A new survey from D2L , an online learning platform based in Canada, and consulting service provider Tyton Partners, has found that daily use of artificial intelligence (AI) can reduce faculty workload in higher education institutions.
EDTECH@UTRGV's insight:
"D2L surveyed more than 3,000 respondents about the current state of AI use in higher education for its Time for Class 2025 report. It found that more than a third (36 percent) who use generative AI daily reported a marked decrease in their workload.
However, instructors and administrators reported that attempting to monitor student use of AI has created additional work for them, while 39 percent of respondents had experienced no change in their workload as a result of generative AI."
The latest news related to the meaningful and effective implementation of educational technology and e-learning in K-12, higher education, corporate and government sectors.
Watch this video to learn more about the fully online, accelerated, project-based Master of Education in Educational Technology at the University of Texas Rio Grande Valley. For more information, visit: https://www.utrgv.edu/edtech/index.htm
EDTECH@UTRGV's insight:
This 30-hour accelerated program designed to prepare persons in K-12, higher education, corporate, and military settings to develop the skills and knowledge necessary for the classrooms and boardrooms of tomorrow. Students in this program have the opportunity to earn one or more graduate certificates in E-Learning, Technology Leadership, and Online Instructional Design.
This is a fantastic program! Its practical, real-world based and applicable to many areas of industry where teaching and learning, training and development are used.
Many universities are integrating AI tools reactively, without clear alignment to curriculum, faculty development, or AI readiness policies.
EDTECH@UTRGV's insight:
The Ten-Dimension AI Readiness Framework provides a comprehensive roadmap for institutions built on four core principles—resilience, transformation, adaptability, and community
A new survey from D2L , an online learning platform based in Canada, and consulting service provider Tyton Partners, has found that daily use of artificial intelligence (AI) can reduce faculty workload in higher education institutions.
EDTECH@UTRGV's insight:
"D2L surveyed more than 3,000 respondents about the current state of AI use in higher education for its Time for Class 2025 report. It found that more than a third (36 percent) who use generative AI daily reported a marked decrease in their workload.
However, instructors and administrators reported that attempting to monitor student use of AI has created additional work for them, while 39 percent of respondents had experienced no change in their workload as a result of generative AI."
Did you know that a recent survey found most students can’t tell when AI-generated content is wrong? Chapter 2 of Teaching and Learning in the Age of Generative AI—by Dr. Leticia De Leon—spots this blind-spot and offers a “Nested Framework” to build the AI literacy and safeguards every classroom needs. Curious? Dive into Chapter 2 to see how you can turn this challenge into an opportunity for smarter, safer learning. Preview the book here: bit.ly/4jVce93
EDTECH@UTRGV's insight:
"This chapter proposes a framework—the Nested Framework for Implementing AI in Education—for evaluating the effectiveness of AI in education by utilizing a framework synthesis methodology to develop it." Preview the book here: bit.ly/4jVce93
In a new blog post, Altman laid out his vision for a hugely prosperous future powered by superintelligent AI. We'll figure things out as we go along, he argues.
EDTECH@UTRGV's insight:
"In his 2005 book "The Singularity is Near," the futurist Ray Kurzweil predicted that the Singularity -- the moment in which machine intelligence surpasses our own -- would occur around the year 2045. Sam Altman believes it's much closer."
Arshitha S Ashok draws on this anecdote to highlight the phenomenon of “cognitive offloading” that’s been caused by the proliferation of AI tools. By using ChatGPT and other LLMs in our daily lives, she writes, we’re not just outsourcing our critical thinking and decision-making skills; we’re outsourcing our curiosity, too."
EDTECH@UTRGV's insight:
"Allain compares AI to an elevator, and cognitive problem-solving (like solving a physics problem by hand) to a stairmaster machine. The elevator will get you to your destination faster, but the stairmaster will make your mind stronger and more agile."
"AI bots are quietly overwhelming the digital infrastructure behind our cultural memory. In early 2025, libraries, museums, and archives around the world began reporting mysterious traffic surges on their websites. The culprit? Automated bots scraping entire online collections to fuel training datasets for large AI models. What started as a few isolated incidents is now becoming a global pattern."
EDTECH@UTRGV's insight:
"A new survey reveals that AI data extraction is overwhelming cultural institutions’ infrastructure, often leading to outages."
Did you know? Generative AI might feel brand-new, yet its roots stretch all the way back to the 1950 Turing Test and even earlier neural-network breakthroughs—decades before ChatGPT hit the scene.
Discover this surprising timeline, plus the ethical questions and classroom possibilities it unlocks, in Dr. Maria Elena Corbeil’s opening chapter of Teaching and Learning in the Age of Generative AI.
Preview the book here: bit.ly/4jVce93
EDTECH@UTRGV's insight:
Chapter 1 of Teaching and Learning in the Age of Generative AI affords readers with a deeper understanding of the disruptive, yet transformative role generative AI plays in modern education, as well as the balance required to navigate its opportunities and challenges responsibly.
As AI-generated text is becoming increasingly ubiquitous on the internet, some distinctive linguistic patterns are starting to emerge.
EDTECH@UTRGV's insight:
"As AI-generated text is becoming increasingly ubiquitous on the internet, some distinctive linguistic patterns are starting to emerge... Once you notice it, you start to see it everywhere. One teacher on Reddit even noticed that certain AI phrase structures are making the jump into spoken language."
"When generative AI entered classrooms, it promised a revolution. For many teachers, it delivered an avalanche of tools instead.
While edtech vendors race to integrate AI into every aspect of teaching and learning, educators are drawing clearer boundaries: AI should save them time, not replace their judgment. They want support for differentiation, not decision-making. Most of all, they want tools that align with the values and realities of teaching."
EDTECH@UTRGV's insight:
"Even as teachers adopt AI tools, they’re drawing clear lines in the sand. One of those lines? Relationships."
The AI ship has sailed. If you send home complex homework assignments, many of your students will most likely use AI to do the work. So what should you do? How can you ensure that students actually learn in your class?
EDTECH@UTRGV's insight:
"If you send home complex homework assignments, many of your students will most likely use AI to do the work. So what should you do? How can you ensure that students actually learn in your class?"
Generative artificial intelligence technology is rapidly changing the labor market. In response, colleges are increasingly looking for ways to offer AI courses to their students to keep up with employer demands.
EDTECH@UTRGV's insight:
"Generative AI technology is rapidly changing the labor market. Employers are increasingly posting job listings that include AI skills for positions even outside of the technology sector"
A new analysis of Inside Higher Ed’s annual Student Voice survey underscores the significance of belonging and relevance of content and assessment for online learners. It’s been five years since colleges moved their teaching and learning online in response to the COVID pandemic, and Inside Higher Ed’s 2025 Survey of Campus Chief Technology/Information Officers, released today, shows that while online learning may still be adjusting to a new post-pandemic normal, it’s not going anywhere.
EDTECH@UTRGV's insight:
“Belonging online isn’t a watered-down version of the campus quad—it’s a different ecology altogether. And that ecology requires deliberate psychological attunement to the lived realities of today’s increasingly diverse, time-strapped, digitally distributed students.”
Responsible AI use and AI literacy are not just about the technology--they're about curiosity, judgment, integrity, and communication.
EDTECH@UTRGV's insight:
"Our students are already using AI. The question is: Are we helping them use it safely, ethically, and effectively, or are we leaving them to figure it out on their own?"
"Artificial intelligence is transforming the world of higher education, as it has become widely used in the classroom, and in everyday life. It is also raising some concern by college professors when it comes to reframing their coursework, knowing that students are going to use it."
EDTECH@UTRGV's insight:
"While the tool may require less work from students, the professors say it's been challenging keeping up with the ever-changing environment to best prepare their students for the workforce."
"It seems intimidating at first, but you get used to it," a user once told me as she went through a dozen workarounds to complete a specific task.
You may have heard similar things when talking with users. Users who complete tasks in seemingly broken and complicated ways. They're often, for some strange reason, resistant to change.
You've been puzzled when they say, "That new design sounds complicated. What I'm doing works fine."
EDTECH@UTRGV's insight:
"Audiences who are “problem unaware” — the first stage in Eugene Schwartz’s customer-awareness model — are especially challenging because they don’t yet recognize they have a problem, so marketers must first reveal the issue before offering any solution."
One thing is clear in higher ed today: A growing focus on upskilling and career preparation is igniting a renewed focus on micro-credentials.
EDTECH@UTRGV's insight:
"A growing emphasis on upskilling and career preparation is igniting a renewed focus on micro-credentials and attracting a new wave of students to campus."
Apple's executives are thinking of acquiring Perplexity AI both to get more talent and to be able to offer an AI-based search engine in the future, according to Bloomberg.
EDTECH@UTRGV's insight:
"[T]he idea is to develop an AI search engine powered by Perplexity and to integrate Perplexity's technology into Siri."
Commentary on Stephen's Web ~ On Ethical AI Principles by Stephen Downes. Online learning, e-learning, new media, connectivism, MOOCs, personal learning environments, new literacy, and more
EDTECH@UTRGV's insight:
"Ethics is personal. It's based in our own sense of what's right and what's wrong (itself a product of culture and education and upbringing and experience and reflection) and is manifest in different ways in different people (and not at all in psychopaths) and for me is a combination of empathy and fear and loathing and - on my good days - of peace and harmony and balance. It consists of what I am willing to allow of myself, what guides my decisions, what I am willing to accept, and what will cause me to push back with a little force or all the might I possess."
Two veteran teachers give 4 rules for responsibly using chatbots in writing workshops.
EDTECH@UTRGV's insight:
With proper ethical guidance, ChatGPT has inspired 9th-grade English students to critically analyze its responses and deepen their own writing and thinking instead of using the tool to cut corners.
"This study explores the neural and behavioral consequences of LLM-assisted essay writing. Participants were divided into three groups: LLM, Search Engine, and Brain-only (no tools). Each completed three sessions under the same condition. In a fourth session, LLM users were reassigned to Brain-only group (LLM-to-Brain), and Brain-only users were reassigned to LLM condition (Brain-to-LLM)... Brain-to-LLM users exhibited higher memory recall and activation of occipito-parietal and prefrontal areas, similar to Search Engine users... While LLMs offer immediate convenience, our findings highlight potential cognitive costs."
EDTECH@UTRGV's insight:
Using LLMs to assist essay writing reduced participants’ brain connectivity, cognitive engagement, and sense of authorship compared with search‐engine or tool-free writing, suggesting that long-term reliance on AI may carry cognitive and educational costs.
In trying to personalize learning for students via AI, maybe we’ve focused too much on tailoring content and not on transforming context.
EDTECH@UTRGV's insight:
"What if the missing ingredient in student achievement isn’t better curriculum, tech, or teachers, but better motivation? What if the key to unlocking motivation isn’t something intrinsic to students, but something found in their relationships with peers, teachers, mentors, and communities? And what if the one thing AI can’t do is the one thing students need most?"
The use of AI in education has risks, but it could help personalize learning and free teachers to spend more time doing what only humans can do: connect, mentor, care. Let’s ensure we get this right — by aligning educators and tech experts around what matters most: student outcomes.
EDTECH@UTRGV's insight:
"Before we let AI teach our children, we must build the scaffolding for responsible AI use among professionals"
A recent academic study found that as organizations adopt AI tools, they're not just streamlining workflows — they're piling on new demands. Researchers suggested that "AI technostress" is driving burnout and disrupting personal lives, even as organizations hail productivity gains.
EDTECH@UTRGV's insight:
"The study explores AI's dual impact on employees' work and life well-being, finding that while it can increase productivity, it can also cause negative effects, such as the demand to always do more."
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"D2L surveyed more than 3,000 respondents about the current state of AI use in higher education for its Time for Class 2025 report. It found that more than a third (36 percent) who use generative AI daily reported a marked decrease in their workload.
However, instructors and administrators reported that attempting to monitor student use of AI has created additional work for them, while 39 percent of respondents had experienced no change in their workload as a result of generative AI."