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Ana Cristina Pratas's insight:
Nabila bruno's curator insight,
April 26, 2023 2:20 AM
acquista subutex online acquista subutex online
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Learn five practical ways to verify student learning and assess genuine understanding in higher education when AI tools are part of the learning environment.
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The top 4 mistakes I see teachers make when teaching process.
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Meso and macro-level impacts from implementing open badges and microcredentials—A scoping review Authors Abbigail Harris Brigham Young University image/svg+xml Richard West Brigham Young University image/svg+xml Tyler Westerberg Brigham Young University image/svg+xml DOI:...
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This open access book examines digitalisation, AI, and automation in education, with a particular focus on their implications for human agency
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Image prompting cuts AI costs for developers and gives students a new way to talk to machines
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Discover how storytelling in teaching can transform your course syllabus into a guide that engages students, builds context, and creates a more meaningful learning experience.
Preparing a syllabus to tell a story implies that:
The course description must set the tone for the overview of the story of your course.
As well as expose the solution that your students must overcome with the knowledge they will receive.
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Learn why AI literacy matters and how faculty can help students use generative AI responsibly while protecting critical thinking skills.
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Like nineteenth-century scholars who wrote about the world without deeply engaging with it, academics who lean too heavily on AI risk becoming paper-thin
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Thoughts on Christopher Nolan's hypothesis about Gen Z AI rejection
(...)
This brings us to a vital realization: this tendency to blindly offload thinking is not an inevitable failing of Gen Z or Gen Alpha. Rather, it is fundamentally an educational design problem. Traditional “snapshot assessments” actively reward students for falling into the efficiency trap. To fix this, we must shift our focus from evaluating the final output to evaluating the messy process of learning itself."
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The ongoing fight over a shrinking, increasingly valuable resource. People who still think in full sentences. |
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Learn practical strategies to improve online student retention by reducing anxiety, building connection, and empowering students to persist and succeed.
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AITSL is reviewing the Australian Professional Standards for Teachers for the first time since they were adopted. Before deciding how to update the standards, we must first ask a more fundamental question: what is education for in a world shaped by artificial intelligence, and what does high-quality teaching now require? The OECD’s Education for Human […] 
Nik Peachey's curator insight,
August 7, 4:39 AM
Good to see this is happening in a sound and informed way.
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On text that looks polishable but really isn't.
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Leadership preparation requires more than teaching theory. Discover practical ways to prepare future leaders for the emotional, relational, and real-world challenges of leadership.
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Explore how AI is changing student learning and assessment in higher education and why educators must design assignments that measure thinking, judgment, and understanding.
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From
daveowhite
This is an expanded version of a talk I gave at the Postdigital backlash conference in Zagreb in June 2026. My proposal is that while the backlash (refusal or resistance) to Gen AI is commonly base…
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Part 2 of an interview with Kirsten Davis
"Thoughtful legal educators are hungry for a set of best practices, and for ideas on how to avoid the problem of AI interfering with their students’ education. That’s really worrisome for folks; that AI use will get in the way of learning. Studies suggest our ability to learn requires effort, and AI can take away from that effort, so it can be dangerous to a legal education in that way. And my colleagues are hungry for conversation; somewhere to talk about this without feeling stigmatized, or that they’ll reveal they don’t know something or are doing the wrong thing.
The idea of AI “stigma” is real. I find people are still reluctant to talk about how they use AIthemselves, because.they think it’ll be perceived as the wrong thing to do. I just had a conversation with colleagues planning a presentation, and it was interesting to hear how varied our personal ethical boundaries were on AI use. One says, “I never use it for writing, only editing”; another, “I only use it for research”; another, “I use it for all the things.” That’s a lot of variation; how do we make consistent ethical boundaries in this context?? That’s what we’re all struggling with: to do the right thing by our students, by our scholarship, and by the law. That’s what faculty are hungry for guidance about."
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AI literacy, metacognitive frameworks, and reflection apparati have limited efficacy in the absence of systemic change, instructional redesign, disciplinary scaffolding, and ongoing measurement.
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Discover how purpose-first learning in higher education builds student ownership, intrinsic motivation, and deeper engagement by starting with meaning, not modality.
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What Claude's newly discovered "conscious access" means for the classroom |
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
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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
View: HTML | PDF
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
View: HTML | PDF
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
View: PDF