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... CCM482 (Swenson) -- Th 3:50-5:05pm Duration: 50-60 minutes Learning Outcomes: Identify keywords for performing searches Utilize divergent and convergent thinking when searching Framework(s): Searching as strategic exploration, Authority is constructed and contextual Overview of LibGuide https://libguides.butler.edu/ccm482 Library (subscription) and non-Butler library databases Library databases American Prison Newspapers death penalty, date range Independent Voices Student Activism Slavery, Abolition & Social Justice The Abolition Movement and Underground Railroad Slavery & Anti-Slavery UConn Library Archives and Special Collections button collection NACLA Report on the Americas Demonstration of serendipity - look up Arrupe, article mentions Medellin Conference, look that phrase up Non-Butler resources BLM Baltimore Ferguson (Most dangerous city in the world) Occupy DPLA DPLA sets (American Abolitionist movement) Project STAND Searching tip Trying searching for the name of a social movement (in quotation marks if it's more than one word), add a word like "archive" or "collection" or "newspaper", then type "site:*.edu". This tells Google to only look at sites that end in .edu, where all university archives are found. Keywords PollEverywhere: What have you been discussing in class this semester? What are some of the main ideas, people, theories, concepts? Why? Library databases arent Google Breakdown of sentence into keywords and synonyms Other ways to find keywords Ask your prof Class readings/discussions Your classmates Activity - Jamboard 1. List at least 5 keywords/phrases associated with your social movement. What are the main concepts, people, events or groups related to your movement? 2. Using those keywords, find something that interests you and attach a link, an image, a screencap. Don't worry about finding something you have to use for your assignment, this is practice! Tell the class a little bit about what it is and why you picked it.  ...

... Library Instruction Session Course: Nurs 210 Introduction to Professional Nursing Librarian(s): Eric Bradley Professor(s): Beth Miller Semester and Year: Fall 2022 20 students Before Session Preparation: Be logged into the computer with the doc For Class -- Nurs 210 -- Fall 2022 open Have the Online Timer url open http://www.online-stopwatch.com/bomb-countdown/ Have the citations pieces set out across the room Anticipatory Set (Hook) [3 minutes] Section 1: Identify the parts of a citation [5 minutes] Learning Objectives: Identify each individual piece of a periodical article citation in APA format Input: Author/Authors: The first piece of a citation. Place the authors last name first, followed by a comma then their first and middle name initials. In the case of multiple authors, the last authors name is after an ampersand. This piece ends with a period and a space, with the publication year following. Publication Year: Placed immediately after the author(s) and before the article title. The publication year is placed in parentheses and followed by a period and a space. Title of Article: Follows the publication year and precedes the periodical title. In sentence-case, meaning only the first word, proper nouns, and the first word after a colon is capitalized. Ends with a period and a space. Title of Periodical (Journal, Magazine, or Newspaper): Between the article title and volume number. In italics font type and uses title case, which means every word of four letters or more in length is capitalized. Ends with a comma and a space. Volume Number: Immediately follows after the periodical title and likewise is italicized. It is succeed without any spaces or other punctuation by the issue number. Issue Number: Placed in parentheses and followed by a comma and a space. It stands between the volume number and pages. Page Numbers: After the issue number and, if available, before the DOI. The page number is followed by a period and a space.  DOI: Included at the end of a citation after the page numbers. Modeling and Guided Practice: Open the following article in CINAHL https://search-ebscohost-com.ezproxy.goshen.edu/login.aspx?direct=true&db=c8h&AN= 158892701&site=ehost-live and ask the students what each part is. Check Understanding: Once completed, ask the class each part of the citation. Independent Practice: Apply Classroom Assessment Techniques at the end of class Section 2: Interpreting and Creating an Annotated Bibliography; Identify and Contrast Scholarly Nursing Articles [15 minutes] Learning Objectives: Identify the content and purpose of an annotated bibliography. Compare the types of articles found in peer reviewed journals: primary research, reviews, and editorials. Input: Vocabulary: annotated bibliography, primary research, reviews, and editorials. Skills: Recognizing the purpose and distinct parts of an annotated bibliography. Evaluating articles in a peer-review journal by type. Modeling: Define an annotated bibliography, and show a current example of one. o Bibliography: a list of sources Tell class: this is the citation part we just covered o Annotation: A note that describes, explains, or comments on something. Not just a summary! Descriptive: What is it about? Who what when where why stuff Evaluative: It the information reliable? Biased? Objective? Reflective: How does it fit into research? Can you use it? Define and provide examples of scholarly nursing articles: o Pull the three articles from the For Class document o Primary research (original research articles, or just plain research articles) These are your standard scientific articles. Most often published in peer reviewed journals, primary research articles report on the findings of a scientists work. They will almost always include a description of how the research was done and what the results mean. o Reviews  They are also published in peer reviewed journals, but seek to synthesize and summarize the work of a particular sub-field, rather than report on new results. Review articles will often lack a Materials and Methods section o Editorials An article expressing the authors view about a particular issue. These articles can be well researched and include a lot of citations to the peer reviewed literature, or simple items without citations. Guided Practice: Have the students break up in groups of two to three and complete the What ISNT a research article?? activity: Groups will receive three different articles, a research article, an editorial, and a review. The groups will then need to identify each type of journal article. Articles to use for examples: Good ol fashioned research article: https://search-ebscohost-com.ezproxy.goshen.edu/login.aspx?direct=true& db=c8h&AN=158670170&site=ehost-live Editorial: https://search-ebscohost-com.ezproxy.goshen.edu/login.aspx?direct=true& db=c8h&AN=158062951&site=ehost-live Review: https://search-ebscohost-com.ezproxy.goshen.edu/login.aspx?direct=true& db=c8h&AN=158841082&site=ehost-live Check Understanding: After five minutes (set online timer) ask various groups what each article was. Independent Practice: Apply Classroom Assessment Techniques at the end of class Section 3: Locating Nursing Resources at Good Library [10 minutes] Learning Objectives: Locate the library website and nursing research guide Identify the CINAHL database Input: Vocabulary: Subject Guides, CINAHL, MEDLINE, Skills: Searching for and accessing items through nursing databases. Evaluating and citing articles using appropriate methods. Modeling: Starting at MyGC (https://my.goshen.edu/ics/) point students to the Good Library website link under QuickLinks  Direct students to Librarian Chat and the Nursing subject guide. Guided Practice: Use Guide on the side which has students complete the following: 1. Find the library website and nursing subject guide 2. The TinyURL to this is: http://bit.ly/gcnursing-libwebsite (include in PowerPoint) Check Understanding: When students complete the basic search in CINAHL, ask them how many search results they received Independent Practice: Apply Classroom Assessment Techniques at the end of class Section 4: Basic Searching of CINAHL; Obtaining and Citing Articles in CINAHL Learning Objectives: Produce a downloaded PDF file of an applicable and relevant nursing resource Compose an interlibrary loan request for an article. Input: Vocabulary: Boolean operators, PDF Full Text, APA, Skills: Accessing items through nursing databases. Citing articles using appropriate methods. Modeling: Review / show students how to access CINAHL from the Nursing subject guide Use the following search: o medication errors AND computer NOT nursing homes Highlight the essential features of the Advanced Search (which is default) search o Boolean searches o Advanced Search limiters: Full Text limiter Published Date Geographic Subset Publication Type Stress that this will limit down to specific type of research article. Sex / Age Group Show steps to complete if an article is not available full text. o Search catalog and other full text locations. o Request this item through interlibrary loan Show students how to cite an article in CINAHL by APA Point out helpful websites for APA, Purdue Owl, etc. Guided Practice: Create Guide on the side which has students complete the following: 1. Open CINAHL from Nursing subject guide 2. Have students develop the following search: Create, step by step, the search: patient falls AND staffing NOT hospitals Use the Advanced Search feature to limit by year and publication type 3. Open an PDF Full Text article 4. Copy a CINAHL generated citation in APA format 5. Download the PDF Full Text article 6. The TinyURL to this is: https://bit.ly/try-cinahl (include in PowerPoint) Check Understanding: While they are working on this activity, walk around to see how they are doing with the final search results At the end of the activity, ask how many search results they found Independent Practice: Apply Classroom Assessment Techniques at the end of class Classroom Assessment Techniques Independent Practice: Have students go to library feedback form and complete questions.  ...

... Class Background: This is an upper-division required course for students with a major in the Communication and Design Arts Department. This class runs every fall and enrollment is around 20 students per section. The students do a media ethics case study research assignment as the final project. The midterm grade is an annotated bibliography of sources for their final project. Because the students are upper division, we focus on annotations during this session instead of the research process. Students who are unfamiliar with the research process are encouraged to schedule an appointment with a reference librarian. Class: COMM 3200 Media Ethics Date: September 18, 2023 Location: 24-hour lab Instructor: Dr. Stefanie Leiter Assignment Goal: Evaluating sources to create strong annotations for an annotated bibliography Info. Literacy Goal: To understand scholarship as a conversation, and how you evaluate sources helps you join the conversation. Even as a student, you have a place in the conversation ACRL Framework: Scholarship as a Conversation Slides: https://docs.google.com/presentation/d/1YKJ0tr__dGN_j4uIPZT_W4XvRjfw1_MmTsX3kSCSM7 E/edit?usp=sharing Slide 2: Learning Objectives Part 1: Navigating to the Journal of Mass Media Ethics Slide 3 Library homepage -> catalog search: journal of mass media ethics -> access options -> access journal Part II: Creating Strong Annotations Slide 4 Discussion: Compare these two annotations. Which one is a stronger annotation and why? Ask: What are the components of a strong annotation? (as students say the six components write them down on the board - if they cant get the last one play hangman) Slide 5: Components of an annotated bibliography: Citation: Provides valuable publication information about the source Summary/Argument: Lays out key points and findings of the source Purpose: explains why the source was written and who it was written for Authority/Qualifications: gives credibility to the author Evaluation of the Work: notes any shortcomings of the source Relevance: demonstrates how the source is helpful to the readers or the research question Slide 6: Example Notice the variation of words spent of the components Summary/Argument -71 words Purpose - 5 words Point: You need to cover everything, even if it is only a few words. Annotations should only have about 150 words, so every word counts Slide 7: Selecting Relevant Sources The purpose of the annotated bibliography is to prepare resources for YOUR research question Drawbacks They may have large drawbacks, thats okay. Note them in your annotation and explain why you are going to use the resource anyway in the relevance section Scholarly Sources Especially in media ethics, some helpful sources you might use could include newspapers, interviews, personal observation - just make sure you have a scholarly base Relevance Explain why the source is relevant to your research question. To be included in your annotated bibliography, it must have a connection to YOUR research question Look at all the work you have already done just by creating an annotation! All this can be worked into your paper to create a strong research paper Slide 8: Scholarship as a conversation Even as a college student YOU are participating in the greater scholarship of Comm ethics Annotated bibs assess the conversations to help you find your place in it Synthesizing information to fit your research question Its good if you don't find the perfect article. That means you have a strong research question COMM 3200 Sample Annotations (To compare and contrast) Peifer. J. T. (2012). Can we be funny? The social responsibility of political humor. Journal of Mass Media Ethics. 27, 263-276. https://doi.org/10.1080/08900523.2012.746110 Jason Peifer, a professor of journalism at Indiana University Bloomington, explores the ethics of political humor and how it relates to mass communication. Written for an academic audience, he argues that humor brings together and pulls apart groups of people. He uses the global social responsibility theory to support his conclusion that it is the job of the humorist to point out problems rather than craft solutions; therefore, giving humorists ethical leeway to use political comedy as a tool to unite groups of people for change. A potential drawback of this article is that it was written eleven years ago before the line between entertainment and news was blurred. With the recent political mass movement of people, researchers should be careful using this article outside of the current political context. Nonetheless, this article is a strong research foundation of the ethics of humor and how it relates to politics. It is a launching point for more timely research. Forster, K. & Branter, C. (2016). Masking the offense? An ethical view on humor in advertising. Journal of Mass Media Ethics. 31 (3), 146-161. https://doi.org/10.1080/23736992.2016.1188013 The article argues that everyone uses humor for advertising, but advertisers should be careful because what one person thinks is funny might be offensive to another person. The authors examine advertisements brought before the Austrian Advertising Council, as well as the case-specific decisions made by counselors. With their analysis, they contribute to advertising ethics by turning attention to an important organization in the practice of critiquing advertisements. Written by two communication professionals in the field of advertising, the study is well researched and easy to understand. The authors do a fantastic job bringing attention to the limits of their own study. As the first of its kind, this study is one researchers should build on to make it fully complete. It is a great starting point for a research paper.  ...

... Exercise Planning for Future Healthcare Providers Program: Health Sciences Course: Nutrition for health providers, Interprofessional health education Audience: Undergraduate health sciences and healthcare &business students Introduction It has been demonstrated that physical activity is beneficial for human health, including cardiovascular system, immune system, and even brain neurovascular system. Therefore, understanding different types of exercise and planning exercise plans can be helpful for all healthcare providers. However, having specific information about a type of exercise that one can perform can be challenging without communicating with exercise specialists such as physical therapists. Generative AI can be wonderful in terms of generating different types of exercise. (Strengthening, aerobic, and interval training) Also, generative AI can prescribe specific exercise suggestions. For example, when we think about leg curl, one may not know an ideal duration and repetition for that activity. Therefore, generative AI can be helpful in that area too. Lastly, generative AI could provide suggested exercise plans for different types of patients. Thus, using generative AI as a way to come up with a weekly exercise planning can be beneficial. Student Learning Outcome -Student Learning Outcome 1: You will identify the benefits of different types of exercise. (Strengthening, aerobic, and interval training) -Student Learning Outcome 2: You will identify the benefits of different duration and repetition of exercise. -Student Learning Outcome 3: You will identify the benefits of exercise for different patients. Assignment Guideline You are encouraged to use both ChatGPT (https://chat.openai.com/) and Microsoft Bing AI (https://www.bing.com/?/ai) For the completion of this assignment, you should Step 1: Identify the roles of different types of exercise, including strengthening, aerobic, and interval training (SLO 1) Step 2: Read all supporting materials section below. Step 3: Use generative AI for this assignment (SLO 2) 1) Create accounts for either ChatGPT or Microsoft Being AI 2) Come up with a prompt and enter the prompt 3) Copy and paste the final outcome from the generative AI Step 4: Make sure to include benefits of different duration and repetition of exercise. (SLO 2) Step 5: Make sure to include the benefits of exercise for different patients. (SLO 3) Assignment Grading Rubric -You must come up with a weekly exercise plan. -You must come up with an exercise plan that involves multiple layers of tasks. Generative AI such as ChatGPT does not do a very good job in terms of multiple different layers of tasks. Thus, students must analyze the task and use generative AI and other resources if needed. Criteria You should include a full one-week exercise plan, including strengthening and aerobic exercise. You should include different duration and repetition of exercise. Allocated Points 10 10 Ratings 10 points 8 points 5 points 0 Works that surpass expectations Acceptable work Deficiencies in meeting expectations Unacceptable 10 points 8 points 5 points 0 Unacceptable Works that surpass expectations Acceptable work Deficiencies in meeting expectations You should include three different cases of patients. 10 10 points 8 points 5 points Works that surpass expectations Acceptable work Deficiencies in meeting expectations 0 Unacceptable Supporting Materials Could ChatGPT help you to write your next scientific paper?: concerns on research ethics related to usage of artificial intelligence tools https://pubmed.ncbi.nlm.nih.gov/37394928 Influential Usage of Big Data and Artificial Intelligence in Healthcare https://pubmed.ncbi.nlm.nih.gov/34527076/ Machine learning and artificial intelligence in the service of medicine: Necessity or potentiality? https://pubmed.ncbi.nlm.nih.gov/32029403/ Additional Materials ChatGPT coursera Course via Vanderbuilt University https://www.coursera.org/learn/chatgpt-advanced-dataanalysis?utm_medium=sem&utm_source=gg&utm_campaign=B2C_NAMER_chatgpt-advanced-dataanalysis_vanderbilt_FTCOF_learn_country-US-countryCA&campaignid=20554277198&adgroupid=156544870987&device=c&keyword=&matchtype=&netwo rk=g&devicemodel=&adposition=&creativeid=674067105830&hide_mobile_promo&gclid=Cj0KCQjws p6pBhCfARIsAD3GZuaI0ZIOwKyB-E2syOydNBCtT-p7th3aOYpQQovY1OdAf_diO2o15AaAoOEEALw_wcB  ...

... Data Science for Health Provider Basic Calculation Assignment Program: Healthcare & Business Course: Healthcare & Business Courses Audience: Healthcare & business students Introduction As a healthcare & business student (and a specialist), you will be exposed to a large number of datasets every single day. Thus, it is critically important that you should have a basic understanding of data science to be successful in this field. However, analyzing data without any guidance can be challenging for someone without any data science background. Not only that, there are many different data analysis programs, including R, SAS, and MATLAB and each one of them can be difficult to be familiar with. Generative AI, such as ChatGPT, can be a good tool as a coach to show you how to run basic data using R, SAS, and MATLAB. It is true that the function of generative AI is limited when it comes to data analysis, but generative AI can certainly be helpful if we focus only on the basic and introductory level. Student Learning Outcome -Student Learning Outcome 1: You will identify different types of basic calculations, including mean, median, the range, the minimum, the maximum, the standard deviation, the variance, quartile. -Student Learning Outcome 2: You will identify different types of basic calculation using R, SAS, and MATLAB. Assignment Guideline You are encouraged to use both ChatGPT (https://chat.openai.com/) and Microsoft Bing AI (https://www.bing.com/?/ai) For the completion of this assignment, you should Step 1: Identify different types of basic calculations (SLO 1) Step 2: Read all supporting materials section below. Step 3: Use generative AI for this assignment (SLO 2) 1) Create accounts for either ChatGPT or Microsoft Being AI 2) Come up with a prompt and enter the prompt 3) Copy and paste the final outcome from the generative AI Step 4: Make sure to finish all calculations using all three programs, including R, SAS, and MATLAB. (SLO 2) Assignment Grading Rubric -You must calculate all of them (mean, median, the range, the minimum, the maximum, the standard deviation, the variance, quartile) -You must calculate all of them using all three different programs. Generative AI such as ChatGPT does not do a very good job in terms of multiple different layers of tasks. Thus, students must analyze the task and use generative AI and other resources if needed. Criteria You should be familiar with using all three programs by submitting screenshots You should include outcomes of all calculations. You should include all three codes for all three programs Allocated Points 10 10 10 Ratings 10 points 8 points 5 points 0 Works that surpass expectations Acceptable work Deficiencies in meeting expectations Unacceptable 10 points 8 points 5 points 0 Works that surpass expectations Acceptable work Deficiencies in meeting expectations Unacceptable 10 points 8 points 5 points 0 Works that surpass expectations Acceptable work Deficiencies in meeting expectations Unacceptable Supporting Materials Could ChatGPT help you to write your next scientific paper?: concerns on research ethics related to usage of artificial intelligence tools https://pubmed.ncbi.nlm.nih.gov/37394928 Ensuring useful adoption of generative artificial intelligence in healthcare https://pubmed.ncbi.nlm.nih.gov/38452298/ Machine learning and artificial intelligence in the service of medicine: Necessity or potentiality? https://pubmed.ncbi.nlm.nih.gov/32029403/ Additional Materials ChatGPT coursera Course via Vanderbuilt University https://www.coursera.org/learn/chatgpt-advanced-dataanalysis?utm_medium=sem&utm_source=gg&utm_campaign=B2C_NAMER_chatgpt-advanced-dataanalysis_vanderbilt_FTCOF_learn_country-US-countryCA&campaignid=20554277198&adgroupid=156544870987&device=c&keyword=&matchtype=&netwo rk=g&devicemodel=&adposition=&creativeid=674067105830&hide_mobile_promo&gclid=Cj0KCQjws p6pBhCfARIsAD3GZuaI0ZIOwKyB-E2syOydNBCtT-p7th3aOYpQQovY1OdAf_diO2o15AaAoOEEALw_wcB  ...

... Assignment: Creating Brain Breaks, Focused-Attention Practices, and Ice Breakers Introduction In this assignment, you will learn how to use ChatGPT to help you as a pre-service educator brainstorm, develop, create and improve Brain Breaks, Focused-Attention Practices, and IceBreakers that can be used in a classroom setting with students. By the end of the lesson, you will have a mini-list of practices that you can use in your field placements when you are in the classroom. Learning Outcomes By the end of this assignment, you will be able to: Prompt ChatGPT to help you improve your ideas for Brain Breaks, FocusedAttention Practices and Icebreakers. (SLO1) Prompt ChatGPT to create Brain Breaks, Focused-Attention Practices and Icebreakers for your classroom. (SLO2) Instructions General Instructions: The entire assignment will use a google doc to record your answers and to store your completed work. Click HERE for the google doc. Please follow each of the steps from the table in the google doc. As you finish each section, adjust the check box in the right section of the table to show that you completed the work. TIPS: Please click HERE to see an article for tips on how to write prompts with AI. Click HERE for another resource about prompting. Tips to Succeed To help you succeed in this assignment, here are some resources and tips that you can use: If you need help on how to navigate the interface of ChatGPT, please click HERE to view the video. While AI is a great tool, it can still have its faults. Click HERE to read an article about some of the implications of AI use. Rubric You will be graded on the following criteria: Brain Break: You were able to prompt AI to create five brain breaks for your grade level. (20%) Focused-Attention Practices: You were able to prompt AI to create five focusedattention practices for your grade level. (20%) Ice Breakers: You were able to prompt AI to create five ice breaker activities for your grade level. (20%) AI Feedback: You were able to prompt AI to provide improvement ideas for one of your activities. (40%)  ...

... Assignment: Integrating Generative AI into QAR Reading Instruction Introduction In this assignment, you will learn how to use generative AI to enhance Question-Answer Relationship (QAR) strategies in an elementary reading lesson. The goal of this lesson is to help pre-service teachers learn ways that they can use generative AI to push research-based reading strategies to the next level. QAR is a reading strategy that is often used in K-12 reading classrooms to help improve student comprehension about text and passages that they are reading. This assignment will mesh what we know to work about reading instruction and mold that information to our current world and learning environments. Trust, T. (2023, March 1). Editorial: CHATGPT: Challenges, Opportunities, and Implications for teacher education. Learning & Technology Library (LearnTechLib). http://www.learntechlib.org/p/222408/ Learning Outcomes By the end of this assignment, you will be able to: (SLO 1) Understand how to navigate the interface of Chat GPT (SLO 2) Know how to prompt Chat GPT to create articles to met instructional needs (SLO 3) Be able to use Chat GPT to teach QAR instruction in a classroom Instructions Open the ChatGPT Instructional Training Google Slides. ChatGPT Instructional Training Assignment Follow these steps to complete the assignment: Module One (SLO 1) 1. Read through slides 1-9. (SLO 1) 2. After slide 9, open ChatGPT and follow the navigation directions from the slides in ChatGPT. 3. Go to slide 10. This is a task. Develop three questions that you will ask ChatGPT. Type those questions in the search box. Read ChatGPTs responses. Regenerate the response one time. 4. Show your instructor your ChatGPT interface with the questions and the regeneration. Module Two (SLO 2) 5. Read through slides 11-14. (SLO 2) 6. Go to slide 15. This is a task. Use ChatGPT to create three reading passages of any genre or grade level. Copy and paste the passages into a word document to use for a later module. 7. Show your instructor your word document with articles. Module Three (SLO 3) 8. Read through slides 16-18. (SLO 3) 9. Go to slide 19. This is a task. Pick an article from Module Two. Create three Right There questions based on the article. Then, write the question in ChatGPTs search engine. Copy and paste the article. Press enter. Read ChatGPTs responses. 10. Show your instructor your ChatGPT interface with the questions, articles and responses. Module Four (SLO 3) 11. Read through slides 20-23. (SLO 3) 12. After slide 23, have students use their articles that they found to write a reading QAR mini-lesson that they can use with elementary students. Complete one section of the form below: Reading Mini-Lesson Plan Tips to Succeed To help you succeed in this assignment, here is a resources to help you review QAR strategies. Watch this video for a deeper understanding of QAR. QAR Reading Strategy [Template Included] - YouTube While you do not have to worry about the validity of the passages that AI creates for these projects, there are still some issues to consider with AI generated content. Please read the article below that discusses the reliability, biases and other issues related to AI generated content. The impact of AI on content accuracy and reliability (aicontentfy.com) Rubric You will be graded on the following criteria: Lesson Plan Template Completeness (10%): You will need to complete every section of the lesson plan template Lesson Plan Template Accuracy (40%): The lesson needs to be aligned to standards and have an measurable objective. The gradual release of responsibility model needs to be accurately used in the lesson plan.  AI Integration (30%): Generative AI needs to be a minimum of one learning activity in your lesson plan Reading Strategy (20%): A research-based reading strategy must be part of your lesson plan. It can be QAR, summarizing or retelling.  ...

... Assignment: Creating Lexile Appropriate Primary Texts for Instruction using Generative AI Introduction In this assignment, you will practice using generative AI to create primary texts for specific instructional aims for primary school lesson plans. You will learn about the lexile reading level system. You will then use generative AI to create very specific texts through prompts relating to genre, text length, and subject matter. Learning Outcomes By the end of this assignment, you will be able to: Understand the lexile reading level system (Part One). Know how to navigate generative AI (Part Two). Understand how to write specific prompts in AI friendly terms (Part Three). Use the prompts to create primary level text that can be used for instructional purposes (Part Four) Instructions General Instructions: The entire assignment will use a google doc to record your answers and to store your completed work. Click HERE for the google doc. Part One Instructions: Open the google doc from the general instructions. Complete the very first page of the google doc. Follow the instructions on the table. The table includes three instructions. You will read an article and type writing prompt reflections based on the article. Part Two Instructions: Open the google doc from the general instructions. Complete the second and third page of the google doc. Follow the instructions on the table. The table includes seven tasks. You will explore the ChatGPT site. You will also create very basic prompts to practice using the system. Part Three Instructions: Open the google doc from the general instructions. Complete the fourth and fifth page of the google doc. Follow the instructions on the table. The table includes six tasks. Many of these tasks have you generating lists and ideas in the space below the table. Part Four Instructions: Open the google doc from the general instructions. Complete the sixth and seventh pages of the google doc. Follow the instructions on the table. The table includes six tasks. These tasks are centered around creating your own primary text. Tips to Succeed To help you succeed in this assignment, here are some resources and tips that you can use: Watch the following Linkedin video on how to write an effective prompt for AI (5m 8s): Watch the following video on how to use ChatGPT. Ask me any questions or concerns that you have about the assignment. I am here to support you and provide feedback along the way. Rubric You will be graded on the following criteria: Three Primary Text Final Products: You created three primary text that could be used in an instructional setting.(75%) Prompts: You created three primary text prompts that have specific parameters that could help differentiate instructional lessons (25%).  ...