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This OER presents the benefits and challenges from both asynchronous and synchronous teaching ; while the OER also presents some practice implications for educators to consider.
In a synchronous (real-time) teaching context, a lecturer can use lecture capture/lecturecast software (e.g. Panopto),video conferencing tools (e.g. Collaborate Ultra/Zoom), or text-based interfaces (e.g. chat functions) to interact with students in real-time. Asynchronous teaching might involve students engaging with short lecture captures (e.g.Panopto), webinar recordings, and/or collaborating with time delays in discussions via forums, blogs, wikis which are moderated and facilitated by the lecturer.
Creative Commons Attribution (CC BY)
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This OER is targeted at lecturers and describes an inclusive framework to integrate artificial intelligence (AI) learning design at third level.
This report draws on Patricia Gibson’s research around critical approaches to Artificial Intelligence (AI) in Education and the increasing automation of Educational Technologies (EdTech).
This resource was created to share the learning from teaching adults with intellectual disabilities (ID) in IADT college as part of a national suite of pilot projects.
Comparing student and educator perceptions of generative artificial intelligence for teaching, learning and assessment: results from two institutional surveys
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