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Yashy Tohsaku
onto Education 2.0 & 3.0 July 22, 2012 11:10 AM
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Global Issues in Education and Research * Technology Support for Pervasive Learning * Artificial Intelligence, Robotics and Human computer Interaction in Education * Mobile/ubiquitous computing in education * Web 2.0 ...
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TryHackMe helps students build practical cybersecurity skills through interactive labs, guided learning pathways and classroom tools.
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Discover how storytelling to engage students can strengthen critical thinking, connect lessons to real-world experiences, and improve learning in higher education.
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From
www
Explore how districts can build more inclusive computer science pathways while supporting the teachers who make them possible.
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From
blog
Every day, anyone with an account (e.g. email, game console account, whatever) gets bombarded with information and free deals. Every morning, when I check Explore this and more at TCEA TechNotes Blog, your go-to source for educational technology and teaching innovation.
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A swing from digital to analogue learning is happening overseas, but student performance is yet to improve on at least one international measure. Via Peter Mellow
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The goal of this guide is to help district leaders ask what it will take for students to consistently engage with and meaningfully benefit from an AI product in their schools. It complements existing district procurement processes by focusing on student engagement and the conditions needed to support it. The questions are informed by Robinson et al. (2026), "Access is Not Enough: Human Support Improves Engagement with AI Tutoring." They are discussion prompts, not a product evaluation rubric. Via Dr. Tom D'Amico (@TDOttawa)
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From
futurism
"Geoffrey Hinton, one of the godfathers of AI, says we need to get on AI's side now or else humankind is "toast..." Via Leona Ungerer
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Roxana Morduchowicz plantea que responsabilizar a los estudiantes es desresponsabilizar al Estado. En definitiva, la política pública es la única que puede evitar los usos de la IA entre los adolescentes, que nadie quiere.
Más tecnología no se traduce automáticamente en más aprendizaje, ni en mejor educación. La variable más importante será siempre cómo se la acompaña, es decir cuáles son las competencias y habilidades que se buscan fortalecer. Via Edumorfosis
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Want a free guide to creating decision-based training for sales, service, compliance, and more, so you can be prepared for any scenario? Via Vladimir Kukharenko
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We often encourage students to be creative, think outside the box, and find their own voice. But what if one of the best ways to cultivate originality is to begin with imitation? Creativity rarely happens Via Vladimir Kukharenko
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From
www
Krea is the world's most powerful creative AI suite. Generate, edit, and enhance images and videos using powerful AI for free.
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Educational AI should be evaluated not only by what it can do, but by what it is designed not to do for the student. Via EDTECH@UTRGV 
EDTECH@UTRGV's curator insight,
October 20, 12:26 PM
"Assisted performance and learning are not the same thing, and design determines whether a tool supports one while undermining the other." |
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The field of education can and should do more to prevent AI-generated essays, papers, and other assignments
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Explore Gartner’s Top Strategic Technology Trends for 2027 — 10 trends that will shape autonomy, resilience and governance in the years ahead. Learn how CIOs can prepare for the autonomous era and deliver trusted outcomes at scale.
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Discover how storytelling to engage students can strengthen critical thinking, connect lessons to real-world experiences, and improve learning in higher education.
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Explore the course completion rate and its impact on online learning. Discover hidden factors influencing this crucial metric.
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From
psyche
To see how communication truly works, we should set aside the notion that different people can share the same thoughts Via Vladimir Kukharenko
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Artificial intelligence (AI), particularly generative AI, has transformed the higher education landscape with remarkable speed, reshaping how students learn, produce academic work, and interac Via Vladimir Kukharenko
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A question-level workflow for diagnosing errors, designing follow-up practice, and deciding what learners should do next.
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Conversación con Pep Martorell, inversor en tecnología, sobre qué hacer hoy para seguir teniendo valor dentro de diez años. Explica por qué recomienda una disciplina intelectual antes que una profesión, qué hacer si tienes vocación y por qué conviene exponerse a oportunidades aunque parezcan inútiles. Cuenta qué es un agente de IA con un ejemplo cotidiano, qué dicen los estudios sobre usar la IA para estudiar y trabajar, y qué pasó cuando una IA se saltó las reglas de un examen. Termina con su opinión sobre por qué el acceso a los mejores modelos podría dejar de ser universal. Un episodio para quien quiere usar la IA sin dejar de aprender. Via Edumorfosis 
Edumorfosis's curator insight,
October 23, 7:17 PM
Según Pep Martorell, es mejor estudiar una disciplina intelectual que una profesión laboral. Una disciplina que implique un esfuerzo intelectual profundo que haga desarrollar herramientas (agentes) para afrontar conocimiento profundo: FISI, FILO, MATE, HUMA. Además, se debe tener una exposición a cualquier cosa que pueda servir de utilidad.
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The moving AI frontier in instructional design, and what it means for our roles & jobs Via Vladimir Kukharenko
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![[2604.18590] Critical Thinking in the Age of Artificial Intelligence: A Survey-Based Study with Machine Learning Insights | Education 2.0 & 3.0 | Scoop.it](https://img.scoop.it/R3Nf-aV-zFCPDr3s1jV_-zl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
From
arxiv
The growing use of artificial intelligence (AI) in education, professional work, and everyday problem-solving has raised important questions about its effect on human reasoning. While AI can improve efficiency, save time, and support learning, repeated dependence on it may also encourage cognitive offloading, reduce productive struggle, and weaken independent critical thinking. This paper investigates the relationship between AI-use behavior and critical-thinking performance through an interview-based survey combined with short logic and reasoning tasks. The findings reveal a mixed pattern: participants largely viewed AI as a tool for speed, convenience, and learning support, yet many also reported reduced patience for sustained effort. Objective reasoning performance varied considerably across individuals, and the analyses suggest that reduced patience and stronger dependence-related tendencies are more closely associated with lower reasoning performance than background characteristics alone. Exploratory clustering further indicates that AI users do not form a single homogeneous group, but instead reflect tentative behavioral profiles, including over-reliant users, mixed-strategy users, and balanced support-seekers. Although the findings are exploratory, they indicate that AI does not affect critical thinking in a uniformly negative or positive way. Instead, its influence appears to depend on the manner in which it is used. The paper therefore argues that effective human-AI collaboration should support reflection, verification, and sustained cognitive effort rather than substitute for them. Via Vladimir Kukharenko
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The implementation of AI should not preclude universities from imparting skills that last a lifetime, including the ability to think critically, defend a conclusion and recognize when it is time to learn something new. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
October 20, 12:28 PM
"Industries will change, technology will change and jobs will change. What can endure is the ability to think critically, exercise judgment, recognize gaps in one’s knowledge and determine how to close them."
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As students increasingly turn to AI for learning, understanding its limitations is critical to ensuring it supports learning. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
October 20, 12:23 PM
"A student relying on AI throughout a course encounters a distinct set of failures at each stage of learning: hallucinations when gathering information, sycophancy when testing their understanding, over-automation that replaces rather than supports genuine learning during assignments, and feedback that overlooks the misconceptions, reasoning, and growth opportunities that a human instructor would recognize." |
