Copyright and Open Licensing
Streamlined Instructional Design with AI is published under the international licence Creative Commons Attribution-NonCommercial-ShareAlike 4.0. According to the stipulations of the CC BY-NC-SA 4.0 license, those who utilize this work must give credit to the original creator. This license permits individuals to share, modify, and create derivatives of the content in any form or medium, strictly for noncommercial use. Additionally, if you wish to adapt or build upon this work, the resulting creation must be distributed under the same licensing terms.
ATTRIBUTION
When attributing derivatives of Streamlined Instructional Design with AI, please use the following attribution:
MacDowell, P., Abram, H., Balon, B., Bergen, D., Campbell, C., Carey, T., Chowdhury, S. A., Clements, C., Colson, A., Duffus, M., Fardadvand, S., Fisher, T., Frederick, S., Hart, K., Klassen, A., Lam-Lam, K., McLeod, L, Medeiros, B., Nickel, J., Roberts, S., Soper, L., ven der Buhs, J., & Weiman, C. (2024). Streamlined Instructional Design with AI. University of Saskatchewan. https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/
CHAPTER CITATIONS
When citing chapters from Streamlined Instructional Design with AI, please use the following attributions:
Abram, H. (2024). Using AI in distance learning: Empowering girls’ education in Afghanistan. Streamlined Instructional Design with AI. University of Saskatchewan.
https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/girls-afghanistan/.
Balon, B. (2024). Hacking Saskatchewan computer science curricula with ChatGPT-4, Python, and soft-tech. Streamlined Instructional Design with AI. University of Saskatchewan. https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/computerscience-curricula/
Bergen, D., & Fisher, T. (2024). Bridging centuries: Using AI-powered chat to connect students with historical figures. Streamlined Instructional Design with AI. University of Saskatchewan. https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/humy/
Campbell, C. (2024). 3D design: Differentiating courses with AI. Streamlined Instructional Design with AI. University of Saskatchewan.
https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/differentiating-ai/
Carey, T. (2024). Avoiding Pl(AI)giarism: How ChatGPT can be utilized by students and assessed by teachers. Streamlined Instructional Design with AI. University of Saskatchewan. https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/chatgpt/
Chowdhury, S. A., & Lam-Lam, K. (2024). Leveraging AI tools to traditional land-based knowledge for water and food security and ecological justice: A case study approach on Cumberland House. Streamlined Instructional Design with AI. University of Saskatchewan.
https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/cumberland-house/
Clements, C., & ven der Buhs, J. (2024). Demystifying AI with Google Teachable Machine: Empowering students through machine learning. Streamlined Instructional Design with AI. University of Saskatchewan. https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/google-teachablemachine/
Colson, A. (2024). Providing students with timely and extensive feedback using Brisk. Streamlined Instructional Design with AI. University of Saskatchewan. https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/brisk-ai/
Duffus, M. (2024). Diffit in action: Personalized learning without the burnout. Streamlined Instructional Design with AI. University of Saskatchewan. https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/diffit-ai/
Fardadvand, S. (2024). Innovative AI for equity, diversity, inclusion, and accessibility (EDIA). Streamlined Instructional Design with AI. University of Saskatchewan.
https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/smartie-edia/
Frederick, S. (2024). Using AI solver tools to empower students and teachers. Streamlined Instructional Design with AI. University of Saskatchewan. https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/ai-solvertools/
Hart, K. (2024). Motivation magic: Using Canva Magic Studio to boost motivation. Streamlined Instructional Design with AI. University of Saskatchewan. https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/canva-magic-studio/
Klassen, A. (2024). Quizlet: AI-generated study guides. Streamlined Instructional Design with AI. University of Saskatchewan. https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/quizlet/
McLeod, L. (2024). Enhancing digital storytelling with Genmo AI and Gemoo’s Clippa. Streamlined Instructional Design with AI. University of Saskatchewan.
https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/digital-storytelling/
Medeiros, B. (2024). Differentiation in the classroom through MagicSchool AI. Streamlined Instructional Design with AI. University of Saskatchewan. https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/magicschool-ai/
Nickel, J. (2024). Ease, precision, and adaptability: Creating videos with AI Streamlined Instructional Design with AI. University of Saskatchewan. https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/invideo-ai/
Roberts, S. (2024). Using Feedough AI to make effective prompts in K-12 and higher education. Streamlined Instructional Design with AI. University of Saskatchewan.
https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/feedough/
Soper, L. (2024). Making learning fun for children: FrameVR’s immersive learning platform and AI. Streamlined Instructional Design with AI. University of Saskatchewan.
https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/frame-vr/
Weiman, C. (2024). Motivating writers with Leonardo AI to assist in enhancing descriptive writing outcomes: A guide to an unconventional use of image generation AI. Streamlined Instructional Design with AI. University of Saskatchewan. https://openpress.usask.ca/etad873streamlinedinstructionaldesignwithai/chapter/leonardo-ai/
Generative ai images
We have provided AI-generated images to inspire your thinking and creativity. The AI-generated images in this textbook have no copyright and are not eligible for copyright protection. At present, these AI-generated images are released into the public domain under the CC0 1.0 Universal license. While there are numerous questions and complexities around openly sharing AI-generated content, we draw upon the principles and guidance of the Creative Commons organization, which advocates for the ethical and equitable sharing of knowledge and culture. As Kat Walsh (2023) articulates: “We encourage the use of CC0 for those works that do not involve a significant degree of human creativity to clarify the intellectual property status of the work and to ensure the public domain grows and thrives.”
For a deeper understanding of CC licensing concerning the outputs of generative AI, we suggest visiting the Creative Commons website and reviewing the recommended readings we have selected. If you wish to adapt any chapters from our textbook, we hope you will replace our AI-generated images with new images you generate.
RESPONSIBLE USE OF AI
The role of AI in K–12 and higher education is rapidly evolving, with its appropriate application in research, coursework, and teaching still taking shape. Instructional designers, educators, and students must approach AI use with caution, common sense, and transparency to ensure it is integrated thoughtfully and responsibly.
As the role of AI continues to be clarified, transparency is paramount. Students should be advised to openly disclose when AI has contributed to research, assignments, or creative outputs, promoting accountability and fostering a culture of integrity. It is also important to recognize that AI tools are not without limitations—they may generate biased, incomplete, or inaccurate information. For this reason, critical thinking and human oversight remain indispensable in all uses of AI for teaching and learning. By maintaining a balance between responsible innovation and human judgment, educators and students can benefit from the affordances of AI while upholding the highest standards of academic and instructional quality.
Recommended Reading
Bozkurt, A. (2023). Generative AI, synthetic contents, Open Educational Resources (OER), and Open Educational Practices (OEP): A new front in the openness landscape. Open Praxis, 15(3), 178–184. https://doi.org/10.55982/openpraxis.15.3.579
Centre for Teaching and Learning (n.d.). Should You Use Generative AI in Coursework? University of Regina. https://ctl.uregina.ca/assets/should-you-use-artificial-intelligence-rev04.pdf
Government of Canada. (2023). Consultation paper: Consultation on copyright in the age of generative artificial intelligence.
https://ised-isde.canada.ca/site/strategic-policy-sector/en/marketplace-framework-policy/consultation-paper-consultation-copyright-age-generative-artificial-intelligence#s23
Mills, A., Bali, M., & Eaton, L. (2023). How do we respond to generative AI in education? Open educational practices give us a framework for an ongoing process. Journal of Applied Learning & Teaching, 16(1), 16–30. https://doi.org/10.37074/jalt.2023.6.1.34
