critical pedagogy

Submitted by Sarah Hartman-Caverly on December 20th, 2023
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Short Description: 

The Hidden Layer Workshop introduces key generative AI (genAI) concepts through a privacy lens. Participants probe the possibilities and limitations of genAI while considering implications for intellectual privacy, intellectual property, data sovereignty, and human agency. In the centerpiece activity, participants engage in a hidden layer simulation to develop a conceptual understanding of the algorithms in the neural networks underlying LLMs and their implications for machine bias and AI hallucination. Drawing on Richards’s theory of intellectual privacy (2015) and the movement for data sovereignty, and introducing an original framework for the ethical evaluation of AI, Hidden Layer prepares participants to be critical users of genAI and synthetic media.

The workshop is designed for a 60-minute session, but can be extended to fill the time available.
Includes workshop guide, presentation slides, learning activities, and assessment instrument.

Attachments: 
AttachmentSize
HiddenLayer_LessonPlan_CCBYSA_HartmanCaverly_2023.pdfdisplayed 1411 times117.63 KB
Learning Outcomes: 

Facilitator learning objectives

During this workshop, participants will

  • Apply prompt engineering techniques to elicit information from text-to-text generative AI (genAI) platforms

  • Appreciate a range of intellectual privacy implications posed by genAI, including: 

    • personal data;

    • intellectual property (copyright, patent, proprietary and sensitive data); 

    • AI alignment (social bias, content moderation, AI guardrails, censorship, prompt injection); 

    • synthetic media;

    • AI hallucination and mis/dis/malinformation; and

    • data sovereignty and data colonialism.

  • Engage in a simulation to develop a conceptual understanding of how the hidden layer in the neural networks underpinning large language models works

  • Synthesize their knowledge of genAI intellectual privacy considerations to analyze an ethical case study using the Agent-Impact Matrix for Artificial Intelligence (AIM4AI).

Participant learning outcomes

During this workshop, participants will

  • Interact with genAI to explore its possibilities and limitations

  • Discuss the intellectual privacy implications of genAI, including intellectual property considerations

  • Evaluate the ethics of genAI for its impact on human agency

Individual or Group:

Suggested Citation: 
Hartman-Caverly, Sarah. "Hidden Layer: Intellectual Privacy and Generative AI." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/hidden-layer-intellectual-privacy-and-generative-ai.
Submitted by Kelleen Maluski on April 17th, 2023
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Short Description: 

This is the first of three sessions where the instructor works with pharmacy students to help then understand how to conduct literature searching and research from an inclusive perspective. The students have already seen the instructor once so emphasis is placed on understanding their current search knowledge, addressing the needs of the group, and then on them exploring how to research topics of patient care with a myriad of voices (not just relying on scholarly works). This is done with many activities and group work. Talking is encouraged and while students work in groups lo-fi music is played to further disrupt the silence. The topic that the group works with surrounds inclusive gender-diverse care and therefore the instructor works to show how important cultural humility and understanding are for working with these patients. It is suggested that if you are not familiar with this topic that you familiarize yourself before attempting this lesson as more harm could be caused if not approached from a inclusive space.

Learning Outcomes: 

Please see lesson plan

Discipline: 
Health

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 
Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Maluski, Kelleen. "Aspects of Patient Care: Layering Voices for Inclusive Decision Making." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/aspects-patient-care-layering-voices-inclusive-decision-making.
Submitted by Kelleen Maluski on January 20th, 2023
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Short Description: 

The sixth in a series of 6 courses, students focus on the Pharmacists’ Patient Care Plan involving prescription medications, patient history, and more complex patient cases. The librarian has already met with these students in other courses so this is and scaffolded approach with this being their last session with the librarian. The purpose of the librarian session is to make sure they feel comfortable doing advanced research on drug information pertaining to specific topics that will be communicated to patients. In a previous session the librarian covered disparities and discrimination in both search engines and scholarly databases so this is to reinforce those lessons. The session starts with a brief Kahoot quiz (with prizes for winners) and discussion of any sticking points that become clear through this quiz. This is to allow students to teach and learn from each other and to assess their needs as opposed to assuming what they might be needing reinforcement on. Then the students break out into groups to create a patient education zine on smoking cessation for members of the LGBTQ2S+ communities. The zine has to have at least 2 background sources, 1 scholarly article, and 1 drug information portal source. All sources have to be cited in correct APA format. There also has to be at least one page where the group communicates to the patients how they found this information (in otherwords their search strategy). At the end of the class there is about 20 minutes set aside for the groups to present on their zines, what information they included, and why. The librarian makes copies of the zines for all members of the class afterwards, thus helping to build intrinsic motivation for sharing with their cohorts. The librarian for this course pre-makes the zine booklets and brings all supplies for making zines (such as markers, glue sticks, scissors, paper, magazines to cut up, etc.)

Learning Outcomes: 

Reinforce concepts reviewed in previous classes while allowing students to teach each other and come away with a learning object they have built.

Discipline: 
Health

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 

This is the 3rd in a series of scaffolded classes for pharmacy students

Potential Pitfalls and Teaching Tips: 

Will need to provide supplies and that obviously requires a budget. Also need knowledge on how to make zines. 

Suggested Citation: 
Maluski, Kelleen. "Reinforcement of Cultural Humility in Searching and Patient Communications." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/reinforcement-cultural-humility-searching-and-patient-communications.
Submitted by Kelleen Maluski on November 3rd, 2021
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Short Description: 

This lesson was given to a health career academy that consists of high school and undergraduate students. The students have a strong interest in careers in the health sciences but have yet to start their education through health sciences programs. The point of the session was to understand how disparities and health literacy intersect and will be important factors in the work they do as learners and providers and to empower the students to use their cultural wealth and voices to make change. I am attaching the slides with notes (which acted as my lesson plan for this session). The slides were originally animated.  I am including a PDF with the notes. Unfortunately I am not able to load a Power Point due to size, but feel free to reach out if you need an editable file. 

Attachments: 
AttachmentSize
PDF of the slides and notesdisplayed 919 times1.94 MB
Learning Outcomes: 

Learners will be able to explain what health disparities are and how they are a part of a system of discrimination, colonization, and white supremacy. Learners will be able to explain what health literacy is and how understanding it will make them better providers. Learners will begin to think about their role and the health sciences profession's role in restructuring the systems of oppression.

Discipline: 
Health

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 
Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Maluski, Kelleen. "Health Disparities and Literacy for Future Health Care Providers." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/health-disparities-and-literacy-future-health-care-providers.
Submitted by Kelleen Maluski on February 8th, 2021
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Short Description: 

This is session 1 of 3 sessions that I do for Introduction to Evidence Based Medicine in Pharmacy. For this session I had about an hour so the majority of the session is group work. Included are the materials to build the activity, an overview of the lesson (since so much was group work, I wouldn't call it a lesson plan), and the rubric for assessing /grading the activity. This was designed for Zoom/online synchronous teaching. A guide was created to assist with the work in the class (with links to all class activities) and be a place for students to refer back to later. Some content in this guide was hidden until they completed their work for each session (since to help with metacognition the examples on the guide are the same as what they worked through in the sessions).

Learning Outcomes: 
  1. Accurately describe the PICO framework and how it can be used to answer a clinical question.

  2. Identify elements in a PICO question and formulate a concise clinical question.

Discipline: 
Health

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 
Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Maluski, Kelleen. "Pharmacy: Introduction to Evidence Based Medicine: Building PICO." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/pharmacy-introduction-evidence-based-medicine-building-pico.
Submitted by Amanda M. on April 12th, 2019
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Short Description: 

Each year, I host an Art+Feminism Wikipedia edit-a-thon and I often get students who are new to Wikipedia editing, as well as students who show up for class credit. To help engage students in different activities on Wikipedia, I created the following BINGO cards. These can be used by instructors or event organizers in any way that fits your approach to edit-a-thons. I always provide instruction and an Art+Feminism research and event guide to help everyone get started editing. These BINGO cards are especially useful for new editors and content creators.

Attachments: 
AttachmentSize
Wikipedia bingo small.pdfdisplayed 1573 times181.88 KB
Learning Outcomes: 

Students will build skills and knowledge in the variety of ways that they can improve Wikipedia pages.

Information Literacy concepts:

Individual or Group:

Suggested Citation: 
M., Amanda. "Wikipedia Edit-a-thon BINGO." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/wikipedia-edit-thon-bingo.
Submitted by Amanda M. on May 11th, 2018
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Short Description: 

This lesson was developed for HIS484 (Topics in the History of Gender and
Sexuality/Pride in the time of HIV/AIDS) in the Spring of 2018. The students’ final assignment
culminated in a multimedia or digital research project on a topic of their choosing and heavily
relied on primary source and visual materials. This lesson focuses on how students, as content
curators and analysts, can engage in deeper analysis and contextualization of the sources they
present through their projects. Students collectively analyzed one example from a particular
resource that they are already acquainted with and considered the language used by both
systems of knowledge and the communities that they are studying, in order to help them form
thoughtful, critical, and reflective perspectives.

Attachments: 
AttachmentSize
Lesson plan with links to google doc worksheet and google slidesdisplayed 1218 times92.09 KB
Learning Outcomes: 

Students will be able to analyze and contextualize primary source and visual materials related to HIV/AIDS.
Students will be able to articulate how knowledge is socially constructed and contested and how/why language evolves over time.
Students will engage with art as a primary source related to their research topics.

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 
Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

See full lesson plan/pdf

Potential Pitfalls and Teaching Tips: 

This worked well with a small class, but may be more challenging with a larger class. I would likely have students work in groups to evaluate different works of art using the google worksheet instead of doing one for the whole class.

Suggested Citation: 
M., Amanda. "Visual Aids and Descriptors in Primary Source Evaluation & Curation." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/visual-aids-and-descriptors-primary-source-evaluation-curation.

Teaching Resource

Stephen D. Brookfield offers a very accessible guide to how faculty at any level and across all disciplines can improve their teaching.