Author: emmaw

A table containing the keywords of this blog post and their definitions:

Keyword	Definition	Source
Predictive Technology	Technology that uses current and historical data to make predictions about future performance.	Investopedia (n.d.)
AI (Artificial Intelligence)	The simulation of human intelligence in machines, allowing them to learn, reason, and perform tasks autonomously.	Forbytes (n.d.)
Data-Driven Decision Making	A process of making decisions based on data analysis and interpretation rather than intuition or observation alone.	Investopedia (n.d.)
Individualized learning	An approach that tailors educational experiences to meet the unique needs of each learner.	Munn (2020)
Learning Gaps	The disparities in student knowledge or skills that can impede progress in learning.	Holmes et al. (2021)
Personalization	Customizing learning experiences to address the needs, abilities, and preferences of individual	Forbytes (n.d.)
Inclusivity	Creating a learning environment where all students, regardless of background or ability, can fully participate and succeed.	Holmes et al. (2021)
Equity	Ensuring fair treatment, access, and opportunities in educational settings, particularly for marginalized groups.	IEEE (2020)
Privacy	Protecting individual information from unauthorized access, use, or disclosure, especially sensitive student data.	IEEE (2020)
Data Privacy	The right of individuals to control how their personal data is collected, used, and shared.	IEEE (2020)
Transparency	Openness about how systems, especially AI, make decisions, allowing users to understand the process behind outcomes.	Holmes et al. (2021)
Bias	Prejudice or favoritism within AI algorithms, often due to the biases in training data, which can lead to unfair outcomes.	National Institute of Standards and Technology (2022)
VR (Virtual Reality)	A simulated environment created with computer technology, enabling users to experience and interact with a digital world.	Forbytes (n.d.)
AR (Augmented Learning)	The integration of digital information with the real-world environment, enhancing how users perceive and interact with their surroundings.	Forbytes (n.d.)
Immersive Learning	An educational experience that fully engages learners, often by using technologies like VR and AR to enhance realism.	Forbytes (n.d.)

Harnessing Predictive technology in Education: Enhancing Individualized Learning and Data-Driven Support

Predictive technology determines future performance based on current and historical data (Investopedia, n.d.). These technologies, including AI, have an increasing presence in education. They are thought to enhance educational experiences and act as a learning tool. The idea here is that predictive technology can foster data-driven decision-making. An example of the application of one of these AI platforms within the educational setting I have heard about is the implementation of the “DreamBox” tool. This is an adaptive math platform that apparently can leverage predictive analytics to assess student progress and adjust lesson difficulty (Forbytes, n.d.). This method aims to apply individualized catered math intervention so students can work independently. Predictive technologies can also offer timely support to close learning gaps. For instance, these AI applications could allow educators to identify a student falling behind and develop proper strategies and preventative measures (Munn, 2020).

The Benefits of AI in Education: Enhancin Personalization, Efficacy, and Inclusivity  

There are many benefits to the application of AI in education. As I read more about the different ways AI can be utilized, one of the most notable benefits is the potential AI provides for personalized learning. Through all of our discussions on Open Educational Resources and the benefits of accessible learning for individuals with disabilities or any other diverse needs in the past weeks, It is essential not to forget that differentiated instruction based on individual student’s needs is essential. AI has been shown to aid this process of the introduction of differentiated education and allow students to work at their own pace. Furthermore, because of these factors, AI has been shown to increase engagement and retention of material (Forbytes, n.d.). 

Additionally, it is essential to consider how instructors can utilize AI to improve their educational settings. AI can allow for the automation of routine tasks, such as grading specific assignments. If AI is utilized in this way, educators may have more free time and be able to direct their attention to focus on student-centered activities, allowing students to feel better supported in the learning environment (Holmes et al., 2021). Relating to accessibility and reaching students with diverse needs, AI can help educators create more inclusive classrooms and apply universal design for learning principles (Munn, 2020).

Next I will discuss how to navigate some of the challenges associated with AI, but before we dive into that I am going to suggest episode 382 of the “Everyday AI Podcast – An AI and ChatGPT Podcast “. This episode takes a unique perspective and discusses why AI literacy is essential for parents and kids in education and beyond. I believe that this podcast topic is a valuable addition to the content of this blog and conversation surrounding this topic because it discusses the importance of informing parents in addition to students and educators.

Navigating the Challenges of AI in Education: Equity, Privacy, and Teacher Training

Although AI provides many benefits for the learning environment, it is essential to consider the drawbacks and challenges that correspond with its application. First, the primary barrier to applying AI in the educational setting is the potential to widen the gap between resource-rich and resource-poor institutions (Holmes et al., 2021). Schools and universities needing more funding may be able to access AI tools and, therefore, be disadvantaged in specific domains, such as speed of knowledge acquisition and feedback on progress. AI also poses concerns regarding security and consent when applied within the educational setting. This is a concern because AI systems often rely on large datasets containing sensitive information. This may include but is not limited to student demographics, learning behaviors, and academic performance (IEEE, 2020). Therefore, it can sometimes be difficult for AI applications to ensure student privacy and receive proper consent from students and, in some cases, parents.

Furthermore, a challenge that should be considered is the barrier to teacher training on using AI effectively. Not all instructors will have adequate information on implementing AI usage properly; they may also not utilize AI to its full potential if ill-informed (Forbytes, n.d.). Several things can be done to address some of these challenges and ensure all students benefit from AI-driven tools. First, investment in infrastructure and access can help students utilize these tools regardless of socioeconomic background. As well as implementing educator courses for professional development and teacher training in AI usage. There could also be courses delivered on data privacy standards and ethical guidelines. It is difficult to ensure that all of these challenges are considered and accounted for, and because of this, people may be hesitant to implement AI platforms within teaching facilities. However, some steps can be taken to mitigate the associated downfaults. 

This YouTube video further describes the benefits and challenges of integrating AI in Education. The video explores the growing role of Artificial Intelligence (AI) in education, highlighting both its potential to transform learning and the complexities it introduces. One major takeaway I took from the video is the importance of having a balanced approach. Enjoy!

Addressing Ethical Challenges in Classroom AI: Ensuring Privacy, Transparency, and Fairness 

The ethical considerations of AI in education are complex. However,  some issues in this domain include data privacy, transparency, and bias. Data privacy can become ethical if clear guidelines on how long data is retained, who can access it, and under what conditions it can be shared are not established beforehand. As I previously mentioned, AI systems often rely on large datasets, and the misuse of student information and unauthorized access must be prevented (IEEE, 2020). I mention transparency as an essential ethical consideration because students and educators should understand how algorithms arrive at specific recommendations. This is another reason why implementing courses to inform educators on how the application of AI works is essential. This could help with transparency and the maintenance of trust in the technology being used (Holmes et al., 2021).

Finally, according to (Munn, 2020), biases have been known to sometimes arise in AI algorithms. This may be because AI systems can unintentionally amplify existing biases if trained on historical data that reflects societal biases (National Institute of Standards and Technology, 2022). These factors highlight the need for continual oversight of the use of AI to ensure fairness and inclusivity. Once educators fully understand how they want to adapt AI programs to fit the needs of their classroom, they can implement this continuous oversight as well as work with students one-on-one to establish how the AI platforms can aid the individual support of the students going forward as well as address any questions the students may have. These steps, on behalf of the instructor, will ensure that AI is being utilized responsibly and ethically within the classroom. 

Future directions: The Transformative Potential of VR and AR in Enhancing Long-Term Learning and Immersion in Education

This YouTube video on immersive learning experiences gives further insight into how VR can transform education. Additionally it provides helpful background information on VR that we discuss in more detail in the following paragraph.

(Forbytes, n.d.) discusses how VR and AR can create immersive learning environments and these emerging technologies may significantly impact education. VR stands for virtual reality, and AR augmented reality; these technologies could allow students to experience historical events or complex scientific phenomena in ways that traditional methods could not demonstrate. These technologies could enhance learning and material recollection in the next 5-10 years. I personally do not remember any of the details of the history class I took in grade 11, which was only 5 years ago. However, I remember some of my firsthand experiences that took place in grade 11. Suppose VR and AR can create lifelike experiences for the curriculum. In that case, the material these students are learning may stick with them for many years and be better transported to their long-term memories due to this delivery method. I also feel that within the next 5-10 years, the integration of these tools is inevitable, and the focus will shift from whether or not we should implement these tools to whether we can prioritize accessibility and inclusivity as we further implement these tools.  

Below I have attached a table composed of some of the key concepts that will explored in this blog post!

Key Term	Definition	Source
Open Pedagogy	An educational approach that encourages students to actively contribute to their learning environment through collaboration and co-creation.	Cronin (2017), Bali (2020)
Student Collaboration	Working together in the learning environment, enhancing community and empowering learners for improved outcomes.	DeRosa & Jhangiani (2017)
OER (Open Educational Resources)	Freely accessible learning materials that promote accessibility, equity, and cost savings, especially in higher education.	Hilton (2016), University of Waterloo (n.d.)
Global Trends in OER	Increasing worldwide adoption of OER, focusing on inclusivity and cultural relevance while addressing quality control challenges.	Wiley (2019), MIT OpenCourseWare (n.d.)
Creative Commons Licensing	A legal framework enabling ethical sharing of educational resources, with various licenses determining usage rights.	Creative Commons (n.d.)
Collaboration in Learning	Involves group projects or co-creation activities, fostering a sense of community and knowledge-building.	Notion for Teachers (n.d.)
Transparency in Education	Clear communication of expectations, grading, and assignment purposes to enhance student motivation and engagement.	Haynes (2023)
Student-Centered Learning	An approach that values student input and encourages active participation, making learning more meaningful and engaging.	Haynes (2023)
Accessibility in Education	Removing financial and other barriers to learning materials, enhancing access for all students.	Hilton (2016), University of Waterloo (n.d.)
Equity in Education	Ensuring fair access to learning resources regardless of economic or geographic status, promoted through OER.	University of Waterloo (n.d.)
Cultural Relevance	Adapting educational content to meet diverse needs globally, supporting inclusivity in learning materials.	Wiley (2019)

Empowering Learners through Open Pedagogy: Fostering collaboration, Agency, and Co-Creation in Education

This Youtube Video gives a brief explanation of what Open Pedagogy is. This is a helpful resource because we will be starting our discussion on Open Pedagogy and how this fosters collaboration in the learning environment so it is essential that our definitions of Open Pedagogy are consistent.

Cronin (2017) discusses Open Pedagogy and its roots in promoting student collaboration and co-creation. This builds upon my understanding of Open Pedagogy, as I have previously viewed it as an educational approach that allows students to become active contributors to their learning environment. Furthermore, this aligns with what was discussed in the lecture, where the emphasis was on students being more than just “passive recipients” of information (Bali, 2020). This can differ from traditional teaching methods because it gives the student more personal agency. Open Pedagogy encourages learners to critique and contribute to classroom content rather than simply observing and memorizing. This approach can empower students and educators to create and share knowledge by encouraging collaboration between them and within the learning community. This can be observed and manifested through projects and the co-creation of learning materials. Collaboration in this environment builds a sense of community among learners and empowers them, leading to better learning outcomes (DeRosa & Jhangiani, 2017).

(Notion for Teachers, n.d.) I chose this visual because I felt that it accurately represented a group of diverse students working collaboratively together on a project or co-creating a digital resource.

Transforming Education through OER and how this Enhances Accessibility, Equity and Cost Savings in Learning Materials

OER can transform the educational landscape by providing free access to a wide range of learning materials, opening doors for individuals who might otherwise face barriers. Traditional learning environments are often associated with costly materials; however, embracing OER removes such financial barriers, promoting equity in the learning environment (Hilton, 2016). Within my own learning, OER has been beneficial, providing access to resources that would have otherwise been prohibitive and enabling a more personalized and enriched learning experience. OER has provided cost savings, as traditional textbooks are expensive and can sometimes create barriers to accessing material (University of Waterloo, n.d.). This is especially valuable in post-secondary education, where costs continue to rise, making educational materials more equitable and accessible.

Global Expansion and Challenges of OER: Advancing Quality Control in Education

According to Wiley (2019), global trends in OER demonstrate that its use is expanding globally as educators, governments, and institutions increasingly recognize the advantages of freely accessible educational materials. One impactful trend is the focus on inclusivity, with OER initiatives aiming to develop inclusive and culturally relevant materials. This is crucial as it ensures that educational content meets the diverse needs of learners worldwide (Wiley, 2019). Additionally, the launch of MIT’s OpenCourseWare project in 2001 marked the beginning of the OER movement, with 1,800 materials made available for free use and repurposing online, focusing on more accessible higher education (MIT OpenCourseWare, n.d.). However, implementing OER globally presents challenges, such as quality control and curation of materials. Ensuring all accessible materials are high quality and relevant is essential for credibility and effectiveness. Establishing effective peer-review mechanisms is crucial for maintaining the credibility of these resources. Additionally, sustainability and funding are issues for developing and maintaining high-quality OER. Integrating OER into existing systems may also create challenges, as instructors may need support to adapt to new curricula, which may encounter initial resistance due to quality concerns (University of Waterloo, n.d.).

Listen in Here as Ann Taylor shares ways to offer accessible and affordable learning through open educational resources (OERs)

Or click the download button to view full transcript of the podcast

Understanding the Role of Creative Commons Licensing in OER: Ensuring Legal, Ethical , and collaborative Sharing of Educational Resources

Creative Commons licensing is another essential topic in OER, as it provides a standardized, legally sound way for creators to grant others permission to use their copyrighted works (Creative Commons, n.d.). This is critical for implementing OER, as it ensures that the rights of original authors are respected. Various Creative Commons licenses range in permissiveness; for example, Attribution (CC BY) is the most permissive license, allowing sharing, adaptation, and distribution of materials, while Attribution-Noncommercial-NoDerivatives (CC BY-NC-ND) is the most restrictive, preventing modifications or commercial use (Creative Commons, n.d.). Creative Commons licenses facilitate equitable and enjoyable learning environments by offering a legal framework for sharing and adapting educational materials. Once these licenses are understood, users can use and share educational resources responsibly. This video can help explain these Licenses:

Understanding licensing allows creators and users to make informed choices that align with legal and ethical standards. For example, I could use a resource with a CC BY license, which allows for adaptation and modification while crediting the original author. Understanding the different forms of permits is essential to fostering a collaborative environment that promotes the ethical distribution of content.

Below I have attached a diagram that lists the different types of Creative Commons licenses for visualization purposes.

Attributes of Open Pedagogy: Fostering Collaboration, Transparency, and Student-Centered Learning for an Inclusive Classroom

Implementing the critical attributes of Open Pedagogy into my educational practices could involve designing projects encouraging students to work together. For instance, students could collaboratively develop OER resources or participate in online discussions; such group activities foster community and collective knowledge-building. Transparency is another critical attribute of Open Pedagogy that I would like to incorporate into my learning environment. In this context, transparency involves clearly communicating expectations, grading criteria, and the purpose behind assignments. This clarity helps students understand the objective behind activities, fostering motivation (Haynes, 2023). Furthermore, student-centered learning, an additional component of Open Pedagogy, can make learning more meaningful and engage student interest. I could implement student-centered learning by providing flexible assignment options and inviting students to propose their project ideas. These Open Pedagogy attributes contribute to a more inclusive learning environment by valuing student input and encouraging students to be active participants in the learning environment rather than passive information recipients (Haynes, 2023).

References

Bali, M., Cronin, C., & Jhangiani, R. (2020). Open at the margins: Critical perspectives on open education. Rebus Community. https://press.rebus.community/openatthemargins/

Blessinger, P. (n.d.). Making sense of open pedagogy. LinkedIn. Retrieved [insert date you accessed the article here], from https://www.linkedin.com/pulse/making-sense-pedagogy-patrick-blessinger-ed-d-

Creative Commons: Creative Commons. (n.d.). About the licenses. Retrieved from https://creativecommons.org/about/cclicenses/

Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. The International Review of Research in Open and Distributed Learning, 18(5), 15–34. https://doi.org/10.19173/irrodl.v18i5.3096

DeRosa, R., & Jhangiani, R. S. (2017). Open pedagogy. In R. S. Jhangiani & R. Biswas-Diener (Eds.), Open: The philosophy and practices that are revolutionizing education and science (pp. 115–125). Ubiquity Press. https://doi.org/10.5334/bbc.i

FasterCapital. (n.d.). Creative Commons: Harnessing the power of open licensing. FasterCapital. https://fastercapital.com/content/Creative-Commons–Harnessing-the-Power-of-Open-Licensing.html

Hilton, J. L. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Educational Technology Research and Development, 64(4), 573–590. https://doi.org/10.1007/s11423-016-9434-9

IEN Enstitü. (n.d.). Interactive learning: An exciting way of learning. IEN Enstitü. https://www.iienstitu.com/en/blog/interactive-learning-an-exciting-way-of-learning

Institute of Education Sciences. (n.d.). Collaborative approaches to education improvement in rural schools: A blog post.U.S. Department of Education. https://ies.ed.gov/ncee/rel/Products/Region/appalachia/Blog/-89762

MIT OpenCourseWare. (n.d.). MIT OpenCourseWare. Massachusetts Institute of Technology. https://ocw.mit.edu

Notion for Teachers. (n.d.). How to implement tech-enabled collaborative learning: A guide. Notion for Teachers. https://www.notion4teachers.com/blog/how-to-implement-tech-enabled-collaborative-learning-guide

Paul Haynes (2023) Student-centred theory building: pedagogical collaboration after Mark Fisher, Journal of Marketing Management, 39:1-2, 134-148, DOI: 10.1080/0267257X.2022.2105935

ResearchGate. (n.d.). World maps with the distribution of the education dimension indicators. ResearchGate. https://www.researchgate.net/figure/World-maps-with-the-distribution-of-the-education-dimension-indicators-a-Distribution_fig1_331693334

University of Waterloo. (n.d.). Synchronous and asynchronous online learning | Keep learning. https://uwaterloo.ca/keep-learningWiley, D. (2019). The open education movement. Open Education Group.https://openedgroup.org

Blog Post #1

Introduction

Hi! My name is Emma Williamson; I am a fourth-year student at UVIC majoring in psychology and minoring in education. Some experiences that have influenced my educational journey include a position I worked for with “Autism Nova Scotia.” This position presented me with unique challenges in terms of creating educational experiences for individuals diagnosed with Autism Spectrum Disorder. Additionally, I have spent time working with “Little Steps Therapy Services” here in Victoria. My experiences in the educational setting primarily surround therapeutic settings as well as working with individuals with specific diagnoses and learning needs. However, I am excited to learn more about various academic settings and how these multiple settings can benefit all people. 

Distributed Education

My understanding of distributed education is that it is an educational approach that is delivered through multiple modes and is accessible in a variety of ways. This approach often utilizes technology to benefit individuals regarding geographic flexibility and asynchronous timing. However, sometimes, this approach uses a hybrid model in which the content is delivered partially online and partially face-to-face. The flexibility this approach embodies can enormously benefit the diverse needs of many individuals.

Open Education 

On the other hand, open education is even more focused on providing accessible resources for individuals. This ideology encourages widespread sharing of knowledge by utilizing resources that are free and available to everyone. This type of learning also states the importance of inclusion. It removes traditional educational barriers, such as cost and access to institutional resources, contributing to a more equitable learning environment. 

Modes of Learning

Furthermore, the various learning modes are essential when discussing knowledge delivery. Face-to-face learning involves in-person instruction where learners and instructors are physically present in the exact location. Like all modes of learning, this has both pros and cons. One upside to this approach is that it quickly builds a sense of community and collaboration. It also allows for hands-on experiences. Some downsides of this style include a lack of flexibility and accessibility issues for those with geographic, financial, or time constraints. Online learning is a mode of learning thattakes place via the Internet. This allows learners to access the information from anywhere, often at their own pace. This can be helpful in terms of convenience but can also lead to potential feelings of isolation for the learner, requiring a substantial degree of self-motivation. Finally, blended learning incorporates both of these ideas and has features of both concepts. This is my personal favorite. This sometimes looks like learners can attend physical classes while completing parts of the course online. I like this format because learning is more often customized and has a good balance of in-person and virtual activities, allowing for a sense of autonomy while still introducing collaborative learning. 

Digital Literacy

Digital literacy refers to effectively and critically using digital tools while working towards a goal. This may look like utilizing technical skills to communicate, create, or collaborate. Digital literacy is crucial within open and distributed learning because this learning format often relies on technology to deliver information. Applying digital literacy in open and distributed learning might look like the ability to access information online, effectively communicate with others online, or be self-directed and navigate online platforms. Digital literacy impacts my learning experience by allowing me to create digital content. I have been able to make presentations using online resources such as “PowerPoint” and “Canva” and various other platforms that enhance my ability to present ideas clearly and creatively.   

Digital Identity 

Digital Identity refers to the persona or image one projects online. This identity is often formed by content shared through digital platforms. I manage my digital identity by carefully considering how I present myself on various social media and online platforms. Although my identity on social media does not play a significant role in my educational and professional life and has more to do with my personal life, it is essential to consider that my online presence aligns with my academic and professional goals. I also take action to manage my privacy settings. I have worked with individuals with Autism Spectrum Disorder who have become very curious and intrigued about finding staff members at the facility online. I, therefore, recognize the importance of safeguarding personal data and ensuring only intended audiences have access to my social media, etc. 

Thanks for reading my first Blog Post!