AI-Enhanced Instruction: Real Lessons From The Classroom

AI-Enhanced Instruction: Real Lessons from the Classroom John W Spink, PhD Assistant Professor (Fixed-Term), Department of Supply Chain Management (SCM) Broad AI Workshop Series:

Where we go and how we get there is based on our history and experience.

Agenda

► About me ► AI Definitions and Applications ► My AI journey: ► Chevron Chemical, Chevron USA, Silicon Valley Oil Company, and Gaiam (1991-2001) ► MSU Online Food Safety MS (2005-2019) ► McGraw-Hill/ Connect automation ► BUS 200 Foundations (Part 1) ► Mgt/ Scm 474 Negotiation ► Scm 465 Lean Process

► BUS200 Foundations (Part 2) ► What’s next and lessons learned

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Supply Chain Management: John W Spink, PhD, Assistant Professor ► Biography. ► MSU Packaging MS/PHD, 12 years at Chevron, one

► Chevron Chemical Company ► Proposed and led the development of the first website for the $3 B operating company. ► Proposed and led the first online auction transactions. ► Silicon Valley Oil Company (Chevron funded dot-com/ dot-bomb) – venture capital, innovate ► Gaiam Inc. ► Cassette to CD to streaming ► MSU Online Food Safety MS (2005-2019) ► Multiple platforms and innovations ► Developed three courses ► Early adopter of online engagement ► MSUglobal ► First MOOC and the only one offered more than three times

at an Inc. 1000 company, then in 2009 to MSU. Roles included corporate strategy, plant operations, HQ R&D, tech sales, national account sales manager, and $100 million JV manager. ► (4 th generation MSU Alum, 2 nd Gen. MSU faculty, & 3 rd Gen. Big Ten Faculty) ► Courses: ► Intro to SCM (SCM 303) ► Electives: Lean (SCM 465), Contracting (SCM 460), Customs (SCM 461), and Negotiations (MGT 474 / SCM 474) ► Support: Foundations of Business (BUS 200)

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AI Usage Disclosure:

► This document, “AI-Enhanced Instruction: Real Lessons from the Classroom,” was created with assistance from NO generative AI tool. ► The PowerPoint editor and Grammarly were used for grammar and spell checking.

Content Disclaimer:

► I feel like I’m novice. ► I feel like a third-grader who had been writing with a pencil, and someone just gave me color crayons – COLOR!!! I’m sure there are better or more efficient ways for me to operate – I’m happy to hear all and every insight or comment.

Goal & Scope

► Like it or not – AI is here and students are using it. ► Employers expect our graduates to have AI-literacy and AI-dexterity. ► I was “fortunate” to have a rush to create two new courses. ► Goal: Increase AI familiarity for course development, instruction, and management. ► Scope: ► Undergraduate Business courses ► Applying content on the fly with no formal project and no budget (McGraw-Hill/ Connect student subscription and Department ChatGPT subscription) ► Applications: McGraw-Hill/ Connect, ChatGPT, Breakout Learning, and NotebookLM). ► Not covering AI for assessments or creating exam questions.

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History: My first ChatGPT activities

► (1) Create an image of Dr john w spink from MSU riding a dinosaur over a sand dune with an ocean in the background. ► (27) Please create a 300-word explanation of 'real intelligence' versus 'artificial intelligence.’ ► This means that experts need to know many concepts to be able to think creatively about a wide range of novel solutions to a problem. if someone relies on 'artificial intelligence' to just look up individual concepts. Later in the article, refer to this using the abbreviations as "RI vs AI." At the end emphasize that if students do not develop "RI" then they will fail in their professional careers.

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History: RI (Real Intelligence) vs AI (Artificial Intelligence) ► Regarding your intellect: ► You are valuable by being able to THINK not just summarize generic common knowledge… ► Artificial Intelligence (AI): ► The ability to look something up or solve a problem ► AND to accept the response as accurate and applicable ► Real Intelligence (RI): ► The state of knowing many different concepts so you can problem solve in real-time in your head or during a conversation. ► AND the ability to consider if the conclusions are accurate and applicable. ► Goal and Role of Your Business College Experience: Provide a set of general and specific business concepts and terms that are fundamental to everything… to methodically help students acquire “RI.”

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History: Assess the “Process” not the “Product” ► AI creates a challenge, then the opportunity to approach course development and delivery from a fundamentally different vector. ► A term paper, as the “product” that is being assessed, is really the conclusion of a curated series of “process” steps. ► With AI, the final “product” is essentially irrelevant! Or, maybe just the final “process” step. ► Assess the progress on the “process” steps – AND continue to find ways to use AI to support and automate.

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History: What is AI? The Applications. Artificial Intelligence (AI) (from NIST): “A branch of computer science devoted to developing data processing systems that performs functions normally associated with human intelligence, such as reasoning, learning, and self-improvement.” ► Generative Artificial Intelligence (from US GAO): “is a technology that can create content, including text, images, audio, or video, when prompted by a user. …However, generative AI systems are not cognitive and lack human judgment.” ► Chatbot (from NIST) “AI-enabled chatbots use natural language processing models (NLP) to process and respond to human input…(participate in a conversation).” ► Bot (from Webster’s Dictionary): “short for computer robot, a computer program that performs automatic repetitive tasks.” AKA: Automation.

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McGraw-Hill/ Connect: Automation, Simulation, and E-Textbook • Don’t miss the “simple” technology that is already

commercialized and widely adopted. • Sections of 550, 550, 250, and 150. • No recitations or help rooms.

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Access the Course Content: D2L then Connect ► Open: D2L Course ► Content ► Folder: Week/ Date/ Lesson# ► Lesson Folder ► Link to Connect at the bottom of the page

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Format of Assessment: Reading Content – “Bot”

► x

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Format of Assessment: Homework and Exams ► Assessments in Connect e- Textbook ► Sync to D2L gradebook and calendar ► The Quiz

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What is possible

Simulations: Not AI, but AI-like

► Gamification and Role Playing (Process vs Product) ► Unlimited attempts, sync to D2L gradebook ► Additive, integrated to textbook content China EV Market: Tesla Competition and Xiaomi's Entry

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BUS 200 (Part1): Breakout Learning It is just a commercial tool – that happens to be AI.

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What is possible

Overview: Breakout Learning ► AI generated and led case study ► Generates the background reading and pre-quiz ► Coordinates a live group project for groups of four students. ► Essentially, the students log in to the platform which looks like logging into a Zoom meeting. ► The case study is managed by the AI system: ► Creates curated content: reading and audio pod-cast content ► Creates a pre-activity quiz ► Cues and direction

► Analyzing the discussion – all automated, by AI. ► Providing a summary, conclusion, and grade. ► And the grade syncs with the gradebook. ► Unlimited class or section size

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Mgt 474 / Scm 474: Negotiation • “AI – All the time and every time (except the quizzes).” • Spring Semester – January • Mondays, 10:20 AM to 12:10 and 3:00 PM to 4:50 • Two-hour sessions • 90% SCM and 80% Seniors • AND… create a live scenario to watch the students innovate with AI – what do they know?

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What is possible

Scm474: AI Case Study Templates Enabled Rapid Content Development ► Weekly

Applications – lecture week and news item: ► Cousins Group Project Kick-off (NEWS: Dec 21 notice and Jan 13 class) ► NBA: Luka-Davis Trade (Integrative Negotiation) (NEWS: 7 hrs. ago) ► Gm/ Cooper contract (Strategic Issues) (NEWS: 2 days ago) ► Spring Break Plans (Multiple parties) (NEWS) ► Spring Break SC risk (Hidden Problems) (NEWS: leaving soon – last minute risks?) ► Review: Sparrow Strike (Power) (NEWS: Just ended) ► Heathrow Airport Power Outage (NEWS: 7 days ago) ► Review/ predict U of TN player with Cousins Model (NEWS: 1 day ago)

► Review the weekly chapter content. ► Review activity goals for the week - - e.g., “Power” or “BATNA” ► Consider newsworthy hot topics ► Create the case study or activity

► Fill-in-the-blanks prompt ► Several news web links for background

► Create lesson goals and rubrics ► Adjust prompts and then create the final content.

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What is possible

Scm474: Content for a Lecture: Refining an Idea and a Supplemental Reading (1) PROMPT: Please create an approximately 500-word summary. ► What is the difference between negotiation, encouragement, and manipulation? ► Compare in a business setting between two companies

and also in a personal setting between two friends. ► Please include only scholarly journal article citations that are published in the SCOPUS database. ► Please also explain a fourth concept, which is long-term preparation that can change the negotiating power of one of the business adversaries. ► Please include a reference list at the end in APA format. ► Prioritize and cite content from the two attachments (a part of one of my chapters and the lecture slides)

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What is possible

Scm474: Content for a Case Study: Pretty basic, but the first project (2) TITLE: Business Negotiation Case Study: Bulk Plastic Resin for Water Bottles (8 prompts to finish) ► Shared Scenario Document ► Key Details to Negotiate ► Objective ► Private Document for GreenPlas Manufacturing (Seller) ► Key Insights (Confidential): ► Primary Goal:

► Secondary Goal: ► No Deal Option:. ► Seller’s Rubric for Success (10 Points Total) ► Private Document for AquaPure Bottling (Buyer) ► Key Insights (Confidential): ► Primary Goals: ► Buyer’s Rubric for Success (10 Points Total) ► Instructor Guidelines ► Dynamic Twist (Announce Midway Through Negotiation) ► Post-Negotiation Reflection Questions

Later weeks built on this case Adjusted to the lecture content Considered news trends

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What is possible

Scm474: An EV Acquisition Negotiation Case Study ► I read two NYT articles on Friday and wanted to use this for a double session negotiation the next Monday. ► It was St. Patrick’s Day, so I wanted to be able to hype and motivate interest. ► Hot News: EV market in China and a new “consumer electronics” competitor. ► NYT: Why a Chinese Gadget Company Can Make an Electric Car and Apple Can’t ► NYT: China EV Market: Tesla Competition and Xiaomi's Entry ► This had a lot of great hot items: EV trends, sports cars, tariff and global trade concepts, consumer electronics and trending devices. ► I started with: ► A prompt of the format ► The links to the two news articles. ► Then… hmm… Rivian is hot, and Samsung is well-known… Q: Samsung buy Rivian?

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Scm474: Samsung and Rivian: An EV Acquisition Negotiation Case Study ► Q: Why not run this through NotebookLM for an introduction? ► ATTACHMENT: the project summary document

► PROMPT (to the Customize part of NotebookLM.Google.com): Mention this is for Dr John Spink’s Spring 2025 “Negotiation” class (MGT 474 co-listed at SCM 474) in the business college at Michigan State University. Explain the problem, the case study process, and the value for the students. Also, emphasize the “key point” sections. Explain the unique opportunity of an electronics company starting to build cars. This helps the students not only negotiate but also expand their strategic creativity. ► Podcast introductions and overview (NotebookLM.Google.com) (6-minutes): ► https://drive.google.com/file/d/11KqBZ3Or_uuueBos66gBlXx0rlKwFThx/view?usp =sharing

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What is possible

Scm474: Semester Long Project: Kirk Cousins NFL Contract Negotiation ► December 21 news announcement ► March 15 contract deadline (during the Spring Semester) ► April 26 NFL draft, just after the semester ► January 13 class project start ► Created six teams to review the negotiation from all angles. ► The activity involved researching and identifying deals from various stakeholders. ► U.S. professional sports have a TON of information, data, and projections. ► This is topical, familiar to many, and extremely emotional for some. ► AI tools: ChatGPT for basics, NotebookLM for audio, Gamma for presentation ► The “1500-word report” and “PowerPoint” project evolved into assessing the six major steps in the process to create the final, detailed outline. ► Then, the activity was running it through AI -- what worked or not? (WOW!) The student teams correctly predicted the outcome AND strategy for year 2- 3-4

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Scm465 Lean (Applying a Lean Methodology) • Spring Semester – March start • 1-Credit, 3 Lectures • Friday, 8 am • 90% SCM and 90% Seniors • AND… create a live scenario to watch the students innovate with AI – what do they know?

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SCM465 Lean: Overview ► Background ► December: The industry instructor backed out.

► March: start of the three lectures (3.5 hrs. each, Friday 8 am – oof)) ► Last Fall: Review Scm460 and Scm461 structure and feedback. ► Learn from 474 Negotiation course development in January and February ► Goal: immersive Friday, 8 am, 3.5 hr. experience, and AI as much as possible. ► MSU course description and review the past syllabus. ► Identified the concepts to cover and some basic activities, plus a group project. ► Structure: 30 minutes of content and 30 minutes of hands-on, repeated for 3.5 hours. ► Quizzes loaded to D2L with lockdown browser, at the end of class. ► Attendance/participation: two per lecture, for the first and second activities.

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What is possible

Claude and flow chart app LucidChart (not Google Drawing)

SCM465 Lean: Activities ► Content: ► A book chapter and a Lean Project Management workbook (referenced) ► Identify three groups of concepts – one theme per week ► Support the creation of lecture content that aligns with the single and group projects.

► Align single exercises to support the overall group project: five roommates, use last Fall’s course schedule, and manage the Frandor Jersey Giants sub shop: everyone must get a 3.5 and ALL shifts must be covered 100% with two people OR ZERO PAYMENT. ► Activities: ► An assignment to answer a set of questions. Include a flow chart of the presentation matrix. Engage AI in the foundation setting and the project plan. ► Product/Project/Process: Create a detailed outline with assessments and figures. Troubleshoot and build in contingencies. ► Created content like a business project to recommend a course of action, including ongoing adjustments. ► Student Feedback: ► Delay the start of the class from Friday, 8:00 a.m. to 10:00 a.m. – okay. ► More clarity and detail about using AI. ► More strict rubrics and scoring.

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BUS200: Last Activity Future-Proofing Your Career in the Age of AI Last week of the semester, attendance required, Thursday to 4:30 p.m. … blah.

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FLASH ACTIVITY (ChatGPT then NotebookLM) Future-Proofing Your Career in the Age of AI

Deliverable: ► Summarizing a 3-minute class presentation: ► Obsolete vs. durable skills ► New skills to learn

► The challenge: How can business students ensure they remain relevant and valuable in a job market where many routine tasks are being handled by artificial intelligence?

► Action plan for students today

Task 1. Which human-centered skills are least likely to be replaced by AI? 2. What new skills should business students prioritize in the next 3–5 years? 3. What actions can students take now to future-proof themselves?

Objective:

• Identify human skills that AI cannot easily replicate • Explore emerging technical or hybrid skills in demand • Propose a practical plan for career resilience and growth

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What is possible

Task Instructions (Team-Based Activity)

Findings: 1. Start learning and getting

► Request: ► Asked for clarity on AI use and direction in all courses. ► Wanted more AI applications ► Live Innovation -- Record the audio presentation and ask ChatGPT or NotebookLM to: ► Summarize the discussion ► Recommend actions and courses ► Create a podcast summary

certifications in AI applications (enrolled during the lecture)

2. Build and expand interpersonal skills and relationships (found web page of student groups) 3. Get familiar in real applications with AI (offer to be the scribe for team meetings or clubs)

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History: Future Proof your Job vs AI ► Future job positions ► Prompt engineering expertise (Master of the tool) ► Curator of proprietary data set or resources (Librarian, private source) ► Expert AI-Validation (Master of the field)

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Key Takeaways

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Future Insight and Innovations ► AI is here to stay… get proficient or get crushed. ► RI vs AI – emphasize for the students and present in the assignments ► Assess the process, not the project ► AI-literacy and AI-dexterity: what it is and how to use it ► Student comments from 474 and 465: ► Some students wanted a more win/lose ranking of negotiations ► More one-on-one activities rather than the proactive, strategic planning ► MORE AI and MORE DIRECTION AND APPLICATION ► Learned what AI can and cannot do… and the different applications. ► What’s next for me and these courses??? ► Record student responses and ask AI to grade the rubric ► Have students negotiate live vs AI ► Refine the projects and AI use to create more formality and quantitative feedback (ask AI!) ► Automate lecture content to use examples from this semester ► THERE IS SO MUCH TO LEARN – WE NEED TO COLLABORATE AND COMMUNICATE!!!

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Discussion

AI Workshop

► ChatGPT – Log in (free version) ► Create a PDF version of one of your articles or a publication. ► Create at 300-word summary with a few unique questions ► Create a 1500-word summary with citations ► NotebookLM – Log in (Google) ► Attached the PDF or summary ► Summary ► Audio ► Study Guide

► Create ► Review ► Create ► Review ► Create ► Insight for courses?

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Adjourn

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