The future of education is here, and it's powered by AI. Recent discussions paint a complex picture: soaring costs, ethical dilemmas, and the very definition of learning being challenged. Is AI a revolutionary tool or a disruptive force? From debates on AI's role in grading to the practicalities of building online courses, educators are grappling with how to integrate this technology responsibly. We're asking critical questions: Can AI foster empathy? How do we ensure trust and transparency? And most importantly, how do we empower educators to lead this transformation, rather than be swept away by it? Join us as we unpack the crucial conversations shaping the future of learning, exploring both the promises and perils of AI in our classrooms.
Glenda Morgan, On EdTech Newsletter, Feb 14, 2025 This article flings around costs in the thousands to amounts of less than a hundred per credit hour (per student? it wasn't always clear). And the final answer to the question was (inevitably) "It depends." After linking to the previous item, Geroge Siemens...
Karen Cangialosi, EDUCAUSE Review, Feb 18, 2025 I'm sympathetic withe the intent, but not the implementation. Karen Cangialosi proposes that "artificial intelligence drive higher education institutions to dispense with grading and refocus attention on empathy and learning." That seems reasonable. But how...
Marc Watkins, Rhetorica, Feb 21, 2025 So there's some smart thinking in this post and some thinking that is, well, less so. Here's the smart bit: "Universities aren't paying for AI - they're paying for the illusion of control. Institutions are buying into the idea that if they adopt AI at scale, they can...
Vicki Davis, Cool Cat Teacher Blog, Feb 25, 2025 I like this long post from Vicki Davis. "so much of what we teach in schools isn't the answers on a test. It answers questions like 'What is my purpose in life?' 'How do I make friends?' and 'How can I help my team be stronger.' Questions that aren't asked...
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B. Jean Mandernach, eLearn Magazine, Mar 11, 2025 I like the idea of just-in-time teaching but I don't think that's really what's being described here. In this more formal model what we have is a student taking a pre-test on the day's content and then being taught what they don't know. Almost as an afterthought,...
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Jim Salsman, Replit, Mar 18, 2025 Jim Salsman writes, "I spent some time making a Streamlit app to demonstrate how to use them with system prompts providing instructional support that has been weakened in that latest LearnLM model, but can be substantially restored in it and their other models, too." This link...
In my last post on adapting to chaos I asked — what changes in our sensemaking practices should we incorporate to adapt to a world that is often more chaotic than complex? I received 12 comments here and another ten comments on LinkedIn. Confusion was one theme commented upon and Chris Corrigan referenced an excellent post on that topic — escaping confusion....
Jenay Robert, EDUCAUSE Library, Mar 24, 2025 This report (11 page PDF) begins by describing "their preferred state of higher education 10 years from now" and then outlines actions to help educators prepare for it. It's hard to imagine such a world. Every trend in the U.S. is pointing in the opposite direction...
Nick Hillman, HEPI, Mar 26, 2025 This is a review of John Warner's More Than Words: How to Think about Writing in the Age of AI. I haven't read the book because, well, books cost money, and I'm still working on Mark Carney's Value(s) (which is really good, by the way). Anyhow, Werner's thesis is that "ChatGPT...
Bryan Alexander, Mar 25, 2025 Bryan Alexander offers examples of the debate around and adoption of artificial intelligence through a series of examples drawn mostly from the U.S. (there's one reference to a Chinese example). He cites one trend, "Large majorities of these leaders cite specific hindrances...
Carlo Iacono, Hybrid Horizons: Exploring Human-AI Collaboration Hybrid Horizons: Exploring Human-AI Collaboration, Mar 25, 2025 There are too many lessons here to summarize in a single post, but by and large I agree with them, as they parallel my own experience and what I've been seeing elsewhere. For example,...
Loleen Berdahl, University Affairs, Mar 28, 2025 The questions here are what's interesting and significant: "Are faculty going to be leaders – or, barring that, engaged participants – in determining how AI shapes the future of higher education? Or will they leave this to those outside the sector?" Also,...
Philippa Hardman, Dr Phil's Newsletter, Powered by DOMS™️ AI Dr Phil's Newsletter, Powered by DOMS AI, Mar 28, 2025 According to Philippa Hardman, "The rapid emergence of agentic AI has forced the learning and development field to confront a long-standing truth: most asynchronous online learning is not well...
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Mohamed Ally, Sanjaya Mishra, Canadian Journal of Learning and Technology, Apr 04, 2025 The argument is that "Higher education must prioritize AI policy development so that AI is trustworthy and used for good." I think we can agree we want these, but are they ensured (or even made more likely) by higher education...
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