Inspire Blog Author: Ashlee Foster

Meet Agentic AI: Implications for Academic and Learning Integrity

Over the past few years, Higher Education (HE) has been called to action in response to the rise of Generative Artificial Intelligence (GenAI) tools. As Artificial Intelligence (AI) becomes more autonomous and capable, proactive steps are needed to preserve academic and learning integrity. This article will explore tangible strategies educators can apply to their unique program and course contexts. Only slight adjustments may be necessary to support learning processes and capture evidence of learning, as changes will build upon the excellent work that is already occurring. Initially, the focus in HE was on understanding the potential impact these tools would have on teaching and learning. Awareness of GenAI capabilities, limitations, and risks has been acknowledged with great care. Today, the … Meet Agentic AI: Implications for Academic and Learning Integrity
by · June 25, 2025

Project-based Learning (Part 3) – Practical Preparation

Ashlee M. C. Foster, MSEd | Instructional Design Specialist | Oregon State University Ecampus This is the final installment of a three-part series on project-based learning. The first two articles, Architecture for Authenticity and Mindful Design, explore the foundational elements of project-based learning. This article shifts our attention to generating practical application ideas for your unique course. This series will conclude with a showcase of an exemplary Ecampus course project.  Over the last couple of years, as an instructional designer, I have observed my faculty developers shifting how they assess student learning. Frequent and varied low-stakes assessments are replacing high-stakes exams, in their courses. Therefore, students increasingly have more opportunities to actively engage in meaningful ways. What an exciting time! … Project-based Learning (Part 3) – Practical Preparation
by · November 29, 2022

Project-based Learning (Part 2) – Mindful Design

Ashlee M. C. Foster, MSEd | Instructional Design Specialist | Oregon State University Ecampus Whether a pedagogical approach is affirmed by research and/or practical evidence intentional design and effective deployment of pedagogical strategies are essential. We will begin with an exploration of evidence-based design components, which build upon the characteristics of Project-based Learning (PjBL), as discussed in Project-based Learning (Part 1) – Architecture for Authenticity. Getting Started Begin with the end in mind. Take a moment to establish the outcomes, goals, and real-world connections that will underpin the project. Consider using the following elements as your guide.   Identify the Course Learning Outcomes (CLO) students should be able to demonstrate upon successful completion of the course Identify the intended project outcomes … Project-based Learning (Part 2) – Mindful Design
by · June 13, 2022

Project Based Learning – Architecture for Authenticity

By: Ashlee M. C. Foster MSEd, Instructional Design Specialist | Oregon State University Ecampus Did you know a pedagogical approach exists that positively impacts student academic achievement and engages them as active participants in learning? Great news…there is! Let me introduce you to the world of Project Based Learning (PBL).  What is PBL? PBL is a student-centered pedagogical approach where students, both individually and within small groups, engage with meaningful, relevant, and authentic projects which result in a product. Oftentimes, PBL is commonly associated and/or thought to be interchangeable with Problem Based Learning. However, there is a distinction between the two. The principal focus of PBL is on the active construction of knowledge. Additionally, student autonomy, beliefs, values, and motivations … Project Based Learning – Architecture for Authenticity
by · May 31, 2022

Open Pedagogy Part 1 – What is the value of going ‘open’?

Open Pedagogy Part 1 – What is the value of going ‘open’? By Ashlee M. C. Foster, Instructional Design Specialist Oregon State University Ecampus Are you committed to broadening access to education and knowledge, acknowledging and mitigating barriers, fostering social justice, and designing authentic and renewable learning experiences that contribute to the greater good? Do you employ pedagogical approaches that focus on student agency, collaboration, community, and connection to the public and world at large? If so, you may be an open educator at heart! This is a three-part blog which will introduce the potential value of open pedagogy (part 1), critically examine considerations and strategies for implementation (part 2), and explore current practitioner examples and design approaches (part 3), … Open Pedagogy Part 1 – What is the value of going ‘open’?
by · January 21, 2020