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  Week 12 Reflections on MOOCs, Open Education, and Self-Directed Learning Article 1: Openness in Education as Praxis: Insights from Collective Voices In their article, Bozkurt et al. (2023) discuss the concept of openness in education as more than just a theoretical idea but as a practical and collective effort. They explore how educators and learners from diverse contexts share their experiences with open educational practices (OEP). What stood out to me was how openness goes beyond access to content—it encompasses collaboration, sharing, and creating knowledge collectively. One key point that resonated with me is the emphasis on openness as a praxis —a transformative practice rather than merely a philosophy. It challenges traditional educational systems by fostering a culture of sharing, transparency, and collaborative learning. This perspective is both inspiring and challenging, as it calls for a shift from individual to collective agency in education. I appreciated ho...

  Week 11: Integrating Generative AI in Education. TechTrends (2024, July), 68(4). special section Article 1: Research on Digital Transformation in Higher Education: Present Concerns and Future Endeavours What resonated with me The article by Rahmadi (2024) provides a thorough overview of the challenges and strategies related to digital transformation in higher education. What resonated with me the most is the emphasis on transformational leadership and the alignment of technological, pedagogical, and organizational strategies. The study’s use of the PRISMA model to systematically analyze existing literature gives credibility to the findings and highlights gaps in current research. The idea that transformational leadership plays a significant role in successful digital transformation is particularly compelling because any significant shift in educational practice requires not only infrastructure but also strong leadership to guide the change. What I found int...

  Week 10: Online and Blended Learning in the Age of Generative AI Article 1:   Harnessing Generative AI for Automated Feedback in Higher Education Recent advances in generative artificial intelligence (GenAI) have opened new possibilities for improving feedback in higher education. The systematic review by Lee and Moore (2024) synthesizes ten empirical peer-reviewed articles published between 2019 and 2023, exploring how GenAI can provide automated feedback in various instructional settings. GenAI has the potential to significantly reduce instructor workload by automating routine grading and feedback tasks, thereby allowing educators to focus on more complex teaching responsibilities. This shift improves the timeliness and quality of feedback and creates a more supportive learning environment by offering immediate, personalized responses to students’ work. The study identifies several key benefits of GenAI-based feedback systems. First, they enhance communication by prov...

  Week 9:  Adoption of Learning Technologies in Times of Pandemic Crisis. Article 1:  Adoption of learning technologies in times of pandemic crisis Hendrik Drachsler, Jeroen Jansen, Paul A. Kirschner First published: 15 December 2021 https://doi.org/10.1111/jcal.12626Citations: 11 The COVID-19 pandemic created an unprecedented global disruption in education, forcing schools, universities, and training institutions to rapidly transition to online learning. The article  Adoption of Learning Technologies in Times of Pandemic Crisis  by Drachsler, Jansen, and Kirschner (2021) explores how educational institutions adapted to these challenges through the use of learning technologies. The authors highlight the critical role that technology played in maintaining educational continuity and how the pandemic accelerated the adoption of digital learning tools and platforms. One of the key insights from the article is that the pandemic acted as a catalyst for change, pushing...

  Week 8:  Creating Computational Thinkers for the Artificial Intelligence Era—Catalyzing the Process through Educational Technology Article 1:  Hybrid Training for Plagiarism Prevention: A Step Toward Academic Integrity Plagiarism continues to pose a major challenge in higher education, despite the widespread availability of detection tools and strict institutional policies. The article by Zhang et al. (2022) introduces a Hybrid Training for Plagiarism Prevention (HTPP) module , aiming to shift the focus from punishment to education by teaching students how to write plagiarism-free academic work. The study’s quasi-experimental design provides compelling evidence that structured training, combined with technology, can significantly reduce plagiarism while improving students’ writing skills. Resonating Concepts: The Power of Education Over Punishment What stands out to me in this study is the idea that plagiarism should be treated as a learning issue rather than a disc...