Dr. Swapna Kumar, Clinical Professor of Educational Technology at the University of Florida prsented with Margeaux Johnson, Learning & Organizational Development Specialist at UF, and Ariel Gunn, Instructional Designer at Johns Hopkins University. Their session at the Quality Matters (QM) Quality in Action focused on “How Instructional Designers Support the Integration of GenAI in Online and Blended Learning.” Kumar explained that their team did a series of semi-structured interviews in Zoom and performed thematic analysis. After this survey, the team identified areas that informed their survey construction. The fifteen interviews and ninety-five completed surveys were analyzed. Gunn spoke about how the learned that respondents, mostly instructional designers (IDs), used a variety of generative AI tools. Tasks that IDs described using generative AI for included brainstorming, learning objectives, developing rubrics, generating scenarios or case studies, and creating summaries for lessons. Gunn noted that there was a strong sentiment for verification and caution: instructors and IDs verified content, quality, veracity, and appropriate level of assessment. Johnson described how IDs expressed caution and described ethical concerns. Johnson shared that their research emphasized how IDs explored generative AI and explored different ways of learning about AI. Instructional designers formed formal and informal networks, shared resources, and asked for assistance. Johnson shared that IDs expressed a need for time to learn, professional development opportunities, and institutional support (subscriptions to AI tools and clear policies). Kumar summarized their findings by saying that IDs:
- are integrating generative AI,
- seek professional development and resources,
- need institutional policies that address generative AI, syllabi, and appropriate use,
- work with others to communicate, learn, and raise awareness, and
- have evolving changing needs with the evolving AI landscape.
Kumar emphasized that IDs need to receive communication about policies and professional development opportunities. Kumar also noted that IDs, based on their research, were “at the table” in discussions and working groups.
