Course Design and the Use of Generative AI Across Universities
DOI:
https://doi.org/10.7146/dut.v21i40.157480Abstract
The emergence of Generative AI presents a central challenge for university teaching and learning centres in terms of developing the competencies of academic staff. In this article, seven pedagogical centres at seven universities have each developed and tested their own course design aimed at enhancing the competencies of academic staff, with a particular focus on the use of Generative AI in their professional practice. The project serves as an example of knowledge sharing and collaborative exploration of faculty development initiatives across the seven universities.
The article investigates the course designs underpinning these professional development offerings, as well as the experiences of the course designers in implementing and evaluating their respective designs. Theoretically, the study draws on learning design theory as an analytical framework, with a focus on learning design as process, plan, and practice. Methodologically, the study is based on document analysis of the participants’ course designs, grounded in their didactic case descriptions, which reflect how they developed, structured, and tested their course formats. The article concludes with a discussion of whether concrete principles can be derived from the study to inform future development of course formats in university-based faculty development.
References
Acar, O.A. PAIR (problem, AI, interaction, reflection) framework guidance, Kings College, London, https://www.kcl.ac.uk/about/strategy/learning-and-teaching/ai-guidance/pair-framework-guidance, tilgået 23. Maj 2025
Bawden, D. (2001). Information and digital literacies: A review of concepts. Journal of Documentation, 57(2), 218-259.
https://doi.org/10.1108/EUM0000000007083
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does (4th ed.). Maidenhead, UK: Open University Press.
Braun, V., & Clarke, V. (2006). USING THEMATIC ANALYSIS IN PSYCHOLOGY. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Carrigan, M. (2024). Generative AI for Academics. SAGE Publications Limited.
Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66(4), 616-630. https://doi.org/10.1007/s11528-022-00715-y
Coffey, A. (2014). Analysing documents. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 367-379). SAGE. https://doi.org/10.4135/9781446282243.n25
Cohen-Scali, V. (Ed.). (2012). Competence and competence development (Study Guides in Adult Education). Opladen, Germany: Verlag Barbara Budrich. https://doi.org/10.25656/01:10307
Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12-25. https://doi.org/10.1016/j.tate.2013.03.001
Dohn, N. B., Godsk, M., & Buus, L. (2019). Learning Design: Tilgange, cases og karakteristika. Læring og Medier (LOM), 21, 1-20. https://doi.org/10.7146/lom.v12i21.112639
Dohn, N. B., & Hansen, J. J. (2016). Begrebet "didaktisk design" - et kritisk overblik over betydninger. I N. B. Dohn & J. J. Hansen (Red.), Didaktik, design og digitalisering. Samfundslitteratur.
Dohn, N. B., & Hansen, J. J. (2018). Design in educational research -clarifying conceptions and presuppositions. In N. B. Dohn (Ed.), Designing for learning in a networked world. Routledge. https://doi.org/10.4324/9781351232357-2
Duch, H. S., & Nielsen, B. L. (2023). Organisatorisk rammesætning af kompetenceudvikling for undervisere på videregående uddannelse. Dansk Universitetspædagogisk Tidsskrift, 18(35). https://doi.org/10.7146/dut.v18i35.136250
Eraut, M. (1994). Developing professional knowledge and competence. London, UK: Falmer Press.
Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.
Floridi, L., Cowls, J., Beltrametti, M., Chatila, R., Chazerand, P., Dignum, V., … & Vayena, E. (2018). AI4People-An ethical framework for a good AI society: Opportunities, risks, principles, and recommendations. Minds and Machines, 28(4), 689-707. https://doi.org/10.1007/s11023-018-9482-5
Fraser, K., Gosling, D. and Sorcinelli, M.D. (2010). Conceptualizing evolving models of educational development. New Directions for Teaching and Learning, 122, 49-58. DOI: https://doi.org/10.1002/tl.397
Godsk, M. (2023). DUT Guide: Learning Design as an educational development methodology. Dansk Universitetspædagogisk Tidsskrift, 18(35). https://doi.org/10.7146/dut.v18i35.141522
Hansen, J. J., & Nørgård, R. T. (2022). Hvad er Digital pædagogik? - Konturer af et nyt praksis- og forskningsfelt. Dansk Universitetspædagogisk Tidsskrift, 17(32), 107-128. https://doi.org/10.7146/dut.v17i32.129582
Heimann, P. (1976). Didaktik als Theorie und Lehre. In P. Heimann (Ed.), Didaktik als Unterrichtswissenschaft (pp. 142-167). Stuttgart: Ernst Klett Verla
Illeris, K. (red.) et al. (2010). Læring i arbejdslivet. Learning Lab Denmark / Roskilde Universitetsforlag.
Iskov, T. (2020). Læreruddannelsens andenordensdidaktik. Studier I læreruddannelse Og -Profession, 5(1), 92-114. https://doi.org/10.7146/lup.v5i1.116353
Jobin, A., Ienca, M., & Vayena, E. (2019). The global landscape of AI ethics guidelines. Nature Machine Intelligence, 1(9), 389-399.
https://doi.org/10.1038/s42256-019-0088-2
Johnson, G. P. (2023). Don't act like you forgot: Approaching another literacy "crisis" by (re)considering what we know about teaching writing with and through technologies. Composition Studies, 51(1), 169-175. https://compstudiesjournal.com/wpcontent/uploads/2023/06/johnson.pdf
Jørgensen, P. S. (2013). Kursusplanlægning. In Rienecker, L., Jørgensen, P. S., Dolin, J. & Ingerslev, G. H. (Eds.), Universitetspædagogik. Samfundslitteratur.
Kaplan-Rakowski, R., Grotewold, K., Hartwick, P., & Papin, K. (2023). Generative AI and teachers' perspectives on its implementation in education. Journal of Interactive Learning Research, 34(2), 313-338. https://www.learntechlib.org/primary/p/222363/
https://doi.org/10.70725/815246mfssgp
Keiding, T. B., & Thingholm, H. B. (2017). Om undervisning af første og anden orden. Studier I læreruddannelse Og -Profession, 2(1), 30-46. https://doi.org/10.7146/lup.v2i1.27691
Kumar, S., Gunn, A., Rose, R., Pollard, R., Johnson, M., & Ritzhaupt, A. D. (2024). The role of instructional designers in the integration of generative artificial intelligence in online and blended learning in higher education. Online Learning, 28(3), 207-231. https://doi.org/10.24059/olj.v28i3.4501
Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.
Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In R. Bernhaupt, F. F. Mueller, D. Verweij, & J. Andres (Chairs), Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-16). Association for Computing Machinery. https://doi.org/10.1145/3313831.3376727
MacDowell, P., Moskalyk, K., Korchinski, K., & Morrison, D. (2024). Preparing Educators to Teach and Create With Generative Artificial Intelligence. Canadian Journal of Learning and Technology, 50(4), 1-23. https://doi.org/10.21432/cjlt28606
Maynard, A.: Evaluating prompts and responses (2023). https://andrewmaynard. net/prompt-and-response-evaluation/. Tilgået 23 maj, 2025
Mollick, E. and Mollick, L. (2023), "Assigning AI: Seven Approaches for Students with Prompts", The Wharton School Research Paper https://doi.org/10.2139/ssrn.4475995
Nyaaba, M., & Zhaı, X. (2024). Generative AI professional development needs for teacher educators. Journal of AI, 8(1), 1-13. https://doi.org/10.61969/jai.1385915
Olney, T., Rienties, B., Chang, D., & Banks, D. (2024). The Learning Design & Course Creation Workshop: Impact of a Professional Development Model for Training Designers and Creators of Online and Distance Learning. Technology, Knowledge and Learning, 29(1), 45-63. https://doi.org/10.1007/s10758-022-09639-1
Park, J. (2023). A case study on enhancing the expertise of artificial intelligence education for pre-service teachers. Preprints, Article 2023052006. https://doi.org/10.20944/preprints202305.2006.v1
Postareff, L., & Nevgi, A. (2015). Development paths of university teachers during a pedagogical development course. Educar, 51(1), 0037-52. https://doi.org/10.5565/rev/educar.647
Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury Academic. https://doi.org/10.4324/9781315678573-15
Richey, R.C. (2008). Reflections on the 2008 AECT Definitions of the Field. TechTrends. 52(1): 24-25. doi: https://doi.org/10.1007/s11528-008-0108-2 S2CID189912472.)
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Uddannelses- og Forskningsministeriet. (2019). Bekendtgørelse nr. 1443 af 11. december 2019 om stillingsstruktur for videnskabeligt personale ved universiteter. https://www.ft.dk/samling/20191/almdel/UFU/bilag/50/2127822.pd
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes, EUR 31006 EN. Publications Office of the European Union, Luxembourg, 2022. https://doi.org/10.2760/490274
Downloads
Published
How to Cite
Issue
Section
License
DUT udkommer elektronisk via Statsbibliotekets Open Journal System (Tidsskrift.dk) og DUNs hjemmeside (DUN-net.dk) forår og efterår. Det er gratis og frit tilgængeligt at læse og downloade artikler fra tidsskriftet.
Det er ikke muligt at abonnere på Dansk Universitetspædagogisk Tidsskrift, DUT, men hvis du er medlem af DUN, får du tilsendt en nyhedsmail med link til udgivelsen, når den nyeste udgave er online. Linket vil også være tilgængeligt her på siden, så snart tidsskriftet er publiceret.
© Copyright
Artikler publiseret i Dansk Universitetspædagogisk Tidsskrift, DUT, må bruges (downloades) og genbruges (distribueres, kopieres, citeres) til ikke-kommercielle formål med reference til forfattere og Dansk Universitetspædagogisk Tidsskrift.
Artikler indsendt til Dansk Universitetspædagogisk Tidsskrift må ikke publiseres i andre tidskrifter.
Betingelser
Artikler i Dansk Universitetspædagogisk Tidsskrift, DUT, er omfattet af ophavsretsloven, og der må citeres fra dem.
Følgende betingelser skal dog være opfyldt:
- Citatet skal være i overensstemmelse med „god skik“
- Der må kun citeres „i det omfang, som betinges af formålet“
- Ophavsmanden til teksten skal krediteres, og kilden skal angives ift. ovenstående bibliografiske oplysninger.
