Tyler Cinnamon Andrews

  If I had to place myself on a scale from 1 to 6 as an evaluator, I would situate myself at a 3 – developing, but not yet proficient. I bring strong foundational skills in reflection, communication, and collaboration, but I have not yet fully engaged in the core technical   work of evaluation, such as designing, managing, or planning comprehensive evaluations. What stood out most in my self-assessment was a clear pattern: I am stronger in the competencies that reflect who I am as a professional – reflective, collaborative, and growth-oriented – than in the competencies that reflect what I do as an evaluator, particularly in evaluation design and planning. While these results largely confirmed what I already suspected, they also revealed important nuances, especially around the idea that evaluation must be intentionally designed for use, not just conducted at the end of a process. One of my strongest competencies is reflective practice, particularly the ability to examine my...

When I imagine online and blended learning ten years from now, I don’t immediately picture a specific platform, device, or software update. I think about experience. I think about learners who feel capable, supported, and connected regardless of where they are physically located. From the perspective of someone leading the development of online and blended learning, the future feels less about chasing emerging tools and more about designing ecosystems that adapt to learners in thoughtful, human-centered ways. Generative AI will undoubtedly be woven into the fabric of learning. But I do not envision it replacing instructors or diminishing the relational aspects of education. Instead, I see AI functioning as an intelligent support system. Students may use AI tools to generate practice questions, rehearse difficult conversations, receive immediate formative feedback, or clarify misunderstandings before submitting assignments. Faculty might use AI to analyze patterns in student engagemen...