Working in Instructional Design for the past five years has greatly reinforced my academic grasp of educational theories and their practical applications in higher education. When developing faculty development presentations, I traditionally adhere to Bloom’s Taxonomy for structuring learning objectives (LOs), using measurable verbs for clarity. These presentations are organized following the Madeline Hunter Lesson Plan model. In developing content, I rely on Mayer’s 12 Principles of Multimedia Learning and his Cognitive Theory of Multimedia Learning. Despite the typical one-hour duration of these sessions, I make it a point to integrate an active learning component to more effectively engage my audience. Understanding John Dewey’s emphasis on “learning by doing” is crucial in selecting appropriate active learning techniques.
The shift to emergency remote instruction during the pandemic led me to incorporate additional theories into our approach. These included Media Richness Theory and Social Presence Theory, which became particularly relevant in the context of online learning environments. During this challenging period, theories like Connectivism and Maslow’s Hierarchy of Needs took on greater significance in my consultations with faculty, aiding in adapting to the evolving educational landscape.
In my current role as Manager of 3D Educational Technology Innovations, I frequently reflect on Rupert Puentedura’s SAMR Model, considering how innovative technology projects can enhance student learning. Simultaneously, I reflect upon the TPACK model to ensure that faculty have a well-balanced integration of technology, pedagogy, and content in their lesson plans.
While my scholarly research interests have primarily focused on exploring, developing, and assessing innovative technological tools such as virtual reality (VR), augmented reality (AR), and multimedia interactive learning modules, I find myself captivated by the disruptive impact of generative AI (GenAI) on education.
As I move into the dissertation phase of my research, my focus has transitioned toward the transformative potential of generative artificial intelligence (AI) in the field of education, with a particular focus on its impact on academic integrity, and perceptions among students and faculty. I am interested in exploring the intricate balance between using generative AI, specifically ChatGPT, as an educational aid and its potential misuse for academic dishonesty. I am interested on identifying the subtle distinctions between these two applications, honest and dishonest use, and defining the grey area somewhere in between. To enrich my understanding, I intend to collect diverse perspectives from both students and faculty members, shedding light on this evolving and crucial aspect of educational technology.
The continual advancement of generative AI has posed several challenges for educational institutions. Keeping up with these developments has been a daunting task, and while some universities have embraced the technology, others remain cautious due to unanswered questions regarding its impact. To stay abreast of the rapidly evolving field, I am actively involved in multiple learning communities, including but not limited to:
- EDUCAUSE & HP AI Community of Practice
- EDUCAUSE AI Expert Panel
- WesternU Professional Learning Community AI
- Host of WesternU Socratic Sips: Discussions about GenAI
In my role as the Manager of 3D Educational Technology Innovations, I have actively contributed to faculty development sessions speaking on various aspects of GenAI. Moreover, I have been invited to deliver talks on GenAI at other institutions and conferences, aiming to dispel fears and uncertainties surrounding this technology. Additionally, my leadership in our in-house development projects at my university showcases the potential of GenAI in enhancing learning experiences.
By continuing to investigate the impact of generative AI in education, I aim to provide valuable insights that can guide educators, institutions, and policymakers in harnessing the power of AI to enhance learning experiences and prepare students for the complexities of the digital age.