����ֱ��

This could be done by students using the comments function within Word/Docs.  They could attach screenshots from online sources, reference specific slides from class and/or elements from specifically identified class sessions.

Have students turn in audio/video responses to any of the example prompts below:

• General reflection:  “What did you find energizing in creating this work?”; "What ideas are you curious to know more about?"; “Where did you struggle? How did you respond to the challenge?”; “How well did you achieve your vision?”
• Describing the how:  "Tell me how you approached the problem/assignment, include how you selected your topic, conducted your research, organized your ideas, and revised your drafts. Reflect on the strategies that were most effective and the challenges you encountered.  Discuss how you organized your research, drafted your paper, and revised it. What strategies worked well, and what would you change in the future?
• Self-eval / Feedback reflections:  Submit a self-assessment of your final paper using the provided rubric. Reflect on your strengths and areas for improvement, and describe the steps you took to address feedback from peers and the instructor.
• Assignment wrappers:  What did you do to prepare for this exam/how did it go… what did you do well, what could you improve, what will you do differently in the future.  Which discussion board post or in-class comment by a peer did you find most thought-provoking? What did you learn from it?
• End of semester reflection:  What is one problem/assignment you worked on this semester that you struggled to understand/solve and explain how the struggle itself was valuable?  How has your imagination/creativity/ability to be a ___ as a result of taking this class?  Give at least three examples.  Which discussion or class period was most helpful to you this semester? How did it change your thinking? Which one of the course lectures/readings changed your understanding of the course material the most?

Have students turn in assignment with a visible draft history (google docs/Microsoft docs) or track changes to show revision history

• You could additionally require a doc with comments or video/audio recording of explanations as to their revisions/changes to their assignment

In this video, you can share the assignment directions and talk through the process with students.  This not only adds a connection between you and the student, making it seem more personal, it might decrease the likelihood of them plugging your assignment directions into GAI.  While students can download the captions or take screenshots of the video and then upload them to GAI, it is an extra step that might prompt them to pause.  

If a student knows they are going to be forced to engage with the content in real time, they may spend more time trying to understand the content rather than using GAI to get an assignment done.  

• Have students work on assignments during class
  • They can draw a concept map of their ideas/outline or start writing a draft of a paper - they can take a picture of their work an submit it as part of a progress post.  
  • Bring highlights and post-it notes and have students read an article.  This can be done online in word documents using the highlight and comments function or within a software like Perusall.
• Add activities to your class that require students to apply and share their learning in real time.  For example a live debate, peer discussions, oral presentations, live quizzes/exams, a gallery walk, or simply doing writing assignments using paper.  
• Invite students to have a conversation with you about their learning
  • Schedule a 15-minute conference with me to discuss your research paper draft. Be prepared to explain your research process, your main arguments, and the feedback you have received so far.
  • Schedule a conference to discuss your progress on the midterm project. Be prepared to present your research question, preliminary findings, and any challenges you are facing.
  • Meet with me to review your annotated bibliography. We will discuss your sources, how they relate to your research question, and any gaps in your literature review.
• Pair assignment with one that effectively reveals if they did the first assignment (go live) & develop a rubric that awards grades that are sensitive to mismatches between quality of students submissions, thereby incentivizing students to do both assignments honestly
  • Record a video presentation explaining the key points of your research paper. In your video, address potential counterarguments and provide a detailed justification for your conclusions.
  • Prepare a 10-minute presentation on your term paper, followed by a 5-minute Q&A session where you answer questions about your methodology and conclusions.
  • Set aside all or part of a class session on the day drafts are due, and have students evaluate their own drafts: what turned out well, what aspects are still in process, and how will they proceed with that knowledge? Have them turn this into a written revision plan, to guide the process to the final draft.

Students get tired of doing the same old essay or have so much anxiety knowing they have to show their learning in a formal exam.  Giving students choice or options on how they show their learning can provide enough motivation that they do the work. 

• Examples include podcasts, advertisements, poem/play, web page, video, brochure, performance/presentation, work of art/music/architecture/sculpture, concept maps with explanations
• To explore more examples and the idea of non-traditional assignments, check out our Alternative Assignments page.