 Your new post is loading...
Your new post is loading...
|
Scooped by
Ana Cristina Pratas
October 2, 2011 2:24 PM
|
|
|
Scooped by
Ana Cristina Pratas
February 11, 8:21 AM
|
AI literacy in higher education must extend beyond plagiarism. Learn why cross-disciplinary AI literacy prepares students ethically, academically, and socially.
|
|
Scooped by
Ana Cristina Pratas
February 7, 2:16 PM
|
Deep Dives Into Assessment Methods for the AI Age, Part 5
|
|
Scooped by
Ana Cristina Pratas
February 5, 9:18 AM
|
Read the book online for free.
|
|
Scooped by
Ana Cristina Pratas
February 2, 10:51 AM
|
Explore how AI and cognitive load theory can improve student learning by reducing overload, supporting schema building, and optimizing instructional design.
|
|
Scooped by
Ana Cristina Pratas
January 9, 11:33 AM
|
I’ve spent the last few years dismantling my assumptions about grading. I removed points. I minimized instructor judgment. I experimented with self-assessment and declaration grades. What I learned is this: removing grades is not the same thing as designing for agency.
|
|
Scooped by
Ana Cristina Pratas
January 8, 6:05 AM
|
What has September to November 2025 taught us about the future of learning? Since September 2025, the AI landscape in education has transformed at a pace that would make your head spin - it certainly has mine. I've been tracking these developments across LinkedIn posts, classroom experiments, and late-night deep dives into model capabilities (because…
|
|
Scooped by
Ana Cristina Pratas
January 1, 8:15 AM
|
Since I spend so much time working on BoodleBox Bots, ChatGPT Custom GPTs and Projects, I find myself longing for a better way to organize it all. While BoodleBox has made great strides in making their bots, knowledge stacks, chats much easier, it can still get overwhelming (especially given the number of chats I create).…
|
|
Scooped by
Ana Cristina Pratas
December 29, 2025 5:16 AM
|
On the Crucial Distinction Between Refusing to Use AI and Refusing to Teach About It
|
|
Scooped by
Ana Cristina Pratas
December 21, 2025 5:49 AM
|
Dr Phillippa Hardman shares some fascinating ways learners are using GenAi to learn. As I read her excellent piece, I wondered, “What might prompts look like for the various ways learners use GenAi AI? What prompts could illustrate these uses?” So I asked ChatGPT and then layered in Hattie and instructional coaching into the response.…
|
|
Scooped by
Ana Cristina Pratas
December 20, 2025 11:26 AM
|
I guess I will start off with the blogger cliche: it has been a while. I know. It’s not that I don’t have anything so say – it’s just that it feels repetitive to keep talking about Ai. It never really improves – not in any true way. And the news just keeps getting worse and worse.
|
|
Scooped by
Ana Cristina Pratas
December 10, 2025 8:05 AM
|
Discover real classroom lessons from students using AI inappropriately—and learn practical strategies to create clear AI policies, support integrity, and guide ethical AI use.
|
|
Scooped by
Ana Cristina Pratas
December 8, 2025 6:12 AM
|
Commentary on Reframing Togetherness: Advances in artificial intelligence and the intersection of open learning by Stephen Downes. Online learning, e-learning, new media, connectivism, MOOCs, personal learning environments, new literacy, and more
|
|
|
Scooped by
Ana Cristina Pratas
February 13, 2:23 PM
|
I'm dictating this whilst driving to the gym - well the first draft at any rate. Not because I'm irresponsible behind the wheel - the car has plenty of bells and whistles to catch my lapses and I’m still as focused on my driving as I would be if I were talking to a passenger…
|
|
Scooped by
Ana Cristina Pratas
February 8, 2:24 PM
|
AI generated image, 100% human-authored text Artificial Intelligence has entered the world of education like an explosion, leaving u
|
|
Scooped by
Ana Cristina Pratas
February 5, 9:23 AM
|
|
|
Scooped by
Ana Cristina Pratas
February 2, 10:51 AM
|
What the Moltbook Phenomenon Tells Us About Bot Security
|
|
Scooped by
Ana Cristina Pratas
January 12, 8:37 AM
|
Create impactful AI-resistant assignments that challenge students and promote authentic learning in online and in-person classes.
|
|
Scooped by
Ana Cristina Pratas
January 9, 10:50 AM
|
Deep Dives Into Assessment Methods for the AI Age, Part 3
|
|
Scooped by
Ana Cristina Pratas
January 7, 8:54 AM
|
Learning is like constructing a new building — you can’t build strong walls without sturdy scaffolding! Read our latest blog post to learn about educational scaffolding and how teachers use this proven strategy in the classroom. (Hint: show and tell makes a comeback.)
|
|
Scooped by
Ana Cristina Pratas
January 1, 8:13 AM
|
Curious to see what ChatGPT might do with a diagram or concept map I adapted a few years ago, I submitted the original adaptation to ChatGPT: ChatGPT turned it into: Aside from the credit box, it's perfect.
|
|
Scooped by
Ana Cristina Pratas
December 21, 2025 5:52 AM
|
Why We Cannot Use Probabilistic Tools to Police Probabilistic Systems
|
|
Scooped by
Ana Cristina Pratas
December 21, 2025 5:41 AM
|
Abstract
The proliferation of artificial intelligence (AI) tools has transformed numerous aspects of daily life, yet its impact on critical thinking remains underexplored. This study investigates the relationship between AI tool usage and critical thinking skills, focusing on cognitive offloading as a mediating factor. Utilising a mixed-method approach, we conducted surveys and in-depth interviews with 666 participants across diverse age groups and educational backgrounds. Quantitative data were analysed using ANOVA and correlation analysis, while qualitative insights were obtained through thematic analysis of interview transcripts. The findings revealed a significant negative correlation between frequent AI tool usage and critical thinking abilities, mediated by increased cognitive offloading. Younger participants exhibited higher dependence on AI tools and lower critical thinking scores compared to older participants. Furthermore, higher educational attainment was associated with better critical thinking skills, regardless of AI usage. These results highlight the potential cognitive costs of AI tool reliance, emphasising the need for educational strategies that promote critical engagement with AI technologies. This study contributes to the growing discourse on AI’s cognitive implications, offering practical recommendations for mitigating its adverse effects on critical thinking. The findings underscore the importance of fostering critical thinking in an AI-driven world, making this research essential reading for educators, policymakers, and technologists.
|
|
Scooped by
Ana Cristina Pratas
December 19, 2025 9:20 AM
|
|
|
Scooped by
Ana Cristina Pratas
December 8, 2025 6:14 AM
|
Commentary on Training and Educational Data Analytics: An Overview by Stephen Downes. Online learning, e-learning, new media, connectivism, MOOCs, personal learning environments, new literacy, and more
|
|
Scooped by
Ana Cristina Pratas
December 8, 2025 6:11 AM
|
Commentary on They have to be able to talk about us without us by Stephen Downes. Online learning, e-learning, new media, connectivism, MOOCs, personal learning environments, new literacy, and more
|
Scoop.it!
Table of Contents
Foreword
by Diana G. Oblinger
PDF
PART 1: Principles and Practices
Chapter 1. Space as a Change Agent
by Diana G. Oblinger
View: HTML | PDF
Chapter 2. Challenging Traditional Assumptions and Rethinking Learning Spaces
by Nancy Van Note Chism
View: HTML | PDF
Chapter 3. Seriously Cool Places: The Future of Learning-Centered Built Environments
by William Dittoe
View: HTML | PDF
Chapter 4. Community: The Hidden Context for Learning
by Deborah J. Bickford and David J. Wright
View: HTML | PDF
Chapter 5. Student Practices and Their Impact on Learning Spaces
by Cyprien Lomas and Diana G. Oblinger
View: HTML | PDF
Chapter 6. The Psychology of Learning Environments
by Ken A. Graetz
View: HTML | PDF
Chapter 7. Linking the Information Commons to Learning
by Joan K. Lippincott
View: HTML | PDF
Chapter 8. Navigating Toward the Next-Generation Computer Lab
by Alan R. Cattier
View: HTML | PDF
Additional Resource: Cox Hall Panorma
Chapter 9. Trends in Learning Space Design
by Malcolm Brown and Phillip D. Long
View: HTML | PDF
Chapter 10. Human-Centered Design Guidelines
by Lori Gee
View: HTML | PDF
Chapter 11. Designing Blended Learning Space to the Student Experience
by Andrew J. Milne
View: HTML | PDF
Chapter 12. Sustaining and Supporting Learning Spaces
by Christopher Johnson
View: HTML | PDF
Chapter 13. Assessing Learning Spaces
by Sawyer Hunley and Molly Schaller
View: HTML | PDF
PART 2: Case Studies
Chapter 14. Learning How to See
Diana G. Oblinger
View: HTML | PDF
Chapter 15. City of London: Sir John Cass Business School
Clive Holtham
View: HTML | PDF
Chapter 16. Denison University: MIX Lab
Scott Siddall
View: HTML | PDF
Chapter 17. Duke University: Perkins Library
Marilyn M. Lombardi and Thomas B. Wall
View: HTML | PDF
Chapter 18. Eckerd College: Peter H. Armacost Library
J. Michael Barber
View: HTML | PDF
Chapter 19. Estrella Mountain Community College: The Learning Studios Project
Homero Lopez and Lori Gee
View: HTML | PDF
Chapter 20. Hamilton College: Science Center
Nikki Reynolds and Douglas A. Weldon
View: HTML | PDF
Chapter 21. Indiana University-Purdue University Indianapolis: The ES Corridor Project
Nancy Van Note Chism
View: HTML | PDF
Chapter 22. Iowa State University: LeBaron Hall Auditorium
Jim Twetten
View: HTML | PDF
Additional Resource: VR tour of LeBaron Hall Auditorium
Chapter 23. London School of Economics: BOX
Andrew Harrison
View: HTML | PDF
Chapter 24. Messiah College: Boyer Hall
Dennis Lynch
View: HTML | PDF
Chapter 25. Michigan Technological University: Center for Integrated Learning and Information Technology
Paul Urbanek
View: HTML | PDF
Chapter 26. MIT: The Brain and Cognitive Sciences Complex
Phillip D. Long
View: HTML | PDF
Chapter 27. MIT: Steam Café
Scott Francisco
View: HTML | PDF
Chapter 28. North Carolina State University: Flyspace
Hal Meeks
View: HTML | PDF
Chapter 29. North Carolina State University: SCALE-UP
Robert Beichner
View: HTML | PDF
Chapter 30. Northwestern University: Information Commons
Bob Davis and Denise Shorey
View: HTML | PDF
Chapter 31. Ohio State University: Digital Union
Victoria Getis, Catherine Gynn, and Susan E. Metros
View: HTML | PDF
Chapter 32. Olin College of Engineering: Academic and Olin Centers
Joanne Kossuth
View: HTML | PDF
Chapter 33. Pennsylvania State University: Smeal College of Business
Peter Nourjian
View: HTML | PDF
Chapter 34. St. Lawrence University: Center for Teaching and Learning
Sondra Smith and Kim Mooney
View: HTML | PDF
Additional Resource: Web sidebar, Table 1, Table 2, Table 3
Chapter 35. Stanford University: GroupSpaces
Richard Holeton
View: HTML | PDF
Chapter 36. Stanford University: Wallenberg Hall
Dan Gilbert
View: HTML | PDF
Chapter 37. University of Arizona: Manuel Pacheco Integrated Learning Center
Christopher Johnson
View: HTML | PDF
Chapter 38. University of British Columbia: Irving K. Barber Learning Centre
Simon Neame and Cyprien Lomas
View: HTML | PDF
Chapter 39. University of Central Florida: Collaboration and Multimedia Classrooms
Ruth Marshall
View: HTML | PDF
Chapter 40. University of Chicago: USITE/Crerar Computing Cluster and Cybercafé
Shirley Dugdale and Chad Kainz
View: HTML | PDF
Additional Resource: Web sidebar
Chapter 41. University of Georgia: Student Learning Center
William Gray Potter and Florence E. King
View: HTML | PDF
Chapter 42. Virginia Tech: Math Emporium
Barbara L. Robinson and Anne H. Moore
View: HTML | PDF
Chapter 43. Virginia Tech: Torgersen Hall
J. Thomas Head and Anne H. Moore
View: HTML | PDF
Additional Resource: Video interviews with Virginia Tech professors Carol Burch-Brown[12MB WMV] and Kerry J. Redican [4MB WMV] about teaching in Torgersen Hall
Index
View: PDF