Generative AI Programming

Are you looking to integrate GenAI into your teaching without compromising pedagogical rigour? Are you curious about how you can use GenAI to design or redesign your course grounded in a pedagogical framework? This workshop provides a hands-on walkthrough on designing or redesigning a course using the Understanding by Design framework, supported by generative AI. Participants will be introduced to the AI DesignLab, a new open access human centered, AI-assisted course development platform developed by Western faculty. You bring your expertise, AI helps you build. During the session, we will move step by step through the key stages of backward design with AI assistance: defining learning goals, designing authentic assessments,; and creating aligned learning experiences. Attendees will leave the workshop with a functional course outline and full access to the AI DesignLab platform to continue their work.

Session Goals

- Explain the core principles of the Understanding by Design framework and its benefits for course planning

- Explore the practical possibilities of generative AI for supporting the backwards course design process

- Navigate the AI DesignLab’s multi-stage workflow to generate structured course components

- Evaluate the ethical and practical considerations of using generative AI for course design

Notice on AI-use and Recording: To create an open space for conversation, this session will not be recorded. We kindly ask attendees to not use any tool that records, transcribes, or summarizes content in the session. Steps to reduce barriers to access, including alternatives to recording tools, are outlined in the “Our Commitment to Access” section.

Our commitment to access: The Centre for Teaching and Learning values the important perspectives that disability and neurodivergence brings to conversations around teaching and learning. We are committed to creating an inclusive and supportive learning environment for all participants. We approach this as a collective practice. As facilitators, we take specific steps to reduce barriers to access, including sharing digitally accessible materials in advance, explaining complex concepts and terms, and inviting multiple forms of participation and engagement. We also recognize that access is an ongoing process; we invite participants to contact us at ctl@uwo.ca if you have any concerns that your access needs might not be met in our session.

Generative AI is having a significant impact on how we think about teaching and learning in higher education, particularly with regards to academic integrity and ethical use. In this session, we will discuss academic integrity through a values-based approach and explore practical ways of (re)establishing a culture of academic integrity in light of increased concerns around generative AI use.

Session Outcomes

• Examine different stances on generative AI use and plagiarism

• Explain the 6 fundamental values of academic integrity

• Brainstorm ways of establishing a culture of academic integrity based on these values

Notice on AI-use and Recording: To create an open space for conversation, this session will not be recorded. The use of any tool that records, transcribes, or summarizes content (including AI note-taking apps) is not permitted. We kindly ask attendees to disable or close any such tools before joining. Any AI note-taking app identified during a session will be removed. Steps to reduce barriers to access, including alternatives to AI note-taking apps, are outlined in the “Our Commitment to Access” section.

Our commitment to access: The Centre for Teaching and Learning values the important perspectives that disability and neurodivergence brings to conversations around teaching and learning. We are committed to creating an inclusive and supportive learning environment for all participants. We approach this as a collective practice. As facilitators, we take specific steps to reduce barriers to access, including sharing digitally accessible materials in advance, explaining complex concepts and terms, and inviting multiple forms of participation and engagement. We also recognize that access is an ongoing process; we invite participants to contact us at ctl@uwo.ca if you have any concerns that your access needs might not be met in our session.

This session will offer guidance on how to write a generative AI syllabus statement rooted in the 6 values of academic integrity (honesty, trust, fairness, respect, responsibility, and courage). Participants will brainstorm components of a clear AI use course syllabus statement and review examples of course syllabi statements with various degrees of acceptable use of generative AI tools. Finally, there will be time for participants to draft and share their own AI course syllabus statement for a specific course.

Session Outcomes

• Explore how the 6 values of academic integrity can be reflected in a course syllabus statement on generative AI use

• Discuss the key components of a course syllabus statement on generative AI use

• Look at course syllabus statement examples that reflect a wide range of acceptable use, from no AI to unrestricted use

• Draft a course syllabus statement based on a specific course

Notice on AI-use and Recording: To create an open space for conversation, this session will not be recorded. The use of any tool that records, transcribes, or summarizes content (including AI note-taking apps) is not permitted. We kindly ask attendees to disable or close any such tools before joining. Any AI note-taking app identified during a session will be removed. Steps to reduce barriers to access, including alternatives to AI note-taking apps, are outlined in the “Our Commitment to Access” section.

Our commitment to access: The Centre for Teaching and Learning values the important perspectives that disability and neurodivergence brings to conversations around teaching and learning. We are committed to creating an inclusive and supportive learning environment for all participants. We approach this as a collective practice. As facilitators, we take specific steps to reduce barriers to access, including sharing digitally accessible materials in advance, explaining complex concepts and terms, and inviting multiple forms of participation and engagement. We also recognize that access is an ongoing process; we invite participants to contact us at ctl@uwo.ca if you have any concerns that your access needs might not be met in our session.

This session will provide a hands-on exploration of how large language models can be used to generate dynamic, branching narratives that adapt to students’ unique decisions in real time. These models can power sophisticated role-playing simulations—such as historical debates, clinical patient intake, or crisis negotiations—where students interact with AI-driven characters that provide nuanced, context-aware responses. By acting as a ‘procedural engine,’ LLMs lower the technical barrier for instructors to create immersive, high-stakes environments that foster critical thinking and professional skill retention. Ultimately, these simulations provide a scalable way for students to bridge the gap between theoretical knowledge and practical, real-world application.

These simulations teach information literacy by requiring students to verify AI-generated claims against authoritative sources. Simultaneously, they build simulation literacy as students learn to navigate the underlying mechanics, constraints, and rules of the game that govern the AI’s behaviour. This session will be of interest to anyone wanting to explore the possibilities of AI-supported play in their courses regardless of discipline.

Session Goals

Identify how simulations and games offer experiential learning opportunities.

Explore the possibilities for using generative AI to develop and run simulations.

Build information literacy and simulation literacy.

Reflect on the potential and limitations for AI-enabled simulations and games to support learning.

Play with different examples of teaching and learning simulations across disciplines.

Notice on AI-use and Recording: To create an open space for conversation, this session will not be recorded. We kindly ask attendees to not use any tool that records, transcribes, or summarizes content in the session. Steps to reduce barriers to access, including alternatives to recording tools, are outlined in the “Our Commitment to Access” section.

Our commitment to access: The Centre for Teaching and Learning values the important perspectives that disability and neurodivergence brings to conversations around teaching and learning. We are committed to creating an inclusive and supportive learning environment for all participants. We approach this as a collective practice. As facilitators, we take specific steps to reduce barriers to access, including sharing digitally accessible materials in advance, explaining complex concepts and terms, and inviting multiple forms of participation and engagement. We also recognize that access is an ongoing process; we invite participants to contact us at ctl@uwo.ca if you have any concerns that your access needs might not be met in our session.

Audience

Limited to instructors

1. Login to Western Connect using your Western username and password.
2. Go to the Centre for Teaching and Learning section. Select Event Calendar and select the event you wish to register in. Details and a description of the program will appear.
3. Select the Register for this Event button. If the event has reached capacity, you may have the option to register on the waitlist.
4. You will receive an automated confirmation email to your Western email account. 

If you have any questions or problems registering for an event, please consult our FAQs or contact ctl@uwo.ca.