This year\u2019s virtual symposium (LRNT521 Digital Learning Environments, Networks, Communities) offered a valuable opportunity to examine how various institutions and organizations leverage technology to deliver digital learning experiences and navigate the challenges that arise along the way. The experience proved especially insightful when contrasting some of the concepts encountered with the learning methods employed at the school of medicine of the University of Fribourg (UNIFR) where I work as a technical officer.<\/p>\n\n\n\n
In her presentation \u201cRethinking Participation: Neurodiversity and Inclusion in Digital Learning Communities\u201d, Mary Burgess (2026) introduces a few examples of neurodivergent profiles\u2014such as autistic spectrum disorder or ADHD\u2014regrouped under the umbrella term \u201cNeurodiversity\u201d and describes how curricula are audited and redesigned to accommodate these differences and improve the learners\u2019 experience. Notably, at UNIFR, neither the Bachelor\u2019s nor the Master\u2019s program in medicine currently integrates neurodiversity considerations into curriculum design. The sole exception remains assessment accommodations\u2014under the form of extended time during examinations\u2014for students with dyslexia.<\/p>\n\n\n\n
The presentation \u201cSafeguarding Academic Integrity\u201d by Stephen Peasley (2026)\u2014part of his applied research project\u2014is particularly relevant in today\u2019s academic landscape, as the research questions he raises are universally applicable across most educational systems: How AI should be used in an education context and how can institutions regulate its use? At UNIFR, during the Master of Medicine program, enrolled students are provided access to an interactive AI-powered tutor specifically designed for customized and on-demand learning. While students are encouraged to use it without restrictions, overreliance on it could create a risk of developing passive learning habits and as well as reduce their critical thinking (Kim et al., 2025). Yet, the availability of an AI-based tool as a resource for knowledge is greatly limited\u2014if not entirely excluded\u2014in a clinical context where an immediate physician\/patient interaction is required.<\/p>\n\n\n\n
Transparency statement : AI assistance was used for grammar checking, phrasing, and final language polish.<\/em><\/p>\n\n\n\n References<\/strong><\/p>\n\n\n\n Burgess, M. (2026, April 7). Rethinking Participation: Neurodiversity and Inclusion in Digital Learning Communities<\/em> [Webinar]. Royal Roads University. https:\/\/bit.ly\/VS2026Burgess<\/a><\/p>\n\n\n\n Kim, J., Yu, S., Detrick, R., Lin, X., & Li, N. (2025). Designing AI-powered learning: Adult learners’ expectations for curriculum and human-AI interaction. Educational Technology Research and Development<\/em>, 73<\/em>, 3397\u20133421. https:\/\/doi.org\/10.1007\/s11423-025-10549-z<\/a><\/p>\n\n\n\n