#1
Dirkin, K., Hain, A., Tolin, M., & McBride, A. (2020). OMMI: Offline multimodal instruction. In E. Langran (Ed.), Proceedings of SITE Interactive 2020 Online Conference (pp. 24–28). AACE.
Summary
This paper introduces OMMI—Offline MultiModal Instruction—as an approach to ensuring equitable access to learning materials for students with limited or inconsistent connectivity. The authors describe how multimodal content can be packaged for offline use, enabling learners to access videos, interactive elements, documents, and simulations without real-time internet access. The framework seeks to bridge the digital divide by supporting continuity of learning in remote, rural, and bandwidth-restricted environments.
Evaluation
A major strength of this paper lies in its practicality and relevance, especially for educational settings where connectivity inequities persist. The involvement of multiple DET graduates adds practitioner depth and contextual authenticity. However, the article provides limited empirical evaluation of OMMI’s impact on learning outcomes, leaving open questions about scalability and instructional effectiveness across diverse contexts. Still, the framework presents a timely and actionable solution for access barriers.
Reflection
This article resonates strongly with my teaching at DeVry, where students often join asynchronously or have limited live attendance in Engageli sessions. OMMI reinforces my ongoing effort to create multimodal materials—such as downloadable Excel labs, recorded demos, and AI-guided tutorials—that allow students to learn even when they cannot join synchronously. As I advance through the DET program, this framework guides my goal of designing equitable, accessible online instruction using both high-tech and low-tech modalities.
#2
DeSchryver, M., Henriksen, D., Leahy, S., & Lindsay, S. (in press). Beyond automation: Intrinsically human aspects of creativity in the age of generative AI. In R. Beghetto (Ed.), The Oxford handbook of human creativity and generative artificial intelligence in education. Oxford University Press.
Summary
This chapter examines the evolving relationship between human creativity and generative AI, arguing that as AI grows more capable, the educational focus must shift toward cultivating creativity that AI cannot replicate—such as emotional nuance, ethical reasoning, aesthetic judgment, and contextual awareness. The authors frame these human elements as crucial to the future of schooling and propose a model of creativity that emphasizes co-creation, reflection, and meaning-making rather than automation.
Evaluation
The chapter’s greatest strength is its nuanced articulation of what remains intrinsically human in creative work, providing a counterbalance to narratives that position AI as a replacement for human thinking. While conceptual, it synthesizes emerging research across creativity studies, cognitive science, and AI ethics. A limitation is the absence of empirical classroom data; however, as a handbook chapter, its purpose is primarily theoretical and visionary, which it achieves convincingly.
Reflection
This work informs my evolving approach to integrating AI in cybersecurity, data analysis, and digital literacy courses. It reinforces my belief that AI should help students explore ideas, refine reasoning, and practice professional thinking—not replace it. As I continue toward my DET degree, this chapter supports my goal of designing learning experiences where generative AI scaffolds student creativity while ensuring the core intellectual work remains authentically human.
#3
Zimmerman, H. T., & Weible, J. L. (2018). Epistemic agency in an environmental sciences watershed investigation fostered by digital photography. International Journal of Science Education, 40(8), 894–918.
Summary
Zimmerman and Weible investigate how middle school students used digital photography during a watershed inquiry project to exercise epistemic agency—taking ownership over how they gather, interpret, and communicate scientific evidence. The study analyzes how students used photography to document observations, generate questions, and justify claims in ways that expanded their autonomy and deepened their scientific reasoning.
Evaluation
The study provides rich, qualitative insight into how digital tools promote agency and deeper cognitive engagement. A key strength is its detailed analysis of student discourse and artifacts. However, the findings are context-specific and may not generalize to higher education or fully online settings. Despite this, the study offers valuable evidence for the role of digital media in fostering participatory, student-centered learning.
Reflection
Although the context differs from higher education, the concept of epistemic agency directly informs my online teaching practice. In my cybersecurity and Excel courses, students generate artifacts—spreadsheets, screenshots, data analyses—that reflect their reasoning processes. This article helps me design assignments where students document their learning choices and justify their decisions, strengthening agency and accountability. It also aligns with my DET goals around designing digital learning that empowers students as knowledge creators.
#4
An, Y. J., & Reigeluth, C. (2011). Creating technology-enhanced, learner-centered classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54–62.
Summary
This study explores K–12 teachers’ perceptions of learner-centered, technology-enhanced instruction, identifying both the potential benefits and the barriers they encounter. Teachers reported strong interest in student-centered approaches but highlighted challenges such as limited professional development, insufficient resources, time constraints, and conflicting curricular expectations. The authors also outline the supports teachers need to successfully implement learner-centered practices.
Evaluation
The article offers a clear and practical examination of challenges educators face in shifting toward learner-centered technology integration. Although over a decade old, the themes remain relevant, especially regarding professional development and systemic constraints. One limitation is that the study focuses on K–12 teachers, though many findings apply broadly to higher education. Still, the work is grounded in meaningful practitioner perspectives and contributes to instructional design literature.
Reflection
This study aligns with my own instructional experiences, particularly the balance between structure and autonomy in online learning. The barriers described mirror challenges I see at DeVry—such as time pressures, varying digital skill levels, and diverse learner needs. As I prepare for EDU802, the article sharpens my focus on designing supports that help students self-regulate, engage in hands-on learning, and succeed in asynchronous and hybrid environments.
Tony Kaczoroski 
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