepts rather than fixing technical concerns.  

As a result, cloud-based solutions such as Infobase Learning Cloud will be critical for staying ahead of the curve and addressing the needs of modern learning environments.  

To get started you can use your Loyola credentials for login: Learning Cloud Login  Loyola Support Documentation   / Learning Cloud 

Three students happily working on laptops at shared table
Empowering Learners to Work in Community: Designing for Collaborative Learning

Empowering Learners to Work in Community: Designing for Collaborative Learning

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Collaboration, teamwork, community: these terms are familiar across disciplines and industries, and often, they reflect organizational values and goals. Collaboration is supposed to be a worthwhile practice for the benefit of the stakeholders involved.  

And yet, why do students dread group projects? As a lifelong student and instructor of adult learners, let’s together consider the dynamics of a typical group: one or two students do most of the work, one disappears from group communications until the day before a deadline due to unforeseen circumstances, and the less dominant members offer contributions that are either dismissed or less prioritized by the self-appointed group leaders.  

As an instructor or one possessing instructional design responsibilities for learning, there are ways to facilitate collaboration for students that might avoid common pitfalls to meaningful and equitable peer exchange. This includes student-to-instructor exchange, as a common approach to online learning via prerecorded lectures and auto-graded feedback leaves students without a feeling of human connection or presence—hardly collaborative.  

Collaborative learning and learning design  

Continuing a keywords-inspired approach of unpacking a learning design referent to extract pedagogical and practical applications, let’s take on the subject of collaborative learning design.  

The way I refer to collaborative learning is inspired by my time in writing center work and composition studies, namely Andrea Lunsford’s (1991) article “Collaboration, Control, and the Idea of a Writing Center.” Lunsford’s work on collaboration and learning has found collaboration to engage students and encourage active learning; lead to higher academic achievement; support deeper critical thinking; and lead to deeper understanding of others (p. 5). Such collaboration is not synonymous with lack of direction, support, or inclusion for its members. 

Research-based keys to collaborative learning  

Both the Center for Applied Special Technology (CAST) and the Online Learning Consortium (OLC) offer research-based support for collaboration. Below are some synthesized findings between a learning design perspective, student perspectives for collaborative learning, and a renewed approach to inclusive teaching. Insights are lifted from the CAST Universal Design for Learning Guidelines, the 2024 OLC Report, “Empowering Change Together: Student Perspectives on Quality Online, Digital, and Blended Learning,” and insights from the Inclusive Teaching in STEM course faculty edX.  

Sustain engagement through careful learning community. According to CAST (2018), learners in the 21st century “must be able to communicate and collaborate within a community,” as such mindfully structured peer work can “significantly increase the available support for sustained engagement.” Student feedback highlighted the desire for community in online learning environments, as well as faculty responsibility for fostering class participation in such a way that acknowledged social challenges from not being in a physical classroom (OLC, 2024, p. 12). For instructors stuck with a lack of engagement, defining peer roles, expectations, and means for providing one another with feedback instills a sense of responsibility in one another’s learning and success.  

Create a culture of collaboration by enabling learners to be active agents in designing their learning. UDL Checkpoint 8.3: Foster collaboration and community specifies a strategy to “Create cooperative learning groups with clear goals, roles, and responsibilities.” The OLC finds that students also “want to be consulted as co-creators of community and DEI strategy,” moving beyond buzzwords to adaptable, actionable frameworks for practice (p. 13). A course lends itself as a space to facilitate a community of practice that rises out of a body of theory or aligned with learning goals. Allowing each member of a course community to co-design their individual roles and recognize their own commitments to the greater whole helps to build rapport while learning.  

Collaborative learning tool spotlight: VoiceThread 

Learning tools designed to facilitate feedback and collaboration can help instructors save time on designing technical logistics for student activities. Some tools also offer multiple modes of engaging dialogue and feedback between members. 

Though several learning tools may overlap in learning activity type, such as written discussions or conversations, few offer specifically collaborative engagement adaptable for a variety of activities as much as VoiceThread. With the new user interface to be fully implemented by this June, VoiceThread also offers a more accessible tool for learners to engage in collaborative learning. VoiceThread facilitates multimodal means for members to give one another feedback, including written, audio, and video commenting.  

Learning design for collaboration 

Let us also not forget Lunsford’s (1991) warning of collaboration misconstrued in pedagogical application, where such can “masquerade as democracy when it in fact practices the same old authoritarian control” (p. 3-4). Collaborative learning design must be careful and clear in its aim to empower students to take part in constructing their learning contexts and sense of community.  

 

CAST (2018). Universal Design for Learning Guidelines version 2.2.
Retrieved from http://udlguidelines.cast.org 

Lunsford, A. (1991). Collaboration, Control, and the Idea of a Writing Center. The Writing Center Journal, 12(1), 3–10. http://www.jstor.org/stable/43441887  

Weber, N.L. & Gay, K. (2024). Empowering change together: Student perspectives on quality
online, digital, and blended learning. Online Learning Consortium.  

Image credit: Photo by Brooke Cagle on Unsplash

Introducing Learning Analytics at Loyola: The ‘How’ and ‘Why’ of Data-Informed Instruction

Introducing Learning Analytics at Loyola: The ‘How’ and ‘Why’ of Data-Informed Instruction

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Data-driven decision-making is becoming increasingly important across many sectors, including education. As an instructor, you might have come across the term “learning analytics.” But what exactly does it entail, and how can it benefit faculty and students? Read on to gain a better understanding of what learning analytics encompasses and how it may boost your instructional efficacy.   

What is Learning Analytics? 

Learning analytics can be defined as the “collection, analysis, and interpretation of data related to students’ learning and the contexts in which it occurs”. This data is typically derived from various sources, including learning management systems (LMS), online course platforms, and student information systems. At Loyola, learning analytics data is currently drawn from LOCUS and Sakai—including several third-party tools integrated with Sakai such as Zoom, Panopto, VoiceThread, and Turnitin. 

How Does it Work? 

Learning analytics involves the use of advanced technologies and statistical techniques to extract meaningful insights from educational data. These insights can range from understanding student engagement and performance to identifying patterns and trends in learning behavior. At Loyola, faculty can glean insights from the Sakai Statistics tool and the analytics offered by specific teaching and learning tools (e.g., Panopto). They may also use their personalized Learning Analytics Reports to view aggregated instructional data in one location. 

Why is it Useful for Faculty?

1. Personalized Learning Experiences:

By leveraging learning analytics, faculty members can gain valuable insights into individual students’ learning needs, preferences, and progress. This allows them to tailor their teaching strategies and interventions to better meet the diverse needs of their students, ultimately fostering a more accessible and personalized learning experience.

2. Early Intervention:

Learning analytics can help faculty identify students who may be at risk of falling behind or struggling academically. By detecting these warning signs early on, instructors can intervene promptly, providing additional support and resources to help students succeed.

3. Data-Informed Decision-Making:

Learning analytics data, in conversation with other metrics such as teaching evaluations, test scores, and final grades, can help faculty make informed decisions about curriculum (re)design, instructional methods, and assessment strategies. This data-driven approach empowers instructors to refine their teaching practices to enhance student learning outcomes. 

4. Continuous Improvement:

By analyzing trends and patterns in student data over time, faculty can identify areas for change and improvement in their teaching practices and course design. This iterative cycle of reflection and refinement enables instructors to adapt to the evolving needs of their students and enhance their overall quality of instruction. 

Getting Started with Learning Analytics 

Learning analytics holds immense potential for faculty in higher education to enhance teaching and learning experiences. Embracing learning analytics can empower faculty and instructional support staff to create more effective and engaging learning environments that support the success of all students. 

To learn more about learning analytics at Loyola, visit our website. Faculty are invited to schedule a consultation with an ITRS Learning Design Engineer, who will provide access to the Learning Analytics Report as well as guidance in interpreting the report data and deriving actionable insights.

The Transformative Power of Multimedia in Higher Education Online Course Design

The Transformative Power of Multimedia in Higher Education Online Course Design

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In the rapidly evolving landscape of higher education, online courses have become a cornerstone of learning, providing flexibility and accessibility to students worldwide. Amid this shift, the role of multimedia in online course design has emerged as a key factor in shaping engaging and effective learning experiences.

Enhanced Engagement and Retention

Multimedia elements, such as videos, graphics, and interactive content, have a profound impact on student engagement and information retention. The combination of visual and auditory stimuli not only captures attention but also facilitates a deeper understanding of complex concepts. Engaged students are more likely to retain information and actively participate in discussions, creating a vibrant online learning community.

Accessibility and Inclusivity

Multimedia in online course design goes beyond text-based content, making educational materials accessible to diverse learners. Visual aids, for instance, benefit those with different learning preferences, and captioned videos ensure content accessibility for individuals with hearing impairments. Embracing multimedia promotes inclusivity and accommodates a wide range of learning styles, fostering an environment where every student can thrive.

Real-world Application

Integrating multimedia elements allows educators to bridge the gap between theoretical knowledge and real-world application. Videos, simulations, and case studies provide students with practical insights, enabling them to see how the concepts they learn in class are applied in professional settings. This approach not only enhances the relevance of the content but also prepares students for the challenges they may encounter in their future careers.

Global Collaboration and Connectivity

Multimedia facilitates global collaboration by breaking down geographical barriers. Video conferencing, collaborative online projects, and multimedia-rich discussions enable students to connect with peers and experts from around the world. This interconnectedness not only broadens perspectives but also prepares students for a globalized workforce, where effective communication and collaboration are essential skills.

Adaptability and Personalization

Multimedia supports the creation of adaptive and personalized learning experiences. Through interactive quizzes, multimedia presentations, and self-paced modules, students can tailor their learning journey to their individual needs and preferences. This flexibility accommodates diverse learning paces and styles, empowering students to take control of their education.

The incorporation of multimedia in higher education online course design is not merely a trend but a necessity in creating dynamic, engaging, and inclusive learning environments. As educational institutions continue to embrace the digital landscape, the transformative power of multimedia will play a pivotal role in shaping the future of online education, fostering a rich and interactive educational experience for students worldwide.

Robots reading and writing in the library
Keywords in Higher Ed: AI Authoring Tools

Keywords in Higher Ed: AI Authoring Tools

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During my graduate degree coursework in composition and rhetoric, I came across a book titled Keywords in Writing Studies, edited by Paul Heiker and my professor himself, Peter Vandenberg.

The book’s concept is given in its title: Keywords provides a fresh and concise array of essay entries, each packed with heavy research dedicated to unpacking an operative referent in the realm according to its related studies, theories, and applications.

As a student that has kept nearly every required textbook, I can reflect on the utility of such a cogent textbook concept, and now would like to transfer its reader-friendly approach to the great wide realm of instructional technologies—to start, within in the smaller realm of AI authoring tools for teaching and learning.

I anticipate my keywords approach will be much messier and less formal in scholarship, as the body of published works, studies, and opinions on AI authoring is sprawling and immense. However, the goal is to offer an ongoing collection of resources that facilitate your own research and dialogue around important questions about technology in teaching and learning.

With this keywords approach in mind, let’s begin!

AI authoring tools & learning

AI authoring tools such as ChatGPT, Bard, DALL-E3, and the like, pose immediate questions for rethinking how to teach core learning tasks and skills, particularly those assigning students to compose original work.

Though there is no direct teaching solution to safeguard against cheating, and worse, whether a student is actually demonstrating their learning, many conversations in higher education circle back to how assessments are designed for students to think critically about information and acquire digital literacy. Such classroom-rooted strategies and conversations about AI authoring are also recommended by the leading product developing company in AI writing detection, Turnitin.

Difficulties in regulating AI use & ethical concerns

Studies have noted areas of AI use that pose challenges for demarcating its ethical scope and regulation. Key questions implicated by AI machine learning and data science include responsibility for use, bias and discrimination within development, transparency in development, and responsibility for stakeholder action or policy.

From a corporate stance, the move towards regulation is difficult, if not impossible, as implementation of restrictions cannot be imposed on a scale that corresponds with its users. Though statements and calls to pause development have been made, much AI development is within the private sector, and those that might be in the position to draft such regulations do not necessarily understand the nature and scope of the technological developments to impose effective boundaries.

Ethical considerations with AI authoring tools that more directly relate to teaching and learning include biases against non-English speakers and replications that bypass creative attribution, such as the popular query of Greg Rutkowski styled outputs that mimic his aesthetic without his consent.

Academic integrity & teaching with AI

Because of its dominance in the assessment tools arena and Loyola’s adoptions of several products, Turnitin resources on academic integrity and AI writing are within the purview of technology-based assessment in higher education. Their latest webinar offering on how to include AI in institutional policy offers a puzzle map for approaching the complex issue of AI.

An Exigence for Faculty Development

A silver lining that AI authoring brings to our attention is the prompt for enriching faculty development through dialogue and creative learning design.

Though some find AI authoring tools a cause for panic, many specialized faculty in the fields of medicine and sciences are excited about the opportunities AI provides for teaching and learning.

Reflections in faculty panels, such as this one at Ole Miss University of Mississippi or professional higher ed groups, such as the AI in Education Google group.

While Loyola Instructional Technology and Research Support does not decide on the adoption of learning tools for the institution, we do invite ideas for teaching strategies, further research, and learning designs.

Indiana Jones and the Jesuit Identity
The Jesuit Subtext of Indiana Jones in Higher Education

The Jesuit Subtext of Indiana Jones in Higher Education

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Summer movie season is here, and many are looking forward to the new film, Indiana Jones and the Dial of Destiny. For those not familiar with the character of Indiana Jones, he is a well-known adventurer who travels the world in search of artifacts and knowledge. He is an iconic figure who has captured the imagination of generations of fans, and his exploits have been the subject of numerous movies, books, and games. Also, one could argue that the character of Indiana Jones has ties to the Jesuit identity in higher education.

The Jesuits are a religious order within the Catholic Church that was founded in the 15th century. They are known for their commitment to education and their emphasis on intellectual rigor and critical thinking. Jesuit universities and colleges are renowned for their academic excellence and their focus on social justice and service to others.

Indiana Jones was created by George Lucas and Steven Spielberg, two filmmakers who were influenced by their experiences at Jesuit-founded institutions. Lucas attended the University of Southern California, which was co-founded by the Jesuits, and Spielberg attended California State University, an institution with roots in Jesuit founders. Both men, who fall into the category of being film auteurs, were exposed to Jesuit ideals and values during their time at these institutions, and they incorporated these ideas into the development of the character and stories of Indiana Jones.

One of the most prominent examples of the Jesuit influence on Indiana Jones is his commitment to education and scholarship. Throughout the Indiana Jones movies, we see him engaging in academic pursuits, such as teaching, researching ancient artifacts, deciphering ancient languages, and consulting with experts in various fields. His dedication to scholarship reflects the Jesuit belief in the importance of education as a means of personal growth and social transformation.

Another example of the Jesuit influence on Indiana Jones is his commitment to social justice and service to others. In many of the movies, we see him fighting against oppressive regimes, defending the rights of marginalized communities, and working to preserve cultural heritage. These actions are consistent with the Jesuit emphasis on social justice and their belief in the importance of using knowledge and skills for the greater good.

Finally, the character of Indiana Jones embodies the Jesuit ideal of the “whole person,” which emphasizes the importance of developing not just the mind, but also the body and spirit. Throughout the movies, we see him engaging in physical activities, such as climbing, fighting, and running, and we also see him grappling with questions of faith and spirituality. These elements of the character reflect the Jesuit belief in the importance of developing all aspects of the self to achieve a well-rounded and fulfilling life.

Indiana Jones is a fascinating character who has captured the hearts and minds of people worldwide. But his ties to the Jesuit identity in higher education make him even more interesting and complex. By incorporating Jesuit ideals and values into the character of Indiana Jones, Lucas, and Spielberg created a hero who is not just an adventurer, but also a scholar, a social justice advocate, and a person who strives to achieve balance and wholeness in his life. These powerful messages can inspire us all to live more meaningful and purposeful lives as well as become better educators.