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"As generative artificial intelligence reshapes conversations about teaching, learning, and assessment, colleges and universities have an opportunity to look beyond what learners produce and better understand how human capability develops over time, strengthening teaching, feedback, and assessment through richer evidence of learning." Via EDTECH@UTRGV
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Rebuilding the internet of weird little things one data enrichment at a time Via Ana Cristina Pratas
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Explora cómo la inteligencia artificial transforma la educación con enfoques sobre personalización, evaluación y pensamiento crítico.
Via LGA
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Most teachers recognize the scene: a room full of students copying down slides word-for-word or neatly filing away handouts under the assumption that having the record means having the knowledge. Via Nik Peachey 
Nik Peachey's curator insight,
August 23, 2:11 AM
This is an interesting article about the use of notes and their impact on memory - Cognitive Offloading in the Classroom: How External Notes Compromise Internal Learning - https://ammaramerhbi.substack.com/p/cognitive-offloading-in-the-classroom
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The letter emphasizes outcomes and evidence but stops short of issuing federal regulations. Via EDTECH@UTRGV 
EDTECH@UTRGV's curator insight,
August 21, 2:14 PM
"Responsible design is the floor. Not only do we need to know if the tool works, but if it works; why does it work, for whom does it work, and under what conditions.”
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What research reveals about the absence of training, policy, and institutional support Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
August 21, 2:19 PM
"Teachers with higher self-efficacy perceived more benefits, fewer concerns, and reported more trust."
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Access to AI is not the same as readiness to use it well. This article sets out what an AI-ready workforce actually needs. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
August 19, 11:19 AM
"An AI-ready workforce is not one where everybody becomes an expert or uses AI for everything. It is one where people can make an informed call about where AI belongs in their work and where it does not."
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"Pretty soon, everyone is going to see that I do not belong here. Whether it was as a student, an athlete, a teacher, and now in the business world, some version of that sentence has always run through my head." Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
August 19, 11:18 AM
"The feeling that you do not belong can hang over everything you do. Every meeting and every presentation feels like a performance where you are just waiting for someone in the audience to start booing because they have finally figured out that you have no idea what the heck you are doing."
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Learn practical strategies to improve online student retention by reducing anxiety, building connection, and empowering students to persist and succeed. Via Ana Cristina Pratas
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EDTECH@UTRGV's curator insight,
August 17, 11:10 AM
"For educators, Atlas is an example of how AI is evolving beyond general-purpose chatbots into subject-focused learning assistants. While it shouldn't replace classroom teaching or critical thinking, it can help students review difficult topics, organize information, and prepare for assessments when used appropriately."
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Explore handcrafted interactive 3D expeditions across science, history, and nature. Take immersive virtual field trips and explore 3D virtual museums with instant access from any device. The first 3 expeditions (Soil Layers, Ancient Egypt, Cell Biology) are 100% free forever. No ads, no logins. Via Ana Cristina Pratas
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From
wondering
Wondering is an AI-powered learning platform that helps you learn what you thought you couldn't. Visual, interactive, and structured courses that help you learn anything in tiny chunks. Via Nik Peachey
Nik Peachey's curator insight,
August 10, 12:53 AM
Wondering looks like an impressive tool for creating courses. https://wondering.app/ |
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From
lignique
Lignique is an AI-assisted comic creation and visual storytelling platform that helps creators build comics, storyboards, and visual stories with consistent characters, styles, locations, props, and panel continuity. Via Ana Cristina Pratas
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The latest AI tutoring research points to a stubbornly human problem — getting students to engage. “Access was nearly universal but engagement was thin,” a new study found. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
August 25, 8:47 AM
"[R]esearch on AI in education is nascent, but an early theme is that students often won’t use it for learning. 'When given AI tutors, many students do not engage'”
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With the increasing availability of assistive AI, many people have turned to AI frameworks and harnesses (Hermes Agent, Claude Cowork, etc.) to help them achieve day-to-day goals. In many cases the AI has been directed to carry out those tasks that people want to hand-off. That is good, but is it the right thing to do? Is AI actually the ideal solution, or is it something to help you create that solution? Via Ana Cristina Pratas
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80+ free online tools for images, audio, video, PDF, finance, developers and game dev. Compress images, crop photos, convert audio, build resumes and more — fast, private, no sign-up. Via Ana Cristina Pratas
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As the catch-all term “AI tutoring” captures the public imagination, it’s time to define and measure what actually meets the bar for a “tutor.” Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
August 21, 2:16 PM
"Homework helpers (and off-the-shelf LLMs) are designed to resolve the task a user brings in real time: to get to an answer. Great tutors don’t provide answers."
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How do you decide what's worth your attention in a world designed to capture all of it? Check out Critical Ignoring: What's Worth Your Attention?, a free digital literacy and citizenship lesson plan by Common Sense Media. Teach students in 9,11,10,12 about responsible and healthy media and tech use. Via Ana Cristina Pratas
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AI cheating will decrease, the techlash will continue, and other predictions for the coming school year. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
August 19, 11:15 AM
"I think we’re going to see more institutional responses and more cultural responses to this. Encouraging trends include the movement toward watermarking from some of the tech giants"
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From
seths
"Teaching and learning aren’t always aligned.
Sometimes organized teaching is defensive. “Here, take all this down in your notes, it will be on the test.” This gives the teacher deniability, but might not create the conditions for the student to actually learn.
The alternative is to seek the “aha.” This is the autodidact moment, the opportunity to teach ourselves.
Most online courses and videos simply tell you the answer. Easier to get clicks that way. But the best learning is almost always autodidactic.
When the teacher creates the conditions for learning, the student does the work.
This requires trust. Trust in the process and trust in the destination.
And it requires tension. The tension of it might not work and the incentive to put in the work.
Great teachers set it up, and great students find the aha." Via Ana Cristina Pratas
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From
qz
From pattern recognition to alignment failures, a clear-eyed guide to what's actually happening inside the AI systems reshaping work, media, and daily life Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
August 17, 11:08 AM
"[T]he gap between what AI can do and what people believe it's doing creates real problems. People anthropomorphize systems that have no inner experience. They trust outputs that are confidently wrong. They assume AI is "thinking" when it's doing something quite different."
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Anthropic has revealed how Claude is able to secretly watermark AI-written text, and it has everything to do with word choices. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
August 17, 11:11 AM
"There are situations where Claude's watermarking solution might not be effective."
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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. Via Ana Cristina Pratas |
"One of the most valuable effects of the emergence of AI in education may be that it has brought renewed attention to a question that has always been present: How do we know learners are becoming capable?"