Universities are still coming to terms with hybrid approaches to learning and the rise of AI. What does this mean for how we measure the quality of learning?
EDTECH@UTRGV's insight:
"The rise of generative AI has added another layer of complexity to discussions around the quality of online learning."
The latest news related to the meaningful and effective implementation of educational technology and e-learning in K-12, higher education, corporate and government sectors.
Watch this video to learn more about the fully online, accelerated, project-based Master of Education in Educational Technology at the University of Texas Rio Grande Valley. For more information, visit: https://www.utrgv.edu/edtech/index.htm
EDTECH@UTRGV's insight:
This 30-hour accelerated program designed to prepare persons in K-12, higher education, corporate, and military settings to develop the skills and knowledge necessary for the classrooms and boardrooms of tomorrow. Students in this program have the opportunity to earn one or more graduate certificates in E-Learning, Technology Leadership, and Online Instructional Design.
This is a fantastic program! Its practical, real-world based and applicable to many areas of industry where teaching and learning, training and development are used.
While most higher education leaders focus on AI's operational benefits — and rightfully so — the deeper transformation lies in how artificial intelligence is fundamentally reshaping what it means to learn, teach, and lead in the 21st century.
EDTECH@UTRGV's insight:
"The question isn't just whether institutions can keep pace operationally; the real challenge is whether we can maintain academic rigor and cultivate critical thinking in an AI-enhanced world while fostering the leadership culture necessary for sustainable transformation."
"Through stories about silicon prosthetics, immigrant workers, visually impaired children, and many others, we see the full spectrum of user needs. Design becomes stronger when we widen participation and reduce the assumptions that limit our work."
EDTECH@UTRGV's insight:
Patricia Moore’s empathy-driven approach to universal design—shaped by many different user experiences—demonstrates that design improves when we include more voices and question our assumptions.
Pedagogy that prioritizes persistence for adult learners is not just good teaching--it’s a commitment to equity, access, and education.
EDTECH@UTRGV's insight:
"Colleges often talk about retention rates, but for adult learners, persistence is deeply personal. Every week, my students face the question: Do I have the energy, time, and confidence to keep going?"
Conversations With Kevin Hogan: Julia Fallon, Executive Director, and Ji Soo Song, Director of Projects and Initiatives at SETDA, explain how districts can tap Title II-A funds to provide professional learning for educators.
EDTECH@UTRGV's insight:
"[T]eachers increasingly have access to technology but lack the time, resources, and training to integrate it effectively into their instruction."
Educators worldwide are reexamining how creativity can be taught in an age when artificial intelligence (AI) tools are able to generate essays, images and designs in seconds.
EDTECH@UTRGV's insight:
"True creativity is more than the final output. It involves trial and error, critical thinking, reflection, and even failure."
"Students are not just undermining their ability to learn, but to someday lead."
EDTECH@UTRGV's insight:
"I set out this semester to look more carefully for AI work. Some of it is quite easy to notice... But there is a difference between recognizing AI use and proving its use. So I tried an experiment."
Recent graduate unemployment nearly equals high school diploma holders, study finds.
EDTECH@UTRGV's insight:
"[T]he unemployment rate for recent college graduates (ages 22-27) has plummeted so drastically that it is virtually equal to that of workers with only a high school diploma."
Here are 4 essential considerations for effective AI policies that prepare students for an AI-driven economy.
EDTECH@UTRGV's insight:
"The challenge shouldn’t be about whether to allow AI in schools—it should be about how to design policies that strike a balance between academic integrity and the practical preparation for an AI-driven future."
The service is customized for teachers' needs and includes added security and privacy, a collaborative workspace, and more.
EDTECH@UTRGV's insight:
"Educators can now try ChatGPT for Teachers, a version of ChatGPT specifically designed to meet the needs of teachers, which OpenAI launched on Wednesday. The biggest differences between it and the original ChatGPT are the added education-grade security and compliance measures, admin controls, and the ability to collaborate with other educators."
"AI has a writing style, or, at least, an alleged style. Tools like ChatGPT and Claude seem to communicate with a tendency toward formalism. The chatbots are earnest, sometimes too evenhanded or overly complimentary. There’s a noticeable lack of personal flair, and no deeply held opinions."
EDTECH@UTRGV's insight:
"Researchers have suggested some AI-based writing assistance models can whittle away the overall diversity of human writing, shrinking the size of our collective vocabulary."
Explore how AI is transforming academic publishing—from writing and peer review to ethics and editorial judgment—and how scholars can adapt responsibly.
EDTECH@UTRGV's insight:
"[I]s AI disrupting traditional publishing models, or is it fostering a natural evolution within the academic enterprise?"
"There is a new “cliff” in American higher education, and it is not the demographic cliff. Rather, it is the dramatic cliff in math knowledge, skills and abilities. Let me be clear that other discipline deficiencies are found in this new generation of college students, however they are dwarfed by those in math."
EDTECH@UTRGV's insight:
AI can personalize learning by identifying each learner’s specific skill gaps and delivering adaptive, targeted instruction and ongoing assessments to support mastery.
In "Metaphors We Live By," Lakoff and Johnson emphasise that metaphors are fundamental to human thought and language, not just decorative language. In this post, I've examined my own use of metaphors to describe AI and analysed their implications, highlighting the power and limitations of these metaphors in shaping our understanding of AI and its impact.
EDTECH@UTRGV's insight:
"Many of our metaphors for AI treat it as a tangible, physical thing. This helps us grasp something inherently abstract and complex."
Last weekend, a university student reached out and asked me, “How can I learn more about AI?”
EDTECH@UTRGV's insight:
"If your institution treats AI like a novelty, a side elective, a fun toy, or something to rebel against instead of the operating system that is reshaping the global economy, then they are training you for a world that already disappeared."
By studying AI-generated characters such as Tilly Norwood, educators can empower students to navigate and shape a world in which technology and storytelling intersect.
EDTECH@UTRGV's insight:
"Is authenticity defined by humanity or by emotional connection? What makes a performance believable or moving?"
Learn how the NEST framework helps educators create nurturing, trusting online classrooms that support student success, confidence, and engagement.
EDTECH@UTRGV's insight:
"In online nursing education, a “nest” is more than a metaphor—it is a learning environment where students feel safe, supported, and guided as they prepare to enter professional practice."
AI is transforming software engineering through automated coding, smarter debugging, and faster release cycles, so teams can boost productivity while maintaining responsible, human-in-the-loop oversight.
EDTECH@UTRGV's insight:
"Understanding the potential impact of future trends, including AI’s role in software architecture design and decision-making, will lend insights into how the engineer’s role will shift from manual coding to strategic oversight and innovation facilitation."
With tomorrow’s graduates requiring agility, empathy and leadership capabilities on top of subject knowledge, the path forward is through connection with industry and community partners, as Kevin Koh explains
EDTECH@UTRGV's insight:
"By connecting students with industry and community partners on real-world projects, it ensures that every course is both a lesson in subject knowledge and a platform for developing the competencies that matter most in times of uncertainty."
"For technology adopters looking for the next big thing, “agentic AI” is the future. At least, that's what the marketing pitches and tech industry T-shirts say."
EDTECH@UTRGV's insight:
"What makes an artificial intelligence product “agentic” depends on who's selling it. But the promise is usually that it's a step beyond today's generative AI chatbots."
Students caught using AI to complete their work were later caught using AI to write apologies to their professors.
EDTECH@UTRGV's insight:
"[P]rofessors at University of Illinois Urbana-Champaign noticed that apologies shared by students, after they had been caught cheating by using artificial intelligence tools, had nearly identical language."
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"The rise of generative AI has added another layer of complexity to discussions around the quality of online learning."