Minicourse Idea: Critical Evaluation and Professional Learning in AI Enhanced Digital Spaces
This minicourse addresses a critical professional development need for adult learners operating in complex, AI influenced, and information saturated digital environments. While many professionals regularly engage with online content, social platforms, and digital communities, they often lack intentional strategies for evaluating information credibility and for designing professional learning systems that meaningfully support career growth. The proposed minicourse, Critical Evaluation and Professional Learning in AI Enhanced Digital Spaces, focuses on strengthening adult learners’ capacity to make informed judgments about digital information and to engage purposefully within networked learning environments. Rather than emphasizing tools or platforms, the course centers on developing professional sensemaking skills that support decision making, adaptability, and lifelong learning. This topic is intentionally scoped for a one to three module minicourse, while remaining robust enough to expand into a full Instructional Design Document in LDTC 605. Identified Knowledge Gap The knowledge gap addressed by this minicourse consists of two closely connected challenges: Lack of Strategic Digital Sensemaking Adult learners frequently encounter professional information through online articles, social media, AI generated summaries, and peer networks, yet they often lack structured approaches for evaluating credibility, accuracy, and relevance before applying or sharing information. Unintentional Networked Learning Practices Many professionals participate in digital networks passively rather than strategically. They may follow accounts or consume content without clear learning goals, evaluation criteria, or intentional engagement practices that support sustained professional development. This minicourse closes the gap by teaching learners how to apply structured credibility evaluation strategies and rapid verification practices, then use those skills to design and engage in intentional professional learning networks aligned with their career goals.
Learning Theories That Will Influence the Minicourse
Andragogy
Supports the focus on adult learners who bring rich prior experience and want learning that feels practical, relevant, and immediately useful (Pappas, 2013).
Connectivism
Conceptualizes learning as the ability to form, navigate, and sustain networks of information, people, and digital tools, which directly aligns with professional learning in digital ecosystems (Siemens, 2005).
I will draw primarily on andragogy and connectivism. Together, these theories provide a coherent foundation for a minicourse focused on professional judgment, intentional learning, and networked engagement.
Analysis of Theories: Strengths and Limitations
Andragogy Strengths
Andragogy is particularly effective for this minicourse because adult learners already interact extensively with digital information and professional networks. Many bring personal experiences of encountering misinformation, contradictory advice, or overwhelming volumes of content. These experiences provide a strong foundation for problem centered learning.
By framing digital sensemaking as a professional competency rather than a technical skill, the minicourse positions learners to immediately apply what they learn to authentic challenges such as evaluating workplace guidance, preparing for interviews, or staying current in their field (Pappas, 2013).
By framing digital sensemaking as a professional competency rather than a technical skill, the minicourse positions learners to immediately apply what they learn to authentic challenges such as evaluating workplace guidance, preparing for interviews, or staying current in their field (Pappas, 2013).
Andragogy limitations
A limitation of andragogy is that adult learners vary in confidence and familiarity with digital evaluation practices. Some may feel uncertain when asked to independently judge credibility or engage publicly within professional networks. Without sufficient structure, learner autonomy may result in disengagement.
To address this limitation, the course will intentionally balance choice with explicit modeling, guided examples, and scaffolded practice opportunities.
To address this limitation, the course will intentionally balance choice with explicit modeling, guided examples, and scaffolded practice opportunities.
Application to Minicourse
From an andragogical perspective, learners will engage in authentic, career relevant tasks. Each learner will select a professional topic aligned with their goals and apply structured credibility evaluation strategies to assess two or three digital sources by examining: *Timeliness and currency of information *Relevance to professional goals *Authority and expertise of the source *Accuracy and evidence supporting claims *Purpose and potential bias
Use rapid verification and lateral reading practices to: *Pause before saving, sharing, or applying information *Investigate the reputation and expertise of the source *Compare coverage across more established outlets *Trace claims back to their original context
These activities mirror how professionals encounter information in real time, reinforcing relevance and immediate transfer.
Use rapid verification and lateral reading practices to: *Pause before saving, sharing, or applying information *Investigate the reputation and expertise of the source *Compare coverage across more established outlets *Trace claims back to their original context
These activities mirror how professionals encounter information in real time, reinforcing relevance and immediate transfer.
Connectivism
Strengths
Connectivism supports the premise that professional learning occurs through participation in networks of people, tools, and information sources (Siemens, 2005). This theory aligns naturally with the minicourse emphasis on intentional professional learning rather than isolated content consumption.
From a connectivist perspective, learning is demonstrated not only through what learners know, but through their ability to locate reliable information, evaluate sources, and engage meaningfully within professional communities.Limitations
Connectivism can feel unstructured for learners who prefer linear learning paths. The abundance of potential connections and information sources may contribute to cognitive overload if not carefully guided.
To mitigate this, the minicourse will provide curated examples, structured mapping activities, and clear expectations for engagement.Application to Minicourse
Using connectivist principles, learners will: *Identify at least five components of an intentional professional learning network, such as subject matter experts, professional organizations, or credible communities. *Apply credibility evaluation and verification strategies to determine which connections align with their learning and career goals. *Create a visual representation of their networked learning environment, illustrating how different connections support skill development, knowledge acquisition, and professional growth. *Complete one low stakes engagement activity, such as contributing a comment, sharing a vetted resource, or saving a credible source for future use.
These tasks position learners as active participants in professional learning ecosystems rather than passive consumers of information.
Connecting Theories to Instructional Design Choices
By integrating andragogy and connectivism, this revised minicourse supports adult learners in developing strategic digital sensemaking skills and intentional networked learning practices. The design emphasizes professional judgment, authentic application, and scalable learning structures that align with both LDTC 600 outcomes and future instructional design work in LDTC 605. Together, andragogy and connectivism will support:
*Authentic examples that mirror workplace and academic tasks. *Reflective activities that encourage learners to build on personal experience. *Scenario based assessments that allow learners to demonstrate reasoning. *Flexible pathways that honor learners’ autonomy and prior knowledge. *Microlearning segments that reduce cognitive load while supporting inquiry.
These design choices directly prepare the minicourse for expansion in the IDD creation phase. The content can easily be broken into modules such as:
1. The landscape of online information. 2. How to evaluate credibility using structured frameworks. 3. Applying evaluation strategies to real examples.
Each module aligns with measurable, observable learning outcomes that will translate smoothly to LDTC 605.
References
Bates, T. (2022). Teaching in a digital age: Guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/3-4-constructivismReferences
Pappas, C. (2013). The adult learning theory andragogy of Malcolm Knowles. eLearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowlesReferences
Siemens, G. (2005). Connectivism. International Journal of Instructional Technology and Distance Learning, 2(1). http://itdl.org/Journal/Jan_05/article01.htmReferences
Meriam Library. (2010). Evaluating information, applying the CRAAP test. California State University, Chico.