“As an English Professor here at ECC, my view on AI is mostly pessimistic, not only from a student-use perspective in my course, but also from economic and environmental aspects (cue most of Jeff Goldblum’s speeches as Dr. Malcolm in Jurassic Park). Technology, and especially, AI, tend to be product-focused, bypassing or at least substituting the ‘process’ part. And the process is where learning happens, so AI and I have been in conflict from the start. However, through my work with our technology committees, I was open to the idea of exploring ways I could use AI purposefully and thoughtfully. I started to think about how it could help me make my instruction more accessible and ensure my online materials were ADA compliant. I started by leveraging gen AI (Microsoft Copilot specifically) to write alt text for images and visuals used in my Canvas courses, creating clearly formatted text descriptions for screen readers. I am currently exploring more customized AI programs that automate other aspects of the accessibility process (i.e. reformatting Canvas pages, PDFs, etc.). Overall, I’d tell my colleagues that integrating AI doesn’t have to be all or nothing. Research available tools, identify where AI might enhance teaching and learning, and honestly assess where it helps and where it doesn’t. And if you choose to use AI, human oversight and transparency matter, and so does maintaining a balance. The goal is to think critically not just about how we want (or don’t want) our students to use AI, but also about how it can support our own instruction and course design.”
Stephanie Burnham Associate Professor – English, El Camino College.
The Situation / Task
As an English professor at El Camino College, Stephanie Burnham initially approached AI with skepticism. Her concerns centered on how generative AI tools might bypass the learning process, the very process she believes is essential to critical thinking, writing development, and student growth.
At the same time, her involvement with campus technology committees encouraged her to explore whether AI could still serve a constructive role in teaching and learning when used intentionally and thoughtfully. Rather than focusing on replacing instruction, she began investigating ways AI could help make her online course materials more accessible, engaging, and inclusive for students.
The Challenge
Stephanie identified two primary challenges in her online courses:
1. Accessibility and ADA Compliance
Like many faculty members, she wanted to ensure that her Canvas course materials were accessible to all students, including those using screen readers or assistive technologies. However, creating alt text, revising formatting, and improving accessibility across large amounts of course content can be extremely time-consuming.
2. Student Engagement with Text-Heavy Content
Some concepts in English instruction (such as MLA citation formatting, essay structure, and writing mechanics) can become difficult or monotonous when presented only through written explanations. Traditional lecture videos also have limitations, particularly in online environments where students may experience cognitive overload or disengagement.
The challenge became finding a balance between maintaining instructional quality and presenting information in formats that better support diverse learning styles.
How AI Helped
Stephanie began using Microsoft Copilot to support accessibility work within her Canvas courses. One of her first use cases involved generating alt text descriptions for images and instructional visuals, helping ensure that screen readers could accurately communicate content to students with visual impairments.
She is also exploring additional AI tools capable of automating other accessibility-related tasks, including:
- Reformatting Canvas pages
- Improving document structure
- Supporting PDF accessibility remediation
- Streamlining ADA compliance workflows
Example Uses Cases
Stephanie used AI to:
- Generate alt text for instructional images and diagrams
- Improve accessibility of online course materials
- Convert text-heavy Canvas instructions into animated video explainers
- Present complex writing concepts in more engaging visual formats
- Explore ways to better support diverse learning preferences in online instruction
Examples of content adapted into video format included:
- MLA citation requirements
- Essay organization and structure
- Course instructions and assignment overviews
AI Tool(s) Used
- Microsoft Copilot
Outcome / Impact
Stephanie found that AI could serve as a practical instructional support tool when used with intentionality and human oversight.
Key outcomes included:
- Improved accessibility support for online course materials
- Faster creation of alt text and accessibility enhancements
- Increased flexibility in how instructional content is delivered
- More engaging presentation formats for text-heavy concepts
- Greater ability to support different learning styles in online environments
At the same time, she emphasized that AI is not a replacement for teaching expertise, personal interaction, or carefully designed instruction.
Lessons Learned / Advice for Colleagues
Stephanie encourages faculty to approach AI thoughtfully rather than viewing it as an all-or-nothing proposition.
Her advice to colleagues:
- Research available AI tools before adopting them
- Identify targeted areas where AI can genuinely improve teaching and learning
- Maintain human oversight and review of all AI-generated outputs
- Be transparent with students about how AI is being used
- Focus on balance rather than replacement
She also stresses the importance of critically evaluating not only how students use AI, but how faculty themselves might use it responsibly to improve course design, accessibility, and instructional effectiveness.
As Stephanie describes it, the goal is not to remove the learning process but to use technology in ways that better support and enhance it.