Pedagogy without Borders: New Frontiers of Teaching and Technology

The emergence of ChatGPT and other Large Language Models (LLMs) has created challenges for educators seeking to assess student writing skills and critical thinking abilities. This presentation describes the experience of an educator at a community college who implemented choice in reflection assignments, consistent with the principles of Universal Design for Learning (UDL).

Several assignments in general education electives were augmented to offer a choice between text or video submissions. Using a learning analytics approach to track completion rates across multiple terms, an initial default bias was observed, with the dominant format shifting as the default option was adjusted. Following the introduction of ChatGPT, there was a notable shift towards text-based submissions, raising important questions about the influence of AI on student behavior.
This presentation will explore the implications of these findings for educators designing assessments, including the need to balance UDL principles, authentic assessments, and the use of AI tools. The trends observed in the data will be reviewed, and questions for future research will be posed, aiming to foster a deeper understanding of how to navigate these new frontiers in teaching and technology.