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The use of AI tools in teaching and learning has been under a big dispute due to its association with academic dishonesty. Most educators including myself, who were products of pre-AI education believe that the use of AI tends to make students highly dependent on it to the point of committing cheating, thus, it hinders real learning. However, AI is the current, and probably the future trend of business and industries, which compels the education sector to expose and prepare present-day learners to be accustomed to it. As an educator, AI should not be treated as an enemy, but rather, as a friend, a tool, that will assist learning. We should look into the opportunity and potential of how to put it to good use and promote learning among our students.

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The teacher's experience on the article made him realized of not teaching his students the importance of independent learning and to condition his students to be more autonmous learners. He also shared the " 3 Keys for Transitioning Dependent to Independent Learning" and how to create a one period independent learning activity

( about 80 minutes) with 5 parts. The end game here is to evaluate the students ( individually or small group) thru conferencing with their mastery checks and give them immediate feedback.

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The latest gift of technology to humanity is the use of educational tools. AI tools offer educators several opportunities for academic development and ongoing learning. The main goal is to achieve the highest level of education in promoting discipline and understanding. Indeed, AI is essential as educational technology has specific goals and objectives. AI is a tool that would help the curriculum, strategies, and techniques for improving teaching and learning. The call is for a review of the applicability of the objectives and additional active measures to achieve a deeper understanding of critical areas of AI in AI education, focusing on implementing and fostering it gradually. In addition, AI aims to foster a passion for beauty, order, and lifelong learning. It aims to aid in developing every student's capacity to pick out what is true and what is admirable from the wealth of knowledge, concepts, and ideas that modern technology makes available. After doing so, the student prefers to use freedom. It gives each student a strong sense of belonging to his/her country and the greater global community, preparing them to function successfully in multicultural environments and advance society. As we focus on the new changes in education, we learn how to adapt, engage, and be innovative in a way that we can deliver our educational content in an effective manner and approach.

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The transition to online learning during the pandemic has highlighted the need to explore the benefits of a blended learning approach in education. By combining traditional and digital methods, blended learning provides students with flexibility, creativity, and engaging learning opportunities. However, challenges such as limited technology access, student engagement, teacher workload, and reduced social interaction can impact the success of blended learning. To address these issues, careful planning, adequate support, and integration of online and in-person elements are essential to maximize the benefits of blended learning for all students.

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The integration of AI in education offered both advantages and significant drawbacks. For example, it is now a challenge to teach writing skills. With just entering the specific prompts, students can easily generate essays and submit them as a graded assessment. While there are Plagiarism Detection Tools, it may fail to identify unoriginal works. Other times, it can also result in false positives. This fuels the growing concern on the use of AI in education.

While these concerns are valid, denying students access to AI tools, especially in this digital age, will only result in a significant educational disadvantage. Hence, a comprehensive AI policy should be created to avoid the misuse of AI.

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One thing that strikes me the most from the materials is Oloo's (2023) assertion that knowledge is no longer a scarce resource. Thus, instead of preserving and disseminating it, the teacher/facilitator will teach the learners how to navigate it. This is because there is no information barrier anymore between the learner and the teacher. With the advent of technology, information is easily accessible at our fingertips. The skill of navigating information and knowledge will be a great help for learners to be prepared for a work environment that is rapidly evolving. Adaptability is one of the necessary skills in this fast-changing world.

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As facilitators, we need to determine the right moment to assist or support our students in their process of constructing their skills and knowledge. Constantly assisting them would run the risk of these students being dependent on the presence of the facilitators and developing the mindset that we have the right answers. Instead, what we can offer is to collaborate with our students to set their personal and realistic expectations at the beginning of the course and to align our materials and assessments to target these goals. The need for timely feedback is also crucial for their educational development, but the feedback must be suggestive and not corrective. The language that we use would also play a role as some students work better with direct criticism while others might feel discourage with this type of feedbacking. Additionally, the facilitator should still be present within the classroom despite minimizing their dominancy in the discussion. We can be vocal and transparent that we are available if the student needs support, but we need to encourage that they have the capacity to build their own understanding of the lesson, and the skills associated with the topic. Constant practice and training are necessary for facilitators to be effective mentors and coaches.

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AI in education is a huge leap towards modernizing education. But, as with any innovation, it needs to be used with caution. AI ishere to stay, and the best we can do is to find a way to live with it. A key aspect of AI is that it enables personalize learning by customizing educational material to fit each individual student. Through adaptive technologies, AI can evaluate a learner’s strengths, weaknesses, learning speed, and preferences. This analysis allows for designing personalized lessons and learning resources for each student to make sure the learning sessions are synchronized with their learning patterns. This allows students to learn at a personalized pace for increased comprehension and retention of material. However, one of the biggest disadvantages of AI in education is that it does not offer the human interaction that traditional learning provides. In traditional classrooms, teachers provide not just academics but also emotional and mentorship support. Indeed, AI is highly efficient in addressing these barriers to learning, but does not possess the empathy and human touch that great educators possess. This lack of human connection could affect the social and emotional development of students as well as their engagement and motivation. I believe that AI is a great tool, but I also believe that schools and other fields that are using AI should have a proper protocol for responsible and ethical use of AI.

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We cannot deny the existence of AI in higher education. AI is here to stay, it is reality and future of every society. As educator we need to adjust to this technological development, this AI will be part of everyday life so that we need to familiarize our self to it and even how to strategically navigate this AI, It can give also lots of benefits to to all of us. Educators needs to be adaptable to this new age that can open more possibilities. We can treat AI as a helping hand to help not just our students but also to make our work easier because AI tools have the capability to ease administrative and teaching-related burdens for educators, such as recordkeeping, notes and reminders, student-specific feedback on assignments, and analyzing classroom discussions, it gives more opportunity to the educators to meaningfully engage to the students. But even there is an AI around we need to ensure that our students can still develop critical thinking skills and not all rely on AI apps.

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AI use has accelerated in recent years. However, despite its increasing popularity, artificial intelligence remains a polarizing topic among students and teachers in higher education. Many educators have emphasized the significance of artificial intelligence in improving administrative efficiency, research, and writing productivity. Similarly, students have reported the benefits of AI in offloading cognitive tasks, obtaining immediate feedback, and accelerating the writing process. Despite these positive reviews, teachers and students recognize the limitations of AI, with many expressing concerns regarding academic integrity, data privacy, inaccuracy, biases, and decreased cognitive ability. To navigate these opportunities and challenges effectively, higher education institutions must balance embracing AI's potential to enhance learning and teaching experiences while implementing safeguards that address concerns about academic integrity and student development. This requires developing comprehensive policies that extend beyond merely policing AI usage to provide support and guidance in its integration.

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Diskarte o Diploma? Independent Learning

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Diskarte o Diploma? Independent Learning

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Back when knowledge was scarce, it made intuitive sense to include everything in the curriculum. This traditional system of continuously adding content in the curriculum is what made it congested in the first place, and this congestion lead to numerous unintended consequences for society as a whole. People started to perceive education as a normative obligation, but many individuals also undertook careers that do not align with their studies. This is the reason why the debate between "diskarte o diploma" exists, and the source materials actually provide a resolution to this debate in the format of a question: "What should education look like when information is abundant and accessible?"

Answers to this question may vary from person to person, but one's answer reflects their belief in striking a balance between "diskarte o diploma". The speaker believes that education in an era of abundance should be about navigating what is important, but I would like to provide an answer of my own. Education should be about determining the minimum competencies of select core subjects, and granting the students the autonomy to choose what they want to learn. This is similar to selecting college degrees to undertake, but in my opinion, the right of autonomy should begin much earlier than tertiary education (maybe as early as grade 4).

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With the rapid advancements and implications of Generative Artificial Intelligence (GAI), particularly in the education sector, threats such as academic dishonesty, misinformation, and deepfakes pose significant challenges.

However, these risks can be minimized—or even avoided—by exposing learners to different GAI models while simultaneously guiding them in their responsible and effective use. Encouraging learners to maximize the potential of these tools fosters informed and ethical engagement, reducing and potentially eradicating the dangers GAI might present.

That is why the emphasis on the critical roles of educators in providing opportunities for learners to engage with GAI, guiding them in its use, and helping them maximize its potential benefits is significant.

The uncertainty of the future can be daunting. However, as with other groundbreaking inventions throughout history, we must not remain passive recipients of innovation. Instead, we should embrace these advancements to our advantage, exercising responsible use while being mindful of the potential risks they may pose to society.

We cannot stop the growth of technological advancements like AI, nor should we try, as they will inevitably continue to develop.

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Flipped Learning transforms traditional education by leveraging class time for active learning and collaboration while empowering students to take ownership of their learning process. By focusing on flexibility, student-centered learning, intentional content, and the teacher as a guide, this approach fosters deeper engagement and critical thinking, ultimately aiming for a more dynamic, personalized learning experience.

In flipped learning, the teacher's role shifts from delivering traditional lectures to being an active facilitator who guides, supports, and challenges students. Teachers design purposeful content for independent learning, monitor student progress through formative assessments, foster collaborative learning, and continuously reflect on and adjust their instructional strategies. This creates a dynamic learning environment where students take greater responsibility for their own learning, and teachers provide the necessary guidance and support to ensure success.

As a teacher, my primary concern revolves around how to effectively prepare my lessons to foster genuine engagement and active participation from my students. I’m deeply focused on selecting the right strategies that will not only capture their attention but also encourage them to take ownership of their learning.

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AI in higher education poses both challenges and opportunities in the teaching and learning process. It has the power to personalize learning experiences and foster innovative teaching methods. However, it also raises concerns about ethical implications. With that, teachers and students must develop the skills and knowledge necessary to navigate AI effectively and responsibly. Further research is essential to address these issues and provide a framework for the successful implementation of AI in education. I find myself reflecting on the critical role of teacher agency in this landscape. Teachers are not just implementers of AI tools but decision-makers who must align these technologies with pedagogical goals and student needs. Their ability to innovate, adapt, and critically assess AI's role in activities and assessments will shape its impact in the classroom. This highlights the importance of empowering educators with both technical and pedagogical training.

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The significance of learning at your own pace 

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The significance of learning at your own pace 

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Reflecting on the ideas presented, I am reminded of how deeply impactful education can be when it prioritizes creativity, relationships, and resilience. As someone who values integrity and honest leadership, I see the role of educators and mentors as pivotal in shaping not only a student’s academic performance but also their character and confidence.

The concept of fostering “more innovation and less imitation” resonates with me on a personal level. I’ve often found myself inspired by moments when students or peers thought outside the box to address a challenge creatively. Encouraging innovation means embracing individuality and trusting others to take risks, even when there’s a possibility of failure. I believe the same holds true for leadership—it’s about guiding others to find their voice and pursue unconventional solutions while learning from the obstacles they encounter.

Strong teacher-student relationships are also foundational to this process. In my experiences working with others, whether in a leadership capacity or simply as a peer, I’ve realized the importance of building trust and understanding. Relationships are not just about authority or direction; they’re about creating a space where people feel seen, valued, and supported. When I think about my own growth, I can point to individuals who invested time in me, listening to my ideas and encouraging me to pursue them. Their support made all the difference, and it inspires me to do the same for others.

Perhaps the most meaningful part of this reflection is the idea of learning through failure. Growing up, I often viewed mistakes as weaknesses, but over time, I’ve learned to see them as opportunities for growth. This shift in mindset has been transformative for me, both academically and personally. I’ve come to understand that making mistakes isn’t a sign of inadequacy; it’s a step toward progress. Encouraging students—or anyone for that matter—to embrace failure as a natural part of learning is something I aspire to do more actively.

Ultimately, this reflection reinforces my belief in the power of education and leadership to empower individuals. By fostering creativity, trust, and resilience, we can build environments where people not only excel but also find fulfillment in their journey. These principles are ones I strive to embody in my own life and hope to carry into every role I take on moving forward.

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TOPIC D : STUDENT SUPPORT AND COACHING

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TOPIC D : STUDENT SUPPORT AND COACHING

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Being in a self directed learning is not as easy as it is as a student. It will be needed a lot of adjustments on their one's learning and time management. Having someone to be with you in the process would be a big help. As a facilitator, guiding our students on the skills that they will be needed. Online set up on both mentoring and coaching will take some advantages and disadvantages. To address the concerns might happen establishing rapport , setting goals towards each other , careful planning for self - responsibility and open and continous communication (dialogue) can help in stimulating the process.

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AI is there to stay and whether we like it or not it is our responsibility as teachers/facilitators to live, adapt, and recalibrate our ways to deal with it. It is true that many of us have repercussions in adapting AI due to our hesitations as to whether our students really achieve the amount of learning that we intend them to have but if we do not adapt to and stick to our old ways, we are then proving that our roles as teachers may become obsolete. Instead of prohibiting its use, and policing our students not to use AI, I believe that we can instill to our students the proper and ethical use of it. We can also focus on the promotion of the right values such as hard work and integrity. Make the students get involved in learning through experience thus making them realize what it pays to learn through hard work instead of choosing the easy ways.

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AI in higher education enhances learning and efficiency but raises ethical and privacy concerns. Universities address this through training and alternative assessments, with faculty guiding ethical use and innovation.

Given these concerns, I have questions about: 1) How can AI enhance learning without reducing personal interaction or critical thinking? and 2) What is our university's framework in dealing with the ethical use of AI?

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Self-directed learning can be nurtured by transitioning to a more autonomous learning environment. In one of the articles, the author defines “autonomy” as a level of independence that is not absolute. It suggests that while learners are given more control over their learning, the teacher continues to have the responsibility to guide students, which can be achieved through personalized feedback (either in one on one sessions or group discussions). This approach allows the learning experience to be tailored to meet the individual needs of each student. However, in practice, one of the challenges educators face is instilling the value of self-directed learning since students are accustomed to the traditional learning environment. Teachers who promote self-directed learning are often viewed as ineffective in their teaching. This view reflects a tendency among students to question the teacher's expertise and approach. Another challenge is stimulating students' interest and desire to learn, as engaging learning activities must be thoughtfully designed.

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As discussed by Jako Olivier, self-directed learning, online mentoring, and online coaching are highly beneficial for today’s generation of learners. Olivier highlighted the limited educational resources available across the African continent between 2000 and 2020, underscoring the urgent need to empower students to take charge of their own learning. His work emphasizes the importance of democratizing education, ensuring access to quality resources, and creating inclusive learning environments. Additionally, Olivier stressed that teachers can bridge the gap in distance learning by offering education that is not only high-quality but also interactive and collaborative, fostering meaningful engagement and better outcomes for students.

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The use of AI in higher education is a double-edged sword. It has pros and cons. However, it’s here to stay. The only thing that we can do is to face and embrace the reality. With the help of trainings, workshop seminars, and guidelines, I believe we can adapt and navigate the AI era smoothly. Honestly, I enjoy this article because it really opened my eyes to the reality, and it motivated me to learn more about different AI tools and apps that I could use in my discussions.

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Incorporating AI in teaching and learning is considered a major breakthrough in the realm of education. The world we live in now is surrounded by technology along with its positive and negative implications. As sincere as it may be, I think it needs a more careful and thorough analysis/review in order to fully implement AI as a new methodology. One thing that needs to be considered is the learner's attitude and self-discipline. If these two factors are not well-grounded, using AI will just make learners lazier and irresponsible.

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Given the globalized context, AI tools in higher education can offer a great opportunity to enhance the teaching and learning experience. While AI can be a helpful resource for both students and lecturers, it should not overshadow the use of independent thinking and analytical skills in working on academic tasks. Thus, instead of prohibiting AI use, lecturers should focus on providing proper training and clear guidelines to ensure its responsible application. When integrated thoughtfully, AI tools can complement human abilities and foster a better learning experience.

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I appreciate the author's last statement on " When we inform, coach, liberate student learning, we develop and utilize self-directed learning skills of awareness ; thus succeed as lifelong learners". The true value of learning is to develop students not only to become independent learners but to value learning in their everyday journey , equipped with wisdom, maturity, problem solving skills and decision making skills towards life long learning experiences

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The use of AI in independent learning scheme is helpful as a helping tool, and not that will grab the critical thinking ability of the students. The ethical use and academic integrity in using AI technology is still important towards students critical thinking, self-regulation, problem-solving and decision making skills

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The two resources provided unpacked the opportunities and challenges brought by AI in education. There have been practical tips and steps on how to move forward and how to adapt using AI given that it is here to stay. I wanted to further unpack the ethical considerations regarding the use of AI. Aside from teaching students how to work with integrity in mind, the bigger question we also need to ask is QUALIFYING a human-centered approach in its usage, endorsement, and development. Aside from the practical benefits it provides (e.g. efficiency in tasks, additional aid or help it provides in order to reach learning competencies), what message does it send regarding the core principles of education and learning?

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When discussing the utilization of artificial intelligence (AI) by students, it is crucial to recognize not only its positive aspects but also the potential drawbacks that may accompany its use. Artificial intelligence has the capability to assist students in a myriad of ways, ranging from providing personalized learning experiences to simplifying complex tasks and enhancing research capabilities. For instance, AI tools can offer instant feedback on assignments, suggest resources tailored to individual learning styles, and even facilitate collaborative learning environments.

However, it is essential to consider the implications of excessive reliance on AI. While students may benefit from the convenience and efficiency that AI offers, becoming overly dependent on these technologies could potentially lead to a diminished capacity for independent thinking and problem-solving. This over-reliance can hinder the development of critical thinking skills and creativity, as students might begin to favor automated solutions over their own analytical capabilities. In this light, it is vital for educators and students alike to strike a balance between leveraging AI as a valuable educational tool and maintaining the essential human elements of learning that prioritize active engagement and thoughtful inquiry.

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The use of AI has accelerated in educational institutions in recent years. As technology progresses, we cannot stop its use, so we cannot limit or prohibit students from using it either. One way to address this is by providing seminars, workshops, and training to assist the faculty. They can be more familiar with the different types and uses of AI which will lessen the chance of forced AI-resistant assignments. Students should also have lessons on the responsible and ethical use of AI throughout their learning journey. This will emphasize that they are allowed to use, but not misuse it.

Overall, clear policies and guidelines must be communicated to both students and educators to maximize the benefits and potential of AI.

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The integration of Artificial Intelligence (AI) into higher education is reshaping the academic landscape, offering both opportunities and challenges.

Transformative potential of AI in education; (1) personalized Learning where AI enables tailored educational experiences, adapting to individual student needs and learning styles, thereby enhancing engagement and comprehension. AI streamlines administrative tasks such as admissions and enrollment, allowing institutions to allocate resources more effectively; (2) challenges and concerns in academic integrity ease with which AI can complete assignments raises concerns about plagiarism and the authenticity of student work. Institutions are grappling with how to maintain academic standards in this new context and ethical and equity issues where there's a risk that AI could exacerbate existing inequalities in education, particularly if access to AI tools is uneven. Additionally, ethical considerations regarding data privacy and the potential for AI to perpetuate biases are significant concerns; (3) Institutional Responses that includes Policy Development that universities are developing policies to guide AI usage, balancing the benefits of technological integration with the need to uphold academic integrity and ethical standards. Faculty Training for educators are encouraged to become proficient with AI tools to effectively integrate them into their teaching methodologies and to help students navigate the ethical implications of AI usage; (4) future outlook which is Evolving Educational Model and the rise of AI necessitates a reevaluation of traditional educational models, including assessment methods and the development of curricula that emphasize critical thinking and AI literacy. Collaboration between humans and AI is the future of education may involve a synergistic relationship between human educators and AI, leveraging the strengths of both to enhance learning outcomes.

In summary, while AI presents significant opportunities to enhance higher education, it also introduces challenges that require thoughtful consideration and proactive management to ensure that its integration benefits all stakeholders involved.

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One thing great about the use of AI is that it is a very accessible tool in this time and age for every person in the world as long as you are connected to the internet. But a lot of problems may arise with this especially when it comes to the academe. Problems such as loss in trust between the faculty and student, Plagiarism, and loss of knowledge due to being self-reliant to AI are just one of many problems faced by this innovation. Ultimately what we can do is for us to teach ourselves that AI is here to stay and would only be beneficial if we can also learn to integrate it with how we teach or use it as an educational tool and for us to also teach students on how they can use this responsibly especially in a time where we are entering a state of independent study where supervision is quite hard.

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I think we can all agree that, just like any invention and innovation, AI was – or  is developing - for a good purpose: to help people perform their jobs with ease.

With this in mind, what we – in the academe - need to decide is HOW MUCH AI should be used in the academic performance of our students.

Our students now were born with technology continuously advancing and they have access to it. But we cannot say the same to our educators and to some colleges and universities as well. Either we are not ready and capable physically and financially.

So I think what we should do, for academic institutions, let us support our faculty and staff with some technological capabilities, either we purchase some AI applications, we train them how to use it or send them to some workshops.

Faculty members, in turn, should be more adaptable, try to learn and advance themselves to these technologies.

should be taught how to properly and ethically use these AI technologies and try not rely on them 100%, create first draft of their assessments before submitting them to these AI technologies for enhancements and improvements.

To be more structured about this, we can also create guidelines to restrict the use of AI in the campus.

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On the perspective of students: There's a necessity for the class facilitator to strengthen students' prior knowledge and skill on information and media literacy specially in using AI in the university. The use vs misuse of AI must make them realize of how it can help in the development of their learning that is critical and active.

For the facilitators: Immersion of oneself on AI is the initial step to help student in emphasizing the need for media and information literacy. AI is a buzzword in the education. Hence, we cannot get out of it and so we have to learn how to learn and unlearn it in the facilitation of teaching and learning.

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The transition to blended learning in FEU’s General Education department can draw from the ideas of Self-Directed Learning (SDL), mentoring, and coaching. By allowing our students to take charge of their learning through a combination of online and in-person methods, instructors can guide them in a more personalized, supportive way.

We, as instructors, can act as mentors, providing long-term guidance, while also coaching students for specific goals in the online space. However, challenges such as tech problems and providing feedback will need attention, just as mentoring and coaching require clear rules and training to ensure success. By fostering SDL in blended learning, we can help students feel empowered to take ownership of their education, while also providing the support they need to succeed.

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As we navigate the 21st century era, our education must transcend the traditional boundaries to foster innovation, creativity and adaptability in both the teachers and students. To make this happen in reality, we as teachers must continually adapt our methods and approaches, ensuring that our teaching strategies are not static but dynamic and responsive to the needs of time. I believe that through self-directed learning we can promote autonomy and accountability for our learners. This is to let the students construct their own learnings, and by providing them a platform to share their ideas and perspective. Our role now is to facilitate the discussion, listen to their voices and give constructive and critical feedback. Keeping an open dialogue is key to a student's transformation. In this way, we create a learning environment that fosters collaboration, adaptability and critical thinking which is a very vital competency to the real-world contexts. With that being said, a teacher should be progressive and is open to all the different platforms to hone their skills and competencies, because learning does not stop.

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The articles convinced me that independent learning and autonomous learning are both essential for learners as we prepare them to meet the demands and challenges of the future. In this regard, we, as teachers, should create an environment and culture that supports independent and autonomous learning. Since knowledge is everywhere, we are not solely transmitters of information; instead, we must design learning experiences that empower students to learn on their own. As part of this, I am tasked with crafting a self-directed learning material to enhance students' ownership of their learning. This, in turn, requires a well-thought-out plan and the integration of technological tools such as applications and AI technologies.

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The reading and video materials for this topic provide valuable insights into the current state of technology in higher education. Artificial Intelligence (AI), particularly generative AI, is widely utilized in academia, making tasks easier for both students and teachers by saving time and finding solutions.

However, despite the many benefits this technology offers, there are also significant challenges that need continuous monitoring. From the video, I learned that banning AI is not a viable solution to these challenges; it would only leave students unprepared to adapt to technological advancements. Instead, AI should be integrated into higher education with clear policies to uphold academic integrity and ensure genuine learning.

It's also important to emphasize to students that learning is not solely about achieving perfect scores. The process and effort involved in arriving at the correct answer are crucial. While students may believe that obtaining the correct answer quickly is the hallmark of learning, it's essential to understand that struggling through challenges is part of the educational journey. Active learning remains vital, and AI should serve as a tool to facilitate meaningful learning experiences for students.

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With the advancement of technology, the world tries to shift and adapt to include these developments in our everyday lives. The academe also tries to keep up with the recent developments that we are currently experiencing. One of the most recent advancements we have is Artificial Intelligence which enables different programs to perform a variety of actions and tasks. Artificial intelligence has become both a blessing and a curse in education. It was able to give us the ability to create brand new outputs in a snap. It was able to help us with activities that seemed to be time consuming and difficult to do. It was able to make things simpler. However, it also fostered an environment of mistrust and hostility in the academe. When students pass an output that seems too “outstanding”, it’s already detected as AI generated, when there is no other sign that it is AI generated. Situations like this often lead to confrontation, which can lead to mistrust from both the faculty and the students alike.

With this, we must find the appropriate balance between maximizing the use of AI white being careful that we are not abusing the use of it. Why waste the different resources that were developed to help us in our everyday lives instead of using it for us to be more productive and efficient.

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Based on the Hanover Research (2023), the study emphasized that industry experts confirm AI in higher education is here to stay. As educators, we have to learn about it, especially how to use AI tools.

Hence, faculty members in higher education must adjust and familiarize themselves with common AI tools. Educators interviewed in the Vox video on the "AI can do your homework. Now what?" episode supported this argument. However, we can't deny the benefits and also the challenges brought by AI tools for instance in assessment.

In the reading, I get to appreciate AI-resistant assessments, which can provide more authentic responses from the students (e.g., debate, reflection paper, oral examination, in-class writing, etc.). Notwithstanding the challenges, I argue that utilizing AI ethically must be upheld.

The Vox video of Joss Fong, emphasizes the importance of critical literature on AI in the higher education context. Basically, it underscores how learning works and how we know our students have learned. The emphasis on real learning which is an antithesis of AI tool generation should not be neglected.

As one of the educators shared in the video, we can't grade works that are not theirs (our students). Authenticity and integrity to promote real learning in this AI-infested educational setting are sought. ###

Abdul Haiy Sali

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Admit it or not, autonomous or self-directed learning is definitely challenging yet filled with opportunities. In today's world, it's simple to express your interests and engage in conversation, but would it also be that simple to pursue and probe your interests? They may possess these resources, but do they know how to make the most of them or at least use these materials accordingly?

And that is where we enter. As educators, we should lead these individuals to seek their interests, belongings, and potential. It is crucial that we recognize their strengths and guide them to see beneath their capabilities as a learner and individual. It's our responsibility to ignite their inner drive to explore intellect as learners.

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Empowering Students through Independent Learning

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Empowering Students through Independent Learning

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The FEU and GE paradigm is designed for student-centered learning, which now integrates digital avenues and tools to maximize advantages. Similarly, Chtatou (2024) and Manfre (2022) discusses this student-centered and digital way of instruction and engagement in the form of Independent Learning. This involves entrusting teachers to play the role of facilitator-advisor, while students become the primary and responsible unit in the learning process. It is about letting the learner work on class activities or engagements at their own pace and using their own choices, preferences, or experiences as the core of the approach.

Personally, I think that Independent Learning is a lot suited for the goals of higher education. Primarily because this method challenges students to identify their learning needs and gaps so that a personalized and targeted strategy can be employed to further build skills, knowledge, and competence. These skills and competencies are then more practical and relevant to the student. Thus, the teacher becomes the facilitator of the self-assessment, learning approach, and constructive feedback steps that the student may need to achieve the learning objectives. But this means that many facilitators (myself included) must deconstruct our ideas of a structured and mentor-dependent learning environment. I have to build trust in the capabilities and initiative of my students while strongly enriching their independent and individual learning experiences. With what I have learned from Chtatou (2024), Manfre (2022), and Oloo (TEDx Talks, 2023), I am refiguring some of my class approaches and routines with the intention of further implementing the independence of students. I am considering ideas of goal-setting activities in the orientation to one-on-one consultations on instructions/feedback.

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The ultimate goal of a teacher is not to be liked by his students, but for his students to be independent lifelong learners. At times, teachers tend to get overwhelmed with sweet words like “you are my favorite teacher” or “you teach so well”. But isn’t it better to hear comments like “I learned this certain skill from your class” or “Thank you for teaching us. I am applying the strategy you taught us and it works!”.  Our legacy is to equip the students with the skills they need.

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It is without a doubt that AI has both benefits and challenges, but one thing is for sure, the use of AI in higher education is inevitable and will continue to grow. The only way to resolve the existing problems that AI has brought us (e.g. cheating) is to adjust, adapt, and develop concrete actions to balance the use of it.

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Thinking of an FA on ethical use of ChatGPT

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Thinking of an FA on ethical use of ChatGPT

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I can use a class discussion on AI use in the first few weeks prior to review of citations & References - for Scholarly Inquiry. My aim is to encourage students' critical thinking as they engage with ChatGPT to form an agreed class policy on ethical use of AI. I'll need guide questions for each table. They note-take on their discussion. Frame it as towards the agreed class policy on ethical use of AI. Maybe, get them to use ChatGPT to critique their discussion notes. (Maybe, a brief reaction paper (as step 1 of an FA?) on their response to ChatGPT's output.) Use the table on Potential Challenges, p. 5 of the Higher Education reading as criteria for each student group to assess their notes and ChatGPT's feedback. Now, each group will form their proposed policies on ethical use of AI. We'll review these as a class and weigh them against FEU's AI policy. (Students can write their reflections/learnings as step 2 for their FA.) We'll type up our agreed class policy as a signature sheet for submission with future class assignments (FAs and SAs).

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Blended Flipped Learning is an approach that aims to improve the skills of the students, test their knowledge and capabilities in independent learning, and allow students and teachers to be open to a wide array of work-along activities. Challenges will occur in a blended flipped classroom and to overcome these challenges, educators should be ready and knowledgeable in using various materials and planning different work-along activities that would assess their students well. It is also important to make the students aware from the beginning what the learning outcome is in every task and how it is relevant to their learning to keep them further motivated. Furthermore, teachers can also conduct quick catch ups with the students for them to know what is working for the students in a flipped classroom and what needs to be improved on. Lastly, it is vital that students build interaction with one another as they themselves are the one who will learn from each other; they can use various pair or group brainstorming techniques to ensure this.

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Adapting flipped classroom promotes active learning and fosters personalized learning. Class time becomes more interactive and encourage more collaboration among students. Moreover, teachers offer personalized support and guidance, rather than just delivering lectures. Although issues about technology might be a challenge, the flipped classroom model have proven to improve learning outcomes.

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AI can enhance students' learning when used responsibly. We, as educators, should balance its benefits while addressing concerns about misuse. Instead of banning AI, we should guide students on its ethical use, teaching them when and how to apply it appropriately.

Critical thinking and data interpretation are essential, as AI outputs can sometimes be inaccurate. Embracing AI as a valuable tool can benefit both students and educators, turning a potential challenge into an opportunity for innovation.

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The use of AI have really brought a massive change in the academe specially in the higher education. This new emerging trend of using AI in the academe have brough positive and negative effects. One of the positive effects that it brought is that it lessen the teaching burden of the faculty, the teachers can now focus on necessary things such as improvision of teaching methodologies and strategies because the AI can now do the other task that will make the work more efficient. Second, the use of AI caters everyone specially those students who have disasbilities and special needs. The platform provided by the AI can make their learning more easy and accessible. Lastly, AI aids the educators to create interactive activities that will help students to become engage and particivate in the class. However, along with this significant benefits that AI can bring, it also comes with the challenges. One of the challenges that it can bring to the academe is that learners have fully rely or become dependent on this tool, they often justify it as tutor who can help them with their academic assessments however it turn out that it becomes their machinery to do all the task resulting to poor spatial knowledge. Second challenge is that it limits the students creativity and thinking processes, since the AI gives a comprehensive answer to the prompt. the students will now use it as reference without exploring much of the various sources available. Lastly, it depersonalized learning since AI was use to give generative answers to the learners, the learners will be limited in doing real-life application since the assessment now was done through automation

The trend of using AI in the higher education is something that we cannot stop however acknowledging its full potential and benefits will help us counter the possible dangers and challenges

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By partnering with AI, we can work more effectively. While acknowledging the importance of challenging learning experiences for both teachers and students, we must prioritize consistent feedback to ensure the ethical integration of AI in education. This approach will allow us to unlock students' potential and equip them with the skills necessary for success in future career.

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AI tools have become an integral part of our daily lives and are readily accessible to everyone. As educators, it is important to teach the students the proper usage of these AI tools. As this could make or break the education system. Achieving a balance between the usage and its limitations can help mitigate potential challenges in the future.

We, as facilitators, must be open to change and willingly equip ourselves with the proper training and knowledge of these AI tools in the classroom. I think that this will enable us to create policies that would meet both the needs of the students and teachers. By doing so, we can integrate AI tools effectively while fostering critical thinking, encouraging active learning, and ensuring a safe learning environment for the students.

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Buzzwords such as autonomy, independence, empowerment, democracy, and student-centeredness (people-centeredness in development studies) are becoming more popular and used in discussions geared toward participants’ authentic learning and ownership of the education processes and results.

Alongside those terminologies are the principles that one has to uphold that in order to have these in reality, there must be symmetrical relationships between and among learning participants rather than having asymmetry and hierarchy as far as the dominant learning paradigm is concerned.

Independence means exorcising the self from the imposition of external intervention to gain the agency to manage oneself. This, however, has consequences. Are the dependents ready to take full responsibility for the process and its corresponding results once they become independent? As explained by the articles, it will take time but it is not impossible.

It is more important to ask, however, “are the teachers, academicians, and facilitators of learning together with their dogma, theoretical leanings, personal biases, and their fragile academic ego ready to be questioned and refuted by the newly independent and empowered learners?” I hope so.

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If HEIs want to produce industry-ready graduates, they have to integrate AI in the curriculum. As mentioned by industry experts, AI is already part of the structure; thus, academic institutions need to be with the system. But the challenge is how institutions and teachers could enhance competencies with a balance between AI-assisted learning and the integrity of students. We need to go back to the most practical and realistic solutions in countering, if not avoiding, AI-generated student outputs—administer hands-on/sit-down assessments and regular consultation/mentoring as a way to disrupt/deny students' intellectual dishonesty.

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One of the readings, Making the Transition from Dependent to Independent Learning, discusses the transition from pre-conditioned, teacher-centered learning to independent learning. While the article is rooted in the author's experiences, it aligns with changes being implemented at FEU.

Orientation together with feedback are the two key elements that I surfaced from the article. On one hand, orientation, as cliché as it sounds, must include not just the contents of the learning materials, nor the outline of the course but also the learning environment a teacher can provide. In addition, it should provide an avenue for the students to be oriented with their classmates’ learning preferences. This, followed by reflection or perhaps self-examination, might lead to the imitation of best practices in the long run.

Feedback, on the other hand, might be out of place as it often occur after assessments. However, in this article’s case, it should happen every time there’s an activity. A reality check perhaps is that there might be limited time for this. Thus, I highly recommend to thematize the learning needs of the students, provide them with general feedback, and encourage the students to reach out to you for any specific feedback. This way, they will have a shared learning journey that is anchored on the CELOS or expectations of the facilitators and the university.

We can argue that the transition from teacher-centered learning to independent learning of FEU students are challenging. Considering that there are several factors affecting the students’ classroom performance with emphasis on the lack or even presence of a study habit. Nevertheless, with the article and the guidance of several key players (including the students), perhaps we’re moving towards a more effective learning strategy this semester.

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With the ongoing developments in technology, it is almost impossible to be resistant to AI. The reading material and video allowed me to gain a better understanding of the benefits of AI in education and how such tools can be used responsibly. I have always been frustrated with the fact that students tend to use AI while working on their assessments (some unfortunately fully rely on AI to do the work for them). However, I realized that it is difficult to police students. To avoid or perhaps lessen the students' reliance (or in this case misuse of AI), I (as a course facilitator) must provide AI-resistant assessments (those that cannot be simply created using an AI tool like ChatGPT and the like).

My one takeaway is that we should not antagonize AI. Instead, we must find ways to integrate AI and promote the responsible use of it.

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Given the fact that independent learning aims to foster critical thinking, enables lifelong learning, and enhances autonomy, it is clear that this approach provides immense benefits. However, the process is not without its challenges. Students may face obstacles such as a lack of motivation, difficulties in time management, information overload, and the absence of structured guidance. These challenges can lead to procrastination, confusion, and even shallow learning if not addressed effectively, especially as students transition from being dependent learners to more self-reliant ones.

The situation becomes even more complicated when psychological or emotional issues are involved. Learners may struggle to establish or maintain motivation due to complex family problems, unresolved early-life traumas, or ongoing psychosocial dilemmas. These issues can significantly hinder their ability to engage with learning, even if all the right academic strategies are in place. In such cases, teachers may find themselves in a difficult position: while they can implement prescribed strategies to encourage independent study, they may encounter resistance or disengagement from students whose struggles go beyond the classroom.

This raises a critical concern: Where does the teacher fit in such situations? What role can they play in helping students who face deep, personal challenges without overstepping their professional boundaries? Teachers, as mentors and guides, may not always have the expertise or resources to address complex psychological issues. This is particularly challenging in environments where universities have an open admission policy, which allows students with learning disabilities or mental health challenges to enroll.

In such circumstances, teachers should not feel solely responsible for addressing psychological issues. However, they can play a critical supportive role by identifying warning signs, referring students to counseling or support services, and maintaining a compassionate and understanding approach. Teachers can also foster an inclusive classroom environment, one in which students feel comfortable seeking help, whether for academic resources, peer support, or mental health services.

It is important to note that the teacher’s role is not to provide therapy but to offer a safe, understanding space where students know they are supported. By building trust and fostering open communication, teachers can help students feel more comfortable reaching out for the help they need. This holistic approach ensures that even when students face personal challenges, they do not feel abandoned or blamed, which can reduce the risk of self-blame or frustration.

Given these concerns, collaborative efforts between teachers, counselors, and other support staff are essential in creating a more comprehensive support system for learners, especially in a university that admits a diverse range of students with varying needs. This collaborative model ensures that students receive the necessary psychological, academic, and emotional support they need to succeed in their independent learning journey, without placing undue responsibility on the teacher for circumstances beyond their control.

Furthermore, universities should consider offering training and seminars on self-care to help teachers maintain their well-being. This ensures that educators remain in good psychological and emotional health, which is vital for effectively fulfilling their duties to students. By supporting teachers with the tools they need to manage the demands of their role, institutions can help create a balanced, healthy environment that benefits both educators and learners alike.

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AI is here to stay, and our only option is to embrace it. AI presents us the opportunity to enhance and foster critical thinking. By integrating AI tools, we are able to tailor educational content to each individual needs. However, we should address the challenges pertaining to the misuse of AI. If we are to embrace AI, we should be able to adapt with the technology. Policies should be implemented and carefully reviewed to avoid exploitation.

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The flipped classroom as a teaching method fits well with the needs of 21st-century education. Since it moves away from passive learning and rather focuses on active engagement, it helps the students build important skills such as critical thinking, teamwork, creativity, and effective communication. Such skills are key abilities for success in today’s world. Thus, the flipped classroom setup is a great way to make learning and teaching more engaging and focused on students, aiding to develop the skills they need to succeed in a fast-changing and collaborative world.

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In the context of education, students are expected to come up with ideas either from their own knowledge, self-research, or collaboration with their fellow peers. However, the modernization of technology and its influence on education has now brought us to the use of AI. It should be known that AI requires responsible use to ensure that students are actively learning and that despite AI generating multiple prompts of ideas, students should also utilize their own critical thinking skills to make use of these prompts. Like it or not, AI is here to stay for the foreseeable future as more adaptive technologies become more and more practised, and it's up to how we use it to determine if it affects us positively or negatively.

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The advent of technology and the introduction of AI in education offers an opportunity to redefine learning and teaching, equipping students with the skills needed in a rapidly evolving world. With the hopes of the positive outcomes AI might bring to education, some concerns must really be addressed, especially when it comes to authenticity, honesty and academic integrity. With my previous paper under Dr. Percival Paras, I see clear AI policies and upskilling the educators as springboard of making AI in education an advantage rather than a threat.

Borrowing the words of Ms. Chesa Caparas “AI is here to stay”, this is not something negative or a hopeless case, rather an opportunity to challenge ourselves, both as educators, students and administrators to with new repertoires of skills that AI enabled us to discover and navigate.

AI in education is about preparing students for a digital future. With the right policies, training, and a commitment to academic integrity, AI can transform education into a more dynamic, personalized, and effective learning experience, equipping students for success in an increasingly AI-driven world.

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The growth of artificial intelligence (AI) is unstoppable as we want to make everything easy for us. The reading material and the video allow me to see the benefits and consequences of using AI in higher education. It is beneficial in higher education as it can enable personalized learning, foster critical thinking, and create interactive learning environments. However, there are ethical implications and no concrete regulation yet on its use in education. As an educator, I consider AI as an aid or assistance to facilitate teaching and learning and not for assessments. Assessments are our basis to know whether the students learned and acquired the knowledge and skills they need in their respective careers. Allowing them to use AI in doing their assessments may not give us an accurate measurement of their learning and acquisition. There is really a need to have a seamless policy or mechanism on the use of AI in higher education so we can move forward.

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I do agree that tools Higher Education use in detecting Generative AI contents are imperfect. My question is, what HEIs can do in order to respond to the inexistence of such a "perfect" or "reliable" AI generative content detector? There is really a need to continuously train and equip educators with the knowledge and skills that will aid them in determining and providing interventions when students or learners are found to be using AI (Generative AI) irresponsibly or unethically.

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I do agree that tools Higher Education use in detecting Generative AI contents are imperfect. My question is, what HEIs can do in order to respond to the inexistence of such a "perfect" or "reliable" AI generative content detector? There is really a need to continuously train and equip educators with the knowledge and skills that will aid them in determining and providing interventions when students or learners are found to be using AI (Generative AI) irresponsibly or unethically.

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Learning beyond boundaries. It develops a learning environment that fuels the student to discover more and reflect more of an idea or principle on his own with the teacher as a guide.

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Independent learning in the digital age empowers students to take ownership of their academic journeys by harnessing the vast array of digital tools available to enhance their knowledge and skills at their own pace. As educators, we have a unique opportunity to guide students in navigating and selecting the right digital tools, fostering their ability to not only learn independently but also build critical thinking, problem-solving, and self-motivation skills.

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 Independent and Self-
directed Learning

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 Independent and Self-
directed Learning

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Independent learning in the digital age empowers students to take ownership of their academic journeys by harnessing the vast array of digital tools available to enhance their knowledge and skills at their own pace. As educators, we have a unique opportunity to guide students in navigating and selecting the right digital tools, fostering their ability to not only learn independently but also build critical thinking, problem-solving, and self-motivation skills.

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While reading the article, I went back to the activities I had in my GE classes. Wherein, the self-directed learning has been emphasized in FEU, the culture of having self-directed learning, taking the initiative to plan, manage, and evaluate one's learning. There are several factors and key take aways in doing and facilitating the approach. But one that really struck me is being flexible. Our students come from different cultures, skills and abilities. There are learners who are fast learners but there are some who really need time and guidance in doing a certain task. Another thing to reflect on is having this approach would mirror real-life situations, preparing them for professional and personal scenarios

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The materials provided relevant insights on student support and coaching but it is also vital to look into the Filipino students’ culture of learning and mentoring. Though most of what was mentioned were true and applicable to our society as well, it is also important to consider how Filipino students view learning as a dreadful task due to socio-economic factors rather than an inviting process where they get to learn and practice skills that would result to productivity and improvement for personal and communal benefit. One key factor is how social media can be utilized in learning, as emphasized by both materials; however, the extensive information that can be accessed by learners can have varying results. It is important to hone learners to be critical and responsible thinkers while we instill the significance of innovation and creativity. As facilitators, it is our responsibility to provide a space where students can actively share their ideas while being open to constructive criticisms that will lead to self-reflection so they can view learning as an affirmative process.

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AI is already part of our lives. We cannot just hope that our students will use it responsibly every time we remind them in class. As mentioned in the materials, it is already accessible to students in any possible way. There are also studies indicating the positive and negative impact of these tools. So what we can do now is to provide clearer guidelines about the use of AI, expound discussion about its ethical implications, and train the teachers and students on how to properly use them in class. By doing these, we can lessen the negative impact of AI, improve our classroom strategies, increase student learning, and others. If we are guided in using these tools, it can provide us with more opportunities that will also improve the quality of our education in the country.

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Though artificial intelligence is hailed as an asset in the education sector, it is also considered a liability as it undermines the skills that students need to develop in school through the assessments provided by teachers. As stated by one of the speakers in the video " it does not give an inspiration rather it gives you an answer" thus, undermining critical thinking. Technology is an aid to learning not a substitute to learning. If AI is allowed, then what is the essence of assessment if students can just get the answer from AI? Its application defeats the very essence of assessment and evaluation.

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One cannot deny the integration of AI, especially in the academe. Although there is still a long way for both students and educators to fully mend for its negative impact in the learning process, I think it still depends on us, as educators on how to address these concerns. As such, we should not be hesitant to know nor ignore AI’s capabilities and imperfection as this could a be a good source to create policies, guidelines, and other intervention for its responsible usage.

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A few years after "GenAI" became a buzzword across different industries, many have come to accept it and were able to adapt it into their working systems. It is understandable that the academe will have more reservations thereto, considering the conflicting end-goals among students (decreasing total work, possibly short-changing learning and critical thinking) and educators (facilitating learning and automating menial tasks), as is observed in anecdotes and studies. However, adopting flexible approaches and policies appear to promise greater success and satisfaction among actors and their end-goals, rather than restricting the use of GenAI.

As was discussed in the given materials and congruent with my personal observations and experiences, blanket policies restricting GenAI often result in disobedience and violation of said policies. Worse, mentor-student relationship is at times affected by the distrust commonly present in evaluating outputs in an environment that restricts AI use (e.g., undetected AI use, false positives among AI detectors). More flexible and nuanced approaches appear to promote end-goals among both student and mentors, in that all actors are able to reap the benefits of GenAI, but its weaknesses and limitations are addressed and tempered with good practice, as honest and productive conversations are being had.

As educators, we must be cognizant that many key sectors have already integrated AI into their working systems, and keeping it away from students will not be productive towards their preparation for careers in the long run. Rather, adopting nuanced approaches and educating students into ethical and productive uses of GenAI will equip them to be efficient in their future respective fields.

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When we think about learning beyond the classroom, it’s almost as if the boundaries of where education happens are dissolving. The classroom used to be the central hub of learning, a place where students gathered knowledge from a single source—the teacher. But now, with technology and societal changes, the world itself becomes the classroom.

The internet is like an infinite library, open 24/7. Students can learn about quantum physics from YouTube, take a free coding course on platforms like Codecademy, or even attend virtual lectures by experts across the globe. The beauty of this is how personalized it can be. Someone passionate about marine biology could dive into documentaries, research studies, or virtual labs. A budding artist might learn techniques through tutorials or connect with mentors online. It’s not about memorizing facts anymore—it’s about discovery.

Outside the classroom, the real world offers experiences that can’t always be replicated in traditional education. Volunteering, internships, part-time jobs, or even casual projects like gardening or building something—these teach practical skills. For example, managing a small business gives lessons in finance, teamwork, and time management, far beyond what a textbook could offer.

Of course, this freedom comes with its own challenges. Not everyone has equal access to technology or resources, which creates a digital divide. Motivation and self-discipline are also critical—without structure, some learners might feel lost. Parents and educators still play a key role in providing guidance, encouragement, and sometimes, a bit of structure.

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Moving Forward: Ethical Use of AI in Student-Centered Learning

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Moving Forward: Ethical Use of AI in Student-Centered Learning

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Upon reading and watching the resource materials on the topic, I realized that not much conversation and training are being carried out to better guide FEU students in the proper and ethical use of AI in higher education. Since 2022, teachers have been exposed to active talks about the topic and may have achieved a good understanding of how we can navigate the world dominated by AI trends. However, I noticed that students still fall prey to its misuse and are continuously having their independent and critical thinking skills impeded by it. I recall a moment in my classroom where a student had to convince me that her work was done by her but she was unaware that Grammarly is also a form of AI that can be detected by Turnitin. They also are not aware that they have to declare if any AI was used in accomplishing their outputs through the declaration form.There is ongoing effort such as the updated policy on Academic Integrity which covers AI ethical use, but we have not properly introduced this to the student body; thus, leading to continuous irresponsible use and low grades. Hanover's research offers great insights into how educational institutions may mitigate the already worsening culture of mistrust between faculty and students regarding output submissions. A key finding from their research states that "Rather than implementing outright AI bans, institutions can offer guidelines and training to faculty and allow them to determine whether and how to integrate AI into their classrooms and assignments." I hope we can give the same amount of effort and attention to assisting our students with the proper and ethical use of AI, not just in school but also in their personal and communal lives.

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The rise of Artificial Intelligence (AI) in the educational setting poses advantages and concerns regarding its ethical use in academic settings, particularly in the classroom. The institution’s role in developing policies, guidelines, and programs is essential in helping its stakeholders for responsible use. In addition, the monitoring and regulation of the generated content and material to avoid the misuse of AI. The institutions must develop training and programs for faculty and student about the integration of AI integration in classroom activities.

As a course facilitator, it is important to establish a proactive dialogue with the student about AI on how it can be utilized properly in the learning process. With that, the students will have a clear guide that will aid them in writing assessments. Further, the use of AI-detection tools is critical in checking the assessments to maintain academic integrity.

The development of AI as a tool for teaching and learning, and as a tool that poses concerns and challenges. Approaches to address these issues like institutional policies and faculty-student training on the use of AI can are critical in promoting the responsible use of AI.

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The AI's Technological Singularity and Education

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The AI's Technological Singularity and Education

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AI's remarkable capabilities, specifically in education, is, in a way, linked to “singularity.” The term singularity in Astronomy is defined as area of space where the density of matter, or the curvature of spacetime, becomes immeasurable. To simplify this, a “singularity’ is a specific location in space where laws of physics ends or terminates. Termination leads to the formation of black hole.

In the context of artificial intelligence, “singularity” is achieved when a computer or machine reached its peak potential equivalent to the one who created it. This level of capabilities allow computers to utilize extraordinary computing capabilities that could match or surpass any modern human intelligence. This action induces transformation of super computers to develop new artificial intelligences that is better from the previously created one.

With the aforementioned, despite the diligent effort in the academic community to combat transparency, accuracy, bias, authenticity, fraud, and sustainability upset, it is almost impossible to resolve such remarkable AI singularity. Unless teaching and assessment strategies are rethinked (e.g. assessment that will not involve the use of internet; demonstrative authentic examinations), AI misuse will continue to proliferate.

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According to Dr. Mohamed Chtatou, "learning is even better when it’s done with pleasure. The pleasure of discovering, of trying fun and unusual solutions, but also the pleasure of sharing with others to be able to go even further." Our challenge, therefore, as learning facilitators is to find activities and tasks which are pleasurable and fun for our students. These would also make collaboration meaningful and worthwhile.

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Semantic rebels...mentors and coaches not in a feud 

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Semantic rebels...mentors and coaches not in a feud 

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Scholarly articles would say that there is a semantic distinction between mentors and coaches.  Yes, this is true.

However, the more important consideration is the unifying factor that makes the words “mentors” and “coaches” as learning tandem.

And what is this, by the way? It is the fact that mentors and coaches being in a learning relationship with their mentees and coaches, respectively thrive on mutual trust and cooperation.

How can this “thriving nature” of this twin concept be better understood?  We must bear  these two (2) significant ideas in mind : Genuine concern to make this learning partnership succeed should be primordial hence the trust.   Also,  combining their  available resources (both the mentors and their mentees including that of the coaches’) should be taken into account hence the interdependence.

These purpose-driven realities only prove that semantic rebels or sticklers to established or standard meanings for “mentors and coaches” need not fret at all.  Or perhaps be beleaguered even to the slightest degree.

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Semantic rebels…mentors and coaches not in a feud.

Scholarly articles would say that there is a semantic distinction between mentors and coaches.  Yes, this is true.

However, the more important consideration is the unifying factor that makes the words “mentors” and “coaches” as learning tandem.

And what is this, by the way? It is the fact that mentors and coaches being in a learning relationship with their mentees and coaches, respectively thrive on mutual trust and cooperation.

How can this “thriving nature” of this twin concept be better understood?  We must bear  these two (2) significant ideas in mind : Genuine concern to make this learning partnership succeed should be primordial hence the trust.   Also,  combining their  available resources (both the mentors and their mentees including that of the coaches’) should be taken into account hence the interdependence.

These purpose-driven realities only prove that semantic rebels or sticklers to established or standard meanings for “mentors and coaches” need not fret at all.  Or perhaps be embattled.

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Integrating artificial intelligence (AI) in higher education offers transformative potential, particularly in its ability to personalize learning. When thoughtfully implemented, this potential can revolutionize learning by tailoring instruction to individual students, promoting critical thinking, and assisting educators in creating dynamic, interactive environments. Faculty can leverage AI for curriculum development, research, and student assessment. However, ethical considerations, such as ensuring the reliability of AI outputs and avoiding biased decision-making, must guide its application. Institutions must also address the risks of misuse, such as students relying excessively on AI for assignments, which could hinder intellectual growth and critical reasoning skills.

Institutions should develop clear guidelines to utilize AI effectively in higher education and provide robust training for faculty and students. Faculty can be empowered through workshops that explore ethical AI usage and its practical applications in teaching. Simultaneously, engaging students in discussions about the responsible use of AI fosters a culture of awareness and accountability. Institutions should also establish AI-integrated policies, such as syllabi statements, to ensure transparency in how AI tools are used in academic settings. Ultimately, the key to harnessing AI lies in striking a balance—leveraging its capabilities to enhance learning and administrative efficiency while maintaining a strong and unwavering focus on ethical considerations and developing human intellectual capabilities.

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It is important to acknowledge that AI will progressively play a significant role in our society. As educators, it is our responsibility to adapt and be fully equipped with these AI tools, ensuring we navigate their full potential to enhance student learning. I believe that institutions should not only invest in AI tools but also provide practical training and professional development for educators so that we can effectively integrate AI into our teaching methodologies. Furthermore, establishing clear guidelines and regulations regarding the use of AI will help address its ethical implications.

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I have noticed that after the pandemic, the usage of AI had its peak. Students or people in the academe became more aware of its existence and has become part of many. It has also been a rising problem that a number of students have become over-reliant on AI use, in the sense that AI chatbots have become a substitute for critical thinking. Despite that, many still argue that AI shouldn't be treated as an enemy; instead, it can be seen as a helping tool for convenience and deepening understanding and engagement in learning. AI should be a learning supplement, not a replacement; it should only be a tool aiding effective learning. Both students and educators could foster such an approach through the establishment of guidelines and proper discussion about meaningful AI use.

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The rapid integration of AI in higher education calls for faculty members to rethink and recalibrate their teaching strategies to maximize the benefits of AI while addressing its challenges. For example, educators may design assessments that emphasize critical thinking, creativity, and application of knowledge—skills that cannot be easily replicated by AI. By stepping up to these challenges, educators not only adapt to innovation but also equip students with the skills to responsibly and effectively use AI in their studies.

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AI has brought convenience to students in acquiring grades and passing a subject. Hence, regardless of how much policing and stringent policies universities employ, some students still find ways to abuse AI tools (faculty members are not immune to doing the same. They are using AI tools to detect AI-generated outputs. In this case, it is necessary to ask, “where is the moral ascendancy of faculty members?”).

It is imperative, therefore, to facilitate a learning space that will separate the convenience brought by AI to easier access to passing grades.

AI  -> Convenience in having a passing grade/subject/earning a college degree.

It is better instead to create a space that will connect such convenience (instrument) to learning (substance). In this, AI is used as an instrument for substantial learning.

AI (Instrument) -> Convenient Learning (Substance)

But this framing is too romantic. In a society that is dominated by the market, students (and people in general) are commonly fixated on the material things that they will get after a particular engagement.

The pragmatic thing to do out of this romanticism is to use AI to make learning convenient for students so they can have a passing grade and therefore pass a subject and earn a college degree.

AI (Instrument) -> Convenient Learning (Substance) -> Passing Grade/Subject/Earning a college degree (Material).

Having this framing, faculty members can redesign and reorient instructional materials to make AI a tool of learning that will help students learn and therefore have a passing grade.

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The article on independent learning in the digital age made me reflect on the actual purpose of higher education institutions. In principle, I agree with a lot of the things said by the author—students deserve to and must have a hand in what they are studying, informed by their goals, desires, and interests, rather than being forced to go through courses that they do not deem to be relevant. Impositions do not inspire autonomy.

It was during the pandemic, when schools had to transition to online modalities, that students felt pressured to accomplish the mountain of tasks set by teachers who had to assign tasks in place of synchronous discussions. “Nagco-comply na lang ako, hindi na ako natuto,” said my sister when we had this discussion one time. Students become focused on finishing the task, rather than take time to absorb what they can learn from doing the task—because the tasks are graded. I’m afraid the culture that permeates the Philippine education system—and by extension, society—is too preoccupied with grades. Their grades will dictate where they’ll go to college, what kind of job they’d get, and in which company. This is the reality. Educational institutions then become places that churn out market-ready graduates, rather than spaces where ideas are explored, questioned, or challenged, or places where learning happens. Students’ motivations are therefore also affected, especially students who belong to the lower to middle class who are anxious to graduate from a program they chose on the basis of compensation, and be part of the workforce to contribute to their households.

Systemic and structural forces are at play and will inform the challenges that teachers and students alike will face with self-directed and independent learning. For the benefits of these modalities to be maximized, such forces must at the very least, be acknowledged. But for certain, teachers must be more cognizant of students’ interests and goals, and help cultivate their autonomy in designing and delivering instruction, as well as in interacting with students (availability for consultation, feedbacking, etc.).

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When it comes to integrating artificial intelligence (AI), higher education institutions (HEIs) encounter a distinct set of problems. AI has a lot of potential to revolutionize HEIs, there are many obstacles in the way of its widespread adoption. To responsibly utilize AI's potential, ethical issues, an excessive dependence on technology, unequal access, problems with academic integrity, and pedagogical obstacles must all be addressed. Addressing these issues calls for a multifaceted strategy. 1.) Developing clear ethical guidelines and policies for AI use in education. 2.) Funding the professional development of teachers and AI pedagogy training. 3.) Exploring innovative assessment methods that align with AI-driven learning environments. 4.) Continuing to study and discuss the changing issues of AI in higher education in order to comprehend and resolve them. By taking proactive measures to address these issues, higher education institutions may capitalize on AI's revolutionary potential to raise educational standards, boost student performance, and equip graduates for success in a world driven by AI.

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The role of artificial intelligence is to enhance the educational tools that the students and teachers can access. Society is progressing, and having AI reflects how society is changing. In response to the students' growing preference for learning tools or educational tools, artificial intelligence offers innovative learning experiences that enhance both the teaching methods and foster higher thinking of ideas as it gives more insightful ideas to using these tools. The responsibility to change is not only in the direction, but the perception of higher education is in the hands of educators; we must pay attention and pay and engage students on their level. There is actually a changing map in knowing the educational approaches. This tool is titled "Bloom's Taxonomy," a pyramid with six levels of thinking skills representing from bottom to top in increasing order of difficulty, ranging from basic rope memorization to higher critical thinking skills, and as I relate it to the AI in higher education Blooms Taxonomy could serve as a framework for how educators could evolve learning and assessment with AI. In higher education, this could be accomplished by using AI to assist learners with lower-level taxes, thereby freeing up educators to use class time to engage directly with the students. Collaborative on the higher level focus on taxonomy would help better critical thinking skills. Some college students don't have enough creativity for the task, and the educators are responsible for guiding them from the bottom to the top of the thinking pyramid. Still, not all learners arrive equally prepared to quickly understand, absorb, and retain the material; for many students, these gaps in preparation levels can lead to overwhelming stress. Last year, a friend of mind from higher education in graduate studies needed help writing a letter of thanks to a volunteer who joined their organization, and I introduced him to the AI; the result was a simple yet well-written letter that blew his mind through AI we can prevent on what we call writer's block, and more produce a personalized output, this is an example of how AI can overcome stress, improve self-efficacy and stop procrastination. Everyone knows about using AI now; rather than wasting time and energy trying to stop the students used AI, it's up to us educators to guide its ethical use, teaching students how to harness its power without misusing it. This requires us to align our lesson plan with a version of Bloom's Taxonomy that teaches the students when and how to use AI appropriately.

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The ethical use of AI, especially in education, is an ongoing debate. However, educators must learn how to navigate AI effectively. AI is here to stay and will significantly shape how we approach education. Whether we like it or not, students will use AI, so educators should embrace this opportunity to help students enhance their learning rather than dismiss its potential. AI has both positive and negative impacts. It is our responsibility as educators to help students understand these effects, make sense of them, and find ways to minimize the risks while maximizing the benefits.

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Mentoring and coaching learners through an online platform can be a significant challenge. Since the process is asynchronous, there is a possibility that not all messages from the mentor will be read by the learners. It is crucial to ensure that learners understand their role and the process through which learning will take place. They must recognize that mentors are their partners in fostering self-directed behaviors that will contribute to their career and personal development, rather than simply being individuals who assess their work.

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Flipping the classroom empowers students to take charge of their learning by engaging with content at their own pace outside class. This shift enables teachers to use classroom time for interactive, hands-on activities that deepen understanding and foster collaboration. The emphasis on technology integration, active learning, and personalized support creates a dynamic and engaging learning environment. While the approach requires careful planning and access to resources, it has the potential to revolutionize education by prioritizing student-centered, flexible, and meaningful learning experiences.

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Flipped learning is important because it transforms traditional education by allowing students to engage with new material at their own pace outside of class, typically through videos or readings. This approach/method creates more in-class time for active learning, where students can apply and discuss the content in deeper, more meaningful ways. By having the flexibility to review material independently, students can ensure they fully understand concepts before classroom engagement. This method encourages critical thinking, as it shifts the focus from passive learning to active problem-solving, analysis, and synthesis during class activities. Students are not just recalling facts but are challenged to evaluate, question, and make connections between ideas, often through collaborative projects and discussions.

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The role of teachers is evolving with new technologies, shifting from being the sole source of information to facilitators who encourage student inquiry and problem-solving. As students need to be innovative and creative, teachers would need to support students as coaches, fostering curiosity and self-directed learning. This approach promotes student engagement, communication, and collaboration, empowering students to take ownership of their learning. These changes are essential for effective student-centered learning, especially with the rise of different learning modalities. While teachers are subject matter experts, they must develop coaching and listening skills to ensure optimal learning outcomes for students.

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Artificial Intelligence (AI) has been a part of our technological landscape for quite some time, but its usage surged during the pandemic. This period highlighted the immense potential of AI to optimize resources and enhance task efficiency. Initially, I am a bit skeptic regarding the use of AI, particularly due to concerns about the authenticity of the submissions I received. From my experience, there are instances of students plagiarizing their work, which further fueled my doubts.

However, as I began to use AI tools, I discovered that its assistance is really helpful in identifying the sources of plagiarized content. This capability, as I scrutinized the submissions, has helped me to figure out and justify that this output is plagiarized. I recall Ms. Chesa Caparas mentioning in the PILS video about AI that our fear often stems from the unknown. She emphasized that we shouldn’t be afraid of AI but should instead learn how to use it properly. We are more intelligent than AI, and we should utilize it as a tool rather than a replacement for ourselves.

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After teaching here for several semesters, I have noticed how our senior students (3rd-4th years) have become more independent learners, more innovative and curious. These I feel are the results of the student centered learning that FEU have trained them in. Now, learning more on independent and self-directed learning. I can somehow visualize how this will develop our students to be more autonomous learners. I was especially touched by the question posed in the video: How will learning be when there is already an abundance of knowledge available? We teachers are now challenged to help our students use these knowledge rather than just imparting the knowledge to them. How will they use it? How will they find meaning to it? How can they develop it?

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"Independent learning = initiated by the child, not forced." (Chtatou, 2024)

How do I motivate my students to learn on their own? How do I "activate" their independent learning skill? How do I make them read scholarly journals? How do I help them learn without focusing so much on their grades which is most employers' primary metric for hiring?

These are some of the questions I ask myself as we transition to full online independent learning. We can inspire our students to become independent learners. It's just that it is quite challenging with those who are not used to it.

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Entwining AI in Higher Education: A progress than being a threat

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Entwining AI in Higher Education: A progress than being a threat

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In the 21st Century, one of the skills that the students are being taught is how to be technology integrated. It is for them to follow the fast-paced command of the digital and informational reality we live in. This skill includes acquiring information from the web, using varied AI tools and applications, and creating knowledge from what they have gathered. Teachers, on the other hand, are also being trained to be adept at these progressive changes.

However, as we all try to navigate the world of technology, we prominently become dependent on the AI. This set of technologies helps us have advanced functions on our phones and computers. Yet, we also see that this advancement becomes a threat as well, most especially to students. Factors such as a lack of policies and agreements and the misconception that AI is better than humans (that’s why they purely rely on it) should be considered.

As a teacher, this is our responsibility to stay informed and updated on these AI-advancements, understand their implications, and think about how we can carefully and effectively integrate these into our classrooms. That way, students can also be AI-literate and be open in the ethical considerations needed. Most importantly, they will have fun in the lifelong learning with the new technologies without fearing it much, such as the AI.