LRNT524: Week 4 Blog

Helping small and medium-sized businesses (SMBs) implement AI goes beyond just introducing new technology. AI can boost productivity, open up new business opportunities, and keep a company relevant. However, the real challenge lies in preparing managers and employees for the significant shifts in strategy and culture that AI brings with it. Instructional design (ID) models can support the smart integration of AI in business by providing efficient, effective, and tailored learning experiences.

Our AI Adoption Program incorporates Universal Design for Learning (UDL) and microlearning models grounded in constructivist learning theory. These combined approaches provide SMBs with a clear and effective method for addressing the challenges associated with adopting AI.

Bite-Sized AI Education

Let’s face it, business leaders are busy. Microlearning can be the answer for corporate training needs by delivering knowledge in short, digestible bursts. As Dolasinski and Reynolds (2020) explain, microlearning is ideal for learners with limited time and attention.

Each module in our program is designed in sections to make it easier and less time-consuming to complete. The AI Basic Training module has three parts: AI fundamentals, data infrastructure overview, and a prompting workshop for generative AI. Each part equips leaders with consumable, practical knowledge they can immediately apply to their businesses.

Making AI Accessible

AI adoption isn’t a one-size-fits-all activity. Every business is unique, from its leadership styles to cultural nuances. UDL, outlined by Heaster-Ekholm (2020), aims to be participatory in nature by offering “multiple means of engagement,” so different people can connect with the content (p. 58).

Our AI Readiness Assessment uses UDL principles to deliver insights in various formats. Data-driven leaders get dashboards, big-picture thinkers get narrative overviews, and visual learners get colorful infographics. By meeting participants where they are, we create a more accessible, confidence-boosting learning experience.

Constructivist Learning

According to Heaster-Ekholm (2020), the constructivist learning process focuses on activities where learners build connections and create meaning from their experiences. Translation? It’s not enough to talk about AI – you’ve got to use it. That’s exactly where the AI Pilot in our program comes in.

During the pilot, SMBs take current business problems, apply AI, and learn what works and where they need improvement. One of the teams I worked with used AI to respond to customer support emails. The responses were, let’s say, embarrassing. Emails seemed artificial and lacked personality. After hearing to customer feedback, they fine-tuned their approach. The result? AI-generated emails were much improved, and more importantly, the pilot team was inspired to continue adopting AI.

Designing for AI Success

Our AI Adoption Program leverages best practices of UDL to embrace diversity, microlearning for enhanced accessibility, and constructivist theory to engage learners in hands-on activities. These approaches are the backbone of our program, empowering SMB leaders to not only understand AI but also feel confident to adopt it.

Looking ahead, I see opportunities to integrate more scaffolded learning. This approach aligns with Vygotsky’s Zone of Proximal Development, allowing learners to progress step-by-step with just enough challenge to stretch their capabilities without overwhelming them.

The next frontier is gamification. Game mechanics such as leaderboards, badges, or AI-mediated game role-play can spark interest in the content and offer participants immediate feedback and positive reinforcement. This would build on the program’s constructivist foundation by allowing more room for active learning.

By continuing to refine and expand the instructional design framework at the core of our AI Adoption Program, I can ensure it remains a dynamic, impactful tool for SMBs navigating the complex world of AI. Employing these instructional design models doesn’t just teach leaders what AI can do – it equips them to unlock its full potential with confidence and creativity.

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References

Dolasinski, M. J., & Reynolds, J. (2020). Microlearning: a new learning model. Journal of Hospitality & Tourism Research, 44(3), 551–561. https://doi.org/10.1177/1096348020901579

Heaster-Ekholm, K. L. (2020). Popular instructional design models: their theoretical roots and cultural considerations. International Journal of Education and Development Using Information and Communication Technology, 16(3), 50–65. http://files.eric.ed.gov/fulltext/EJ1275582.pdf

Ideogram.ai. (2024). Photographic image for blog post: Instructional Design Models for Smart AI Adoption. https://ideogram.ai/

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Responsible Use of AI

This blog post was created through a synergy between human expertise and AI assistance. Specifically, Ideogram.ai was used to generate a photographic image based on my input and preferences. Each element was written by me with copy-editing help from ChatGPT. The use of AI in this manner adheres to the guidelines and recommendations provided by my program, ensuring the work maintains originality and academic integrity.

LRNT523 Activity 7

I’m captivated by science fiction, often dreaming of the remarkable technologies imagined in my favorite books, movies, and TV shows. Star Trek introduced us to the universal translator and food replicators, while Dune gifted us personal shields for enhanced safety. H.G. Wells and Back to the Future opened the door to time travel, creating endless possibilities for exploration.

Among my favorite future worlds is in local BC author William Gibson’s Neuromancer, a dazzling dive into cyberspace around the year 2040 where technology blurs the line between reality and virtual existence. In the digital labyrinth of Neuromancer, characters navigate what has become an overwhelming data landscape. Our students, like Case, may find themselves lost in a sea of memes and quizzes instead of engaging with fundamental concepts. In their 2020 paper, Macgilchrist et al. describe a parallel social science future of “smooth users” (p. 77) and “digital nomads” (pp. 80-82) with technology inextricably embedded into their lives and education.

Fast forward to 2030, where I envision a classroom shaped by these technological dichotomies. I picture students glued to their screens, swiping through an Infinite Scroll Curriculum, absorbing everything from “Mad Math Memes” to “Historical Life Hacks.” Selwyn (2024) warns that excessive reliance on technology can turn students into information zombies, leading to superficial experiences. Who needs critical thinking when “Socks 101” is trending in your feed? Here, in the 2030 classroom, meaningful learning takes a backseat to viral knowledge bites.

As we digitally march forward, I see a future that’s a blend of hope and caution. EdTech has the potential to democratize access to knowledge, but our challenge will be to harness it wisely. If we’re not careful, we might find 2030 classrooms filled with endless TikTok tutorials on “How to Look Busy While Doing Nothing!”

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References

Gibson, W. (1984). Neuromancer. Ace Books.

Ideogram.ai. (2024). Cartoon image for blog post: Infinite Scroll Curriculum: Education in 2030. https://ideogram.ai/g/EuRVBKohSOKDBSozrYhFGg/1

Macgilchrist, F., Allert, H. & Bruch, A. (2020) Students and society in the 2020s. Three future ‘histories’ of education and technology, Learning, Media and Technology, 45:1, 76-89, https://doi.org/10.1080/17439884.2019.1656235

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2020). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 45(1), 90-106. https://doi.org/10.1080/17439884.2020.1694944

LRNT523: Activity 1

Hi everyone! I’m thrilled to be diving back into academia after a long and exciting detour in the tech world. I originally earned my BA in English and Linguistics way back in 1996 with dreams of continuing my studies, but life had other plans. Fast forward 27 years, and I’ve spent most of that time in technology, where I’ve held executive roles like CTIO at Vancity and Managing Director at SAP Labs Canada. But now, I’m finally taking the plunge to pursue that elusive Masters degree I’ve always wanted.

I’m a lifelong learner with a passion for asking questions and challenging the status quo. My journey has been anything but linear—I’ve explored everything from private investigator to being a certified chef. This eclectic background is what drew me to the Master of Arts in Interdisciplinary Studies. 

Yes – that’s me in the photo

My story is that I have always been curious. Willing to talk to anyone. Anytime. Anywhere. Ask my family. I embarrass them daily. I’ll chat with people at the checkout, in an elevator, on stage, during meetings, in multiple languages. I’ve always had a curiosity for people, culture and different perspectives.

I fit best into any situation that is diverse, chaotic and creative in a role that is people-centered, with a variety of tasks and responsibilities where I can try out my latest wild ideas.

MAIS is the perfect program and LRNT523 is going to be tons of fun! 

I look forward to learning with all of you and contributing to our collective exploration of how technology can and has transformed education. 

Kirsten

LRNT523: Activity 2

In the early days of moving in-person instruction online, there was a sense of excitement—much like the shift from desktop to mobile devices. Both transitions promised new horizons but encountered similar obstacles. As Weller (2020) notes, early e-learning efforts assumed that moving in-person instruction online would be as simple as digitizing lectures and hitting “upload.” Spoiler alert: it’s not.

This underestimation of complexity is a key parallel between the two fields. Early mobile app developers thought, “Just shrink it down. What could go wrong?” The result? Apps that required a magnifying glass to read the text and the dexterity of a surgeon to click the buttons. Sadly, both ignored the unique affordances and limitations of their new medium.

At SAP, I led an engineering team that developed a collaboration tool integrated into SuccessFactor’s LMS. Weller (2020) discusses the struggle for interoperability in e-learning (pp. 58-61). This mirrored our experience integrating search capabilities across our LMS and collaboration platforms. Similarly, as we moved our product from desktop to mobile, the dream was a universal app that worked perfectly across all devices and operating systems. In reality, it’s like trying to get your old VHS tapes to play on a shiny new Blu-ray player—there’s a lot of frustration, and eventually, you just give up and switch to Netflix.

While surely frustrating at the time, Weller (2020) highlights how broadband challenges and resistance from educators inspired innovation in ed tech beyond simply replicating in-class experiences. These obstacles forced them to rethink core aspects of education and focus on what the internet could uniquely provide for communication and interaction online (p. 25).

Whether we’re talking about online learning or mobile apps, the lesson here is clear: Don’t just shrink it—rethink it.

Reference

Weller, M. (2020). 25 Years of Ed Tech. Athabasca University Press.