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Welcome to the Change Implementation Module. In this exciting phase of our problem-solving journey, we delve into the critical process of turning well-researched solutions into actionable reality. As problem-solvers, we understand that implementation is a pivotal step where ideas come to life and have a lasting impact on the world.

In this scenario, we won't be crafting comprehensive change management plans as you did in past PBL courses. Instead, we'll empower you to participate in change implementation.  Your mission is to create a tangible and powerful training resource tailored for university instructional design or faculty teams. As you craft your training resource, tailor your message to resonate with instructional design and faculty teams, empowering them to embrace change with enthusiasm.

In the module discussion, we will discuss change management and implementation, reflecting on your personal experience and past course learning. Remember, your role as a change implementer goes beyond presenting ideas; it involves empowering others to embrace change and adapt seamlessly. Your training resource will serve as a catalyst for growth, fostering a culture of innovation and forward-thinking within higher education.

So, get ready to make a tangible difference! The Change Implementation Module awaits your innovation, creativity, and dedication to driving positive transformation. Let's empower universities to embrace the future of education with open arms!

Deliverable:

· Tangible Training Resource

Deliverable Instructions

1. Review the grading practices and rubric to make sure you understand the criteria for earning your grade. You can learn more about the specific skills being assessed by reviewing the links in  Problem-Based Learning Resources (new tab) .

2. Remember to review the problem and the resources available on the  Problem Overview (new tab)  page. 

3. As a team, prepare a tangible training resource for teaching and learning with generative AI. This assignment is largely open-ended - use the following guidelines for direction:

a. Select Your Audience and Define Learning Objectives First, carefully consider your target audience. Will your training resource cater to faculty members, instructional designers, or administrators? Once you've made this decision, determine the specific learning objectives that will guide your resource. These objectives should articulate the knowledge and skills your audience should gain, encompassing aspects such as understanding the benefits of generative AI in teaching or integrating generative AI tools into curriculum design.

b. Design and Structure the Training Resource Building on the defined learning objectives, and design the training resource to align seamlessly with your audience's needs. You have the freedom to choose the modality that best suits your objectives, whether it's an engaging infographic, a captivating video, an immersive training module, or an interactive assessment. Whichever format you choose, ensure the content is clear, concise, and free of unnecessary jargon. Organize the information in a logical and coherent manner, utilizing effective design principles, visuals, and aesthetics to enhance engagement. You may use AI design tools to co-create the resource. Your training resource should be "ready for use" upon submission.

c. Tailor the Resource to the Audience Customize the training resource to resonate deeply with your chosen audience – faculty, instructional designers, administrators, etc. Address their unique needs, challenges, and aspirations in implementing change management strategies with generative AI. Present practical examples and real-life scenarios that resonate with their professional experiences, fostering a sense of relevance and applicability.

4. Emphasize Team Collaboration and Contributions In the spirit of teamwork, clearly indicate the contributions of each team member. This includes a comprehensive overview of their individual involvement, highlighting the quantity and quality of their participation in the team process. Explain how each team member's unique skills and insights contributed to the development and overall quality of the final training resource. This information can be submitted alongside the deliverables or as a note to the instructor on the Assignment submission page.

Problem Overview:

The Problem

Generative AI in Coursework: An UNI Response

The Context of the Problem

To give you a sense of real-world context, the problem in this course is set in a real organization. The problem has been carefully crafted to prompt learning in the areas of current issues facing global organizations.

The emergence of generative artificial intelligence (e.g., Chat GPT, DALL-E2) presents both opportunities and challenges for global organizations. In higher education, generative AI has the potential to transform teaching and learning by creating new and innovative ways of delivering content, engaging students, and personalizing learning experiences. On the other hand, the rapid pace of technological change, combined with limited resources and expertise, may make it difficult for higher education institutions to keep up with the demands and opportunities of generative AI.

UNI (UNI) is a Christ-centered academic institution committed to changing the world by developing students in character, scholarship, and leadership. UNI's National & Global (N&G) campus representing regional and online education is recognized as one of the first colleges to offer online courses and degrees. 

Professor Philip, a faculty member of doctoral studies at UNI - N&G, has noticed that a lot of students are using generative artificial intelligence tools to complete their coursework. While some students are using these tools to learn and improve their understanding of the subject matter, others are relying too heavily on AI. Professor Philip fears that the AI use is limiting students’ abilities to think critically and independently which are core learning objectives for doctoral students.

To address the problem, UNI - National & Global formed a task force to assess the best practices for using AI in coursework. The task force includes faculty members and administrators who will work together to create policies and guidelines that help students use generative AI tools responsibly. Professor Philip wisely suggests that the task force invite doctoral students to take part in the endeavor. The task force approved his request and selected YOU to participate.

Professor Philip challenges you to begin with the question: “What makes you better at preparing and critiquing a literature review than Chat GPT?” He believes that your exploration of that question, in the context of a common doctoral assignment, helps identify the gaps and limitations of generative AI. He also hopes that your investigation of the question helps you craft promising recommendations to the university about the effective and responsible use of Chat GPT in education, and especially in doctoral education.