The intersection of artificial intelligence and education represents one of the most significant transformations in how we teach and learn. In a recent conversation with Valérie Psyché from TELUQ University in Quebec, we explored the complex landscape of distance learning, course design, and the integration of AI tools in educational settings. As an expert who has journeyed from physics to AI education, Psyché offers valuable insights into how institutions are adapting to these rapid technological changes.
Distance learning has evolved dramatically in recent years, with institutions like TELUQ pioneering asynchronous approaches that allow students to learn at their own pace. This model requires extensive preparation and teamwork, as Psyché explains: “All the material has to be prepared in advance and in a way that will be engaging and motivating for the students because they will be alone when following their course.” Creating these courses involves not just professors but also linguistic experts, graphic designers, programmers, and rights validation specialists who ensure all content meets legal and accessibility standards. The process transforms a simple course into a comprehensive learning environment designed to maintain student engagement despite the physical and temporal separation.
Engagement strategies in online courses utilize diverse approaches to keep students connected. Short, varied content formats prevent fatigue, while interactive activities, reflection journals, and associated blogs create opportunities for interaction among students who may be at different stages in their learning journey. Videos featuring expert interviews, audio components, and carefully designed interactive exercises accommodate different learning preferences while adhering to web accessibility guidelines (WCAG). This multi-faceted approach recognizes that in the absence of real-time instruction, course materials must independently capture and maintain student attention while facilitating meaningful learning.
The emergence of generative AI has necessitated significant shifts in assessment strategies. As Psyché notes, “We are facing a lot of efforts to review our courses because of generative AI.” With students increasingly using AI tools to generate content for assignments, institutions are pivoting toward more personalized, experience-based assessments that require students to contextualize learning within their own experiences – something AI currently struggles to simulate convincingly. This adaptation includes developing clear frameworks for acceptable AI use in academic contexts, helping students understand appropriate boundaries while leveraging AI’s benefits.
Research initiatives like Psyché’s “CO3PEDIA” tool demonstrate how AI can support instructional design by providing structured guidance for teachers creating lesson plans. This approach implements controlled prompts for specific aspects of course planning, allowing educators to benefit from AI assistance without needing to master complex prompting techniques themselves. Similarly, AI chatbots developed for MOOCs (Massive Open Online Courses) function as learning companions, offering students someone to interact with when instructor moderation isn’t feasible due to scale. These innovations represent important stepping stones toward more sophisticated educational AI systems.
The future of AI in education points toward increasingly adaptive learning environments that can respond to individual student needs. Current research is exploring how AI can generate visualizations to help with mathematical concepts, create frameworks for students with special needs, and develop systems that adjust difficulty levels, examples, or contexts based on identified misunderstandings. However, as Psyché cautions, we’re witnessing an educational shift where “we cannot teach the same way.” The challenge ahead involves not just creating more advanced AI tools but teaching students how to use these tools effectively to enhance rather than shortcut their learning – ensuring that technological advancement translates to genuine educational progress.
