Loading...
AI, DX, and Learning by Doing: What's Stopping Educators from Creating Open Resources?
Citations
Altmetric:
Abstract
Although AI and digital transformation (DX) tools for content creation and interactivity are increasingly available, adoption among educators remains uneven. Drawing on James Bessen’s Learning by Doing, this paper explores why educational technology integration is often gradual and how educators can meaningfully engage with emerging tools.
Through desk research and reflective analysis, two case studies are presented. The first examines a second-year university AI course using a “Do-Think-Process” framework both for structuring content and for motivating pedagogy. This course supported the launch of a small YouTube channel (a bit of intelligence), where creating educational content deepened both understanding and engagement. The second case describes AI in Play, a student-led project in which ten students co-create games and videos with faculty, exploring DX possibilities collaboratively.
The tools and methods that will define the next era of open and distance learning (ODL) are still emerging. AI is transforming programming by increasing productivity and expanding possibilities; similar shifts are likely across education. As educators from diverse backgrounds adopt, adapt, or reimagine open learning resources in response to local challenges and opportunities—especially on a global scale—the diversity of educational settings can provide inspiration. While well-funded institutions may struggle with inertia, resource-constrained environments can demonstrate remarkable adaptability and innovation, offering all of us lessons to learn by doing.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 0185
Country
Region
DOI
Collections
Files
Loading...
PDF
Adobe PDF, 531.35 KB
Link
Date
2025-09
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)