To all educators… May the force be with you…

Welcome back, dear readers! Today, we embark on a journey into the exciting realm where education meets artificial intelligence (AI). As we stand on the cusp of a new era with Gen Z, Alpha, and Beta generations poised to embrace AI in their learning journeys, it’s imperative to explore how AI is transforming education and the role educators play in this evolution.

Artificial Intelligence has become a driving force, reshaping the landscape of education. From personalized learning experiences to adaptive assessments, AI is revolutionizing how we teach and learn. The integration of AI tools allows educators to tailor their approaches, catering to individual student needs. Adaptive learning platforms use AI algorithms to analyze student performance and deliver customized content, ensuring a more effective and engaging learning experience.

As we welcome the tech-savvy Gen Z, Alpha, and Beta generations, it’s clear that AI will be an integral part of their educational journey. These digital natives, born into a world of rapid technological advancement, are not just comfortable with AI; they expect it. AI tools will play a crucial role in meeting the diverse learning styles and preferences of these generations, providing them with dynamic and interactive educational experiences.

The question arises: Are educators ready to lead in this era of AI-driven education? The answer lies in a delicate balance of embracing technological innovation while maintaining the human touch. Educators need to be proactive in upskilling themselves, becoming adept at leveraging AI tools to enhance their teaching methods. The transition from traditional teaching to AI-supported education requires a mindset shift, and educators must be willing to embrace change, continuously learn, and adapt.

Three Paradigms of AI in Education and choose wisely!
1. AI Directed – Learner as Recipient (Behaviourism)
In this paradigm, AI takes on a directive role, guiding learners through content delivery and assessment. It aligns with behaviorist principles, focusing on observable behaviors and predefined learning objectives. While this approach provides structured learning, it’s essential to balance it with other paradigms for a holistic education experience.

2. AI Supported – Learner as Collaborator (Mutual Communication – Cognitive, Social Constructivism)
AI becomes a collaborator, supporting learners in cognitive and social constructivist environments. Here, the emphasis is on mutual communication and interaction. AI tools facilitate collaborative learning experiences, encouraging students to construct their knowledge through interaction with both the technology and their peers.

3. AI Empowered – Learner as Leader (Algorithms to Make Decisions – Connectivism, Complex Adaptive System)
In this paradigm, learners take the lead as AI empowers them to make decisions. Drawing from connectivist principles, AI serves as a tool for navigating the vast sea of information. Learners become adept at managing information flows, making connections, and adapting to the complexities of the ever-evolving educational landscape.

As we navigate the intersection of AI and education, it’s crucial to recognize that AI is not a replacement for educators but a powerful tool to amplify their impact. By embracing the three paradigms and fostering a collaborative approach between AI and educators, we can pave the way for a future where learners are not just recipients but active participants and leaders in their educational journey.

Thank you for joining me on this exploration of AI in education. Let’s continue to unravel the possibilities and shape the future of learning together.

Stay curious,
Zaida Tasir

New “Norm” in LnT

As salam all, well everyone knows that the COVID-19 pandemic has occurred in Malaysia and around the world. The main impact is on learning and teaching in institutions of higher learning including Malaysia. New methods of learning and teaching began in this era with the implementation of online learning among university lecturers. The question is whether we are all ready for this change. Online learning is not something new in higher education. It has been there but it was not the favourite choice among lecturers.

We cannot blame lecturers why they are not good at using online learning in their teaching. Previously, this did not force them to try online learning as face-to-face learning and teaching were still possible. Now, with the current state of the Movement Control Act, the situation has forced them to try to implement the lessons online. After trying to use it, it seems that paradigm shifts occur among lecturers. They began to feel that online learning had the potential to be implemented in the context of the Movement control order. However, there are some lecturers who still do not want to conduct online teaching for a number of reasons.

One of the factors is the lack of skills in using technology tools for online learning. There is a sense of fear among those who feel ashamed to make the mistake of handling the technology. When these perceptions are present among the lecturers, then feelings of interest on online learning are present indirectly. Actually, no real interest on something exists when we don’t know about it.

What is happening should not be viewed as a weakness among university lecturers. It is a new challenge for them. This challenge is not only faced by the lecturers. University students also face the same challenge since they never use and inexperience online learning before.

Therefore, how the university should respond to this challenge and ensure that it is addressed effectively. One of the steps that can be taken is to provide training for lecturers and students in the use of technology tools for learning and teaching purposes. Not only training in technology, training in designing active learning activities that can attract students’ interest in learning should also be provided.

For students, training in managing time in learning during the Movement Control Command and how to concentrate on learning online. Getting used to something unusual is a new normal in student life. This in turn will prepare them for life in order to adapt to the challenges that will be faced in the future.

We all need to win this COVID-19 fight together. Although we are not front liner, we still have an important role to play in fighting COVID-19 in the higher education sector.

May we all succeed ….

Professorial Inaugural Lecture Series #94

This inaugural lecture discusses Learning Theories vs. Educational Technology:
Which Influences Which? With the emergence of new media in Educational
Technology, learning theories have been influenced, since the ways people learn and think have changed. Therefore, in this lecture, the development of educational technology and learning theories and the matches and mismatches between them is discussed from research perspectives. In addition, the emergence of learning theories, frameworks and pathways caused by the emergence of media in educational technology are also shared and new knowledge and “new learning skills” are introduced. Most of the research findings throughout 23 years in research on Educational Technology and Computers and Education are also discussed in this inaugural lecture monograph.

Keywords – educational technology; learning theories; online learning; social
media; data analytics technique; learning analytics

Feel free to download if it is relevant to you.

EduTech Reading Materials

Here are some lists of articles that are useful to read, to stay updated with the latest trends of educational technology research:

MOOCs – what’s cultural inclusion got to do with it?
Assessment’s Place in the New MOOC World

Active Learning through Technology:
Technology-enabled active learning environments: an appraisal

Learning Theories and Approaches:
Supporting Problem Solving in PBL
Instructional Design Models for Well-Structured and Ill-Structured Problem-Solving Learning Outcomes