This open crowdsourced collection presents a rich tapestry of our collective thinking in the first months of 2023 stitching together potential alternative uses and applications of Artificial Intelligence (AI) that could make a difference and create new learning, development, teaching and assessment opportunities. Experimentation is at the heart of learning, teaching and scholarship. Being open to diverse ideas will help us make novel connections that can lead to new discoveries and insights to make a positive contribution to our world. Ideas shared may be in its embryonic stage, but worth exploring further through active and creative inquiry.

Your town is holding a mayoral election and the stakes have never been higher. You suspect one of the candidates will begin pushing false information to swing the election. As the cybersecurity expert, your job is to inoculate the townspeople against false information. First, you must learn the strategies of disinformation trolls. Claire Wardle explores the tactics of disinformation campaigns

The Changing Story gives you assignments, resources, and examples to use in your teaching and learning. It will also help you think of ways digital stories can be used in your teaching, and help students harness the power of visual storytelling.

A five part online module that teaches best practices for online information literacy and identifying disinformation or untrustworthy sources.

Choosing & Using Sources presents a process for academic research and writing, from formulating your research question to selecting good information and using it effectively in your research assignments. Additional chapters cover understanding types of sources, searching for information, and avoiding plagiarism. Each chapter includes self-quizzes and activities to reinforce core concepts and help you apply them. There are also appendices for quick reference on search tools, copyright basics, and fair use.

The Stanford History Education Group (SHEG) is a research and development group based in Stanford’s Graduate School of Education. In 2014, we set out to develop short assessments to gauge young people’s ability to evaluate online content. Our work was supported by the Robert R. McCormick Foundation, the William and Flora Hewlett Foundation, the Spencer Foundation, and the Silver Giving Foundation.
Specifically, we sought to measure Civic Online Reasoning — the ability to effectively search for, evaluate, and verify social and political information online. We use this term to highlight the civic aims of this work. The ability to evaluate online content has become a prerequisite for thoughtful democratic participation.

The Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) project was a collaboration between 10 universities and colleges across Ontario to develop a 6-module open educational resource for post-secondary educators to help them understand their responsibilities under the Accessibility for Ontarians with Disabilities Act (AODA). It will help instructors and others to incorporate principles of UDL and considerations of EDI and Indigenisation in their learning environments. (taken from Merlot entry: https://merlot.org/merlot/viewMaterial.htm?id=773412101)

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.

“Digital,” “library,” “pedagogy” — what happens when these three terms are brought together as the foundations of a community of practice? The strategies and insights gathered here suggest a preliminary answer to that question, but the short version might be: a lot. Digital access and affordances spark new approaches to primary sources; memes model scholarly conversation; hands-on work with APIs and web scraping quickly bring the rhetoric of the digital as seamless access to information back down to earth.

The nine lessons in this volume cover foundational digital tools like Voyant and Omeka and newer ones such as Transkribus and the International Image Interoperability Framework (IIIF). Most lessons focus on the act of making and engaging with tools, while others address misinformation and algorithmic bias. The structure and length of the lessons vary considerably, with some designed for standalone sessions and others spanning the duration of a course.

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.

This website aims to develop and implement a DIL curriculum in conjunction with university faculty to address these needs.

This session was part of an undergraduate, critical thinking and global perspectives course. The course is offered by various disciplines on campus. This instance focused on global challenges (The Seven Revolutions developed by csis.org). For the session the students applied two frameworks to data: authority is constructed and contextual and scholarship as conversation. Students learned about a data life cycle concept with emphasis on evaluation.

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.

A course about digital citizenship and its importance in using the internet. This quick and easy-to-follow module includes the four key aspects of digital citizenship and videos that contain further information on those key aspects. This resource can be utilized as a learning tool for both teachers and middle school-aged/high school-aged learners who are directly interacting with or new to how the internet works. This resource can also be utilized as a source to learn and practice digital citizenship together in the classroom.

Are you tired of feeling left behind in a world that seems to be moving faster than you can keep up with? Well, fear not! Join technology strategist and educator, Shauna Begley, in this engaging talk where she shares the secrets to becoming the master of your digital domain. Say goodbye to feeling overwhelmed and hello to unlocking the keys to digital literacy to ensure your success in our ever-evolving world. Shauna Begley is an educator, strategist and technology leader with over twenty years of experience leading digital change. Shauna is inspired to challenge the status quo while remaining mindful of the need for the purposeful alignment of technology, people, and processes. Throughout her career, Shauna has devoted herself to advocating for technology as a source enablement that drives strategic advantage and transformative business outcomes. From the boardroom to the classroom, Shauna engages with individuals and teams to support their digital transformations by ensuring they see the possibilities.

Access a library of curated curriculum, lectures, and exercises, including a weekly update of fresh materials.

An important hallmark of science is the transparency and reproducibility of scientific results. Over the last few years, internet-based technologies have emerged that allow for a representation of the scientific process that goes far beyond traditional methods and analysis descriptions. Using these often freely available tools requires a suite of skills that is not necessarily part of a curriculum in the life sciences. However, funders, journals, and policy makers increasingly require researchers to ensure complete reproducibility of their methods and analyses. To close this gap, we designed an introductory course that guides students towards a reproducible science workflow. Here, we outline the course content and possible extensions, report encountered challenges, and discuss how to integrate such a course in existing curricula.