Alternative Title

Clippy Could Never: Artificial Intelligence (AI) for Experiential Learning Curriculum Design

Contributor

University of Central Florida. Faculty Center for Teaching and Learning; University of Central Florida. Division of Digital Learning; Teaching and Learning with AI Conference (2025 : Orlando, Fla.)

Location

Universal Center

Start Date

29-5-2025 4:00 PM

End Date

29-5-2025 5:00 PM

Publisher

University of Central Florida Libraries

Keywords:

Experiential learning; Curriculum design; AI technologies; Assessment strategies; Prompt engineering

Subjects

Artificial intelligence--Educational applications; Artificial intelligence--Study and teaching (Higher); Learning and scholarship--Technological innovations; Computer-assisted instruction--Curricula--Planning; Academic libraries--Technological innovations

Description

This poster explores how an R1 academic library uses AI to help shape experiential curriculum design that blends course content and creative technologies. Presenters will touch on prompt engineering tips for creating learning objectives, assessing best technologies, generating activities and grading rubrics, and more. Attendees will be introduced to the experiential learning cycle, tips on human assessment of AI result effectiveness, and benefits and challenges of usage.

Language

eng

Type

Poster

Format

application/pdf

Rights Statement

All Rights Reserved

Audience

Faculty

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May 29th, 4:00 PM May 29th, 5:00 PM

Clippy Could Never: AI for Experiential Learning Curriculum Design

Universal Center

This poster explores how an R1 academic library uses AI to help shape experiential curriculum design that blends course content and creative technologies. Presenters will touch on prompt engineering tips for creating learning objectives, assessing best technologies, generating activities and grading rubrics, and more. Attendees will be introduced to the experiential learning cycle, tips on human assessment of AI result effectiveness, and benefits and challenges of usage.

Accessibility Statement

This item was created or digitized prior to April 24, 2027, or is a reproduction of legacy media created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the University Libraries provides accessible versions of archival materials upon request. To request an accommodation for this item, please submit an accessibility request form.