In a time characterized by the rapid advancement of technology, the integration of Artificial Intelligence (AI) into higher education has emerged as a transformative force. Recognizing the potential of AI to enhance teaching and learning experiences, educators are increasingly seeking resources to navigate this complex landscape. In response to this demand, our team embarked on a rigorous Scholarship of Teaching and Learning (SoTL) research project to develop an Open Educational Resource (OER) guide tailored to the unique needs of faculty and instructors in higher education.

This research team is comprised of faculty, instructional designers, media specialists, and educational technologists from George Mason University, James Madison University, Bridgewater College, and the University of Virginia.

Why Develop It?

The benefits of OER in the context of AI integration are substantial. As AI technologies evolve at an exponential rate, the need for adaptable and accessible educational resources becomes increasingly evident. Traditional educational materials often struggle to keep pace with these rapid advancements, leaving faculty members without adequate support in leveraging AI effectively.^[1] Through our comprehensive review of existing OER resources, we identified critical gaps: many resources lacked a research-informed approach, failed to address the specific needs of faculty, and provided insufficient guidance on navigating the plethora of available AI tools and materials. This open text fills in those gaps and provides a valuable and evolving tool for faculty and instructors.

Who Is It For?

Our OER guide is designed to meet the needs of a diverse audience within higher education. While primarily targeted at faculty and instructors seeking to integrate AI into their teaching practices, the guide is also valuable for educational leaders, curriculum developers, instructional designers, and anyone interested in the ethical, critical, and effective integration of AI in higher education. Furthermore, educators across various disciplines will find the guide adaptable to their specific contexts, ensuring its broad relevance and applicability.

Who Developed It?

The development of our OER guide was a collaborative endeavor that brought together experts from various fields, including education, technology, and AI research. Our interdisciplinary team leveraged diverse perspectives and expertise to ensure the guide’s comprehensiveness and relevance. Drawing upon principles of SoTL, our research process was characterized by methodological rigor and a commitment to evidence-based practice. Throughout the development process, we actively engaged with faculty members, AI specialists, and educational stakeholders to gather feedback and insights, fostering a collaborative and iterative approach to guide refinement.

This research team is comprised of faculty, instructional designers, media specialists, and educational technologists from George Mason University, James Madison University, Bridgewater College, and the University of Virginia.

How Did We Develop It?

Our research design encompassed multiple phases, each informed by a systematic approach to literature review and empirical inquiry. We conducted an extensive review of scholarly literature published between 2023 and early 2024, synthesizing key insights and emerging trends in AI integration within higher education. Building upon this foundation, we iteratively developed and refined the content of the OER guide, incorporating feedback from faculty members who participated in pilot testing and usability evaluations. This iterative process allowed us to address faculty’s specific needs, enhance the guide’s usability, and ensure its alignment with best practices in AI-enhanced pedagogy.

The Role of AI in Development

AI tools hold tremendous potential for advancing the development of OER, streamlining the creation process while fostering innovation and inclusivity in education. Research highlights that these tools can save significant time and effort in developing resources ^[2], allowing educators and content creators to focus on areas where human expertise—such as creativity and collaboration—are needed ^[3]. Additionally, AI technologies provide scalable solutions to increase access to high-quality educational materials, making it easier to address diverse learning needs globally ^[4].

Beyond efficiency, AI introduces opportunities for personalization and accessibility in OER^[5]. Machine learning algorithms can adapt content to suit individual learners’ needs, enabling differentiated instruction at scale. For example, AI can generate alternative formats such as audio descriptions, transcripts, or simplified text, making resources more inclusive for learners with disabilities or varying levels of digital literacy. Moreover, AI-powered platforms facilitate the discovery and remixing of OER, helping educators identify relevant materials and adapt them to specific cultural or pedagogical contexts, ultimately enhancing the relevance and impact of these resources ^[6].

The integration of AI into OER development represents a powerful synergy—one that not only amplifies the reach and quality of educational resources but also reinforces the collaborative approach and mission of open education to democratize knowledge on a global scale.

One of our Scholarship of Teaching and Learning (SoTL) research questions is: “How does the integration of AI in the development process affect the creation and adaptability of OER for teaching with AI?” To address this question, we incorporated AI tools into various stages of the development process and documented the evolving challenges, benefits, decisions, and modifications made during the creation of OER with AI integration. At the conclusion of the project, we will analyze our documentation to identify emerging themes and insights.

Despite the integration of AI, the authors undertook all core development work, including content structure design, content review, selection and adaptation, as well as interactive module development. AI-generated text was carefully reviewed and edited to ensure accuracy and maintain high-quality writing standards. As per publisher guidelines, ChatGPT is not credited as an author of this work.

Below, we outline the AI tools employed to assist with brainstorming, drafting, and editing the OER guide, along with the specific tasks they support. This list is not exhaustive. A dedicated chapter on AI’s role in OER development will be included at the end of this study.

List of AI Tools:

• ChatGPT-4o
• Google NotebookLM
• Claude 3.5 Sonnet
• UVA Copilot Chat

AI Usage:

• Brainstorming: Generating ideas such as learning objectives and reflection questions based on the content.
• Summarizing: Extracting key takeaways from articles and video content.
• Research Analysis: Analyzing and synthesizing research findings to deepen understanding for the authors.
• Drafting and Editing: Refining content for improved clarity.
• Image Generation: Creating AI-generated visuals.
• Content Adaptation: Tailoring material for diverse contexts.
• Accessibility Enhancements: Improving content accessibility.
• Style Consistency: Maintaining a consistent writing style across contributions from different authors.

What Did We Change Based on Faculty Feedback?

Faculty feedback served as a cornerstone of our guide’s development, guiding iterative revisions and refinements. In response to faculty input, we expanded the guide’s coverage of practical strategies for integrating AI tools across diverse disciplinary contexts. Additionally, we enhanced sections addressing ethical considerations and provided supplementary resources for further exploration and professional development. By actively soliciting and incorporating faculty feedback, we were able to create a guide that resonates with educators and meets their current and evolving needs in the dynamic landscape of AI integration in higher education.

What Are the Limitations of the Guide?

Despite our efforts to develop a comprehensive resource, it is essential to acknowledge the inherent limitations of our OER guide. The scope of our literature review was constrained by a specific timeframe, and given the rapid pace of AI development, newer advancements may not be fully represented. Furthermore, the empirical research on generative AI in higher education remains relatively limited, posing challenges for evidence-based recommendations in certain areas. While our guide provides valuable insights and practical guidance, educators are encouraged to remain critical consumers of AI technologies and to adapt pedagogical practices in response to emerging research and developments in the field.

Summary

In summary, our OER guide represents a collaborative effort to empower educators with the knowledge, skills, and resources needed to effectively integrate AI in higher education. By leveraging the benefits of open education and embracing a research-informed approach, we aim to support faculty members in harnessing the transformative potential of AI to enhance student learning outcomes and foster innovation in teaching and scholarship.