Course Craft

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...

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...

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...