By Dave DeFusco
In November, two Katz School leaders—Aaron Ross, assistant dean for academic programs, and John Vivolo, executive director of academic operations and teaching and learning—explored the revolutionary potential of generative AI in their workshop, “Beyond Jarvis: Unleashing the Power of Generative AI,” at the Online Learning Consortium Accelerate 2024 conference in Orlando.
Generative AI, a subset of artificial intelligence capable of producing text, images and other content, has emerged as a disruptive force in higher education. While its capabilities inspire excitement, they also raise questions about ethics, privacy and the future of teaching and learning.
One of the workshop’s highlights was a hands-on activity that demonstrated the practical value of generative AI. Participants collaborated to create detailed AI personas—fictional, data-driven profiles designed to simulate real-world scenarios. This exercise illustrated how AI personas can enhance communication, foster empathy and streamline problem-solving in both academic and administrative contexts.
They guided participants through a three-step process for persona development:
- Defining the Persona’s Purpose: Participants identified the role and goals of their personas, such as a skeptical professor or an overwhelmed student.
- Establishing Key Dimensions: They outlined motivations, challenges and behavioral traits to make the personas realistic and relatable.
- Iterative Refinement: Using prompts and feedback loops, they refined their personas to ensure contextual relevance and accuracy.
The activity culminated in a role-playing exercise involving “Dr. Robert ‘Bob’ Stanton,” a fictional professor resistant to online learning. Participants, acting as instructional designers, used AI personas to practice addressing Dr. Stanton’s concerns, revealing deep-seated motivations that went beyond surface objections.
“The point of the exercise,” said Ross, “was to demonstrate the value of using a persona to simulate near-authentic interactions, test strategies and better understand the underlying motivations of reluctant users. It’s about unlocking something almost impossible—having truthful conversations with someone at odds with you.”
Vivolo introduced the concept of a digital instructional designer—an AI-powered assistant capable of handling repetitive tasks like syllabus creation. This innovation allows human instructional designers to focus on higher-level responsibilities, such as faculty mentorship and curriculum development.
Ross emphasized that the potential applications of generative AI extend far beyond instructional design. For example, he is planning a February presentation for faculty in the Katz School’s B.S. in Nursing to explore how AI personas can help teach bedside manner. By simulating interactions with diverse patient profiles, AI can provide nursing students with opportunities to practice empathy and cultural competence in realistic scenarios.
“This is about creating robust, in-depth experiences,” said Ross. “You can customize personas on the fly, tailoring them to any spectrum of characteristics. It’s like simulation, but with an added layer of flexibility and depth.”
The workshop also addressed the ethical dilemmas posed by generative AI. Ross and Vivolo discussed the potential risks of creating “digital twins” of real people for the purpose of practice or negotiation. While such tools can be valuable for preparation, they also raise questions about privacy, consent and trust.
“What if someone created a digital version of you to practice conversations or manipulate outcomes?,” said Vivolo. “Even with good intentions, it could erode trust. We need policies to ensure these tools are used responsibly.”
Ultimately, the workshop was about reimagining the possibilities of generative AI across disciplines. Ross and Vivolo left participants with a powerful message: generative AI is not just a tool for efficiency; it’s a catalyst for creativity, empathy and meaningful interaction. After winning the conference’s Best-in-Track award in the Digital Learning Design and Effectiveness category, they were invited back to share their presentation again in mid-March.
“The use of AI in higher education, including ethical uses, is hotly debated in the industry, with many either refusing to use it or embracing its potential. Luckily, the online learning industry, no stranger to disruption, has embraced this potential,” said Vivolo. “As we continue to explore the frontiers of AI, the Katz School is setting a standard for how higher education can embrace this transformative technology—responsibly, ethically and with an eye toward the future.”
