Prompted to Explore A Microlearning Model for Faculty Development in Generative AI
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Abstract
The rapid advancement of generative artificial intelligence (GenAI) tools presents significant opportunities and challenges for higher education faculty. Faculty responses to these tools vary widely, necessitating innovative professional development. This study describes a microlearning program designed to promote meaningful engagement with GenAI. Participants received weekly emails with GenAI prompts relevant to course design or student engagement. They were invited to share their prompting experience in online discussions and explore supporting resources on a dedicated website. The program was asynchronous, allowing flexible engagement for peer support. Using a mixed-methods approach, including surveys and qualitative reflections, the study found a significant increase in GenAI use among participants. Applications included course content creation, student engagement, administrative tasks, and student support. Participants reported time savings, improved teaching material organization, enhanced student engagement, and better student support. The program also fostered a ripple effect, with participants encouraging peers and students to use GenAI. The success of this microlearning program highlights its potential as a scalable, flexible framework for faculty development across diverse institutional contexts, offering a sustainable approach for an evolving education landscape.
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