Beyond Assisted Performance: What Should Remain When AI Support Is Withdrawn?
From AI Assistance to Learning Ecosystem Architecture Summary: Artificial intelligence (AI) can help learners produce stronger work at the point of need. But assisted performance is not the same as transferable capability. This article proposes four design questions for deciding what AI may do, what learners still need to understand, and what evidence can show […]
AI Can Draft a Lesson. It Can’t Design Learning.
Artificial intelligence (AI) has quickly become one of the most talked about innovations in education. New tools promise to generate lesson plans, quizzes, discussion prompts, rubrics, and even entire units in seconds. For educators balancing curriculum development, grading, student support, and countless other responsibilities, the appeal is obvious. AI can save time and reduce repetitive […]
Reading the Signals: What Global Research Trends Tell Us About Online Learning
Every day, hundreds of new studies are published across the world about online and blended learning. Individually, they tell us about specific technologies, teaching strategies, or learner populations. Collectively, however, they tell a much bigger story. By looking across thousands of publications, we can begin to identify where the field is investing its attention, how […]
From Pedagogy to Andragogy: Expanding the Learning Designer’s Toolkit
Every learning designer is, at heart, a student—of their craft, their content, and most importantly, their audience. That’s why understanding the psychology of learning isn’t just helpful, it’s transformative. When designers grasp how adults learn, what motivates them, and how they process information, they can create experiences that truly resonate. This is where the distinction […]
Do Asynchronous Courses Need Synchronous Sessions to Succeed?
At OLC Innovate this past March, Dr. Tricia Bertram Gallant raised a provocative idea: fully asynchronous courses need synchronous opportunities to truly support student success. I’ll be honest—that landed hard. As someone who has spent years designing and teaching in asynchronous graduate programs, it felt like a bit of a dismissal of what intentional asynchronous […]