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sandbox for testing : table testing

this guide is used to test a variety of issues and/or options

Overview

Citation: The following examples used for various university guides were developed by Sofia Birden, Director of Library Services, with structural and CSS consultation from Claude AI via BoodleBox, (various dates).

Citation: Table two images were developed by Sofia Birden, Director of Library Services, using FluxPro via BoodleBox, (various dates).

 

  • First example (two boxes): Bloom's Taxonomy Revisited (table)
  • Second example (two boxes): Crushing Anxiety: Recipe for Success (web content)
  • Third example (one box): Fair Use Evaluation Interactive Checklist (table)

 

 

First example - blooms tax original table

Original table I built on the page using a copy and paste, which I was surprised worked. 

AI at UMFK: Bloom's Taxonomy and AI

Shared through CC by:

Bloom’s Taxonomy Revisited

(ADA Compliant Reproduction available through Google Sheets)

Oregon State University Ecampus

 

Use this table as a reference for evaluating and considering changes to aligned course activities (or, where possible, learning outcomes) that emphasize distinctive human skills and/or integrate generative AI (GenAI) tools as a supplement to the learning process.

All course activities and assessments will benefit from ongoing review given the evolving capabilities of GenAI tools.

 

Version 2.0 (2024)

CC BY-NC 4.0 license

This work is licensed under CC BY-NC 4.0

 

 

OSU: Artificial Intelligence Tools:
Advancing meaningful learning in the age of AI
 

Distinctive
Human Skills

How GenAI Can
Supplement Learning*
CREATE
 Engage in both creative and cognitive processes that leverage human-lived experiences, social-emotional interactions, intuition, reflection, and judgment to formulate original solutions Support brainstorming processes; suggest a range of alternatives; enumerate potential drawbacks and advantages; describe successful real-world cases; create a tangible deliverable based on human inputs
EVALUATE

Engage in metacognitive reflection; holistically appraise ethical consequences of other courses of action; identify significance or situate within a full historical or disciplinary context

 Identify pros and cons of various courses of action; develop and check against evaluation rubrics
ANALYZE
 Critically think and reason within the cognitive and affective domains; justify analysis in depth and with clarity Compare and contrast data, infer trends and themes in a narrowly defined context; compute; predict; interpret and relate to real-world problems, decisions, and choices
APPLY

Operate, implement, conduct, execute, experiment, and test in the real world; apply human creativity and imagination to idea and solution development

 Make use of a process, model, or method to solve a quantitative or qualitative inquiry; assist students in determining where they went wrong while solving a problem
UNDERSTAND
 Contextualize answers within emotional, moral, or ethical considerations; select relevant information; explain significance Accurately describe a concept in different words; recognize a related example; translate  to another language
REMEMBER
 Recall information in situations where technology is not readily accessible Retrieve factual information; list possible answers; define a term; construct a basic chronology or timeline
 

 

Blooms tax ADA-compliant table

Corrected table using Claude 3.7 Sonnet. CSS is built into the HTML body.

Shared through CC by:

Bloom's Taxonomy Revisited

(ADA Compliant Reproduction available through Google Sheets)

Oregon State University Ecampus

Use this table as a reference for evaluating and considering changes to aligned course activities (or, where possible, learning outcomes) that emphasize distinctive human skills and/or integrate generative AI (GenAI) tools as a supplement to the learning process.

All course activities and assessments will benefit from ongoing review given the evolving capabilities of GenAI tools.

Version 2.0 (2024)

CC BY-NC 4.0 license

This work is licensed under CC BY-NC 4.0

OSU: Artificial Intelligence Tools:
Advancing meaningful learning in the age of AI

 

Distinctive
Human Skills

How GenAI Can
Supplement Learning*

CREATE
Engage in both creative and cognitive processes that leverage human-lived experiences, social-emotional interactions, intuition, reflection, and judgment to formulate original solutions
Support brainstorming processes; suggest a range of alternatives; enumerate potential drawbacks and advantages; describe successful real-world cases; create a tangible deliverable based on human inputs
EVALUATE
Engage in metacognitive reflection; holistically appraise ethical consequences of other courses of action; identify significance or situate within a full historical or disciplinary context
Identify pros and cons of various courses of action; develop and check against evaluation rubrics
ANALYZE
Critically think and reason within the cognitive and affective domains; justify analysis in depth and with clarity
Compare and contrast data, infer trends and themes in a narrowly defined context; compute; predict; interpret and relate to real-world problems, decisions, and choices
APPLY
Operate, implement, conduct, execute, experiment, and test in the real world; apply human creativity and imagination to idea and solution development
Make use of a process, model, or method to solve a quantitative or qualitative inquiry; assist students in determining where they went wrong while solving a problem
UNDERSTAND
Contextualize answers within emotional, moral, or ethical considerations; select relevant information; explain significance
Accurately describe a concept in different words; recognize a related example; translate to another language
REMEMBER
Recall information in situations where technology is not readily accessible
Retrieve factual information; list possible answers; define a term; construct a basic chronology or timeline

 

Second example - Crushing pdf view

The following two boxes show an image of the original pdf document to convert and my modifications to convert it to web based ADA-compliant content using the CSS component within the html code. I used CSS to modify color and spacing. Images were added last using the AI FluxPro.

Counseling Services at UMFK: Crushing Anxiety

Crushing pdf translated into ADA-compliant content for the web (not a table)

Crushing Anxiety: Recipe for Success

Take a moment each day to identify those things that are bothering you and offer your brain a "solution" to deal effectively with your anxiety.

COMMIT TO A TIME

Choose a time each day to write an "Anxiety List". Set aside 5 minutes to complete this task and make it a part of your daily routine.

LIST YOUR STRESSORS

At your scheduled time, write down all of your stressors that you experienced that particular day. It can be big or little, but includes every little thing that "stressed you out".

OFFER SOLUTIONS

After each of your listed anxieties, note a solution such as "I will email my boss/instructor/coworker a time to talk about that situation".

ACT ON THE SOLUTION

Offering solutions will do nothing if you don't actually act on them. Make sure to leave some time after your 5 minutes to carry out tasks that need to be completed.

KEEP REASSURING

As some of these anxieties can pop up again and again over time, pull out your list and draft a new solution as the feeling resurfaces. Be proactive as possible, but understand that this is also very natural.

BE PROACTIVE

If a brand new anxiety producing situation pops up, pull out your list, and note the triggers of your anxiety. This is your chance to acknowledge it in the moment & avoid letting your worries run wild.

KEEP IT UP

Continue to practice these steps for at least 30 days and then reevaluate if this process is working for you. Eventually, over time, you will have trained your brain to do this automatically.

You are bigger than what is making you anxious!

Third example - Fair use interactive checkbox table

The following is an ADA-compliant table that came from a PDF document. Claude helped me by reading the document and creating the code to place in the guide. But this one includes CSS outside the HTML body of the page. And, it added interactive checkboxes. I was able to change the color of the headings and adjust the size and spacing of the content.

Writing and Research Resources at UMFK: Copyright Guidelines

Fair Use Evaluation Interactive Checklist
PURPOSE
Favoring Fair Use Opposing Fair Use
NATURE
Favoring Fair Use Opposing Fair Use
AMOUNT
Favoring Fair Use Opposing Fair Use
EFFECT
Favoring Fair Use Opposing Fair Use

This Fair Use Checklist was converted to website format for ADA Compliance. The original Fair Use Checklist is from Columbia University.