In this section, you will learn about the importance of ethical considerations and implications of Generative Artificial Intelligence (GenAI), particularly Large Language Models (LLMs) like ChatGPT. This section highlights that LLMs are not inherently good or bad. Instead, the importance of user engagement in ethical practices is emphasized to ensure responsible use of these tools.

Ethical considerations for educators include attention to student privacy, expectations, and consequences—all of which should clearly be defined in syllabus statements, classroom policies, or institutional statements. Meanwhile, ethical implications exist involving varying ethical standards for how people approach LLMs differently, how human and machine bias influence GenAI, and how style guides differ on citing information garnered from ChatGPT.

After reading this section, you should be able to articulate your own ethical queries and concerns related to LLMs, such as ChatGPT, both as a general user and an educator.

Author: C. Anneke Snyder
Contributors: Gwendolyn Inocencio, Mary Landry, Jonahs Kneitly
Designers: Irene AI, Sweta Kailani
Supervisors: Terri Pantuso, Sarah LeMire

This is a collection of cumulative units of study for conventional errors common in student writing. It's flexible, functional, and zeroes in problems typically seen in writing of all types, from the eternal "there/they're/their" struggle to correct colon use. Units are organized from most simple to most challenging.

This guide discusses copying all the content from one Blackboard Learn Ultra course into another or selecting individual items to copy.

No matter how long you’ve been an advocate of OER, you may sometimes feel like you need a (fun and nuanced) refresher on the nuts and bolts of “open.” This webinar will engage a panel of experts in a discussion ranging from the basics of copyright and Creative Commons licensing to the tough questions we inevitably encounter when working with open resources.

This is a set of core political science questions to help students have a baseline approach or framework for understanding political science course content, processes, and outputs. 

This video covers using suggestions from Unsplash for Course Bannvers via Blackboard Learn Ultra's AI Design assistant.

The attached file is a course schedule or outline template in a Word document. It contains a table with columns for week, dates, topic, and activities/assignments. The table has rows for each week of a 15 week course, with dates, topics, and placeholder activities and assignments filled in.

The California State University and MERLOT have partnered to showcase how and why faculty have adopted Open Educational Resources (OER) to facilitate equitable access to their students’ course materials. This Faculty Showcase represent Open Educational Practices where faculty are sharing their "know-how" for adopting OER in their courses.  
These open course materials are being utilized in an Online Teaching and Learning course for graduate students by Jim Thomas at Cal State East Bay. These resources provide students with a variety of ways to engage with a variety of free materials that are available through websites, instructor created content and our library databases . The main motivation to adopt free resources is to increase student success. The learning outcomes of the course are not be covered in any single textbook and this subject matter changes rapidly. Most student access these materials through our learning management system, Blackboard Ultra.

This book provides an updated look at issues that comprise the online learning experience creation process. As online learning evolves, the lines and distinctions between various classifications of courses has blurred and often vanished. Classic elements of instructional design remain relevant at the same time that newer concepts of learning experience are growing in importance. However, problematic issues new and old still have to be addressed. This handbook explores many of these topics for new and experienced designers alike, whether creating traditional online courses, open learning experiences, or anything in between.

This book provides an updated look at issues that comprise the online learning experience creation process. As online learning evolves, the lines and distinctions between various classifications of courses has blurred and often vanished. Classic elements of instructional design remain relevant at the same time that newer concepts of learning experience are growing in importance. However, problematic issues new and old still have to be addressed. This handbook explores many of these topics for new and experienced designers alike, whether creating traditional online courses, open learning experiences, or anything in between.

This customizable Excel template provides a master framework to plan and organize learning activities for online courses. The template contains sheets to outline course modules, schedule weekly learning objectives and activities, plan assessments and assignments, and track student progress. Columns are provided to capture activity details like name, type, description, duration, assignments, and more. The template is fully editable so course designers can add or remove sheets as needed to match their planning process. By providing a structured planning template, this Excel file aims to help streamline the instructional design process for online learning. Use it to map out engaging and effective learning experiences for modern online courses.

We facilitate and develop lessons for Data Carpentry workshops. These lessons are distributed under the CC-BY license and are free for re-use or adaptation, with attribution. We’ve had people use the lessons in courses, to build new lessons, or use them for self-guided learning.

Data Carpentry workshops are domain-specific, so that we are teaching researchers the skills most relevant to their domain and using examples from their type of work. Therefore we have several types of workshops and curriculum is organized by domain.

Data talks are short 5-10 minute classroom discussions to help students develop data literacy. This pedagogical strategy is similar in structure to a number talk, but instead of numbers students are shown a data visual and asked what interests them

The goal of this lesson to raise students’ awareness and understanding of what deepfakes are, how they can cause harm, and how they could be regulated. The lesson also encourages students to question their own manipulation of images and video.