Jace Hargis
I am currently a researcher focusing on generative AI in higher ed. Previously, I worked as a Professor/AVP in Doha; Professor/VP in NJ; Professor/Director in Shanghai; Professor/Associate Provost in Hawaii; College Director/President in the UAE; Associate Professor/Assistant Provost in northern California; and Assistant Professor/Director in Florida. I have earned a BS in Oceanography from Florida Tech; a MS in Environ Engineering Sciences and a PhD in Science Ed from the University of Florida.
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Papers by Jace Hargis
essays, code, and emails. This paper intends to use ChatGPT (and a similar GenAI service, Anthropic Claude for comparison) to design a college environmental science course using a foundational backward design model (Wiggins & McTighe, 2005). Backward design typically includes three major
steps, Results (learning outcomes), Evidence (assessment), and Experience (teaching methods, curriculum). The goal of this paper is to determine how effective GenAI could be at designing a course. The steps that were taken include using GenAI to create a concept outline from the course title; then
using the outline to create active, conceptual learning outcomes (LOs); and then creating authentic assessments with analytical rubrics. All of this information would be entered into a GenAI platform to create a course schedule, slide outlines, and syllabus.
media, particularly films, that enable students to apply fieldwork experiences through mediated immersive experiences in and beyond their classroom settings. Guided by explicit foundational learning theories and developed with special technical requirements such as 360-degree video cameras, we
created a design for media that offers an experience that richly weaves into the course experience. Through active, kinesthetic learning, the media facilitated information processing from the learners' short to long-term memory. The results show that intentionally created media aligned with proper course design can produce immersive experiences for students, enabling them to produce thick descriptions of the social worlds they encounter. The study should be read concerning limitations related to the effects of VR technology on viewing content, which include the potential for creating a disorienting effect producing nausea and discomfort.
instructors. The research categorizes students into beginner, intermediate, and advanced levels, analyzing their interactions with AI tools across nine dimensions including usage frequency, prompt engineering skills, and learning experiences. Our findings indicate that conversational AIs can
substantially improve learning efficiency and engagement, and they also require careful course design and management to prevent over-reliance and develop critical problem-solving skills. Further, Our findings reveal that while advanced students effectively leverage AI tools to enhance their capabilities,
beginners and intermediate learners often struggle, facing issues such as over-reliance on AI-generated code and difficulty in critical assessment. The study highlights both the potential benefits of AI tools in providing personalized, immediate feedback and their limitations, including the risk of hindering fundamental skill development and creativity. Based on these findings, we propose practical guidelines for learners and instructors of creative coding on effectively utilizing these tools. We aim to lower the
barrier for creative coding practitioners.
support effective teaching practices by providing tools for assessing, measuring, and evaluating teaching effectiveness and aiding in creating teaching statements to articulate beliefs and strategies. Additionally,
GenAI is highlighted as a facilitator of self-regulation, metacognition, and self-efficacy activities, fostering personalized learning paths, real-time feedback, goal setting, and adaptive resources. The integration of
GenAI extends to various instructional elements such as mood/confusion buttons for immediate feedback, Instructables for active learning objects, student response systems for collaborative learning experiences,
and curated learning materials for concise summaries. Moreover, GenAI facilitates effective communication between instructors and learners through actionable suggestions, feedback mechanisms, and support for
research-based teaching methods. This paper proposes a comprehensive framework for integrating GenAI into teaching and learning processes, emphasizing the importance of aligning technology with pedagogical principles to enhance educational outcomes.
essays, code, and emails. This paper intends to use ChatGPT (and a similar GenAI service, Anthropic Claude for comparison) to design a college environmental science course using a foundational backward design model (Wiggins & McTighe, 2005). Backward design typically includes three major
steps, Results (learning outcomes), Evidence (assessment), and Experience (teaching methods, curriculum). The goal of this paper is to determine how effective GenAI could be at designing a course. The steps that were taken include using GenAI to create a concept outline from the course title; then
using the outline to create active, conceptual learning outcomes (LOs); and then creating authentic assessments with analytical rubrics. All of this information would be entered into a GenAI platform to create a course schedule, slide outlines, and syllabus.
media, particularly films, that enable students to apply fieldwork experiences through mediated immersive experiences in and beyond their classroom settings. Guided by explicit foundational learning theories and developed with special technical requirements such as 360-degree video cameras, we
created a design for media that offers an experience that richly weaves into the course experience. Through active, kinesthetic learning, the media facilitated information processing from the learners' short to long-term memory. The results show that intentionally created media aligned with proper course design can produce immersive experiences for students, enabling them to produce thick descriptions of the social worlds they encounter. The study should be read concerning limitations related to the effects of VR technology on viewing content, which include the potential for creating a disorienting effect producing nausea and discomfort.
instructors. The research categorizes students into beginner, intermediate, and advanced levels, analyzing their interactions with AI tools across nine dimensions including usage frequency, prompt engineering skills, and learning experiences. Our findings indicate that conversational AIs can
substantially improve learning efficiency and engagement, and they also require careful course design and management to prevent over-reliance and develop critical problem-solving skills. Further, Our findings reveal that while advanced students effectively leverage AI tools to enhance their capabilities,
beginners and intermediate learners often struggle, facing issues such as over-reliance on AI-generated code and difficulty in critical assessment. The study highlights both the potential benefits of AI tools in providing personalized, immediate feedback and their limitations, including the risk of hindering fundamental skill development and creativity. Based on these findings, we propose practical guidelines for learners and instructors of creative coding on effectively utilizing these tools. We aim to lower the
barrier for creative coding practitioners.
support effective teaching practices by providing tools for assessing, measuring, and evaluating teaching effectiveness and aiding in creating teaching statements to articulate beliefs and strategies. Additionally,
GenAI is highlighted as a facilitator of self-regulation, metacognition, and self-efficacy activities, fostering personalized learning paths, real-time feedback, goal setting, and adaptive resources. The integration of
GenAI extends to various instructional elements such as mood/confusion buttons for immediate feedback, Instructables for active learning objects, student response systems for collaborative learning experiences,
and curated learning materials for concise summaries. Moreover, GenAI facilitates effective communication between instructors and learners through actionable suggestions, feedback mechanisms, and support for
research-based teaching methods. This paper proposes a comprehensive framework for integrating GenAI into teaching and learning processes, emphasizing the importance of aligning technology with pedagogical principles to enhance educational outcomes.