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Scooped by
Ana Cristina Pratas
October 2, 2011 2:24 PM
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Scooped by
Ana Cristina Pratas
January 1, 8:15 AM
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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).…
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Scooped by
Ana Cristina Pratas
December 29, 2025 5:16 AM
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On the Crucial Distinction Between Refusing to Use AI and Refusing to Teach About It
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Scooped by
Ana Cristina Pratas
December 21, 2025 5:49 AM
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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.…
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Scooped by
Ana Cristina Pratas
December 20, 2025 11:26 AM
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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.
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Scooped by
Ana Cristina Pratas
December 10, 2025 8:05 AM
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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.
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Scooped by
Ana Cristina Pratas
December 8, 2025 6:12 AM
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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
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Scooped by
Ana Cristina Pratas
December 8, 2025 6:07 AM
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We often discuss in education the importance of keeping the “Human-in-the-Loop” (HITL) when using generative AI. It’s the golden rule of AI literacy. Don’t let the robot do the thinking. Use it to amplify your cognition, not replace it. But what does that actually look like in practice?
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Scooped by
Ana Cristina Pratas
December 2, 2025 1:13 PM
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Imagine that you’ve been dropped into an escape room with no clue how to get out. Instructions are delivered piecemeal, often in the form of mysterious riddles… Escape room activities have become increasingly common in secondary and post-secondary courses.
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Scooped by
Ana Cristina Pratas
December 1, 2025 7:38 AM
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Scooped by
Ana Cristina Pratas
November 26, 2025 4:44 AM
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For the past few months, I've been visiting schools and hearing from students about why and how they're using (or refusing) generative artificial intelligence. In this article, I'm talking about two of the more problematic perspectives that have emerged from those conversations: it's good enough, and it's better than me.
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Scooped by
Ana Cristina Pratas
November 26, 2025 4:40 AM
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In "Metaphors We Live By," Lakoff and Johnson emphasise that metaphors are fundamental to human thought and language, not just decorative language. In this post, I've examined my own use of metaphors to describe AI and analysed their implications, highlighting the power and limitations of these metaphors in shaping our understanding of AI and its impact.
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Scooped by
Ana Cristina Pratas
November 20, 2025 10:32 AM
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by Nafije Krasniqi Prishtina, Karen Tinsley-Kim The University of Central Florida Instructional Development team embodies Cavalier’s Human + AI + Human model to its fullest by demonstrating the development of accessible content using the ADDIE framework. Abstract This paper explores the integration of generative artificial intelligence (AI) tools within the ADDIE instructional design framework, as … Continue reading "Empowering Instructional Design with AI – Expanding your Online Preparation Toolkit Through the ADDIE Framework "
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Scooped by
Ana Cristina Pratas
Today, 8:54 AM
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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.)
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Scooped by
Ana Cristina Pratas
January 1, 8:13 AM
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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.
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Scooped by
Ana Cristina Pratas
December 21, 2025 5:52 AM
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Why We Cannot Use Probabilistic Tools to Police Probabilistic Systems
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Scooped by
Ana Cristina Pratas
December 21, 2025 5:41 AM
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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.
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Scooped by
Ana Cristina Pratas
December 19, 2025 9:20 AM
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Scooped by
Ana Cristina Pratas
December 8, 2025 6:14 AM
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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
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Scooped by
Ana Cristina Pratas
December 8, 2025 6:11 AM
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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
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Scooped by
Ana Cristina Pratas
December 3, 2025 11:19 AM
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Discover how educators can use AI tools like NotebookLM and Suno to hear student evaluations differently—transforming feedback into reflective, motivating, and actionable insights for course improvement.
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Scooped by
Ana Cristina Pratas
December 1, 2025 9:06 AM
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Discover practical strategies to design a meaningful course ending that reinforces learning, fosters reflection, and builds student confidence and closure.
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Scooped by
Ana Cristina Pratas
November 28, 2025 11:15 AM
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Five Fundamental Challenges That Will Reshape Education in the Age of Artificial Intelligence
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Scooped by
Ana Cristina Pratas
November 26, 2025 4:42 AM
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Abstract
There is a deep disorder in the discourse of generative artificial intelligence (AI). When AI seems to make things up or distort reality — adding extra fingers to human hands, inventing nonexistent court cases, or generating surreal advertisements — we commonly describe them as AI hallucinations. But a metaphor of hallucination reinforces the misconception that AI is conscious; it implies that AI experiences reality and sometimes becomes delirious. We need a new way to talk about AI outputs when they don't match our expectations for realism or facticity. For this paper, we analyzed the implications of more than 80 alternative terms suggested by scholars, educators, and commentators. Ultimately, we chose a more fitting term: AI mirage. Just as a desert mirage is an artifact of physical conditions, an AI mirage is an artifact of how systems process training data and prompts. In both cases, a human can mistake a mirage for reality or see it for what it really is. We propose the general use of the term AI mirage in place of AI hallucination because it can help build AI literacies, prompting us to explore how AI generates outputs and how humans decide what those outputs mean.
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Scooped by
Ana Cristina Pratas
November 24, 2025 8:53 AM
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Why “Prompt Checklists” (and Digital Literacy Checklists) Ultimately Fail Us My recent post argued that “prompt engineering” is really dialogue orchestration, and that static checklists are failing us. But why do we keep gravitating towards these oversimplified solutions?
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Scooped by
Ana Cristina Pratas
November 20, 2025 7:35 AM
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Not another set of guidelines, but a map of the intellectual territory we must traverse together.
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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
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Chapter 2. Challenging Traditional Assumptions and Rethinking Learning Spaces
by Nancy Van Note Chism
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Chapter 3. Seriously Cool Places: The Future of Learning-Centered Built Environments
by William Dittoe
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Chapter 4. Community: The Hidden Context for Learning
by Deborah J. Bickford and David J. Wright
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Chapter 5. Student Practices and Their Impact on Learning Spaces
by Cyprien Lomas and Diana G. Oblinger
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Chapter 6. The Psychology of Learning Environments
by Ken A. Graetz
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Chapter 7. Linking the Information Commons to Learning
by Joan K. Lippincott
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Chapter 8. Navigating Toward the Next-Generation Computer Lab
by Alan R. Cattier
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Additional Resource: Cox Hall Panorma
Chapter 9. Trends in Learning Space Design
by Malcolm Brown and Phillip D. Long
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Chapter 10. Human-Centered Design Guidelines
by Lori Gee
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Chapter 11. Designing Blended Learning Space to the Student Experience
by Andrew J. Milne
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Chapter 12. Sustaining and Supporting Learning Spaces
by Christopher Johnson
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Chapter 13. Assessing Learning Spaces
by Sawyer Hunley and Molly Schaller
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PART 2: Case Studies
Chapter 14. Learning How to See
Diana G. Oblinger
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Chapter 15. City of London: Sir John Cass Business School
Clive Holtham
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Chapter 16. Denison University: MIX Lab
Scott Siddall
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Chapter 17. Duke University: Perkins Library
Marilyn M. Lombardi and Thomas B. Wall
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Chapter 18. Eckerd College: Peter H. Armacost Library
J. Michael Barber
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Chapter 19. Estrella Mountain Community College: The Learning Studios Project
Homero Lopez and Lori Gee
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Chapter 20. Hamilton College: Science Center
Nikki Reynolds and Douglas A. Weldon
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Chapter 21. Indiana University-Purdue University Indianapolis: The ES Corridor Project
Nancy Van Note Chism
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Chapter 22. Iowa State University: LeBaron Hall Auditorium
Jim Twetten
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Additional Resource: VR tour of LeBaron Hall Auditorium
Chapter 23. London School of Economics: BOX
Andrew Harrison
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Chapter 24. Messiah College: Boyer Hall
Dennis Lynch
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Chapter 25. Michigan Technological University: Center for Integrated Learning and Information Technology
Paul Urbanek
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Chapter 26. MIT: The Brain and Cognitive Sciences Complex
Phillip D. Long
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Chapter 27. MIT: Steam Café
Scott Francisco
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Chapter 28. North Carolina State University: Flyspace
Hal Meeks
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Chapter 29. North Carolina State University: SCALE-UP
Robert Beichner
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Chapter 30. Northwestern University: Information Commons
Bob Davis and Denise Shorey
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Chapter 31. Ohio State University: Digital Union
Victoria Getis, Catherine Gynn, and Susan E. Metros
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Chapter 32. Olin College of Engineering: Academic and Olin Centers
Joanne Kossuth
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Chapter 33. Pennsylvania State University: Smeal College of Business
Peter Nourjian
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Chapter 34. St. Lawrence University: Center for Teaching and Learning
Sondra Smith and Kim Mooney
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Additional Resource: Web sidebar, Table 1, Table 2, Table 3
Chapter 35. Stanford University: GroupSpaces
Richard Holeton
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Chapter 36. Stanford University: Wallenberg Hall
Dan Gilbert
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Chapter 37. University of Arizona: Manuel Pacheco Integrated Learning Center
Christopher Johnson
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Chapter 38. University of British Columbia: Irving K. Barber Learning Centre
Simon Neame and Cyprien Lomas
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Chapter 39. University of Central Florida: Collaboration and Multimedia Classrooms
Ruth Marshall
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Chapter 40. University of Chicago: USITE/Crerar Computing Cluster and Cybercafé
Shirley Dugdale and Chad Kainz
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Additional Resource: Web sidebar
Chapter 41. University of Georgia: Student Learning Center
William Gray Potter and Florence E. King
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Chapter 42. Virginia Tech: Math Emporium
Barbara L. Robinson and Anne H. Moore
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Chapter 43. Virginia Tech: Torgersen Hall
J. Thomas Head and Anne H. Moore
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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
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