Author: Dr Kristin Stephens-Martinez, Ph.D.

Final Exam 12/11

  • For full details on how the final exam is used in this course, read that section at the bottom of the syllabus.
  • All LOs will be present on the final exam.
    • Core LOs will be clearly marked. See the syllabus for which LOs are considered core and how they are incorporated into your grade.
  • When: Thursday 12/11, 9am – noon, Allen 226 (usual room)
  • You may bring two standard-sized sheets of paper as a helper sheet, and you can put things on both sides.

All Rubrics

LO Checkpoint 12/4 (LO1-LO13)

  • Learning Objectives available for this checkpoint: LO1 – LO13
  • When: Thursday 12/4, during regular class time
  • You may bring one piece of standard-sized paper as a helper sheet and can put things on the front and back.

All Rubrics

LO Checkpoint 11/20 (LO1-LO13)

  • Learning Objectives available for this checkpoint: LO1 – LO13 (All of them!)
    • When: Thursday 11/20, during regular class time
    • You may bring one piece of standard-sized paper as a helper sheet and can put things on the front and back.

Rubrics

Here are the rubrics that we will use to grade your answers to Learning Objectives 12 and 13. To see prior rubrics:

LO12

  1. Exemplary
    1. Correctly identifies a problematic behavior that does not support learning.
    2. If motivated reasoning is present, correctly identifies it. If it is not, correctly identifies an additional problematic behavior that does not support learning.
    3. Explanation for the identification is clear, thorough, and draws on concepts learned in class. The recommendations are reasonable and integrated with the explanation.
    4. Correctly uses relevant terminology.
  2. Satisfactory
    1. Correctly identifies a problematic behavior that does not support learning.
    2. May miss the motivated reasoning if it is present.
    3. Explanation for the identification is reasonable, but lacks some clarity or thoroughness. The recommendations are reasonable, but are not fully integrated with the explanation.
    4. Uses relevant terminology with some occasional omissions or imprecisions.
  3. Not Yet – Anything that does not mean Satisfactory, such as:
    1. Incorrectly identifies problematic behaviors that do not support learning OR does not identify any of them.
    2. Claims that there is motivated reasoning when there is not.
    3. Explanation is vague, incomplete, or incorrect, such that it is not clear how well the author understands the concepts from class.
    4. Key terminology is misused.

LO13

  1. Exemplary
    1. Correctly identifies one issue in the prompt and provides two ways to improve the prompt.
    2. Explanation for the issue and the rationale for the improvements are clear, thorough, and draw on concepts learned in class. The improvements fix the issue, would improve the output, are reasonable, and are integrated with the explanation.
    3. Correctly uses relevant terminology.
  2. Satisfactory
    1. Correctly identifies one issue in the prompt and provides one way to improve the prompt.
    2. Explanation for the issue and the rationale for the improvements are reasonable, but lack some clarity or thoroughness. The improvement fixes the issue, is reasonable, but is not fully integrated with the explanation.
    3. Uses relevant terminology with some occasional omissions or imprecisions.
  3. Not Yet – Anything that does not mean Satisfactory, such as:
    1. Does not identify an issue in the prompt.
    2. The improvements do not fix the issue.
    3. Explanation is vague, incomplete, or incorrect, such that it is not clear how well the author understands the concepts from class.
    4. Key terminology is misused.

LO13 AI Prompting

If you have not yet, read the Step-by-Step Guide to Learning Effectively with AI. Then learn about the CLEAR Framework (you can access it through the Duke Library, and the PDF is in the class Box folder) by reading up to and including section The CLEAR Framework’s five components. Finally, learn about different types of prompts by reading Effective Prompts for AI: The Essentials.

The goal of reading these resources is to understand both a process for using chatbots that supports learning and how to effectively prompt the chatbots. However, in the end, this is a skill, not something you can easily memorize or learn by simply reading others’ chat logs and examples. Therefore, the best thing to do is to start using chatbots to help you learn. If you plan to use it to learn something for a course, make sure that it is allowed by the course. However, you can also use it to learn about things not from a particular course. So, for example, have you ever wondered how the Doppler effect changes the pitch of a passing ambulance? What’s the difference between affect and effect? Why the immune system is actually a brute-force system, given how it creates millions of different receptors to match foreign antigens?

LO12 Learning Illusions Day 2 – Motivated Reasoning

It is easy to learn about the idea of learning illusions while also assuming this can’t happen to you. However, to be human means to be fallible. Moreover, we all have a desire to be right. And when the motivation to reach a correct conclusion conflicts with the motivation to reach a desired conclusion, we have a recipe for motivated reasoning to lead us astray.

Read Motivated Reasoning and Angel Hernandez on Psychology Today to learn about the general idea of motivated reasoning using a specific case study as an example. Then read The Collision Among Goals and Accuracy to learn about the framework for how motivated reasoning comes about and ways to counteract it.

Note: This is not using the definition of motivation we learned in LO6 Motivation, which focuses on self-determination theory and the self-determination continuum from amotivation to extrinsic to intrinsic motivation.

LO12 Learning Illusions Day 1

Read How Are Students Really Using AI?: Here’s what the data tell us. By Derek O’Connell. Focus on the latter part that discusses the impact of AI use on learning.

We can connect the article’s discussion about cognitive offloading with what we learned in LO5 Cognitive Load. In fact, using the framework of intrinsic and extraneous cognitive load, we can see how cognitive offloading can help learning when the load offloaded is extraneous. The more extraneous load removed, the more germane the cognitive load is to the task while at the same time the cognitive load as a whole is lightened.

On the other hand, what the article calls cognitive debt, we should instead call scaffolding dependence, where the learner is not being set up to eventually succeed without the scaffold. The term cognitive debt is confusing within cognitive load theory, since the idea he is describing is really about learning, not cognitive load.

In our course, we would use the term ‘help germaneness’ to differentiate between what the article calls facilitating, supplementing, and replacing learning. However, we should not necessarily use these terms, since it’s an odd anthropomorphic framing that an AI can replace a person’s learning, when in reality, they are likely just generating what the student needs to complete a learning task. As a reminder, in LO1 Zone of Proximal Development, we learned about differentiating whether help is scaffolding by focusing on the germaneness of the help, as in how much of that help/support needs to be faded away for the learning objective to be achieved. AI facilitating learning makes sense, since that is when it gives help that is not germane to the learning objective. However, “replacing learning” in the article is really just scaffolding dependence where the help is so germane to the learning objective that the learner does not and will not achieve it, and the learner is in the Zone of Learner Cannot Do. As for the murky middle of supplementing learning, we can think of it within the framework of help germaneness, which requires knowing the learning objective and identifying whether the AI help is scaffolded such that it will/can be properly faded so the learner will eventually be independent and in the Zone of Can Do Unaided.

Infographic

Goals

Infographic goal: Create an infographic that will help future you decide when and in what context to use AI in your learning.

Learning Goal: Integrate across the course’s learning objectives (LOs) and your own understanding of your learning, such that you can explain which LOs are in the infographic and how they relate to your learning.

Requirements

Infographic Poster

The infographic is like a one-page poster that you would put on your wall, use as a laptop wallpaper, or keep in a folder. You will only be submitting it digitally. The requirements are:

  1. At least one chart that is based on your learning log data.
  2. At least 2 LOs that are not LO7, LO8, or LO9 are present in some way, shape, or form.
    1. LO7 – LO9 (kinds of AI, intro to information visualization, and building charts) are already inherently present by the nature of the infographic.
  3. Provides guidance on when and in what context to use AI.
  4. Formatting:
    1. 1 page, 1-sided.
    2. Font is 11 pt or larger.
  5. It is legible and clear.
    1. This means no text that overlaps or tiny fonts. Design choices should support understanding. Make it easy for others to read as if it were on a table and the person was standing a step or two back.
    2. It does not have to be artistic, aesthetically pleasing, or fancy. Clarity is key! Random decoration might actually make it harder to understand.

Write-up

In addition to the infographic, you will submit a write-up explaining it by answering the following questions. Each question only needs 2-5 sentences for its answer.

  1. What is the primary message of your infographic?
  2. Explain generally what each chart in your infographic is about. Why did you choose this/these chart(s)?
  3. Which LOs are represented in your infographic? How are they each represented?
  4. Why did you choose these LOs?
  5. Provide 2 realistic future situations where your infographic would guide you to make different choices on how/whether you use AI.
  6. AI Disclosure – This should cover both your poster and your write-up.

Rubric

  1. Exemplary
    1. Poster
      1. Has at least one chart using the student’s learning log data.
      2. All the charts support the infographic’s overall message.
      3. Has at least 2 LOs that are not LO7 – LO9.
      4. Follows the required format.
      5. It is legible and clear.
    2. Write-up – Answers for each question are clear, thorough, draw on course materials, and connect to what is present in the infographic.
    3. Correctly uses relevant terminology.
  2. Satisfactory
    1. Poster
      1. Has at least one chart using the student’s learning log data.
      2. At least one chart supports the infographic, even if there are others that do not.
      3. Has 1 LO that is not LO7 – LO9.
      4. Follows the required format.
      5. It is mostly legible and clear, such as a bit of text is cramped or overlapping, but otherwise it can still be read.
    2. Write-up – Answers for each question are reasonable, but:
      1. Lack some clarity or thoroughness.
      2. Are not always connected to what is present in the infographic.
    3. Uses relevant terminology with some occasional omissions or imprecisions.
  3. Not Yet
    1. Poster
      1. It is missing a chart using the student’s learning log data.
      2. Has no LOs present that are not LO7 – LO9.
      3. Does not follow the required format.
      4. Part of the infographic cannot be read.
    2. Write-up
      1. Answers are vague, incomplete, or incorrect, such that it is not clear how well the author understands the concepts from class.
      2. The answers are not connected to what is present in the infographic, such that they could be said about any infographic.
    3. Key terminology is misused.

How to create it

What should it look like?

This is the most open-ended part of this assignment. It is entirely up to you! This is supposed to be a document that you would find compelling to pull up whenever you are wondering whether AI is right for the situation. No one can decide what that looks like except you.

When in doubt, opt for clarity, not fancy. Your design choices should focus on making it easy to understand.

Guiding Questions

  1. Think of specific situations where you may or may not use AI and how you would use AI, such as a homework assignment, writing a paper, studying for an exam, answering a take-home quiz, what can you put in your infographic that will help you choose wisely in these situations?
  2. When you are considering using AI, which of the LOs are most relevant? Perhaps motivation (LO6)? Or maybe you are struggling to recognize the purpose of a task, so articulating its learning objectives would help (LO2). On the other hand, perhaps you are struggling with executive function (LO3).
  3. Given your learning log, what trends do you see? Could an LO explain the trend?
  4. To figure out what chart to create, start with the chart’s message. For example, you can finish the sentence “I want my chart to show that…” to help you figure out what to create.
  5. Given your learning log data and the chart you want to design, what LOs are present in the data you have?

Tool/Software

This is up to you. There are many options: PowerPoint, Word, Google Slides, Canva, Photoshop, etc. Choose one that you are most comfortable with. You just need to make sure to choose a tool that will let you export or print to pdf.

To create your chart, you learned how to make them using Excel, but you do not have to. You can use whatever you are comfortable with. You can even use AI to help you create it! Just make sure that the resulting graph represents your actual data.

Need more ideas? Here are some potential ways to design your infographic

Potential Ways to Design Your Infographic

Generated by ChatGPTv5 and updated/fixed by Prof. Stephens-Martinez

There is no single “right” way to design your infographic. What matters is that it communicates your key message clearly — when and how you plan to use (or not use) AI in your learning. Below are several possible ways you could organize or visualize your ideas. You can mix and match, or come up with something entirely your own. You can even ask AI to generate even more ideas!

  • The AI Use Spectrum – Design a continuum or slider graphic that shows situations ranging from “Definitely Don’t Use AI” to “Definitely Use AI.”
  • The Before–During–After Model – Use a timeline or 3-column design showing how AI fits into different stages of a learning task.
  • The Data Story – Center your design around one key chart from your learning log that tells a story.
  • The AI-as-Coach Metaphor – Make a visual metaphor infographic comparing AI to a “coach,” “study partner,” or “toolbox.”
  • The Comparison Poster – Create a side-by-side comparison of “Using AI” vs. “Not Using AI.”
  • The Personalized Rules Poster – Make your infographic look like a personal rulebook or checklist for yourself.
  • The Decision Flowchart – Create a yes/no or branching diagram that helps you decide whether to use AI for a task.

LO Checkpoint 10/23 (LO1 – LO9)

  • Learning Objectives available for this checkpoint: LO1 – LO9
  • When: Thursday 10/23, during regular class time
  • You may bring one piece of standard-sized paper as a helper sheet and can put things on the front and back.

Rubrics

Here are the rubrics that we will use to grade your answers to Learning Objectives 8 and 9. To see prior rubrics:

LO8

  1. Exemplary
    1. Fully identifies a “spot” on the graph without requiring understanding the chart and without any ambiguity as to what the spot is.
    2. Fully explains the chosen “spot” on the graph, including:
      1. X-axis value and its meaning
      2. Y-axis value(s) and its meaning
      3. Color/Mark, if present, and its meaning
      4. Anything else pertinent for that particular chart, as follows:
        1. Scatter plot – describe a single point
        2. Line chart – describe all values associated with a single x-axis value, including confidence interval values if present
        3. Bar chart – describes all values associated with a single bar, including confidence interval values if present and, if stacked, all values in the bar
        4. Box plot – describes all values associated with a single x-axis value, including 25th percentile, median, 75th percentile, whiskers (and whether they are the min/max or 1.5*IQR the inter-quartile range), and outliers
        5. Histogram – describes all values associated with a single bar, including what is left/right inclusive/exclusive if applicable and, if stacked, all values in that bar
        6. Heatmap – describes all values associated with a single square/rectangle, including what is left/right inclusive/exclusive if applicable
    3. Correctly uses relevant terminology.
  2. Satisfactory
    1. Is missing one piece of information to identify a “spot” on the graph OR uses one piece of data from the chart to identify the “spot.”
    2. Is missing one of the x-axis, y-axis, or color/mark when explaining the “spot” on the graph OR has all of these, but is missing some of the needed information for any other pertinent information for this particular chart.
    3. Uses relevant terminology with some occasional omissions or imprecisions.
  3. Not Yet – Anything that does not mean Satisfactory, such as:
    1. Is missing more than one piece of information to identify a “spot” on the graph.
    2. Is missing more than one piece of primary information OR omits most of the needed information for any other pertinent information for this particular chart.
    3. Key terminology is misused.

LO9

  1. Exemplary
    1. Correctly identifies two main ways the chart is poorly designed.
    2. Explanation for why the chart is poorly designed is clear, thorough, and draws on concepts learned in class. The fixes are reasonable, clear how they resolve the problems, and are integrated with the explanation.
    3. Correctly uses relevant terminology.
  2. Satisfactory
    1. Correctly identifies one main way the chart is poorly designed.
    2. Explanation for why the chart is poorly designed is reasonable, but lacks some clarity or thoroughness. The fix(es) is reasonable, but the explanation of how it resolves the problem is not clear or it is not fully integrated with the explanation.
    3. Uses relevant terminology with some occasional omissions or imprecisions.
  3. Not Yet – Anything that does not mean Satisfactory, such as:
    1. Does not identify any of the main ways the chart is poorly designed.
    2. The suggested fix does not reasonably solve the identified problem(s).
    3. Explanation is vague, incomplete, or incorrect, such that it is not clear how well the author understands the concepts from class.
    4. Key terminology is misused.

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