Topic 4: Design for online and blended learning

The scenario clearly sets the stage for incorporating Generative AI positively in online education and how to design blended online learning to promote active learning and critical thinking in learners mind.  The topic 4, helped me to explore several new AI tools and also I had an opportunity to use those tools from the perspective of the educator in the design for learning. In the past, I haven’t used any AI tool as part of teaching learning process and this topic opened up new possible way of using Generative AI positively in designing teaching activities.

The integration of digital skills across diverse academic disciplines has emerged as a fundamental component of contemporary education. Several studies indicate that incorporating digital skills into various disciplines enhances understanding of content, facilitates interactive with knowledge, cultivates critical thinking abilities, and better prepares them to navigate the challenges of a digital age, where digital literacy is increasingly as an essential asset (Bhat, 2023; Khan, 2018 Nguyen and Habók, 2023). In the realm of online learning, I like the seven pillars of instructional practice that contribute to student learning, as outlined by Johnson et al. (2023): 1) Evidence-based course design, 2) Connected learners, 3) Accessibility, 4) Supportive learning environment, 5) Individualization and differentiation, 6) Active learning, and 7) Real-time assessment. These pillars offer a conceptual framework for creating and implementing effective online instruction in higher education, with a focus on enhancing student learning outcomes and experiences within virtual learning contexts .

Group meetings and discussions helped us to focus on the difference between hybrid and blended learning, methodologies used in this context, integration of AI and referencing, how use of Generative AI legalized in the educational sector, synchronous and asynchronous learning, what tools make our work easier, and ethical issues surrounding Generative AI. Further investigation on the above, provided deeper understanding and conceptual clarify and positive application of the same in the pedagogical frame and learning activities.

As part of the learning process, I would say that I liked the way Monica AI tool assistant answers to the questions in terms of accuracy, competence and speed. Also I go an opportunity learn Prezi, a web-based tool for creating presentations. The AI tools is very interactive and engaging and easy to learn. The presentation made in Prezi also reflects its use in content creation – the dynamic incorporation of digital tools in online education. The difference cases related to Artificial Intelligence and challenges of combining synchronous and asynchronous activates discussed in the team meetings, deepened my understanding in terms of positive uses of Generative AI in teaching learning practices. Team work was very effective to understand different perspectives of blended learning.

References:

1. Bhat, R. A. (2023). The impact of technology integration on student learning outcomes: A comparative study. International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET), 2(9), 592-596.
2. Istrate, O. Guidelines for online and blended learning.
3. Johnson, C. C., Walton, J. B., Strickler, L., & Elliott, J. B. (2023). Online teaching in K-12 education in the United States: A systematic review. Review of Educational Research, 93(3), 353-411.
4. Khan, M. Y., & Mahar, A. K. S. G. Y. (2018). New technologies and digital literacy in education: A shifting paradigm. Pakistan Social Sciences Review, 2(1), 108-118.
5. Nguyen, L. A. T., & Habók, A. (2024). Tools for assessing teacher digital literacy: a review. Journal of Computers in Education, 11(1), 305-346.