Session T-14 - Topics: Study on how Instructional Designers use AI; Assessments in the Age of AI; Marking and Question Writing with AI

As AI tools increasingly support tasks such as planning, assessment, and content creation, the role of instructional designers in both corporate and academic settings is undergoing significant change. This presentation reports on a qualitative case study examining how instructional designers and pedagogical counsellors in higher education are integrating artificial intelligence into their work. Using a focus‑group methodology, the study explores current practices, motivations, and perceptions of AI’s impact on effectiveness and employability. Preliminary findings will be shared at the conference.

Generative AI has disrupted traditional writing-based assessments, particularly the annotated bibliography. When AI can produce fluent summaries instantly, educators must ask if such tasks still assess intended learning outcomes. This presentation shares design principles from a framework that shifts the focus from written products to epistemic judgment and research decision-making. The approach replaces standard summarization with four components: annotated search screenshots with reflective narration, visual thematic mapping, metacognitive research narratives, and collaborative panels. Currently piloted in a CEGEP Geography course with upcoming implementation in the Master Teacher Program, this model makes student thinking visible through multimodal process documentation. Grounded in authentic assessment and AI-aware design, the framework embodies the conference themes of courage, care, and collaboration. Preliminary observations from the Geography pilot suggest that prioritizing process over product strengthens student engagement with research as an intellectual practice while mitigating inappropriate AI use. Attendees will receive transferable design principles and resources adaptable across various academic disciplines and institutional contexts.

This presentation reports on a trial exploring several applications of AI to support assessment in a large online undergraduate course. Building on prior work using AI to generate scenarios and multiple choice questions, the study examines AI assisted creation of open question prompts, rubric generation, and experimental AI marking of essay responses. These efforts aim to enhance consistency, manage high enrolment, and reduce workload. Preliminary findings on feasibility and effectiveness will be shared.