In this live episode of AI for U, recorded at HighEdWeb, Erin Wilson from Arizona State University’s Learning Enterprise shares how AI is transforming their non-credit course offerings and instructional design processes. Erin discusses the use of custom GPTs for content creation, coding support, and even persona-building for testing content strategies. With a protected version of ChatGPT, Arizona State is leveraging AI to streamline workflows, enhance course content, and explore new possibilities in AI-generated video.

Key Takeaways

• Arizona State University uses custom GPTs for a wide range of tasks, from coding support to developing instructional content, making AI an essential part of their non-credit learning enterprise.
• AI-driven personas allow for more efficient content testing and review, replacing traditional focus groups while maintaining human oversight.
• The future of AI at ASU includes advancements in AI video content, with a focus on making avatars and interactive learning tools more engaging and less robotic.

How is Arizona State University using AI in its non-credit learning enterprise?
Erin Wilson from Arizona State University’s Learning Enterprise explains how her team focuses on non-credit learning opportunities designed to help individuals upskill. This includes everything from individuals taking courses to company partnerships for employee training. AI has become a critical tool in this space, particularly in creating and refining educational content. Wilson highlights their partnership with OpenAI, which provides them with an EDU version of ChatGPT. This version offers enhanced security, allowing the team to safely use AI without concerns over data privacy. They rely on custom GPTs to handle a variety of tasks, such as helping with coding for instructional design or converting long faculty videos into more digestible content.

What are custom GPTs and how are they used at ASU?
Arizona State’s team has created numerous custom GPTs to support specific tasks within their learning enterprise. These custom AI models are highly specialized and are designed to do one thing exceptionally well, such as developing instructional stories, creating course introductions, or assisting with coding. Wilson explains that this customization makes their workflow more efficient, particularly when creating content for non-credit courses. One unique use of these GPTs is persona-building. By feeding in data such as speeches from an executive vice president, ASU created a "Maria Bot," allowing faculty and staff to ask questions and receive responses similar to what their EVP might say. This tool saves time while providing reliable guidance.

How does AI help with content testing and refinement at ASU?
Another innovative way ASU uses AI is to test content with virtual focus groups. Instead of traditional focus groups, which are expensive and time-consuming, AI can simulate different perspectives. For example, they use AI personas to simulate feedback from an expert, a novice, and someone with no background on a given subject. This approach helps ASU fine-tune their content more quickly and efficiently, ensuring that their material resonates with a broad range of learners. Wilson emphasizes that AI isn't replacing human input entirely. Instead, it assists by providing first drafts and initial feedback, which her team then edits to ensure the final output meets their high standards.

What’s next for AI at Arizona State University?
Looking ahead, Wilson sees AI playing an even more significant role in content creation and interactivity at ASU. The team is particularly excited about advancements in AI video, with avatars becoming more realistic and less robotic. They’re also eager to continue building custom tools that can take on increasingly complex tasks, allowing their team to focus more on the human elements of learning and engagement. While AI cannot replace human judgment or creativity, it serves as an invaluable assistant in improving efficiency, allowing educators to spend more time on strategic and high-impact work.

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