Accessibility in Action (AiA) Workshop Series – Lecture Slides Summary

Posted on by

The LTC/LEARN Center hosted the first session in the Accessibility in Action (AiA) Workshop Series. The first session covered lecture slides, which are a common instructional resource. Unfortunately, some students are left out due to a lack of accessibility. In the workshop video below, Erika Schock, LTC/LEARN’s newest Teaching Consultant, introduces accessibility, why it matters, and the legal requirements and best practices when building slides. Below are some key takeaways from the recording. 

Key Takeaways

What is Accessibility? “Accessibility means that an individual with a disability can acquire the same information, engage in the same interactions, and enjoy the same services as an individual without a disability, in an equally integrated and equally effective manner, with substantially equivalent ease of use” (NCAEM, 2023)

Why does Accessibility Matter? Adhering to accessibility best practices ensures that all students, including those with disabilities, can fully engage with and comprehend course content. This practice benefits students with visual, auditory, and cognitive impairments by providing alternative ways to access information. Also, accessibility improves learning for everyone by enhancing clarity, organization, and usability.

Legal Requirements

  • Section 504 of the ADA prohibits disability discrimination in federally funded programs like public universities, requiring reasonable accommodations to ensure equal access to education and services. 
  • Section 508 mandates that all electronic and information technology used by federally funded institutions must be accessible, including websites, course materials, and digital communications. 
  • The Department of Justice has updated Title II regulations of the ADA to require that web content and mobile applications be accessible to people with disabilities. These updates mandate that digital content meet or exceed Web Content Accessibility Guidelines (WCAG) Version 2.1 Level AA standards by April 2026. 

Best Practices for Lecture Slides

  • Layout and Navigation: Design slides with consistent templates and headings, and include slide numbers to improve screen reader accessibility. Limit one idea per slide to prevent cognitive overload. This approach maintains a readable text size and helps all users navigate content more effectively.
  • Text and Font: Use sans-serif fonts such as Arial and Calibri at minimum sizes of 22pt for text and 32pt for headings. Avoid placing text over busy backgrounds. These choices significantly improve readability for people with visual disabilities.
  • Color and Contrast: Maintain high contrast between text and background while avoiding color-only information indicators. These practices ensure that content remains accessible to people with visual disabilities who may have difficulty perceiving certain colors or low-contrast elements.
  • Accessible Visuals and Graphics: Provide alt text for all visual elements and minimize decorative graphics. Ensure that diagrams have clear elements with sufficient contrast. Critical visuals should be verbally described during presentations and/or include descriptive text. This approach helps students with visual disabilities access important visual information while also benefiting all students through improved clarity and comprehension.
  • Multimedia and Embedded Content: Ensure multimedia has high audio/video quality with descriptive titles, and always provide closed captions or transcripts. This practice makes content accessible to people with hearing impairments and provides alternative ways for all users to access information.

Supplemental Resources

 Upcoming AiA Workshops

  • Canvas Courses: Ensure your course meets accessibility standards through practice at 1 p.m. on March 13th.
  • UDOIT: Learn how to use UDOIT to check your Canvas courses for accessibility issues, time during the session to check your courses at 2 p.m. on March 13th. 

Have more questions or want to schedule a workshop for your department or unit? Reach out to the LTC!

Welcome Erika Schock to the LTC/LEARN Center!

Posted on by

Erika Schock (she/her) is our new Teaching, Learning, and Technology Consultant. Erika earned her Master’s degree in Anthropology from the University of Roehampton-London and her Bachelor’s in Dance and Anthropology from the University of Wisconsin-Stevens Point. In 2020, she earned her certificate in Instructional Design from the University of Wisconsin-Stout. 

In her new role, Erika will consult with instructors, develop resources, test educational technology, and provide training, all with a focus on digital accessibility, neurodiversity, and Universal Design for Learning. Erika loves playing with her five pets (two dogs and three cats), cooking, kayaking, and attending various fitness classes (Yoga, Dance, Aerial Silks, Gymnastics, etc). She enjoys watching early silent films, seeing live performances, and traveling.

Please say hello to Erika when you see her on campus!

2025 Cisco/Presidio Teaching With Technology Honorarium – Applications Are Open!

Posted on by

The Cisco/Presidio Teaching with Technology Innovator Honorarium recognizes an instructor who displays an outstanding commitment to leveraging learning technologies to solve common teaching challenges. Applications due March 31st! The Cisco/Presidio Teaching with Technology Innovator recognizes an instructor who displays an outstanding commitment to leveraging learning technologies to create rich learning experiences, thereby increasing student success.

Eligibility and Expectations

To be eligible for this award, the applicant must:

  • Be an instructor at UW-Whitewater
  • Taught at least six (6) credits in the past year 

Finalists will receive a $250 honorarium and agree to present an interactive session at the Celebrating Teaching and Learning Conference.

The individual selected as the 2025 Teaching with Technology Innovator will receive a $1000 honorarium (instead of the $250 for finalists) and agrees to the following:

  • Have their name and picture highlighted in a Learning Technology Center (LTC) blog post and LEARN Center newsletter;
  • Have their name and photograph displayed in the LTC;
  • Partner with the LTC/LEARN Center to highlight their work during the Fall 2025 and/or Spring 2026 semester

Please note: this honorarium counts toward the 20% base salary overload maximum.

Deadline and Submission Instructions

Interested candidates must submit their materials using Qualtrics by March 31st, 2025. Finalists will be notified no later than April 21st, and the recipient will be revealed at the conference in May.

Application Materials 

Application packages must include:

Core Items

  • Personal reflection (approximately two pages) that describes the role technology plays in the applicant’s teaching philosophy, discussing how they have demonstrated the innovative and effective use of learning technologies to create rich and productive learning experiences for students.
  • Evidence from a student or students (e.g., letters of support, specific excerpts from mid-semester feedback survey data, or end-of-the-semester course evaluations) supporting that the instructor used technology innovatively in a way that enhanced their learning experience. 

Portfolio Items

  • At least two additional items that serve as evidence that their technology intervention contributes to student learning and success. Possible items include, but are not limited to:
    • Examples of how reflection on the use of technology has been used as part of a continuous process of improvement as an instructor
    • Letters of review/support from instructional peers who can speak to the benefits the technology intervention provides
    • Course evaluation data speaking specifically to the technology intervention
    • Evidence of student impact after trying a technology intervention (e.g., pre-/post- analysis)

Note: If materials are missing, an individual’s application for this award may not be reviewed.

Selection Process

Applications will be reviewed by a committee composed of members of the LTC and LEARN Center Advisory Groups using this rubric. Notifications of the selected finalists will be made by April 21st, 2025. Finalists will be expected to submit a description of an interactive, synchronous session to be presented at the Celebrating Teaching and Learning Conference in the University Center on the Whitewater Campus on May 21st, 2025.

About the Sponsors 

This award is sponsored by Presidio and Cisco Systems in conjunction with UWW’s Division of Information Technology Services (ITS) and the LTC. Presidio and Cisco are proud of their work with institutions of higher education to inspire learning and connect campuses to enhance student outcomes. The university is dedicated to working with instructors to understand teaching challenges, explore solutions, implement strategies, and evaluate their effectiveness.

Questions? Please reach out to the Learning Technology Center.

Submit An Application!

Innovate, Educate, Celebrate: Propose a Session for the 2025 CTL Conference!

Posted on by

The Learning Technology Center (LTC), LEARN Center, and Office of Academic Assessment (OAA) are excited to invite proposals for UWW’s annual (free!) Celebrating Teaching and Learning Conference on May 21st, 2025. We invite UW-Whitewater faculty and staff to attend and share their educational innovations for teaching and learning! 

This year, there is a special interest in proposals related to building connections and community among students, instructors, and staff. However, feel free to propose sessions that focus on other aspects of teaching and learning, as well, such as team-based learning, technology-enhanced pedagogy, culturally responsive instruction, high-impact practices, and fostering student success more broadly.

Concurrent presentation sessions will last 40 minutes. You are welcome to propose a variety of formats, such as a panel discussion, interactive workshop, or presentation of research. We strongly encourage you to incorporate open discussion/Q&A time into your session.

Feel free to reach out to the LTC with any questions about the proposal process.

Complete Applications Will Include: 

  • Session Type
  • Presenter(s) Name(s), Email(s) and Photo(s)
  • Session Title
  • Session Abstract (max 400 characters)
  • Session Description and Goals (max 3000 characters)

Applications close April 4th, 2025 and notifications of acceptance will be received no later than April 18th, 2025.

Click here to submit your proposal!

Save The Date for the 2025 Celebrating Teaching and Learning Conference! 

Posted on by

The Celebrating Teaching and Learning Conference (CTL) will take place on May 21st, 2025 from 8:30am to 4:30pm in-person at the University Center. Open to all UW-Whitewater faculty and staff, the conference aims to cultivate a collaborative space for sharing ideas, methods, and innovations that enrich classroom experiences and support student success.

Three ways to participate in the (free!) conference: 

  1. Attend: Registration details coming soon!
  2. Present: Call for proposals will be live shortly! 
  3. Apply: The Cisco/Presidio Teaching with Technology Innovator Honorarium will soon be open for applications! 

Questions, comments, or ideas can be sent to the LTC! Can’t wait until May? Check out our 2024 Keynote Speaker, Tammy Lind on AI and Universal Design or browse last year’s breakout sessions.

Welcome (back) Ethan Kirkpatrick to the LTC/LEARN Center!

Posted on by

The LTC/LEARN Center is excited to announce the appointment of UWW alumnus Ethan Kirkpatrick (BA’24) as our new Instructional Technologist!

As a student in Media Arts and Game Design (MAGD), Ethan worked for the LTC and ITS Media Lab. In his new role, Ethan will be responsible for supporting digital media initiatives for teaching and learning. He will be coordinating LEARN/LTC recording and distribution services, managing digital resources, and exploring new technology applications to enhance educational experiences. He will work closely with faculty and staff to create meaningful learning environments supported by appropriate technology.

Ethan started Monday, December 2nd. Please say hello when you see him back on campus! 

AI Scripting: How to Write Prompts Workshop Summary

Posted on by
Students work with Assistant Professor Hamid Vakilzadeh in their Accounting Information Systems (354) class in Hyland Hall. (UW-Whitewater photo/Craig Schreiner)

As AI has become increasingly integrated into the education space, many instructors, and others across college campuses, are left to wonder how to use AI in a meaningful way. The first step to determining how AI may fit into a workflow is to learn how to use it; that is, understanding how to craft precise and purposeful prompts, as prompting is the core foundation of chat-bot-style AI.

Thoughtfully designed prompts not only ensure that AI tools provide meaningful and relevant outputs but also allow instructors to save time, foster creativity, and address diverse educational needs. By mastering this skill, educators can transform AI from a generic tool into a personalized assistant that aligns with their teaching philosophy and supports innovative learning experiences.

Key Takeaways

  • The Importance of Specificity: A well-crafted AI prompt is clear, concise, and specific. Effective prompts include the desired outcome, necessary context, and well-defined boundaries to ensure AI responses meet expectations. For example, when asking AI to draft a discussion question, specifying the topic, audience, and desired complexity can significantly improve the relevance of the output.
  • Iterative Refinement: Crafting the perfect prompt is rarely a one-step process. Testing prompts, evaluating AI responses, and making adjustments are key to achieving the desired results. This iterative approach ensures instructors can fine-tune their prompts to better align with their instructional objectives.
  • Application in Educational Contexts: AI tools offer a range of practical applications for educators, such as generating lesson plans, creating content outlines, and building rubrics. During the workshop, participants explored how tailored prompts can help align AI outputs with pedagogical goals, enhancing both classroom efficiency and student engagement.
  • Ethical Considerations: When using AI, instructors must remain mindful of ethical implications. Prompts should be designed to minimize bias, promote inclusivity, and reflect a commitment to responsible AI use. These considerations are critical for fostering trust and transparency in AI-supported education.

Supplemental Resources

As we continue to explore the possibilities of AI in education, thoughtful and intentional use will be key to creating impactful learning experiences. The LTC is here to support you on this journey—reach out to share your successes or challenges as we navigate this evolving landscape together!

Have questions or want to share how you are using AI in your teaching and learning? Contact the LTC—we would love to hear from you!

*Updated* No Tricks, Just Treats: AI Tips to Sweeten Your Semester! 

Posted on by

*A former version of this post lacked specificity surrounding AI and grading. The LTC is committed to providing accurate, appropriate information about AI to the campus community. We apologize for the error and have since updated the post to include expanded explanations. This serves as an important reminder that AI use is continually changing and adapting as AI tools expand and become integrated into daily life; if you have additional questions or concerns about grading, FERPA, and how these interplay with AI, please reach out to the LTC. 

With AI playing a growing role in education, it’s the perfect time to explore its capabilities! In this post, we will unwrap some advanced AI tips to streamline your workload, your students more engaged, and your time more productive. Whether you’re looking for shortcuts or delightful ways to enhance your classroom experience, these AI “tricks” and “treats” will give you something sweet to work with.

Writing Assistance 

Trick: AI isn’t just for brainstorming anymore—it can help you draft full lesson plans or emails. Tools like GPT-4 can “ghostwrite” introductory materials or tricky concepts, saving you hours of planning. 

Treat: You can customize the tone and detail, ensuring that the content matches your style. Don’t forget to double-check for accuracy, though—AI still needs a guiding hand to avoid any spooky surprises!

Example Prompt for lesson plan generation: “Create a 60-minute lesson plan for a college-level biology course on the topic of cell division, including an introduction, main points, in-class activities, and discussion questions.”

Creative Prompts 

Trick: When it comes to sparking creativity, AI can conjure up thought-provoking prompts for discussions, writing assignments, or even projects. Platforms like ChatGPT can generate unique questions or perspectives that challenge students to think beyond the standard syllabus. 

Treat: This keeps content fresh and engaging without you having to brainstorm constantly. Plus, it can be tailored to any subject area or difficulty level, making your lessons more dynamic.

Example Prompt for writing prompts: “Create a thought-provoking prompt for a reflective essay on the role of technology in modern education.”

Speeding Up Feedback

Trick: Give students the option to submit a rough draft of their work to be scored against a rubric you built. It can offer an initial analysis and provide a rough score that students can use as feedback to improve their assignment. **If student work for a grade is submitted to AI platforms without their knowledge, it may be considered a FERPA violation; exercise caution when using AI and ensure student privacy is protected. 

Treat: You maintain control and add the human touch when grading!

Example Prompt for rough draft feedback: “Use the following rubric to evaluate this research paper: [insert rubric and paper]. Provide a score and brief explanation for each section.”

AI Magic for Engagement 

Trick: Looking to increase student engagement in hybrid or online courses? Use AI-driven chatbots or discussion board assistants to keep conversations lively outside of class hours. These AI assistants can help moderate discussions, answer common questions, or prompt students to delve deeper into the content. 

Treat: This keeps your students engaged around the clock, and you can track interaction patterns to adjust your teaching strategies where needed.

Example Prompt for discussion board moderation: “Generate three follow-up questions to stimulate discussion on a student’s post about AI in healthcare.”

Enhanced Accessibility 

Trick: AI-powered tools like auto-captioning services and transcription software make your content more accessible to all learners, including those with disabilities. 

Treat: These features ensure inclusivity in your classroom, offering all students a treat by making sure educational materials are engaging and accessible for everyone.

Example Prompt for generating captions: “Transcribe and generate accurate captions for this video lecture on ancient history: [insert video/audio].”

Whether you’re summoning AI to handle mundane tasks or conjuring up creative ideas, there’s no shortage of treats when it comes to using AI in the classroom. Keep experimenting, and let these tricks make your teaching magical! Happy Halloween!

AI Detection and Prevention Workshop Summary

Posted on by
Some students may be tempted by the allure of AI to shortcut the learning process. (Image created using DALLE-3.)

As AI tools become ingrained in daily life, understanding how to detect and prevent its misuse is becoming a priority for institutions. During our recent workshop on AI Detection and Prevention, we discussed strategies to help educators identify AI misuse in academic settings and prevent it from happening in the first place. Below are some key takeaways from the session.

Key Takeaways

  • Understanding the Scope of AI Misuse: AI misuse often manifests in academic dishonesty, with students using generative AI for unauthorized tasks like writing essays or solving problems. While we primarily focus on AI in the classroom, misuse is a global problem, extending into areas such as bank fraud and creation of mis-informative content. 
  • Proactive Prevention Strategies: As acceptable AI use can vary from course to course, semester to semester, it is vital to establish clear policies and educate students about acceptable AI use specific to each course. By fostering a culture of transparency, communication, and accountability, students are less likely to misuse AI tools.
    • Teaching students about the ethical implications of AI use not only reduces misuse but encourages responsible and innovative applications of these technologies in academic work.
  • Available Detection Tools: Turnitin has AI detection and is available to all UWW instructors through Canvas. As of this workshop, Turnitin is only campus supported tool. While sometimes effective, these tools are not foolproof and should be used in conjunction with other strategies.
  • Limitations of Detection Tool: While detection technologies are advancing, they are behind current AI models and can falsely report text as AI-generated. A nuanced approach that considers the specific context of assignments is recommended.
    • Given the limitations of Turnitin, instructors may opt to run student submissions through a third-party detection service. This requires several careful considerations:
      • As per UW-System legal, students must be informed of their instructor’s intent to use a third-party detector and given the chance to provide explicit consent. Doing otherwise may constitute a FERPA violation.  
      • The LTC and ITS cannot provide support for individual or department purchased detection tools.
  • Human Review is Essential: Detection tools can help identify potential misuse, but human judgment remains critical in verifying suspicious activity. Educators should combine AI detection with careful analysis of student work.
  • Building a Supportive Educational Environment: Create a learning environment that encourages creativity and reduces the pressure to misuse AI. Offering students resources, such as AI usage guidelines, can help prevent academic misconduct.

Supplemental Resources

Upcoming AI Workshops

AI Detection and Prevention

  • Wednesday, October 16; 3:15 pm – 4:15 pm – McGraw 19A / Webex

Teaching AI Scripting: How to Write Prompts

  • Wednesday, October 30; 3:15 pm – 4:15 pm – McGraw 19A / Webex

Have more questions or want to schedule a workshop for your department or unit? Reach out to the LTC! 

Introduction to Artificial Intelligence Workshop Summary

Posted on by

This workshop focused on building foundational AI literacy, regardless of AI experience level or user acceptance. It provided a comprehensive overview of generative AI, including its core concepts, opportunities, limitations, and ethical considerations. Participants learned about the importance of responsible AI implementation, along with strategies for fostering transparent communication with students and colleagues. By discussing these approaches, the session aimed to promote an environment of trust and clarity around AI usage.

Key Takeaways:

  • AI as it is used today is referring to generative AI; that is, AI that creates media content, text, images, sound, and videos.
  • The current AI models are trained on massive amounts of data, which can lead to biases and coherence issues.
  • AI can assist with idea generation, editing text, creating lectures and study guides, and summarizing information.
    • AI can be beneficial in tasks such as medical diagnosis, where it can catch trends or concerning things that humans may miss.
  • Models often hallucinate, and respond with nonsensical answers. Models can be trained to “forget” certain information, but it is difficult to remove it entirely and models can be manipulated by bad actors.
  • Microsoft and other companies are investing billions of dollars in AI, which may lead to increased prices and potential equity issues.
  • Basic AI literacy is important for both faculty/staff and students.
  • Education and regulation are necessary to ensure responsible and transparent use of AI, especially in academic settings.
  • AI is not a substitute for learning or creativity, but can be used as an augmentative tool in certain situations.
  • Be transparent, communicate often, and practice accountability when using AI.

Supplemental Resources:

Upcoming AI Workshops

AI Detection and Prevention

Wednesday, September 11; 3:15 pm – 4:15 pm – McGraw 19A / Webex

Wednesday, October 16; 3:15 pm – 4:15 pm – McGraw 19A / Webex

Teaching AI Scripting: How to Write Prompts

Wednesday, October 30; 3:15 pm – 4:15 pm – McGraw 19A / Webex