Ceate a short welcome message or video to introduce yourself, the teaching team, and the course.
Provide instructions for using the online environment (e.g., Moodle, Zoom) to support learning and progress.
Describe learning outcomes and connections between activities and assessments. Upload or hyperlink the course outline or syllabus.
Design the online course layout to reflect your teaching approach (e.g., organised by weeks, topics, or themes)
Course Alignment
It is essential for teachers to align their course objectives and teaching strategies with the Outcomes-Based Approach to Teaching and Learning (OBATL), the Qualifications Framework (QF), and the Programme Intended Learning Outcomes (PILOs) established by Lingnan University. This alignment ensures that the educational experiences provided are coherent and relevant, enhancing student learning outcomes.
For more information, please refer to the following links:
Ensure teaching team contact details are current and accessible (names, methods, hours).
Set expectations and guidelines for communication frequency and response times.
Provide links to essential and online reading lists for students
Assessment
Verify that all assessment instructions and information are up-to-date, including feedback and grading processes.
Clearly display assessment criteria and rubrics by uploading or hyperlinking to your Moodle course.
During the course
Course Content
Provide clear and meaningful descriptions and titles for resources to facilitate student access.
Include relevant task durations and specify compulsory or optional resources.
Utilize a variety of content formats (e.g., documents, videos, audio, links).
Synchronous Teaching
Integrate interactive elements (e.g., breakout rooms, polls) into live sessions to promote dialogue and participation.
Allocate time in advance to troubleshoot technical issues and ensure students have access to necessary technology.
Establish clear guidelines for student participation in the synchronous environment, including cameras and chat facilities.
After the course
Synchronous teaching
Use tools like Panopto to upload and share recording of sessions with all students.
Evaluation and Feedback
Gather feedback on the use of GAI in the course to inform future practices and improvements.
Engaging with Generative AI Tools
Guidelines and Best Practices
TLC provides guidance on ethical use and limitations of GAI. It has established guidelines and best practices for the ethical and effective use of GAI, emphasising academic integrity, data privacy, and responsible AI tool utilisation, as detailed in the GAI Guidelines and Best Practices document.
Understanding Common Generative AI Tools
Familiarize yourself with common GAI tools to streamline teaching and administrative tasks. Visit the GAI Tools for Staff page for more GAI tools and tutorials.
Participate in workshops and training sessions on GAI tool usage to enhance proficiency in various aspects.
GAI Workshops 2024: Advanced techniques and integration into academic workflows. Explore more on our GAI Workshop 2024 page.
GAI Workshops 2023: Focused on introductory concepts and practical applications. Explore more on our GAI Workshop 2023 page.
Assess GAI tools’ strengths and limitations within your discipline.
Citation and Academic Integrity
Clearly communicate policies regarding the acceptable use of GAI in assignments.
Ensure students understand the implications of plagiarism and academic misconduct related to AI-generated content.
Proper citation and adherence to academic integrity are crucial when using GAI tools. Lingnan University provides guidelines on how to cite AI-generated content and maintain academic honesty. For more information, refer to our GAI Tools Citation page.
Curriculum Design
Integrate GAI into course materials and assessments as appropriate.
Design assignments that foster critical thinking and problem-solving using GAI tools.
Uncorporate local, recent, or personal contexts to minimize reliance on GAI.
Student Engagement
Offer opportunities for students to engage with GAI tools throughout their studies.
Encourage students to share experiences with GAI tools and reflect on their learning.
Teaching Strategies
Utilize a variety of assessment types (e.g., oral presentations, group discussions) to reduce GAI misuse.
Consider flipping the classroom to maximize interactive in-class activities.
Stagger assessment tasks to promote ongoing development and feedback.
Feedback and Reflection
Incorporate reflective components in assessments, prompting students to evaluate their AI use.
Regularly review and adapt teaching practices based on student feedback and technological advancements.
Collaborative Practices
Collaborate with colleagues to share best practices for integrating GAI into teaching.
Participate in communities of practice focused on GAI in education
Conclusion
Lingnan University is dedicated to fostering an environment where GAI can be used responsibly and effectively to enhance educational outcomes. It provides access to advanced tools and comprehensive guidelines. By integrating GAI into teaching and learning processes, the university aims to streamline workflows, improve course content, and engage students more effectively. These GAI tools offer a wide range of functionalities that can significantly enhance the teaching and learning experience at universities.
Teachers should align their course objectives and teaching strategies with the Outcomes-Based Approach to Teaching and Learning (OBATL), Qualifications Framework (QF), and Programme Intended Learning Outcomes (PILOs) established by Lingnan University to ensure coherent and relevant educational experiences, enhancing student learning outcomes.
Regular review and adaptation of this checklist will help maintain relevance and effectiveness in your teaching approach, ensuring a productive blend of traditional methods and innovative AI/GAI tools.
