In the previous CIEL Generative AI blog, we shared an AI literacy framework based on Bloom’s Taxonomy: (1) Understand AI, (2) Use & Apply AI, (3) Analyze & Evaluate, and (4) Create AI (Ng et al., 2021). As we collectively continue our journey to build AI literacy, this blog explores Level 2: Use & Apply AI, by experimenting with prompt engineering to write course learning outcomes.
Learning Outcomes
Writing good learning outcomes is an essential step in course design. Following the best practice of writing learning outcomes first (known as Backward Design) will make it easier to develop appropriate assessments and learning strategies aligned with the course outcomes.
A learning outcome is a concise statement that describes what students are expected to know, to be able to do, and how they should act, as a result of the course. Effective learning outcomes are precise, specific, student-centered, measurable, and at the appropriate difficulty level. With strategic prompting and a critical review of the outputs, generative artificial intelligence (AI) can be a tool for brainstorming and drafting learning outcomes for your course. Here is an example of how.
Using AI to Draft Learning Outcomes
It is essential to provide AI with specific information when using AI to prompt learning outcomes. Keep in mind that you don’t have to start with a new prompt to integrate AI into your work. See Stop Writing All Your AI Prompts from Scratch for reusable templates for teaching and learning to draft lesson plans, write quizzes and more.
I experimented with three types of prompting to help me draft learning outcomes for a course on ethics in educational technology, using ChatGPT-4o.
Example 1: Zero-shot Prompt
You can start by prompting, “Generate five learning outcomes for an Ethics in Educational Technology course.” The model would then create the outcomes based on your zero-shot prompt, which is only on your instructions, without seeing any specific examples of what those outcomes should look like.
ChatGPT-4o Response
- Critical Analysis: Students will critically analyze ethical dilemmas related to the use of technology in educational settings, identifying potential impacts on privacy, equity, and student agency.
- Framework Application: Students will apply ethical frameworks and principles to real-world scenarios involving educational technologies, demonstrating the ability to make informed, ethical decisions.
- Policy Evaluation: Students will evaluate existing policies and guidelines regarding technology use in education, assessing their effectiveness in promoting ethical practices and protecting stakeholders’ rights.
- Reflective Practice: Students will engage in reflective practices to assess their own beliefs and biases regarding technology use in education, fostering a deeper understanding of their ethical responsibilities as educators and technologists.
- Advocacy and Communication: Students will develop skills to advocate for ethical technology use in educational contexts, effectively communicating their findings and recommendations to diverse audiences, including educators, administrators, and policymakers.
Another tactic is to provide AI with a more structured approach that includes tasks, context, and content. A single-shot prompt offers a clear, concise example or general approach to illustrate the desired output.
Example 2: Single-shot Prompt
“Please create learning objectives for a third-year undergraduate Ethics in Educational Technology course, focusing on the ethical use of AI-based assistive technologies, privacy and information security, professional boundaries on social media, intellectual property, and strategies to prevent harm and ensure fairness. The learning outcomes are concise sentences beginning with an action verb. Please refer to Bloom’s Taxonomy.“
ChatGPT-4o Response
- Analyze ethical considerations surrounding using AI-based assistive technologies in educational contexts, evaluating their potential benefits and drawbacks.
- Evaluate privacy and information security issues related to educational technologies, proposing strategies to safeguard sensitive data.
- Examine professional boundaries on social media for educators, assessing the implications of online interactions for student relationships and professional integrity.
- Assess the implications of intellectual property rights in the context of educational resources, formulating guidelines for ethical use and sharing.
- Develop strategies to prevent harm and ensure fairness in deploying educational technologies, advocating for equitable access and inclusivity in tech integration.
Example 3: Few-shot Prompt
This type of prompt provides a set of examples as part of the prompt to provide additional context.
“Draft five learning outcomes for a third-year undergraduate Ethics in Educational Technology course. The course is designed for students in a Bachelor of Education program to explore ethical issues associated with digital learning environments and educational technology use. Outcomes should focus on the following key areas: ethical use of AI-based assistive technologies, privacy and information security, professional boundaries on social media, intellectual property, and strategies to prevent harm and ensure fairness. Each outcome should be measurable and start with an action verb; please refer to Bloom’s Taxonomy. Follow the verb with a clear learning condition and criterion for success. End the statement to give the learning outcome context and identify acceptable performance criteria. Use “by” or “through” to state how the learning outcome will be assessed. Here are two examples of good learning outcomes: 1. Students who successfully complete this course will be able to interpret key arguments from a variety of academic journal articles, 2. By the end of this course, students will be able to implement multiple strategies to effectively communicate appropriate oral health messages in a public education setting.“
ChatGPT-4o Response
- By the end of this course, students will be able to analyze ethical dilemmas associated with using AI-based assistive technologies in educational settings, demonstrating the ability to evaluate at least three case studies with appropriate ethical frameworks.
- Students who successfully complete this course will be able to assess privacy and information security risks related to educational technologies, providing detailed recommendations for safeguarding student data based on current best practices.
- By the end of this course, students will be able to evaluate professional boundaries on social media, articulating the implications of online interactions for educators and proposing guidelines for maintaining professional integrity.
- Students who successfully complete this course will be able to interpret intellectual property laws about educational resources, applying this understanding to create a comprehensive plan for ethical use and sharing of digital materials.
- Through collaborative projects, students will be able to develop actionable strategies to prevent harm and ensure fairness in educational technology deployment, demonstrating the ability to create a proposal that addresses equity and accessibility for diverse learner populations.
Your Expertise is Crucial
If you disagree with the outputs, you can reply with “More?” to get additional ideas. You can repeat this process as often as you’d like – adjusting the prompt and adding additional context (e.g., outlines, key ideas, information about your teaching strategies and approaches) to get better responses. It is up to you as the expert to determine which learning outcomes are the most relevant and how you should go about revising them. It is important that you don’t assume that the AI generated outputs are correct and make sense. Review and assess the learning outcome to make sure they are suitable for your course and students.
Reviewing Learning Outcomes: A Checklist
When review learning outcome, ask yourself three questions. By the end to the course
- What should students know?
- What should students be able to do?
- What qualities or attributes do you want students to have? (What should they value, how should they act as a result of your course?)
To thoroughly address these questions, use the following checklist as a guide for reviewing and refining your learning outcomes.