Digital Adventure 5.
Tool Type: Generative Artificial Intelligence for Feedback and Learning Reflection
1. User Experience and Challenge
For this Digital Adventure, I explored ChatGPT as a feedback and reflection partner during the midterm presentation phase of my MIS 4800 Capstone Seminar. In this course, senior students act as consultants for real organizations. At midterm, each team submitted a written progress report and delivered a presentation summarizing their project’s current stage, findings, and next steps.
I provided students with structured memo guidelines and a required table of contents to ensure consistency in format and focus. After reviewing their submissions, I used ChatGPT to enhance the clarity and tone of my feedback. My goal was to shift students’ writing and presentation style from descriptive to analytical—helping them tell a compelling project story rather than listing findings. ChatGPT helped me rephrase recommendations, making them more actionable and aligned with each client’s objectives.
The challenge was ensuring that AI-assisted feedback maintained my instructional intent and voice. I found that refining ChatGPT’s prompts—asking it to “maintain academic tone while modeling professional consulting phrasing”—helped preserve authenticity. This balance between automation and authorship became a valuable learning experience in itself.
2. Starting Skill Level
My starting level with ChatGPT was intermediate. I had previously used it to brainstorm prompts and reword course materials, but this activity deepened my understanding of AI as a formative feedback tool. Designing AI-enhanced comments required more intentional framing, as the goal was not faster grading but better mentorship. This activity also allowed me to model responsible AI use for students, reinforcing that technology should support, not replace, professional judgment.
3. What I Learned
This project highlighted several ways that generative AI can strengthen instructional design and reflective learning:
- Narrative over description: AI-assisted phrasing helped me model analytical storytelling, encouraging students to connect insights and recommendations more cohesively.
- Feedback as coaching: ChatGPT supported a mentor-oriented feedback style that emphasized clarity, professionalism, and project ownership.
- Alignment and precision: Reviewing AI-generated suggestions prompted me to double-check how student work aligned with client goals and original project objectives.
- Metacognitive engagement: When students reflected on their revised reports and presentations, they became more aware of how narrative framing shapes perception and value in consulting work.
4. Classroom Application
I plan to integrate this AI-enhanced feedback process into future Capstone milestones. Students will first draft reports following a structured outline, then use AI-guided reflection prompts to evaluate their alignment with project goals and client expectations. After receiving my feedback, they will reflect individually and as a team on how their understanding evolved.
This process transforms feedback into a shared reflective cycle—where students, instructor, and AI collaboratively refine clarity, tone, and purpose. The outcome is not just stronger reports, but deeper professional awareness of communication and strategic storytelling.
Reflection
This digital adventure reaffirmed that AI’s greatest strength lies in partnership, not replacement. ChatGPT helped me deliver more thoughtful, consistent, and developmentally focused feedback without losing my instructional voice. By combining structure, empathy, and technology, I transformed a grading moment into a coaching moment—one that modeled reflective practice and professional growth for my senior students.
November 6th, 2025
VICTOR SCAVO, AIS Professor 