Navigating the many sessions of the MALAT 2024 Virtual Symposium, I now found myself faced with the challenge of unpacking the content of numerous insightful presentations into this, my very first Blog post.
Enthusiastically…, maybe too enthusiastically, I dove into this week participating in and reviewing more presentations than was necessary, as per the weekly requirements. I encountered an overflow of captivating ideas. Among the multitude of well-thought-out and enriching sessions, three stood out as particularly impactful for me: Using Generative AI in Centres for Teaching and Learning (Brewer & Heyman, 2024), What Does it Mean to be an International Student in an Asynchronous Learning Environment (Maxwell, 2024), and the MALAT 2022/2024 Cross Cohort Social (Wilson et al., 2024).
While each offered valuable insights, the MALAT Cross Cohort session provided the most immediate benefit to me, offering a comprehensive overview of the program’s trajectory from the next MALAT group to graduate. This session was fantastic and should be repeated with every new cohort, as it was an essential ingredient in helping settle my nerves about some of the unknown expectations and experiences ahead. Having the opportunity to hear their stories, comments and perspectives was very much appreciated.
The session on AI was also intriguing, as it opened the door for me to contemplate not only its basic use but also its ethical use. As a vocational educator, I haven’t had to deal with our students using AI at this time as our current form of assessment is multiple choice and practical skill demonstration. However, exploring its potential applications prompted me to consider the ethical implications and challenges that may arise in integrating AI into other educational settings, challenges that I will no doubt face in the future.
Despite the compelling nature of the majority of all that I viewed; it was the international student session with Professor Katia Maxwell of Fanshawe College that struck me on a deeper level. As a parent of 2 post-secondary-aged children with one that is studying only a short 6 hours away, and myself working within an institution that is actively expanding its international studies programming, I felt a profound wake-up call and empathetic connection to these extra challenges faced by international students in asynchronous learning environments. This session not only broadened my understanding of their experiences but also reinforced the importance of fostering inclusivity and support within our educational settings.
As I reflect on the symposium these three sessions continue to linger in my thoughts. This is where I feel my institution and I could do better, prompting a renewed commitment to advocating for the diverse needs of both our learners and our educators.
REFERENCES
Brewer M., Haymen J. (2024, April 11). Using Generative AI in Centres for Teaching and Learning – approaches, challenges, and opportunities [Webinar]. https://mediaspace.royalroads.ca/media/Instructional+Designers+using+Gkenerative+Ai+April+11+2024/0_ks3alslr
Maxwell K. (2024, April 12). What Does It Mean to be an International Student in an Asynchronous Learning Environment [Webinar]. https://mediaspace.royalroads.ca/media/K+Maxwell+MALAT+VS+April+12+2024/0_xurhuoid
Wilson D., Wong T., Coyle R., Logan E., Whytes M., Kent T., Hardi Leah, Meghan, Michal. (2024, April 10). MALAT Cross Cohort Social, 2024, April 10 [Webinar]. https://mediaspace.royalroads.ca/media/Cross+Cohort+Conversation+April+11+2024/0_bsn8vgw3
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