[{"id":266,"date":"2026-05-15T10:03:05","date_gmt":"2026-05-15T14:03:05","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ledstudio\/?p=266"},"modified":"2026-05-15T10:03:07","modified_gmt":"2026-05-15T14:03:07","slug":"learn-more-about-adobe-express-and-adobe-acrobat-this-june","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ledstudio\/2026\/05\/15\/learn-more-about-adobe-express-and-adobe-acrobat-this-june\/","title":{"rendered":"Learn more about Adobe Express and Adobe Acrobat this June"},"content":{"rendered":"\n<p>We are excited to announce that the <a href=\"https:\/\/www.adobeforeducation.com\/higher-ed\/events\/adobe-education-institute-event-hub\">Adobe Education Institute<\/a> (AEI) is back from June 8th to 11th, and all faculty and staff are invited.<\/p>\n\n\n\n<p>The Adobe Education Institute is a free, virtual professional development global conference designed to support faculty and staff in enhancing teaching, learning, and digital skills.<\/p>\n\n\n\n<p>This year&#8217;s event has more pathways for you to pick from including opportunities to engage not only in Adobe Express but also Adobe Acrobat. Below is a quick overview of each pathway:&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Pathway I: Adobe Express Foundation\u00a0<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Adobe Express: an introduction to this tool\u00a0\u00a0<\/li>\n\n\n\n<li>Video: Creating and editing short\u2011form video content in Adobe Express<\/li>\n\n\n\n<li>Webpages: Creating clear, engaging webpages in Adobe Express<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Pathway II: Advanced Adobe Express<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Building Branded Materials and Projects: create cohesive, on\u2011brand materials and reusable templates\u00a0\u00a0<\/li>\n\n\n\n<li>Building Reusable Presentation Templates\u00a0\u00a0<\/li>\n\n\n\n<li>Elevate Your Audio: Podcasting &amp; Multimedia Creation\u00a0\u00a0<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Pathway III: Empowered Workflows with Adobe Acrobat<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Introduction to the core Acrobat tools<\/li>\n\n\n\n<li>Beyond the Basics &#8211; More Powerful PDF Workflows\u00a0<\/li>\n\n\n\n<li>Exploring Acrobat Online and PDF Spaces &#8211; <em>note: these features are not currently available at VCU<\/em><\/li>\n<\/ul>\n\n\n\n<p>Do you require information about getting access to Adobe Express or Adobe Acrobat Pro? If you still have questions, refer to the <a href=\"https:\/\/adobe.vcu.edu\/\">VCU Adobe<\/a> website or submit a ticket at the <a href=\"https:\/\/adobe.vcu.edu\/support\/\">VCU Adobe Support<\/a> page.&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Adobe Acrobat Pro: All eligible non-student VCU employees will automatically have a new VCU Adobe account created and will also receive an Adobe Acrobat Pro license within their first week.<\/li>\n\n\n\n<li>Adobe Express: Faculty should complete the <a href=\"https:\/\/go.vcu.edu\/adobe\/licenserequest\">VCU Adobe License Request Form<\/a> and request an Adobe Express account. Most instructional faculty are eligible to receive an Adobe Express account but read more about restrictions at the <a href=\"https:\/\/adobe.vcu.edu\/security\/cloud-access\/\">Adobe Cloud Access<\/a> website.&nbsp;&nbsp;<\/li>\n<\/ul>\n\n\n\n<p>In sum, even if you can&#8217;t join the AEI live, be sure to register so you have access to all the recordings to watch at your own pace.&nbsp;&nbsp;<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>We are excited to announce that the Adobe Education Institute (AEI) is back from June 8th to 11th, and all faculty and staff are invited. The Adobe Education Institute is a free, virtual professional development global conference designed to support faculty and staff in enhancing teaching, learning, and digital skills. This year&#8217;s event has more [&hellip;]<\/p>\n","protected":false},"author":2113,"featured_media":268,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[37,35,24,28],"tags":[],"class_list":["post-266","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-adobe","category-event","category-resources","category-tech-tools"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/266","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/users\/2113"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/comments?post=266"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/266\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media\/268"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media?parent=266"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/categories?post=266"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/tags?post=266"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":252,"date":"2026-05-01T10:31:13","date_gmt":"2026-05-01T14:31:13","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ledstudio\/?p=252"},"modified":"2026-05-01T11:55:56","modified_gmt":"2026-05-01T15:55:56","slug":"the-conversation-is-unsettled-hosting-an-ai-common-book-event","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ledstudio\/2026\/05\/01\/the-conversation-is-unsettled-hosting-an-ai-common-book-event\/","title":{"rendered":"The Conversation Is Unsettled: Hosting an AI Common Book Event"},"content":{"rendered":"\n<p>When the VCU Common Book was announced for the 2025-2026 school year as a book on AI, \u201cThe Coming Wave\u201d by Mustafa Suleyman, I pitched that our department, LEDstudio, host an event for faculty to dive into that topic. I had really enjoyed participating in the book club style gatherings that Massey Cancer Center hosted when the book focused on the loneliness epidemic, featuring the stunningly beautiful graphic novel by Kristen Radtke, called \u201cSeek You: A Journey Through American Loneliness.\u201d The timing of those gatherings for faculty and staff, as we were coming out of the pandemic, felt like important steps toward bringing us all back together.<\/p>\n\n\n\n<p>LEDstudio has done a lot of work with two faculty in the philosophy department who teach on the Ethics of AI. We created a series of videos for their course content, and one of them was giving a guest talk during this year\u2019s Massey Cancer Common Book programming, James Fritz, PhD. So I asked if we could stream their Zoom talk at the end of a workshop led by instructional designers and media specialists, creating a space for faculty and staff to explore the technology while also diving deep into the subject matter over a shared meal.<\/p>\n\n\n\n<p>I am so grateful to the people who contributed to our event and to the many events that happened across campus throughout the year. These were important conversations to have. As the sociologist Tressie McMillan Cottom, PhD (who used to teach at VCU!) reminds us, \u201cWhen people try to sell you on the idea that the future is already settled, it is because it is deeply unsettled.\u201d I don\u2019t know what the future holds for any of us, but I am certain that the more we come together in our learning communities, the more powerful we will be in shaping a future we want.<\/p>\n\n\n\n<p>Something I have always loved about the Common Book program is that the incoming students receive a copy of the book along with a letter from someone at the university, welcoming them to be part of difficult discussions about major societal problems. Before they even arrive on campus, the tone has been set. This is a space for <em>critical thinking<\/em>. A space for <em>learning<\/em> and <em>growing<\/em>. A space where we are all allowed to <em>disagree<\/em> in a <em>respectful<\/em> way. This year\u2019s welcome letter by Andrew Arroyo, EdD, and Catherine Ingrassia, PhD says, \u201cThis book is a call to action. It challenges us to think critically about how AI should be developed and governed to ensure it benefits humanity. At VCU, we embrace such conversations, preparing students, not just to use AI, but to use it to shape our future responsibly. Welcome to the crucial discussion ahead!\u201d<\/p>\n\n\n\n<p>As the Associate Director of Media Production for LEDstudio, I knew our talented team would come together to make the event something special. Our wonderful instructional designers in LEDstudio came up with topics to lead at their own stations, so faculty and staff could go to what interested them most. Here is what they came up with!<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" width=\"1024\" height=\"433\" data-src=\"https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/05\/image-1-1024x433.png\" alt=\"Photograph cropped wide shot of a modern classroom with instructional designers working with faculty at multiple tables.\" class=\"wp-image-258 lazyload\" data-srcset=\"https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/05\/image-1-1024x433.png 1024w, https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/05\/image-1-300x127.png 300w, https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/05\/image-1-768x324.png 768w, https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/05\/image-1-1536x649.png 1536w, https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/05\/image-1.png 2048w\" data-sizes=\"(max-width: 1024px) 100vw, 1024px\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 1024px; --smush-placeholder-aspect-ratio: 1024\/433;\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Your AI Use Statement: Ethics, Agency, and Your Circle of Influence<\/strong><\/h2>\n\n\n\n<p>We may not control the coming wave of AI, but we do control how we respond to it in our own lives and work. This station invites participants to reflect on the kind of AI users they want to be and to begin shaping a personal AI use statement grounded in care, responsibility, and human dignity.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Gemini Gems: AI Workflows for Faculty, Research, and Teaching<\/strong><\/h2>\n\n\n\n<p>Discover how Gemini Gems can streamline academic work in this hands-on workshop where you can learn how Gems support teaching, research, and everyday tasks. Leave with starter tools to begin using AI in your workflow, and discuss any questions, concerns, or issues you have.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Step into AI\u2014Start Small with NotebookLM<\/strong><\/h2>\n\n\n\n<p>Step into AI\u2014start small with NotebookLM, a tool that keeps output grounded in one&#8217;s own (multimodal) sources with options of turning information into clear, personalized engagements\/insights while preserving traceability. It gives agency to students to engage deeply with content rather than passively consume it.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Storytelling for Learning: Transforming Lessons into Experiences<\/strong><\/h2>\n\n\n\n<p>Turn content into experiences learners can live. This station invites you to experiment with narrative structures that engage minds, encourage reflection, and help participants navigate complex ideas\u2014whether exploring abstract concepts, emerging technologies, or real-world dilemmas<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Visual Communication Using AI in Adobe Express<\/strong><\/h2>\n\n\n\n<p>Elevate the visual presence of your research with the power of AI. Learn how to customize the attributes of a template and use generative AI to ethically create brand-new assets, without the steep learning curve of traditional design software.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" width=\"1024\" height=\"270\" data-src=\"https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/05\/image-1024x270.png\" alt=\"Graphics of print materials from the \u201cPaddling Out with LEDstudio at VCU\u201d event, including a poster, various assignments with words large enough to read on them \u201cGemini Gems\u201d, \u201cCreate Your Personal AI Use Statement\u201d, and \u201cStorytelling for Learning\u201d.\" class=\"wp-image-257 lazyload\" data-srcset=\"https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/05\/image-1024x270.png 1024w, https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/05\/image-300x79.png 300w, https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/05\/image-768x202.png 768w, https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/05\/image-1536x404.png 1536w, https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/05\/image.png 2048w\" data-sizes=\"(max-width: 1024px) 100vw, 1024px\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 1024px; --smush-placeholder-aspect-ratio: 1024\/270;\" \/><\/figure>\n\n\n\n<p>Our new graphic designer made it all look so cool for us, along with contributions from the rest of the media team.<\/p>\n\n\n\n<p>We were lucky to have great faculty join us. Jonathan Becker, JD, PhD, from the School of Education agreed to represent the faculty perspective on VCU\u2019s new <a href=\"https:\/\/ledstudio.vcu.edu\/who-we-are\/community\/\">commUNity<\/a> space, a virtual environment for collaboration, experimentation, and idea sharing across disciplines, which already has an active stream on the topic of AI. Jon shared the <a href=\"http:\/\/betterimagesofai.org\">betterimagesofai.org<\/a> resource with all of us under the whiteboard prompt to share representations of AI by artists.&nbsp;<\/p>\n\n\n\n<p>Even though I had made a point to say that, like all good book clubs, you\u2019re welcome whether you\u2019ve read the book or not, I still wanted to pull something from the text as a starting point, so I set up a station of my own. I focused on the thought experiment mentioned in the book, known as <em>The Paperclip Maximizer<\/em>, by philosopher Nick Bostrom, to illustrate the risks of artificial intelligence and created a playful sculptural activity with paperclips.<\/p>\n\n\n\n<p>Then it was time to eat! I am grateful that one of the university-approved caterers was kind enough to let me drop off black boxes with stickers defining \u201cblack box\u201d technology in AI for the desserts to go into. I wanted us to lean into these difficult topics, because that\u2019s what I love most about the Common Book program. And a little sugar can go a long way in supporting richer discussions!<\/p>\n\n\n\n<p>All of the media specialists contributed to a <a href=\"https:\/\/docs.google.com\/presentation\/d\/e\/2PACX-1vRz9GgU7VD6BHo1W2H1LyNurtBGRVcdEdECFuRUbh_bGgVNA3Q0Ku2xLHY5cnwEPBpMDLVfHUKRHXNO\/pubembed?start=false&amp;loop=false&amp;delayms=3000\"><strong>slide deck<\/strong><\/a> that played at our event, featuring key takeaways from the Common Book program 2025-2026 events.<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe title=\"The Role of the Health Care Provider in an AI Empowered World\" width=\"640\" height=\"360\" data-src=\"https:\/\/www.youtube.com\/embed\/cTP9_ZplhIk?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" data-load-mode=\"1\"><\/iframe>\n<\/div><\/figure>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe title=\"AI: Intelligence Without a Heartbeat\" width=\"640\" height=\"360\" data-src=\"https:\/\/www.youtube.com\/embed\/pG9hhIIzKzs?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" data-load-mode=\"1\"><\/iframe>\n<\/div><\/figure>\n\n\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>When the VCU Common Book was announced for the 2025-2026 school year as a book on AI, \u201cThe Coming Wave\u201d by Mustafa Suleyman, I pitched that our department, LEDstudio, host an event for faculty to dive into that topic. I had really enjoyed participating in the book club style gatherings that Massey Cancer Center hosted [&hellip;]<\/p>\n","protected":false},"author":2420,"featured_media":256,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[31,35,14,28,29],"tags":[],"class_list":["post-252","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ai","category-event","category-growth-mindset","category-tech-tools","category-technology-integrated-teaching"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/252","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/users\/2420"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/comments?post=252"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/252\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media\/256"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media?parent=252"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/categories?post=252"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/tags?post=252"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":250,"date":"2026-04-24T10:42:39","date_gmt":"2026-04-24T14:42:39","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ledstudio\/?p=250"},"modified":"2026-04-24T10:42:41","modified_gmt":"2026-04-24T14:42:41","slug":"the-power-of-storytelling-why-stories-stick","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ledstudio\/2026\/04\/24\/the-power-of-storytelling-why-stories-stick\/","title":{"rendered":"The Power of Storytelling: Why Stories Stick"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\"><strong>Why Do Stories Stick?<\/strong><\/h2>\n\n\n\n<p>You may remember sitting through training sessions, lectures, or presentations packed with useful information only to forget most of it by the next day.<\/p>\n\n\n\n<p>But tell us a story and something different happens.<\/p>\n\n\n\n<p>We do not just remember information, we remember experiences. Like the overwhelmed first-year teacher trying to manage a chaotic classroom or the employee who unknowingly clicked a suspicious email that looked like it came from the CEO. These moments stay with us because they feel real, personal, and relatable.<\/p>\n\n\n\n<p>Now imagine that same employee reading that email. As she processes the message, her brain is doing more than decoding words. She is forming mental images of the office, sensing the urgency in the tone, and anticipating what might happen next.<\/p>\n\n\n\n<p>Stories change how our brains respond to information in ways that facts alone do not. When we hear a story, multiple parts of the brain become active at the same time, helping us construct meaning, visualize events, and connect emotionally to what is happening. This makes the experience more vivid and engaging.<\/p>\n\n\n\n<p>There is also something known as neural coupling, where the listener\u2019s brain activity begins to mirror the storyteller\u2019s. In that moment, the learner is not just observing the scenario but mentally stepping into it. This alignment helps build empathy and connection.<\/p>\n\n\n\n<p>Stories can also trigger the release of oxytocin, a hormone linked to trust and bonding.<\/p>\n\n\n\n<p>According to Zak (2013), these biological responses work together to draw us in and hold our attention by making us feel as though we are part of the experience itself. That is why stories are such a powerful way people learn.<\/p>\n\n\n\n<p>When used intentionally, storytelling becomes just as important as outcomes, alignment, and engagement. It is not decoration or an optional flourish. It is a design strategy that brings concepts to life, supports deeper understanding, and fosters meaningful engagement in any classroom regardless of subject area.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Why the Brain Responds to Stories<\/strong><\/h2>\n\n\n\n<p>To understand why storytelling works as a design strategy, we need to look at how the brain processes information.<\/p>\n\n\n\n<p>Storytelling is one of the oldest forms of teaching. Across history, people have shared knowledge through narratives, images, conversations, performances, and reflection. In every form, storytelling strengthens engagement, builds connection between teacher and learner, and supports deeper understanding through shared experience.<\/p>\n\n\n\n<p>The brain responds to stories because they activate deeply wired social and neurochemical systems. As social beings, we are built to learn through meaning, emotion, and connection. Compared to isolated facts, emotionally engaging stories activate more areas of the brain and are remembered more easily.<\/p>\n\n\n\n<p>On a chemical level, stories can trigger oxytocin, which supports trust and connection. Positive emotional moments release dopamine, which boosts motivation and reward. Mirror neurons allow us to mentally simulate others\u2019 experiences, which is why stories can feel so real. At the same time, stories engage both the emotional limbic system and the rational frontal cortex, helping us process meaning and logic together. This combination strengthens memory, empathy, and learning transfer.<\/p>\n\n\n\n<p>This is why storytelling works so effectively in learning design. The brain is constantly filtering what matters, what connects, and what is worth keeping. Storytelling aligns with that process.<\/p>\n\n\n\n<p>Stories work because they serve multiple purposes:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Capture attention<\/strong><br>They create movement, tension, and curiosity. Something is happening, and the brain wants to know what comes next.<\/li>\n\n\n\n<li><strong>Create emotional relevance<\/strong><br>Emotion signals importance. When something feels meaningful, surprising, or relatable, the brain is more likely to store it.<\/li>\n\n\n\n<li><strong>Provide structure<\/strong><br>A sequence with cause and effect is easier to remember than disconnected ideas. Stories help learners organize information into a meaningful flow.<\/li>\n\n\n\n<li><strong>Enable mental simulation<\/strong><br>They allow learners to step into situations, test decisions, and experience consequences safely before real life demands it.<\/li>\n<\/ul>\n\n\n\n<p>In short, stories help the brain do what it is built to do: focus, connect, make sense, and remember.<\/p>\n\n\n\n<p>And this is why storytelling is not just a way to deliver content. It is a way to design learning that aligns with how the brain naturally learns.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Why this Matters in Learning<\/strong><\/h2>\n\n\n\n<p>This has major implications for how we design instruction.<\/p>\n\n\n\n<p>Too often, learning begins with abstract explanations such as definitions, frameworks, policies, procedures, or theories. While important, these are not always the best entry point. If learners do not understand why something matters, they are less likely to stay engaged long enough to process it deeply.<\/p>\n\n\n\n<p>Story changes that.<\/p>\n\n\n\n<p>Instead of beginning with information, it begins with meaning.<\/p>\n\n\n\n<p>Research in education highlights that storytelling improves engagement, comprehension, and retention by helping learners connect new information to context and experience (Brady, 2023).<\/p>\n\n\n\n<p>Imagine a learner opening a cybersecurity module. The lesson could begin with a definition of phishing. Instead, it begins with an email.<\/p>\n\n\n\n<p>A new employee arrives on her first day and sees a message marked urgent. It appears to come from the CEO. She is asked to purchase gift cards for an upcoming meeting. The tone is formal. The request feels time-sensitive. She wants to be helpful. She wants to get it right. And now she is faced with a decision.<\/p>\n\n\n\n<p>In that moment, learning is no longer abstract. It is active. The learner is not just reading about phishing, she is interpreting cues, weighing risk, and experiencing the pressure of decision-making. The content becomes real.<\/p>\n\n\n\n<p>This same shift happens across learning contexts. A patient handoff in healthcare becomes a moment where communication can succeed or fail. A classroom scenario in teacher preparation becomes a window into the complexity of student behavior rather than a list of strategies. A leadership conversation about feedback becomes a space to navigate emotion, tone, and trust rather than a model to memorize. A discussion about accessibility in faculty development becomes grounded in real student barriers and design decisions instead of abstract principles.<\/p>\n\n\n\n<p>Across all of these situations, something important happens. When learners see themselves inside the content, learning shifts from informational to experiential.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>What this Looks like in Practice<\/strong><\/h2>\n\n\n\n<p>For educators and instructional designers, the goal is not to turn every lesson into a narrative. The goal is to use storytelling intentionally as a design strategy.<\/p>\n\n\n\n<p>This can begin with a few simple shifts.<\/p>\n\n\n\n<p>Begin with a person, not a concept. Introduce a learner, teacher, patient, employee, or leader facing a challenge connected to the learning goal.<\/p>\n\n\n\n<p>Lead with a problem, not a definition. Problems create curiosity and invite thinking before explanation.<\/p>\n\n\n\n<p>Build in consequence. Help learners understand what is at stake if a decision goes wrong, or what improves if it goes right.<\/p>\n\n\n\n<p>Ask learners to predict. Pause and ask, \u201cWhat would you do next?\u201d This turns passive reading into active engagement.<\/p>\n\n\n\n<p>Follow story with explanation. Story opens the door. Concepts, models, and procedures build understanding once learners are ready.<\/p>\n\n\n\n<p>Most importantly, keep stories relevant. Learners do not need dramatic narratives. They need believable moments connected directly to the objective.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Designing for What Lasts<\/strong><\/h2>\n\n\n\n<p>At its core, memorable learning is not just about what learners understand in the moment. It is about what they can recall and apply later.<\/p>\n\n\n\n<p>That is why storytelling matters.<\/p>\n\n\n\n<p>When we design with story, we are not simply making learning more interesting. We are making it more human, more meaningful, and more likely to last. We are giving content a form the brain can hold onto.<\/p>\n\n\n\n<p>People rarely remember content because it was presented clearly. They remember it because it connected to something meaningful.<\/p>\n\n\n\n<p>A story. A struggle. A decision. A consequence. A person.<\/p>\n\n\n\n<p>That is often where learning that lasts begins.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>References<\/strong><\/h2>\n\n\n\n<p>Brady, J. (2023, January 31). <em>Teaching at Pitt: The educational benefits of storytelling<\/em>. <em>University Times<\/em>. <a href=\"https:\/\/www.utimes.pitt.edu\/news\/teaching-pitt-educational\">https:\/\/www.utimes.pitt.edu\/news\/teaching-pitt-educational<\/a>&nbsp;<\/p>\n\n\n\n<p>Zak, P. J. (2013). <em>How stories change your brain<\/em>. Greater Good Science Center at UC Berkeley. <a href=\"https:\/\/greatergood.berkeley.edu\/article\/item\/how_stories_change_brain\">https:\/\/greatergood.berkeley.edu\/article\/item\/how_stories_change_brain<\/a><\/p>\n\n\n\n<p>Zak, P. J. (2014). Why Your Brain Loves Good Storytelling. <em>Harvard Business Review Digital Articles<\/em>, 2\u20134.&nbsp;Pramanick, D. (2025). <em>The art of storytelling in higher education eLearning content<\/em>. <a href=\"https:\/\/www.mitrmedia.com\/resources\/blogs\/the-art-of-storytelling-in-higher-education-elearning-content\/\">https:\/\/www.mitrmedia.com\/resources\/blogs\/the-art-of-storytelling-in-higher-education-elearning-content\/<\/a><\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Why Do Stories Stick? You may remember sitting through training sessions, lectures, or presentations packed with useful information only to forget most of it by the next day. But tell us a story and something different happens. We do not just remember information, we remember experiences. Like the overwhelmed first-year teacher trying to manage a [&hellip;]<\/p>\n","protected":false},"author":2112,"featured_media":251,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4,10,14,40,26],"tags":[],"class_list":["post-250","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-active-learning","category-engagement","category-growth-mindset","category-science-of-teaching-and-learning","category-student-success"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/250","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/users\/2112"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/comments?post=250"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/250\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media\/251"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media?parent=250"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/categories?post=250"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/tags?post=250"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":246,"date":"2026-04-03T09:00:24","date_gmt":"2026-04-03T13:00:24","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ledstudio\/?p=246"},"modified":"2026-04-03T09:00:26","modified_gmt":"2026-04-03T13:00:26","slug":"finding-the-rhythm-of-your-online-course","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ledstudio\/2026\/04\/03\/finding-the-rhythm-of-your-online-course\/","title":{"rendered":"Finding the Rhythm of your Online Course"},"content":{"rendered":"\n<p>When faculty think about course design, they naturally focus first on content: readings, lectures, discussions, and assignments. These are, of course, the foundation of any learning experience. However, the underlying course structure is a sometimes neglected but deeply important consideration as well. Before students can engage meaningfully with ideas, they have to understand how the course even <em>works<\/em>.<\/p>\n\n\n\n<p>It can be helpful to frame this underlying structure as the \u201crhythm\u201d of your course.&nbsp;<\/p>\n\n\n\n<p>A course\u2019s rhythm is the predictable pattern students come to recognize as they move from week to week or module to module. It is the flow of learning they begin to trust: where to start, what to do next, when to participate, where to submit work, and how to prepare for what\u2019s coming. In online education, that kind of predictability matters because the course itself has to do much more of the orienting work. Students cannot rely as much on in-person reminders, classroom routines, or quick conversations with classmates to stay on track. A clear, predictable module structure gives students a learning path to follow (Johnson, 2020).<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Why Rhythm Matters<\/strong><\/h2>\n\n\n\n<p>A well-designed course helps students spend their energy on <em>learning<\/em> rather than on navigation.<\/p>\n\n\n\n<p>When a course lacks rhythm, students may find themselves asking questions that have little to do with the content itself: Where do I start this week? Is the discussion due before or after the quiz? Why is this module organized differently from the last one? These moments of uncertainty may seem small, but they create friction that can chip away at a student\u2019s confidence.&nbsp;<\/p>\n\n\n\n<p>By contrast, rhythm creates stability. Students begin to recognize the flow of the course and plan around it. For example, after completing a few weeks in a course, they might come to understand that each module opens with an overview, includes materials and activities in a familiar order, and ends with a reflective assignment. Because the structure is predictable, they feel confident in what they need to do and are supposed to learn. This clear course organization makes it easier for students to complete work successfully (University at Buffalo, n.d.).<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><strong>Rhythm Reduces Unnecessary Cognitive Load<\/strong><\/strong><\/h2>\n\n\n\n<p>Establishing a rhythm in a course also helps to reduce cognitive load. Students in online courses are always processing more than the academic content itself. They are also locating materials, interpreting directions, managing deadlines, and navigating technology. Some of that effort is unavoidable. But some of it comes from design choices that make the learning environment harder to use than it needs to be.<\/p>\n\n\n\n<p>A course with a strong rhythm reduces that extra burden. When the organization is predictable, students do not have to decode the layout every week. When module pages follow a familiar pattern, students can focus more quickly on the task at hand. When due dates are consistent, time management becomes easier. Consistency in naming conventions, layout, location of materials, and scheduling helps students focus on learning instead of on figuring out how the course is organized (Johnson &amp; McDaniel, 2020).This matters especially in higher education, where online learners are often balancing coursework with jobs, caregiving responsibilities, commuting, or several other classes.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>What Course Rhythm Can Look Like<\/strong><\/h2>\n\n\n\n<p>Course rhythm does not mean that every week is identical. It means that the overall learning pattern is familiar enough that students know how to move through the course with confidence.<\/p>\n\n\n\n<p>In many online courses, that rhythm might look something like this:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Start each module with a short overview or checklist<\/li>\n\n\n\n<li>Review the learning objectives<\/li>\n\n\n\n<li>Engage with content such as readings or mini-lectures<\/li>\n\n\n\n<li>Complete a discussion, practice activity, or low-stakes check for understanding<\/li>\n\n\n\n<li>Apply learning through an assignment, quiz, or project milestone<\/li>\n\n\n\n<li>Close with a preview of what comes next<\/li>\n<\/ul>\n\n\n\n<p>The exact sequence will vary depending on the course, discipline, and teaching style. The point is not to create a rigid template but, rather, to give students a recognizable path through the learning experience. (Johnson, 2020).<\/p>\n\n\n\n<p>Rhythm can also show up in smaller details, such as:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Assignment names might follow a consistent format<\/li>\n\n\n\n<li>Discussions or assignments may always appear in the same place in each module.\u00a0<\/li>\n\n\n\n<li>Major work may be due on the same day each week whenever possible<\/li>\n\n\n\n<li>Instructor announcements are posted the day each week\u00a0<\/li>\n<\/ul>\n\n\n\n<p>These choices may seem minor from the instructor\u2019s perspective, but together they create a sense of stability for students.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>The Goal: A Better Learning Experience for Students<\/strong><\/h2>\n\n\n\n<p>A course with rhythm sends a message to students: this learning experience is organized, intentional, and designed with your success in mind.<\/p>\n\n\n\n<p>Students may not describe it as \u201crhythm,\u201d but they often feel its presence. They notice when a course is easy to follow. And when students spend less energy figuring out the course, they have more energy left for engaging with ideas.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>References<\/strong><\/h2>\n\n\n\n<p>Johnson, S. M. (2020). <em>Online course module structure<\/em>. Vanderbilt University.<a href=\"https:\/\/www.vanderbilt.edu\/cdr\/module1\/online-course-module-structure\/?utm_source=chatgpt.com\"> https:\/\/www.vanderbilt.edu\/cdr\/module1\/online-course-module-structure\/<\/a><\/p>\n\n\n\n<p>Johnson, S. M., &amp; McDaniel, R. (2020). <em>Design, consistency, and access<\/em>. Vanderbilt University.<a href=\"https:\/\/www.vanderbilt.edu\/cdr\/module1\/design-consistency-and-access\/?utm_source=chatgpt.com\">https:\/\/www.vanderbilt.edu\/cdr\/module1\/design-consistency-and-access\/<\/a>University at Buffalo, <\/p>\n\n\n\n<p>Office of Curriculum, Assessment and Teaching Transformation. (n.d.). <em>Course organization<\/em>.<a href=\"https:\/\/www.buffalo.edu\/catt\/teach\/develop\/build\/course-organization.html?utm_source=chatgpt.com\">https:\/\/www.buffalo.edu\/catt\/teach\/develop\/build\/course-organization.html<\/a><\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>When faculty think about course design, they naturally focus first on content: readings, lectures, discussions, and assignments. These are, of course, the foundation of any learning experience. However, the underlying course structure is a sometimes neglected but deeply important consideration as well. Before students can engage meaningfully with ideas, they have to understand how the [&hellip;]<\/p>\n","protected":false},"author":2120,"featured_media":247,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4,7,10,26,27],"tags":[],"class_list":["post-246","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-active-learning","category-cognitive-load","category-engagement","category-student-success","category-teaching-online"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/246","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/users\/2120"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/comments?post=246"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/246\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media\/247"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media?parent=246"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/categories?post=246"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/tags?post=246"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":235,"date":"2026-03-20T11:25:01","date_gmt":"2026-03-20T15:25:01","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ledstudio\/?p=235"},"modified":"2026-03-20T11:25:02","modified_gmt":"2026-03-20T15:25:02","slug":"reimagining-technology-as-a-creative-partner-in-teaching-and-learning","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ledstudio\/2026\/03\/20\/reimagining-technology-as-a-creative-partner-in-teaching-and-learning\/","title":{"rendered":"Reimagining Technology as a Creative Partner in Teaching and Learning"},"content":{"rendered":"\n<p><strong>When integrated intentionally, technology expands possibility \u2014 supporting creativity, flexibility, access, and meaningful learning experiences across modalities.<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Beyond Efficiency: Technology as Possibility<\/strong><\/h2>\n\n\n\n<p>Technology has become such a familiar part of teaching that it\u2019s often discussed in terms of tools, platforms, or requirements. But when we step back, technology offers something far more powerful than efficiency or convenience \u2014 it offers possibility.<\/p>\n\n\n\n<p>When used intentionally, technology becomes a creative partner in teaching and learning. It opens new ways of presenting ideas, engaging students, and extending learning beyond the walls of a classroom.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><strong>Expanding What Teaching Can Look Like<\/strong><\/strong><\/h2>\n\n\n\n<p>For faculty, technology can expand how teaching looks and feels. It allows instructors to experiment with multimedia, design learning activities that extend beyond scheduled class time, and create flexible pathways for students with different needs and circumstances.<\/p>\n\n\n\n<p>A lecture doesn\u2019t have to be confined to a single moment. Discussion doesn\u2019t have to end when class is over. Learning doesn\u2019t have to look the same for every student.<\/p>\n\n\n\n<p>For example, a recorded lecture paired with interactive discussion boards can allow students to engage with content at their own pace while still participating in meaningful dialogue. A traditional research paper can evolve into a multimedia project, giving students opportunities to communicate ideas through video, audio, or interactive formats that mirror real-world contexts.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><strong><strong>Supporting Authentic Student Work<\/strong><\/strong><\/strong><\/h2>\n\n\n\n<p>Technology creates opportunities for students to demonstrate learning in more authentic and meaningful ways. Instead of relying solely on exams or papers, students can create podcasts, digital projects, or collaborative artifacts that reflect real-world problem-solving.<\/p>\n\n\n\n<p>These approaches deepen engagement and help students build transferable skills they will carry into their professional and civic lives.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><strong><strong><strong>Advancing Access and Inclusion<\/strong><\/strong><\/strong><\/strong><\/h2>\n\n\n\n<p>Technology also plays a critical role in access and inclusion. Flexible formats, recorded content, captioning, and multiple modes of participation make learning more equitable and humane.<\/p>\n\n\n\n<p>When thoughtfully integrated, technology supports students balancing work, family responsibilities, and diverse learning needs \u2014 without lowering academic expectations.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><strong><strong><strong><strong>Preparing Students for a Changing World<\/strong><\/strong><\/strong><\/strong><\/strong><\/h2>\n\n\n\n<p>Teaching with technology prepares students for the world they are entering, not the one we remember. Digital tools shape how knowledge is created, shared, and applied across disciplines.<\/p>\n\n\n\n<p>By integrating technology into our courses, we help students learn not only what to think, but how to learn, communicate, and adapt in a rapidly changing environment.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><strong><strong><strong><strong><strong>Partnering with Faculty<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/h2>\n\n\n\n<p>At LEDstudio, we partner with faculty to explore these possibilities intentionally \u2014 grounding technology choices in pedagogy, learning outcomes, and student needs. Our goal isn\u2019t to add technology for its own sake, but to support creative, pedagogically grounded decisions that enhance teaching and learning across modalities.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><strong><strong><strong><strong><strong><strong>An Invitation to Rethink What\u2019s Possible<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/h2>\n\n\n\n<p>Technology doesn\u2019t have to feel overwhelming or prescriptive. It can be an invitation \u2014 an opportunity to rethink what\u2019s possible and design learning experiences that are flexible, engaging, and deeply human.<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>When integrated intentionally, technology expands possibility \u2014 supporting creativity, flexibility, access, and meaningful learning experiences across modalities. Beyond Efficiency: Technology as Possibility Technology has become such a familiar part of teaching that it\u2019s often discussed in terms of tools, platforms, or requirements. But when we step back, technology offers something far more powerful than efficiency [&hellip;]<\/p>\n","protected":false},"author":2106,"featured_media":236,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5,10,26,29],"tags":[],"class_list":["post-235","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-article","category-engagement","category-student-success","category-technology-integrated-teaching"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/235","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/users\/2106"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/comments?post=235"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/235\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media\/236"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media?parent=235"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/categories?post=235"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/tags?post=235"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":239,"date":"2026-03-13T10:00:05","date_gmt":"2026-03-13T14:00:05","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ledstudio\/?p=239"},"modified":"2026-03-13T10:00:06","modified_gmt":"2026-03-13T14:00:06","slug":"level-up-your-classroom-the-low-stakes-guide-to-gamification","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ledstudio\/2026\/03\/13\/level-up-your-classroom-the-low-stakes-guide-to-gamification\/","title":{"rendered":"Level Up Your Classroom: The Low-Stakes Guide to Gamification"},"content":{"rendered":"\n<p>Gamification brings game\u2011design principles into course design to boost student engagement, motivation, and persistence. By weaving in elements like progression and meaningful rewards, you can transform traditional course structures into experiences that feel more energizing. This post highlights a few simple strategies you can use to make your course more enjoyable for students.<\/p>\n\n\n\n<p>Gamification doesn\u2019t require a tech\u2011heavy overhaul. At its core, it\u2019s about leveraging the same psychological mechanics that make games compelling and integrating them into your syllabus and course flow. You can start small, experiment with one or two elements, and begin seeing the impact right away.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Start with the Low-Hanging Fruit<\/h2>\n\n\n\n<p>Think about your current grading structure. In most courses, students start with an A and gradually \u201close\u201d points as the semester goes on, which is a system that can feel punitive and demotivating. A simple gamified tweak is to flip that model into an experience\u2011point (XP) system. Students start at zero and \u201clevel up\u201d as they complete work. The math stays the same, but the mindset shifts from avoiding failure to achieving growth. For example, instead of 100 total points, you might offer 1,000 XP across the semester: homework could be worth 100 XP, a major project 300 XP, and students reach new \u201clevels\u201d at milestones like 250 or 500 XP. At the end, their total XP converts back into a standard letter grade.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Add a Dash of Mystery<\/h2>\n\n\n\n<p>Instead of opening a course up completely to students on day one, try a different approach. <a href=\"https:\/\/community.instructure.com\/en\/kb\/articles\/660897-how-do-i-add-requirements-to-a-module\">Check out this Canvas post <\/a>about setting \u201crequirements\u201d for each module. Students are required to complete one task before they can move on to the next. To add a bit of &#8220;questing&#8221; flavor, try introducing bonus challenges or hidden objectives. These don&#8217;t need to be complex. Perhaps there is a &#8220;Librarian\u2019s Quest&#8221; in a research course, where the first five students that find a specific database and an article from it on the VCU library website get a small badge or five extra XP. It adds a layer of discovery that breaks up the routine.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">The Power of Immediate Feedback<\/h2>\n\n\n\n<p>Games are addictive because players always know where they stand. In many courses, students wait days or weeks for feedback, which can make progress feel invisible. Canvas gives you several ways to close that gap with fast, low\u2011stakes check\u2011ins. For example, you can use Canvas Quizzes or New Quizzes to create short \u201cboss battles\u201d at the end of a module. These can be auto\u2011graded, giving students immediate feedback on their understanding. If the class performs well, you might \u201cunlock\u201d a bonus resource, such as an optional study guide or award a small amount of extra XP. These quick touchpoints keep momentum high, and help students track their growth in real time.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Why Bother?<\/h2>\n\n\n\n<p>When we lower the barrier to entry for ourselves, we create a more resilient environment for our students. Gamification reduces the &#8220;fear of the grade&#8221; and replaces it with the &#8220;joy of the win.&#8221; You don&#8217;t need a massive budget or a degree in game design to make this happen. As these examples have shown, sometimes it\u2019s reframing things that already exist within your course. You just need a willingness to play with the format.<\/p>\n\n\n\n<p>Your course isn&#8217;t just a list of outcomes; it is a journey. Why not make it a fun one?<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Gamification brings game\u2011design principles into course design to boost student engagement, motivation, and persistence. By weaving in elements like progression and meaningful rewards, you can transform traditional course structures into experiences that feel more energizing. This post highlights a few simple strategies you can use to make your course more enjoyable for students. Gamification doesn\u2019t [&hellip;]<\/p>\n","protected":false},"author":2339,"featured_media":240,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4,5,10,13,26],"tags":[],"class_list":["post-239","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-active-learning","category-article","category-engagement","category-gamification","category-student-success"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/239","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/users\/2339"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/comments?post=239"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/239\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media\/240"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media?parent=239"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/categories?post=239"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/tags?post=239"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":231,"date":"2026-02-20T06:00:00","date_gmt":"2026-02-20T11:00:00","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ledstudio\/?p=231"},"modified":"2026-02-19T16:20:04","modified_gmt":"2026-02-19T21:20:04","slug":"the-growth-mindset-classroom-considering-the-process-as-the-product","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ledstudio\/2026\/02\/20\/the-growth-mindset-classroom-considering-the-process-as-the-product\/","title":{"rendered":"The Growth-Mindset Classroom: Considering the Process as the Product"},"content":{"rendered":"\n<p>Imagine two students in your crowded lecture hall. One views a difficult problem as a signal that they lack the talent to succeed, quickly turning to external shortcuts to find the answer. The second student sees that same struggle as fuel for their brain, understanding that mental effort is the physical process of building new neural pathways.&nbsp;<\/p>\n\n\n\n<p>As educators, we are the soil for these seeds. Neuroscience shows that a student&#8217;s growth mindset, the belief that intellectual abilities can be developed, only flourishes when the classroom context supports it.<\/p>\n\n\n\n<p>For years, we have relied on high-stakes, outcome-focused assessments. However, we are currently facing a vastly different technological landscape from a few short years ago where the use of AI to complete assignments is virtually untraceable and can now ace most traditional tests and writing assignments. This technological shift is not the cause of cheating, but it has exposed a long-standing issue: students often prioritize the transaction of a grade over the transformation of learning.&nbsp;<\/p>\n\n\n\n<p>The question becomes: How can we foster true motivation and a growth mindset in our students while moving our focus away from the final output and toward the learning process itself?<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Practical Strategies for Large-Enrollment Success<\/strong><br><\/h3>\n\n\n\n<p>Implementing deep, process-focused learning with large class sizes may seem daunting, but these evidence-based strategies address specific instructional gaps while keeping your grading workload manageable. Here is a list of barriers to success with optional instructional strategies for improving student outcomes.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>The Grading Barrier<\/strong><br><\/h4>\n\n\n\n<p>In massive classes, manual grading of complex problems is impossible. By designing <a href=\"https:\/\/blogs.vcu.edu\/ledstudio\/2024\/10\/31\/scenario-based-authentic-assessment-in-large-enrollment-courses\/\"><strong>auto-graded multiple-choice questions<\/strong><\/a> that require students to apply concepts to a realistic professional scenario, you can test critical thinking and decision-making rather than simple memorization. Using available tools, such as <a href=\"https:\/\/blogs.vcu.edu\/ledstudio\/2025\/09\/02\/whats-new-with-peerceptiv\/\">Peerceptiv<\/a>, can increase peer engagement while protecting faculty efficiency.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>The Motivation Barrier<\/strong><\/h4>\n\n\n\n<p>Adult learners are driven by relevancy. <strong>Surveying<\/strong> students at the start of the semester and asking them to <strong>create personal goals<\/strong> that align to course objectives helps them answer their own \u201cwhy\u201d, which is the primary driver of motivation in adult students.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>The Engagement Barrier<\/strong><\/h4>\n\n\n\n<p>Regular, <strong>low-stakes retrieval exercises<\/strong> force the brain to actively process information, which strengthens neural connections far more than passive listening. Adding knowledge checks within the content with immediate feedback included, adding <a href=\"https:\/\/blogs.vcu.edu\/ledstudio\/2025\/11\/05\/designing-accessible-gamification-why-it-matters-how-to-start\/\">gamification<\/a> strategies, short quizzes, self-evalutative survey questions, and <a href=\"https:\/\/blogs.vcu.edu\/ledstudio\/2025\/09\/30\/structuring-peer-to-peer-learning-for-authentic-engagement\/\">think-pair-share activities<\/a> within the course activate engagement in students and increase accountability. Requiring short reflections on their strengths, and areas for improvement not only increases engagement but creates self-awareness.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>The Fixed-Mindset Barrier<\/strong><\/h4>\n\n\n\n<p>Students with a fixed mindset often avoid challenges to prevent failure. Providing <strong>autonomy<\/strong> by allowing students to choose their project topics or submission formats increases their willingness to see a difficult project through to the end. Follow <a href=\"https:\/\/blogs.vcu.edu\/ledstudio\/2025\/06\/24\/teaching-gen-z-adapting-your-approach-to-empower-modern-learners\/\"><strong>Universal Design for Learning Principles<\/strong><\/a> to increase inclusivity for students that may lack confidence.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>The AI Barrier<\/strong><\/h4>\n\n\n\n<p>Consider <strong>reframing assignments<\/strong> that focus on a correct final product by focusing on the process instead. Include<strong> process-focused rubric criteria<\/strong> for students\u2019 rationale and decision-making process to ensure that the student is demonstrating critical thinking. If students are <a href=\"https:\/\/blogs.vcu.edu\/ledstudio\/2025\/02\/06\/advancing-ai-in-education-a-collaborative-vision-for-vcu\/\">using AI<\/a> for brainstorming or editing, request that they provide AI chat prompts, transcripts or citations.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>The Innovation Barrier<\/strong><\/h4>\n\n\n\n<p>VCU strives to foster real-world learning that requires a growth mindset. Creating a classroom culture and curriculum design that <strong>rewards the effort and strategy of the learning journey<\/strong> helps students transition from the idea of earning a degree to becoming lifelong learners. Through our own process as educators at VCU, we continue to bring innovative practices to our students through our own process of discovery.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Additional Resources<\/strong><br><\/h3>\n\n\n\n<p>Bowen, J. A., &amp; Watson, C. E. (2024). <em>Teaching with AI: A practical guide to a new era of human learning<\/em>. JHU Press.<\/p>\n\n\n\n<p>David, L., Vassena, E., &amp; Bijleveld, E. (2024). The unpleasantness of thinking: A meta-analytic review of the association between mental effort and negative affect. <em>Psychological Bulletin<\/em>, <em>150<\/em>(9), 1070\u20131093. <a href=\"https:\/\/psycnet.apa.org\/doiLanding?doi=10.1037%2Fbul0000443\">https:\/\/psycnet.apa.org\/doiLanding?doi=10.1037%2Fbul0000443<\/a>&nbsp;<\/p>\n\n\n\n<p>Global Silicon Valley. (2024, April 16). <em>Co-Intelligence: AI in the classroom with Ethan Mollick | ASU+GSV 2024<\/em> [Video]. YouTube.<a href=\"https:\/\/www.youtube.com\/watch?v=HanKVJH_Bco\"> https:\/\/www.youtube.com\/watch?v=HanKVJH_Bco<\/a><\/p>\n\n\n\n<p>Hobson, L. (2023, October 18). EP-86: Andragogy and designing learning experiences [Audio podcast episode]. In <em>Andragogy and Designing Learning Experiences \u2014 Dr. Luke Hobson<\/em>.<a href=\"https:\/\/drlukehobson.com\/podcast-episodes\/andragogy-and-designing-learning-experiences?rq=motivation\">EP-86: Andragogy and Designing Learning Experiences \u2014 Dr. Luke Hobson<\/a><\/p>\n\n\n\n<p>Mollick, E. (2024, August 30). Post-apocalyptic education: What comes after the Homework Apocalypse. <em>One Useful Thing<\/em>. <a href=\"https:\/\/www.oneusefulthing.org\/p\/post-apocalyptic-education\">https:\/\/www.oneusefulthing.org\/p\/post-apocalyptic-education<\/a>&nbsp;<\/p>\n\n\n\n<p>Mollick, L., &amp; Mollick, E. (n.d.). Student exercises. <em>More Useful Things: AI Resources<\/em>.<\/p>\n\n\n\n<figure class=\"wp-block-embed\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/www.moreusefulthings.com\/student-exercises\n<\/div><\/figure>\n\n\n\n<p>Process-focused learning and assessment for AI and learning skills. (n.d.). <em>Teaching with AI Tips<\/em>. <a href=\"https:\/\/learning.northeastern.edu\/aitips-process-focused-learning\/\">https:\/\/learning.northeastern.edu\/aitips-process-focused-learning\/<\/a>&nbsp;<\/p>\n\n\n\n<p>Stanford Alumni. (2014, October 9). <em>Developing a growth mindset with Carol Dweck<\/em> [Video]. YouTube.<a href=\"https:\/\/www.youtube.com\/watch?v=hiiEeMN7vbQ\"> https:\/\/www.youtube.com\/watch?v=hiiEeMN7vbQ<\/a><\/p>\n\n\n\n<p>Yeager, D. S., Carroll, J. M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R., Muller, C., Murray, J., Mhatre, P., Kersting, N., Hulleman, C., Kudym, M., Murphy, M., Duckworth, A. L., Walton, G. M., &amp; Dweck, C. S. (2022). Teacher mindsets help explain where a growth-mindset intervention does and doesn\u2019t work. <em>Psychological Science<\/em>, <em>33<\/em>(1), 18\u201332. <a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC8985222\/\">https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC8985222\/<\/a>&nbsp;<\/p>\n\n\n\n<p><br><\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Imagine two students in your crowded lecture hall. One views a difficult problem as a signal that they lack the talent to succeed, quickly turning to external shortcuts to find the answer. The second student sees that same struggle as fuel for their brain, understanding that mental effort is the physical process of building new [&hellip;]<\/p>\n","protected":false},"author":2341,"featured_media":232,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5,10,14],"tags":[],"class_list":["post-231","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-article","category-engagement","category-growth-mindset"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/231","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/users\/2341"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/comments?post=231"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/231\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media\/232"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media?parent=231"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/categories?post=231"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/tags?post=231"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":222,"date":"2026-02-13T11:56:38","date_gmt":"2026-02-13T16:56:38","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ledstudio\/?p=222"},"modified":"2026-02-13T11:56:39","modified_gmt":"2026-02-13T16:56:39","slug":"countdown-to-april-24th-ai-as-your-accessibility-partner","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ledstudio\/2026\/02\/13\/countdown-to-april-24th-ai-as-your-accessibility-partner\/","title":{"rendered":"Countdown to April 24th: AI as Your Accessibility Partner"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\">The Date &amp; The Mindset<\/h2>\n\n\n\n<p>Let\u2019s start with a reality check: VCU must meet the Department of Justice\u2019s updated ADA Title II accessibility regulations by April 24, 2026. As noted in the VCU Provost Blog Post: <a href=\"https:\/\/blogs.vcu.edu\/provost\/2026\/01\/07\/resources-for-faculty-federal-accessibility-requirements\/\">Resources for faculty: Federal accessibility requirements mandated by April 2026<\/a>, this mandate&nbsp; \u201capplies to all digital content provided to students.\u201d&nbsp;<\/p>\n\n\n\n<p>This blog post focuses on using AI as an accessibility partner; it does not cover the standards for creating accessible digital content. For detailed guidance, see the LEDstudio micro\u2011course: <a href=\"https:\/\/vcuonline.catalog.vcu.edu\/browse\/microcourses\/courses\/ledstudio-digital-accessibility-for-vcu-faculty\">Digital Accessibility for VCU Faculty<\/a>. and LEDstudio\u2019s quick start guides: <a href=\"https:\/\/ledstudio.vcu.edu\/learning-resources\/quick-start-guides\/accessibility-in-digital-learning\/\">Accessibility in Digital Learning<\/a>, and <a href=\"https:\/\/scribehow.com\/page\/Math_and_STEM_Accessibility_Resource_Guide__eulIZZeOTmOne98C9MMpfA?referrer=workspace\">Math and STEM Accessibility Resource Guide<\/a>.<\/p>\n\n\n\n<p>To meet the accessibility challenge without burning out, one option is to team up with an AI assistant. Wharton professor Ethan Mollick in his blog post <a href=\"https:\/\/open.substack.com\/pub\/oneusefulthing\/p\/post-apocalyptic-education?r=2liya2&amp;utm_campaign=post&amp;utm_medium=web\">Post-Apocalyptic Education<\/a>, suggests that educators view Large Language Models (LLMs) not as &#8220;magic bullets&#8221; that do work for us, but as partners.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">AI &amp; Time Savings<\/h2>\n\n\n\n<p>When we think about using AI as an accessibility partner, the question isn\u2019t just \u201cCan I trust it?\u201d\u2014it\u2019s \u201cCan it help me work faster without sacrificing quality?\u201d Researcher Ethan Mollick offers a framework (often called the &#8216;Jagged Frontier&#8217;) for knowing when to delegate a task to AI. <a href=\"https:\/\/open.substack.com\/pub\/oneusefulthing\/p\/management-as-ai-superpower?utm_campaign=post-expanded-share&amp;utm_medium=web\">Mollick\u2019s three questions<\/a>:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>Human Baseline Tim<\/strong>e: how long the task would take you to do yourself<\/li>\n\n\n\n<li><strong>Probability of Success<\/strong>: how likely the AI is to produce an output that meets your bar on a given attempt<\/li>\n\n\n\n<li><strong>AI Process Time<\/strong>: how long it takes you to request, wait for, and evaluate an AI output<\/li>\n<\/ol>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full is-resized\"><img decoding=\"async\" width=\"1456\" height=\"794\" data-src=\"https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/02\/Mollick-AI-Delegation-Tradeoff.png\" alt=\"A useful mental model is that you're trading off 'doing the whole task' (human basele time) against paying the overhead cost (AI Process Time) possibly multiple times until you get something acceptable. The higher Probability of Success is, the fewer times you have to pay AI Process Time, and the more useful it is to turn things over to the AI.\" class=\"wp-image-224 lazyload\" style=\"--smush-placeholder-width: 1456px; --smush-placeholder-aspect-ratio: 1456\/794;width:796px;height:auto\" data-srcset=\"https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/02\/Mollick-AI-Delegation-Tradeoff.png 1456w, https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/02\/Mollick-AI-Delegation-Tradeoff-300x164.png 300w, https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/02\/Mollick-AI-Delegation-Tradeoff-1024x558.png 1024w, https:\/\/blogs.vcu.edu\/ledstudio\/wp-content\/uploads\/sites\/1334\/2026\/02\/Mollick-AI-Delegation-Tradeoff-768x419.png 768w\" data-sizes=\"(max-width: 1456px) 100vw, 1456px\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" \/><figcaption class=\"wp-element-caption\">Infographic courtesy of Ethan Mollick, <a href=\"https:\/\/www.oneusefulthing.org\/p\/management-as-ai-superpower\">One Useful Thing: Management as AI superpower<\/a><br><\/figcaption><\/figure>\n<\/div>\n\n\n<p>This framework helps you judge whether AI meaningfully reduces your work. For example, if you&#8217;re new to writing alt text or long descriptions for images, charts, or graphs, doing it alone can take 30 minutes or more for a single image. An AI assistant can produce a solid first draft in seconds. At first, the back\u2011and\u2011forth to refine it may take several minutes, but as you gain experience and refine your prompts, later descriptions will take only a minute or two to finalize.<\/p>\n\n\n\n<p>That\u2019s the real time savings: AI speeds up the parts of the process that are new, unfamiliar, or slow, while you bring the expertise and judgment that ensure the final product is accurate and accessible.<\/p>\n\n\n\n<p>To help you move from theory to practice, we have developed three specific &#8216;Use Cases&#8217; tailored to common pain points at VCU. Each one includes a tested prompt you can copy, paste, and adapt.\u00a0Click each dropdown arrow to read the use cases.<\/p>\n\n\n\n<details class=\"wp-block-details\"><summary><strong><mark style=\"background-color:#fcb900\" class=\"has-inline-color is-layout-flow wp-block-details-is-layout-flow\">Use Case #1: Inaccessible Math or CHEM PDFs<\/mark><\/strong><\/summary>\n<p><strong>The pain point:<\/strong> Your Math or CHEM quizzes or exams are inaccessible paper-based PDFs.&nbsp;<\/p>\n\n\n\n<p><strong>The fix<\/strong>: Use <a href=\"http:\/\/gemini.google.com\">VCU\u2019s Google Gemini<\/a> to make the content accessible. Gemini automatically converts the equations into accessible math and generates the Alt Text descriptions for your diagrams. You simply copy and paste this ready-to-use content into Microsoft Word,<br><\/p>\n\n\n\n<p><strong>The prompt<\/strong>:: <em>Copy the text below directly into Gemini.<\/em><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><td>Act as an Accessibility Specialist at VCU. The attached file is a PDF exam containing [Mathematics \/ Chemistry] content.<br>Goal: Recreate this document as an accessible Microsoft Word document. Extract the text and formulas so they can be copied and pasted directly into Microsoft Word while remaining legible and accessible to screen readers.<br>Context &amp; Learning Objectives: [INSERT LEARNING OBJECTIVES HERE]<br>Specific Instructions:Extraction: Extract all text and questions exactly as they appear.Math Format: Use standard text and Unicode mathematical symbols (e.g., \u00b1, \u2211, \u221e, \u03b8) for variables and simple expressions so they are readable as plain text. For complex formulas (fractions, exponents, square roots), write them out clearly on their own lines using standard keyboard notation (e.g., &#8220;sqrt(x+2)&#8221; or &#8220;(a+b)\/(c+d)&#8221;) that a screen reader can easily parse.Structure: Use &#8220;###&#8221; to separate questions clearly.Visuals: For diagrams, provide a strictly descriptive &#8220;Alt Text&#8221; in brackets (e.g., [Alt Text: Parabola opening upward&#8230;]).Security: Do NOT solve the problems. Keep them as unanswered questions.<br>Output format: Provide the content in a code block for easy copying. Do not use LaTeX delimiters or specialized coding languages\u2014provide &#8220;ready-to-use&#8221; text that maintains its structural integrity when moved to a Word Doc.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p><strong>How to evaluate AI output:<\/strong> Microsoft Word has an accessibility checker that will help you evaluate if the output is accessible, see: <a href=\"https:\/\/support.microsoft.com\/en-us\/office\/improve-accessibility-with-the-accessibility-checker-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f\">Improve Accessibility with the Accessibility Checker.<\/a>&nbsp;<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details\"><summary><strong><mark style=\"background-color:#fcb900\" class=\"has-inline-color is-layout-flow wp-block-details-is-layout-flow\">Use Case #2: Alt Text or Long Descriptions<\/mark><\/strong><\/summary>\n<p><strong>The pain point:<\/strong> Your department has hundreds of complex images, including lab specimens, anatomical models, and multi-angle views. You are skeptical that standard &#8220;Alt Text&#8221; can truly provide an equivalent educational experience for students who cannot see these visuals.<\/p>\n\n\n\n<p><strong>The fix<\/strong>: Use <a href=\"http:\/\/gemini.google.com\">VCU\u2019s Google Gemini<\/a> to generate comprehensive &#8220;Long Descriptions.&#8221; Unlike basic captions, Gemini analyzes the visual data to describe textures, spatial relationships, and specific anatomical markers. This allows you to provide rich, pedagogical descriptions that bridge the gap between &#8220;seeing&#8221; the model and &#8220;understanding&#8221; the concept, ensuring compliance and educational equity.<\/p>\n\n\n\n<p><strong>The Prompt:<\/strong> <em>Copy the text below directly into Gemini.<\/em><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><td>Act as a Subject Matter Expert and Accessibility Specialist. The attached image is a [lab specimen \/ anatomical model \/ diagram] used for a university-level course.Goal: Create a concise &#8220;Alt Text&#8221; and a detailed &#8220;Long Description&#8221; that provides an equivalent learning experience for a blind student.<br>Context &amp; Learning Objectives: [INSERT LEARNING OBJECTIVES HERE &#8211; e.g., &#8220;Student must identify the left ventricle and understanding the flow of blood.&#8221;]<br>Specific Instructions:Alt Text: Write a brief sentence (approx. 125 characters) identifying the object and its primary view (e.g., &#8220;Anterior view of the human heart model&#8221;).Long Description: Provide a deep analysis of the visual evidence. Describe the texture, relative position, size, and color of key features.Spatial Orientation: If the image represents a specific angle or cross-section, explicitly describe the orientation to help the student build a mental model of the object in 3D space.Tone: Objective, clinical, and educational.<br>Output format: Please provide the Alt Text and Long Description in clear, separate sections.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p><strong>How to evaluate AI output: <\/strong>Check the AI-generated description against these four markers to ensure it meets VCU accessibility standards:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Overview. Does it start with a high-level summary? A brief overview allows the reader to know if they want to continue or jump ahead. For instance: \u201cThe graph of a downward opening parabola labeled <em>f<\/em> with vertex at the point (1, 3).<\/li>\n\n\n\n<li>Structure. Does the description move predictably (left to right or top to bottom) and includes all critical data? <em>Check<\/em>: \u200b\u200bDid the AI mention the line style (solid vs. dashed), shaded regions (inequalities), or hollow vs. filled endpoints? These are not &#8220;visual details&#8221;\u2014they are mathematical data points.<\/li>\n\n\n\n<li>Pedagogical Goal. Does it align with the learning objectives without providing the answer?<\/li>\n\n\n\n<li>Avoids visual shorthand. Avoid subjective words like \u201csteep\u201d or \u201csharp\u201d <em>Example:<\/em> Instead of &#8220;the line goes up fast,&#8221; use &#8220;the line has a large positive slope.&#8221;<\/li>\n\n\n\n<li>Data Integrity. Does it hallucinate numbers? <em>Check<\/em>: AI often &#8220;guesses&#8221; coordinates. Always verify that the points mentioned in the text match the numbers in the image exactly.<\/li>\n<\/ul>\n<\/details>\n\n\n\n<details class=\"wp-block-details\"><summary><strong><mark style=\"background-color:#fcb900\" class=\"has-inline-color is-layout-flow wp-block-details-is-layout-flow\">Use Case #3: Assessment-Safe Visuals (Graphs &amp; Charts)<\/mark><\/strong><\/summary>\n<p><strong>The Pain Point:<\/strong> You want to test students on their ability to interpret a graph (e.g., &#8220;Calculate the slope&#8221; or &#8220;Identify the reaction rate&#8221;), but you worry that adding standard Alt Text will either be too vague to be useful or so detailed that it gives away the answer.<\/p>\n\n\n\n<p><strong>The Fix:<\/strong> Use <a href=\"http:\/\/gemini.google.com\">VCU\u2019s Google Gemini<\/a> to create &#8220;Data-Only&#8221; descriptions. Direct Gemini to strictly list the visual facts (coordinates, axis labels, intersection points) without analyzing them. This gives screen-reader users the equivalent raw data they need to solve the problem, maintaining the rigor of your exam.<\/p>\n\n\n\n<p><strong>The Prompt:<\/strong> <em>Copy the text below directly into Gemini.<\/em><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><td>Act as an Assessment Developer. The attached image is a [graph \/ chart] used in a final exam.<br>Goal: Write a neutral &#8220;Visual Description&#8221; that allows a blind student to answer the exam question without being told the solution.<br>Exam Question Context: [INSERT EXAM QUESTION HERE &#8211; e.g., &#8220;Calculate the slope of the line based on the data shown.&#8221;]<br>Specific Instructions:Objective Description: Describe the layout of the chart, the axis labels, and the range of values.Data Extraction: List the specific data points or coordinates visible on the graph (e.g., &#8220;The line passes through (0,2) and (4,10)&#8221;).ANTI-SPOILER: Do NOT interpret the data. Do NOT calculate the result (e.g., do not say &#8220;The line rises sharply&#8221; or &#8220;The slope is 2&#8221;). Strictly describe the visual elements available to a sighted student.<br>Output format: Provide the description in a single, clear paragraph suitable for the &#8220;Alt Text&#8221; field in Canvas or Word.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p><strong>How to evaluate AI output: <\/strong>Check the AI-generated description against these four markers to ensure it meets VCU accessibility standards:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Overview. Does it start with a high-level summary and include all identifiers? <em>Check:<\/em> Did it mention &#8220;Labeled f&#8221;?<\/li>\n\n\n\n<li>Structure. Does the description move predictably (left to right or top to bottom) and leave nothing out? <em>Check<\/em>: \u200b\u200b Did it capture &#8220;hidden&#8221; data like dashed vs. solid lines, shaded regions, or open vs. closed endpoints?<\/li>\n\n\n\n<li>Appropriate for the Activity. Does it use the student\u2019s prior knowledge to keep descriptions concise. <em>Check:<\/em> If they know what a &#8220;Bell Curve&#8221; is, the description should use that term rather than describing every individual slope change<\/li>\n\n\n\n<li>Pedagogical Goal. Does it align with the learning objectives without providing the answer?<\/li>\n\n\n\n<li>Avoids visual shorthand. Did it use mathematical language? <em>Check:<\/em> Replace &#8220;going up&#8221; with &#8220;increasing&#8221; and &#8220;flat&#8221; with &#8220;constant.&#8221;<\/li>\n\n\n\n<li>Data Integrity. Does it hallucinate numbers? <em>Check:<\/em> AI often &#8220;guesses&#8221; coordinates. Always verify that the points mentioned in the text match the numbers in the image exactly.<\/li>\n<\/ul>\n\n\n\n<p>If the AI&#8217;s first output is too &#8220;wordy&#8221; or gives away the answer, simply reply: <em>&#8220;Make this more concise and don&#8217;t mention the roots; let the student find them based on the intersections described.&#8221;<\/em><\/p>\n<\/details>\n\n\n\n<h2 class=\"wp-block-heading\">Conclusion<\/h2>\n\n\n\n<p>Meeting the DOJ regulations is living up to VCU\u2019s standard of &#8220;Uncommon Excellence.&#8221; We want our courses to be inclusive, usable and accessible.&nbsp;<\/p>\n\n\n\n<p>So start today! Let AI be your accessibility partner\u2014one document, one image, one small win at a time.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">References<\/h2>\n\n\n\n<p><a href=\"https:\/\/ai.google.dev\/gemini-api\/docs\/document-processing\"><em>Google. Gemini API Documentation. Google AI for Developers.<\/em><\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/support.microsoft.com\/en-us\/office\/improve-accessibility-with-the-accessibility-checker-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f\"><em>Microsoft. Improve accessibility with the Accessibility Checker.<\/em><\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/open.substack.com\/pub\/oneusefulthing\/p\/post-apocalyptic-education?r=2liya2&amp;utm_campaign=post&amp;utm_medium=web\"><em>Mollick, E. (2024). Post\u2011apocalyptic education: What comes after the homework apocalypse. One Useful Thing.<\/em><\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/open.substack.com\/pub\/oneusefulthing\/p\/management-as-ai-superpower?utm_campaign=post-expanded-share&amp;utm_medium=web\"><em>Mollick, E. (2024). Management as an AI superpower. One Useful Thing.<\/em><\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/igorrivin.github.io\/blog\/ocr-benchmark\/\"><em>Rivin, I. (2025). Math PDF OCR benchmark: Why Gemini Flash beats Mathpix.<\/em><\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/cio.ts.vcu.edu\/ai\/ai-tools-and-technologies\/\"><em>Virginia Commonwealth University, Office of the CIO. AI Tools and Technologies.<\/em><\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/blogs.vcu.edu\/provost\/2026\/01\/07\/resources-for-faculty-federal-accessibility-requirements\/\"><em>Virginia Commonwealth University, Office of the Provost. Federal accessibility requirements mandated by April 2026. VCU Blogs: Resources for Faculty.<\/em><\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/ledstudio.vcu.edu\/learning-resources\/quick-start-guides\/accessibility-in-digital-learning\/\"><em>Virginia Commonwealth University, Learning Experience Design Studio (LEDstudio). Accessibility in Digital Learning. Virginia Commonwealth University.<\/em><\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/vcuonline.catalog.vcu.edu\/browse\/microcourses\/courses\/ledstudio-digital-accessibility-for-vcu-faculty\"><em>Virginia Commowealth University. Learning Experience Design Studio (LEDstudio). Digital Accessibility for VCU Faculty.<\/em><\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/scribehow.com\/page\/Math_and_STEM_Accessibility_Resource_Guide__eulIZZeOTmOne98C9MMpfA?referrer=workspace\"><em>Virginia Commonwealth University. Learning Experience Design Studio (LEDstudio). Math and STEM Accessibility Resource Guide.<\/em><\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/www.urban.org\/sites\/default\/files\/2022-12\/Do%20No%20Harm%20Guide%20Centering%20Accessibility%20in%20Data%20Visualization.pdf\"><em>Urban Institute. (2022). Do No Harm Guide: Centering Accessibility in Data Visualization (Edited by Jonathan Schwabish, Sue Popkin, &amp; Alice Feng).<\/em><\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/\"><em>World Wide Web Consortium (W3C). (2018). Web Content Accessibility Guidelines (WCAG) 2.1.<\/em><\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/chrisyoong.com\/blog\/the-100-150-or-200-characters-alt-text-rule-is-a-myth\"><em>Yoong, C. (2024). The 100, 150, or 200 Characters Alt Text Rule Is a Myth. chrisyoong.com.<\/em><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The Date &amp; The Mindset Let\u2019s start with a reality check: VCU must meet the Department of Justice\u2019s updated ADA Title II accessibility regulations by April 24, 2026. As noted in the VCU Provost Blog Post: Resources for faculty: Federal accessibility requirements mandated by April 2026, this mandate&nbsp; \u201capplies to all digital content provided to [&hellip;]<\/p>\n","protected":false},"author":2115,"featured_media":229,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5],"tags":[],"class_list":["post-222","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-article"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/222","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/users\/2115"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/comments?post=222"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/222\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media\/229"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media?parent=222"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/categories?post=222"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/tags?post=222"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":219,"date":"2026-02-06T11:31:00","date_gmt":"2026-02-06T16:31:00","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ledstudio\/?p=219"},"modified":"2026-02-06T11:31:03","modified_gmt":"2026-02-06T16:31:03","slug":"making-math-and-stem-more-accessible-a-resource-guide-for-instructors","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ledstudio\/2026\/02\/06\/making-math-and-stem-more-accessible-a-resource-guide-for-instructors\/","title":{"rendered":"Making Math and STEM More Accessible: A Resource Guide for Instructors"},"content":{"rendered":"\n<p>Math and STEM content can present unique accessibility challenges; from equations and symbols to PDFs, slides, and videos. Accessibility matters not just for equity, but recent Department of Justice (DOJ) accessibility updates underscore the need for accessible digital content.<\/p>\n\n\n\n<p>To help with making your course materials accessible, LEDstudio created the <a href=\"https:\/\/scribehow.com\/page\/Math_and_STEM_Accessibility_Resource_Guide__eulIZZeOTmOne98C9MMpfA\"><strong>Math and STEM Accessibility Resource Guide<\/strong><\/a>, a step-by-step resource that shows how to apply best practices efficiently, using examples and workflows you&#8217;ll encounter in your courses.<\/p>\n\n\n\n<p>Inside the guide, you&#8217;ll find:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Clear steps for creating accessible math and STEM content.<\/li>\n\n\n\n<li>Guidance for equations, notations, documents, slides, PDFs, and videos.<\/li>\n\n\n\n<li>Practical strategies that support equitable access for all learners.<\/li>\n<\/ul>\n\n\n\n<p>Accessibility doesn&#8217;t have to be overwhelming or time-consuming. Even small, intentional changes can make a meaningful difference in how students access and engage with content &#8211; particularly learners who rely on assistive technologies.If you have any questions about accessibility, you can connect with an instructional designer at LEDstudio by dropping in via<a href=\"https:\/\/vcu.zoom.us\/j\/89725493841#success\"> Zoom<\/a> during our Open Office Hours on Tuesday and Wednesday from 12\u20132 PM.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Math and STEM content can present unique accessibility challenges; from equations and symbols to PDFs, slides, and videos. Accessibility matters not just for equity, but recent Department of Justice (DOJ) accessibility updates underscore the need for accessible digital content. To help with making your course materials accessible, LEDstudio created the Math and STEM Accessibility Resource [&hellip;]<\/p>\n","protected":false},"author":2112,"featured_media":220,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,5],"tags":[],"class_list":["post-219","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-accessibility","category-article"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/219","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/users\/2112"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/comments?post=219"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/219\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media\/220"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media?parent=219"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/categories?post=219"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/tags?post=219"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":210,"date":"2026-01-23T08:35:16","date_gmt":"2026-01-23T13:35:16","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ledstudio\/?p=210"},"modified":"2026-01-23T10:47:07","modified_gmt":"2026-01-23T15:47:07","slug":"how-educators-in-higher-education-can-use-ai-prompting-techniques-to-promote-criticalthinking","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ledstudio\/2026\/01\/23\/how-educators-in-higher-education-can-use-ai-prompting-techniques-to-promote-criticalthinking\/","title":{"rendered":"How Educators in Higher Education Can Use AI Prompting Techniques to Promote Critical Thinking"},"content":{"rendered":"\n<p>Artificial intelligence is rapidly reshaping how learners\u2019 access, interpret, and create information. In higher education, where critical thinking is a central learning outcome, AI presents both an opportunity and a challenge. When used intentionally, AI tools can help students analyze complex problems, interrogate assumptions, explore diverse perspectives, and refine their reasoning. The key is <em>how<\/em> educators structure the interaction: purposeful prompting transforms AI from a shortcut into a cognitive partner.<\/p>\n\n\n\n<p>Below are research-informed strategies and practical prompting techniques educators can use to cultivate deeper student thinking while maintaining academic integrity.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Why AI Prompts Matter for Critical Thinking<\/strong><\/h2>\n\n\n\n<p>AI systems respond directly to the instructions and context they are given. Well-designed prompts can help students to:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Evaluate evidence rather than accept it at face value<\/li>\n\n\n\n<li>Generate multiple solutions to open-ended problems<\/li>\n\n\n\n<li>Identify biases and limitations in sources<\/li>\n\n\n\n<li>Compare and critique different viewpoints<\/li>\n\n\n\n<li>Strengthen their metacognition by reflecting on their reasoning<\/li>\n<\/ul>\n\n\n\n<p>In this way, prompting becomes an instructional design tool, one that guides <em>how<\/em> students engage intellectually with content.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Prompts That Encourage Analysis and Evaluation<\/strong><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>1. Evidence-Weighing Prompts<\/strong><\/h3>\n\n\n\n<p>Encourage students to examine claims critically.<\/p>\n\n\n\n<p><strong>Examples:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><em>\u201cAnalyze the argument below. What evidence is strong, what is weak, and what evidence is missing?\u201d<\/em><\/li>\n\n\n\n<li><em>\u201cSummarize two potential counterarguments to this position.\u201d<\/em><\/li>\n\n\n\n<li><em>\u201cRate the reliability of the following sources and justify your reasoning.\u201d<\/em><\/li>\n<\/ul>\n\n\n\n<p>These prompts slow students down and force deeper engagement with material, even when AI provides the initial scaffolding.<\/p>\n\n\n\n<p><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Prompts That Encourage Perspective-Taking<\/strong><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>2. Role-Based or Lens-Shifting Prompts<\/strong><\/h3>\n\n\n\n<p>Students learn to reframe issues by viewing them from different disciplinary or ideological angles.<\/p>\n\n\n\n<p><strong>Examples:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><em>\u201cExplain this concept as a historian, a scientist, and a sociologist. How does each lens change what you emphasize?\u201d<\/em><\/li>\n\n\n\n<li><em>\u201cProvide two differing interpretations of this data\u2014one optimistic and one skeptical\u2014and describe the assumptions behind each.\u201d<\/em><\/li>\n<\/ul>\n\n\n\n<p>This fosters cognitive flexibility and mitigates overly simplistic conclusions.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Prompts That Develop Problem-Solving Skills<\/strong><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>3. Iterative or Step-Based Prompts<\/strong><\/h3>\n\n\n\n<p>Students practice reasoning rather than asking AI for a final answer.<\/p>\n\n\n\n<p><strong>Examples:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><em>\u201cWalk me through your reasoning step by step before providing a conclusion.\u201d<\/em><\/li>\n\n\n\n<li><em>\u201cGenerate three possible solutions to this problem and explain the trade-offs of each.\u201d<\/em><\/li>\n\n\n\n<li><em>\u201cIdentify what additional information would be necessary to strengthen the solution.\u201d<\/em><\/li>\n<\/ul>\n\n\n\n<p>These prompts model expert problem-solving processes and make students\u2019 thinking more transparent.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Prompts That Support Metacognition<\/strong><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>4. Reflective Prompts<\/strong><\/h3>\n\n\n\n<p>Reflection prompts help students become aware of their cognitive habits and biases.<\/p>\n\n\n\n<p><strong>Examples:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><em>\u201cWhat assumptions did you make while forming your answer?\u201d<\/em><\/li>\n\n\n\n<li><em>\u201cWhich parts of this problem are most uncertain, and how might that uncertainty affect your conclusion?\u201d<\/em><\/li>\n\n\n\n<li><em>\u201cRewrite your response to be more concise or more rigorous\u2014explain what you changed and why.\u201d<\/em><\/li>\n<\/ul>\n\n\n\n<p>Students practice evaluating <em>the quality of their own thinking<\/em><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Prompts That Strengthen Academic Integrity<\/strong><\/h2>\n\n\n\n<p>AI can support\u2014but not replace\u2014student learning. Structured prompts help prevent over-reliance and promote transparent thinking.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>5. \u201cAI as Collaborator, Not Author\u201d Prompts<\/strong><\/h3>\n\n\n\n<p>These prompts require students to engage with AI outputs rather than submit them unchanged.<\/p>\n\n\n\n<p><strong>Examples:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><em>\u201cUse the AI response below as a starting point. Highlight where you agree, disagree, and how you would revise it.\u201d<\/em><\/li>\n\n\n\n<li><em>\u201cCritique the AI\u2019s explanation for clarity, accuracy, and completeness.\u201d<\/em><\/li>\n\n\n\n<li><em>\u201cExplain how you would verify the claims made by the AI.\u201d<\/em><\/li>\n<\/ul>\n\n\n\n<p>This frames AI as a tool in the learning process\u2014not a shortcut to finished work.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Designing Assignments That Embed Critical AI Use<\/strong><\/h2>\n\n\n\n<p>Educators can incorporate scaffolding around AI interactions:<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Assignment Ideas<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>AI-assisted literature reviews<\/strong> where students must evaluate AI-generated summaries against real sources<\/li>\n\n\n\n<li><strong>Debate tasks<\/strong> where students argue against an AI-provided position<\/li>\n\n\n\n<li><strong>Case-study simulations<\/strong> where AI generates scenarios and students must diagnose issues or propose evidence-based responses<\/li>\n\n\n\n<li><strong>Draft-revision cycles<\/strong> where AI offers feedback that students must interpret and incorporate thoughtfully<\/li>\n<\/ul>\n\n\n\n<p>These approaches preserve intellectual rigor while making productive use of AI\u2019s capabilities.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>5 Best Practices for Educators<\/strong><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Make expectations explicit.<\/strong> Define acceptable and unacceptable AI use in assignments.<\/li>\n\n\n\n<li><strong>Teach students to question AI outputs.<\/strong> Highlight risks of hallucinations, bias, and overly confident answers.<\/li>\n\n\n\n<li><strong>Model good prompting yourself.<\/strong> Demonstrate how prompts shape the quality of thought and output.<\/li>\n\n\n\n<li><strong>Encourage transparency.<\/strong> Ask students to document how they used AI in their process.<\/li>\n\n\n\n<li><strong>Align prompts with course outcomes.<\/strong> Prompts should directly support the critical thinking skills you aim to develop.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Conclusion<\/strong><\/h2>\n\n\n\n<p>When leveraged intentionally, AI can help students practice the very skills that define higher education including, analysis, argumentation, reflection, and problem-solving. Educators who design effective prompting strategies can turn AI from a passive information provider into an active thinking partner. The goal is not to replace human reasoning but to elevate it.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Artificial intelligence is rapidly reshaping how learners\u2019 access, interpret, and create information. In higher education, where critical thinking is a central learning outcome, AI presents both an opportunity and a challenge. When used intentionally, AI tools can help students analyze complex problems, interrogate assumptions, explore diverse perspectives, and refine their reasoning. The key is how [&hellip;]<\/p>\n","protected":false},"author":2338,"featured_media":211,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[31,5],"tags":[],"class_list":["post-210","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ai","category-article"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/210","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/users\/2338"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/comments?post=210"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/posts\/210\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media\/211"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/media?parent=210"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/categories?post=210"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ledstudio\/wp-json\/wp\/v2\/tags?post=210"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}]