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Rethinking Assessment in the Age of Artificial Intelligence and Multimodal Design

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The future of assessment in education is being reshaped by the influence of artificial intelligence and multimodal learning. The two readings Assessment in the Age of Artificial Intelligence by Swiecki and colleagues (2022) and Multimodal Digital Classroom Assessments by Fjørtoft (2020), together explore how technology is transforming what educators value and how learning is measured. Both works call for assessment that is not only more accurate, but also more equitable and authentic. For me as a nurse educator this topic goes beyond the classroom. In healthcare education assessment is not simply about grading or certification. It defines what it means to be competent and compassionate in a professional role. The insights from these two articles create an opportunity to rethink assessment as a human practice guided by ethics as much as by data. Key Insights Swiecki and colleagues (2022), explain that traditional testing is often disconnected from how people actually learn and apply kno...
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Curating Knowledge and Cultivating Global Digital Citizenship in the Age of AI

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Digital learning continues to evolve into a complex ecosystem where knowledge is not only consumed but interpreted and shared through new forms of participation. The works of Ungerer (2016) and UNESCO (2023), highlight two key dimensions of this transformation. Ungerer introduces digital curation as a higher education competency that helps learners critically select, evaluate, and share digital resources. The UNESCO toolkit expands this idea through the concept of global digital citizenship, explaining how artificial intelligence can either support civic responsibility or intensify inequality depending on how it is applied. Both readings lead to the same insight. Knowledge today is not measured by what we store but by how we engage. It is about discernment, collaboration, and ethical participation. For educators, especially those preparing healthcare professionals, this shift transforms literacy into a broader civic and ethical practice. Key Insights Ungerer (2016), presents digital cu...
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Building Culturally Sustaining and Universally Designed Literacy in Online Education

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Digital learning has permanently changed how educators think about inclusion, access, and representation. The rapid move toward online and hybrid learning environments has revealed an urgent truth. If education is to serve all learners, its digital spaces must reflect human diversity, not erase it. Paris and Alim (2017) provides a powerful framework for how educators can merge culturally sustaining pedagogy and Universal Design for Learning (UDL) to create online environments that are accessible, equitable, and relational. The authors explain that culturally sustaining pedagogy, or CSP, is not about adding diversity as an optional topic. It is about affirming and sustaining the linguistic and cultural practices of all students. Universal Design for Learning, or UDL, complements this by ensuring that learners have multiple ways to engage, represent, and express understanding. When integrated, these frameworks create the foundation for an educational experience that values difference...
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Algorithmic Bias, GenAI Literacy, and the Ethics of Care in Education

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The rapid infusion of artificial intelligence into education has created a complex paradox. The same systems designed to enhance learning can also deepen inequity. This tension between innovation and justice requires more than technical skill. It calls for a form of literacy grounded in ethics and humanity. Baker and Hawn (2022) remind us that algorithmic bias is not simply a mathematical error. It reflects the values, omissions, and assumptions embedded within data and design. They emphasize that bias often begins with the data that algorithms consume rather than within the code itself. This insight has profound implications for educators. In nursing education, both human judgment and algorithmic evaluation influence how students are selected, supported, and assessed. Reflecting on my own teaching across post-secondary and clinical environments, I see that algorithmic bias is not a future concern. It is already shaping the way we teach, evaluate, and understand learners. From Awarene...
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Participatory Learning and Democratic Engagement in Nursing Education

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The integration of participatory culture and civic engagement frameworks into higher education signals a profound shift in how learning communities operate. As highlighted by McCorkle (2024), participatory learning transcends traditional classroom assignments and positions students as active contributors to public discourse. Similarly, Kahne, Hodgin, and Eidman-Aadahl (2016) assert that the digital age has redefined civic engagement, offering learners new ways to collaborate, investigate, and influence through participatory actions. Together, these frameworks suggest that the most transformative educational experiences are not those that reproduce knowledge, but those that empower learners to co-create meaning, act ethically in digital spaces, and cultivate agency within their professional and social communities. In the context of nursing education, these ideas resonate deeply. Nurses, both in practice and in training, operate at the intersection of knowledge, ethics, and human experie...
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Generative AI and Design Fiction in Nursing Education: A Reflection

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Generative Artificial Intelligence (GenAI) can transform teaching and learning in both academic and clinical nursing environments. Bouguettaya et al. (2025) describe GenAI as marking a paradigm shift from traditional digital learning toward personalized, adaptive, and generative experiences that respond to individual learner needs. In nursing education, this resonates with our movement toward competency-based learning and simulation-based assessment, where every learner’s path is unique but still anchored to clinical standards of practice. As an educator, I was particularly struck by how Li and Bertrand (2026) framed the Design Fiction Pedagogy (DFP) as a method for fostering critical and ethical thinking about technology. DFP encourages learners to imagine the future implications of AI through narrative and prototyping. Translating this into nursing, I could envision a learning activity where students design a “future clinical scenario” involving an AI diagnostic assistant. This would...
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