|
Scooped by
Ana Cristina Pratas
onto Digital Delights July 20, 11:31 AM
|
Scoop.it!
Discover how purpose-first learning in higher education builds student ownership, intrinsic motivation, and deeper engagement by starting with meaning, not modality.
 Your new post is loading...
Your new post is loading...
Scoop.it!
Ana Cristina Pratas's insight:
Nabila bruno's curator insight,
April 26, 2023 2:20 AM
acquista subutex online acquista subutex online
Scoop.it!
Learn five practical ways to verify student learning and assess genuine understanding in higher education when AI tools are part of the learning environment.
Scoop.it!
The top 4 mistakes I see teachers make when teaching process.
Scoop.it!
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:...
Scoop.it!
This open access book examines digitalisation, AI, and automation in education, with a particular focus on their implications for human agency
Scoop.it!
Image prompting cuts AI costs for developers and gives students a new way to talk to machines
Scoop.it!
Scoop.it!
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.
Scoop.it!
Learn why AI literacy matters and how faculty can help students use generative AI responsibly while protecting critical thinking skills.
Scoop.it!
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
Scoop.it!
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."
Scoop.it!
The ongoing fight over a shrinking, increasingly valuable resource. People who still think in full sentences. |
Scoop.it!
Learn practical strategies to improve online student retention by reducing anxiety, building connection, and empowering students to persist and succeed.
Scoop.it!
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.
Scoop.it!
On text that looks polishable but really isn't.
Scoop.it!
Leadership preparation requires more than teaching theory. Discover practical ways to prepare future leaders for the emotional, relational, and real-world challenges of leadership.
Scoop.it!
Explore how AI is changing student learning and assessment in higher education and why educators must design assignments that measure thinking, judgment, and understanding.
Scoop.it!
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…
Scoop.it!
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."
Scoop.it!
AI literacy, metacognitive frameworks, and reflection apparati have limited efficacy in the absence of systemic change, instructional redesign, disciplinary scaffolding, and ongoing measurement.
Scoop.it!
Discover how purpose-first learning in higher education builds student ownership, intrinsic motivation, and deeper engagement by starting with meaning, not modality.
Scoop.it!
What Claude's newly discovered "conscious access" means for the classroom |
