Generative AI in Learning Design Practice: Building an Online Course for Biomedical Sciences Research Programs
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Abstract
In this design case, we present the integration of Generative Artificial Intelligence (GenAI) into the development of a self-paced online course on program evaluation for biomedical sciences research training programs. We designed and developed this online course to be hosted on the Moodle platform. We used GenAI tools, including ChatGPT, Copilot, Gemini, and Audiate, at various stages of the instructional design process. The tools assisted with several design and development tasks such as brainstorming content ideas, drafting a video script, generating audio narration, and creating assessments. As a design team, we treated the GenAI tools as co-thinkers to leverage the generative capabilities of the tools while ensuring a human was always present to provide informed decisions. Additionally, we dealt with ethical issues associated with bias, accessibility, and trusting AI-generated multimedia products. Throughout the process, we made deliberate design choices, including revising learning objectives, developing AI-assisted assessments aligned with higher-order learning outcomes, and scripting multimedia content suitable for synthetic voice delivery to balance innovation with ethical responsibility and pedagogical needs. This case study outlines our experience of developing instructional materials with emerging technologies. Our experiences suggest that while GenAI can enhance design efficiency, the final design must be pedagogically convenient, ethically responsible, and human-centered.
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