Abstract:

The increasing presence of online education and its associated teaching methods, coupled with advances in artificial intelligence are impacting all concerned: teachers, learners, developers, and curriculum designers to name a few. Is there pressure within educational agencies to move towards increased online content to meet fiscal constraints? Is everyone keeping pace with these “super-power teaching” advances? Are all professions suited for this curricular adaptation? Is learning, teaching or both “better” in this new age? These are several of many questions that arise.

I teach nursing arts to entry level health care providers. I ask questions, listen to their answers and social interactions, and observe their progress as they move through their course materials. Course materials are presented through a combination of online modules, in-person teaching, hands-on experiential learning via simulation laboratories and real life clinicals (“work placements”) in health care agencies.

The learners are a mixture of ages (from 17 years to 50+ years), shapes, sizes, ethnicities, interests, and capabilities. They can be exuberant and alternately they can be non-responsive. However, they can be loosely divided into two major, distinct groups: Extroverts and Introverts.

Inclusivity:
The Cambridge Dictionary defines inclusivity as: “the fact of including all types of people, things or ideas and treating them all fairly and equally”.
The Collins Dictionary defines inclusivity as: “the fact or policy of not excluding members or participants on the grounds of gender, race, class, sexuality, disability, etc”.
Inclusion is critical in teaching, learning, and working.

Objectives:
1. Discuss whether everyone is keeping pace with these “super-power teaching” advances.
2. Determine if basic health care training is suited for this curricular adaptation.
3. Illustrate whether learning, teaching or both are “better” in this new age.

Methodology:
The research was a qualitative personal case study which focused on the effects of curricular adaptations on students and me.

Findings:
1. Voicings/Expressions (extensive list will be included in the paper itself)
- Loss of attention. Boring.
- Why do I have to teach myself? Not fair.
- I didn’t sign up for this. My eyes hurt.
- Can I leave now?
2. Visual observations (extensive list will be discussed in the paper itself)
- Non-engagement displayed by looking through other materials, playing computer games on their phones, texting friends, etc.
- Distracted by any noises, rustling of papers, phones ringing or dinging messages received.
- Sleeping.
- Multiple computer issues such as the internet dropping multiple times.

Keywords:

Inclusivity, Introverts, Extroverts, Teachers, Learners, Learning Platforms.