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Rescooped by
Yashy Tohsaku
from e-learning-ukr
onto Education 2.0 & 3.0 April 17, 10:21 AM
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The 2026 youth edition of the GEM Report, Lead with youth, contains a statistic that should give everyone working in this space pause. Of the youth and student organizations surveyed, 57% submitted feedback on education policy. Only 35% saw that feedback reflected in final decisions. Fewer than one in six were ever asked to monitor implementation.
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"Higher education is having a familiar conversation in an unfamiliar moment. We are debating whether students “should” use AI, whether it is “ethical,” whether it is “cheating,” whether we can “ban” it, whether we can “detect” it, whether it will “go away.” This is what happens when an institution confuses discomfort with principle." Via EDTECH@UTRGV 
EDTECH@UTRGV's curator insight,
April 22, 1:38 PM
"In higher education, AI should be a human-centered tool inside a curriculum that expects more from students, not less."
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From
thejournal
A new resource from CoSN provides guidelines for creating responsible technology use policies and supporting digital citizenship in schools and districts. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
April 22, 1:41 PM
"CoSN promotes Responsible Use Agreements over traditional AUPs: The report recommends complementing compliance-based policies with RUAs that are clearer and more student- and family-friendly."
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Steve Huynh, formerly Principal Engineer at Amazon, shares observations from 10+ years of interviewing software engineers, and an excerpt from his new book, Technical Behavioral Interview Via Vladimir Kukharenko
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Hampshire College’s student-driven, unorthodox approach to education has roots in the early 1900s and a belief that students should be active, engaged learners. Via Vladimir Kukharenko
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Conversations with Kevin Hogan: Extron's Jason Bond explains how districts can start small with esports AV infrastructure, leverage dual-purpose spaces, and use AV over IP to build a scalable foundation for student engagement. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
April 21, 9:27 AM
"You're going to use that esports space for something like graphics design or cybersecurity training during the day, and then in the evening or after school hours, it becomes the esports playing facility."
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En un contexto marcado por la fragmentación de la atención y la creciente capacidad de la inteligencia artificial para externalizar tareas cognitivas, la universidad se enfrenta a una redefinición profunda de su propósito. Más allá de los argumentos tradicionales que justifican la presencialidad, emerge una tesis más exigente: el campus constituye el último espacio institucional capaz de sostener y entrenar el pensamiento profundo. Sin embargo, lejos de proteger esta función, muchas dinámicas educativas actuales reproducen la lógica de distracción del entorno digital. El verdadero desafío no reside en la existencia del campus, sino en su uso: reconfigurarlo como un entorno de tensión cognitiva colectiva, donde el aprendizaje se base en la resolución compartida de problemas y en la construcción activa del conocimiento. En este marco, la misión de la educación superior se desplaza hacia el desarrollo de la soberanía cognitiva, entendida como la capacidad de pensar de forma autónoma, sostenida y rigurosa en un entorno adverso. Via Edumorfosis
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From
fortune
The report, “Labor market impacts of AI: A new measure and early evidence,” was based on real-life enterprise usage of Anthropic’s popular Claude large-language model. It broke down a host of professions by their “observed exposure” and “theoretical exposure” to AI—in essence, what share of the work in a given occupation Al systems can already do, and how much more they could theoretically take on. Via Edumorfosis 
Edumorfosis's curator insight,
April 19, 9:59 AM
El informe de Anthropic se basó en estudiar el uso real que las empresas hicieron con su modelo Claude. Se hizo un desglose de diversas profesiones según la "exposición observada" y la "exposición teórica". Lo que busca es concer con mayor exactitud la distancia existente entre las tareas automatizadas que ya se pueden realizar en determinadas ocupaciones y las capacidades teóricas que se pueden asumir que están en etapas de desarrollo y adopción.
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A higher ed survey reveals widespread belief that AI is the future--but that belief is paired with worries about job security. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
April 20, 12:15 PM
"The CSU AI survey’s findings suggest the question is no longer whether AI belongs in higher education, but how institutions should lead its use thoughtfully, consistently and at scale."
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![[PDF] Scaling out superintelligence: Building an Internet of Cognition for distributed artificial superintelligence | Education 2.0 & 3.0 | Scoop.it](https://img.scoop.it/gsR7ldOHYIwhx-o-t5X30zl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
This paper examines a fundamental shift in AI progress: from scaling the intelligence of individual agentic systems to scaling distributed superintelligence. It argues that today’s AI agents, despite their growing capabilities, remain constrained because of semantic isolation. Beyond vertically scaling agents, the next frontier requires new foundational infrastructure for horizontal scaling of intelligence. Such infrastructure would enable shared intent and shared context, accelerate collective innovation, and unlock genuinely emergent capabilities in multi-agent human–AI systems. Together, these systems can address a far broader class of intelligence problems with greater accuracy and robustness.
Via Edumorfosis
Edumorfosis's curator insight,
April 19, 1:12 PM
El artículo describe la Internet de la Cognición, un nuevo enfoque arquitectónico para lograr esta transformación e inaugurar una era de superinteligencia artificial distribuida. Introduce tres componentes necesarios de la arquitectura: un conjunto de protocolos de estado cognitivo con granularidades latentes, comprimidas y semánticas (para alinear y coordinar la intención), un tejido gobernado por políticas de confianza (para compartir conocimiento y crear grafos de contexto institucional y motores de cognición (para acelerar la innovación colectiva). En conjunto, estos elementos demuestran cómo los estándares abiertos e interoperables son esenciales para crear sociedades multiagente que puedan resolver problemas y descubrimientos complejos y novedosos.
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Arts classrooms demonstrate what technology integration at its best can look like |
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From
thejournal
Passed in 1974, FERPA was never meant to govern cloud-based platforms, artificial intelligence, or the invisible flow of student data across third-party vendors. Our students deserve better. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
April 22, 1:40 PM
"FERPA is outdated for modern ed tech use: Written in 1974 for paper records, FERPA does not address cloud platforms, AI, or widespread data sharing across digital tools."
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From
every
Plus: Trust batteries, and how many agents we’ll have in the future
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From
futurism
"Agricultural giants are rolling out robotic dogs to patrol their acres of corn as global food insecurity rises...." Via Leona Ungerer
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Educators should not be competing with chatbots and large language models. Instead, a continuum can help them guide students from passive learning from AI to synthesising information alongside it Via Vladimir Kukharenko
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From
www
As large language models take over more and more cognitive tasks, researchers are warning this mental outsourcing comes with a cost. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
April 21, 9:26 AM
"There is now a growing body of research suggesting that this "cognitive offloading" to AI can have a corrosive effect on our mental abilities. The consequences could be alarming and may even contribute to cognitive decline."
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![What Makes Edtech Work for Students [Infographic] | Education 2.0 & 3.0 | Scoop.it](https://img.scoop.it/Gu63SusJIQPhk7r9o5ZY5jl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
"Even the most well-intentioned edtech can fall short if it does not meet students where they are. After several years studying the usability of edtech for teachers, the research team at ISTE+ASCD turned its attention to students — examining how the technical and pedagogical design of digital tools shapes their learning experiences." Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
April 21, 9:29 AM
"The findings identify five areas that matter most to students and offer guidance for educators and product designers seeking tools that are intuitive, meaningful and engaging."
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From
www
Curiosity thrives when instruction invites exploration instead of completion.
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En las ecuelas se sigue educando por medio de la memorización y esta es cada vez más irrelevante porque las máquinas tienen mucho mejor memoria que nosotros y procesan mucho más rápido la información. Por tanto lo que le queda al ser humano es la capacidad combinatoria, la generación de nuevas ideas, de nuevos proyectos. Todo el modelo educativo está obsoleto, porque está basado en los modelos de trasmisión de información y al contrario, la innovación, la experimentación, la autonomía del estudiante era siempre vista como un peligro, y no es culpa de los docentes, que están mucho más dispuestos a la innovación, es culpa de la organización de la escuela, de la burocracia del sistema educativo. Via Edumorfosis
Edumorfosis's curator insight,
April 20, 11:11 AM
Castells es uno de los autores citados en DERRUMBANDO LAS CATEDRALES DEL CONOCIMIENTO (2019). Sus conceptos de Sociedad Red abrieron el camino para iniciar la transformación educativa del siglo 21. Pero la autonomía no es solo del estudiante, también es de los docentes que se atreven a desarrollar artefactos, aplicaciones, herramientas y agentes autónomos que fomentan el pensamiento autónomo de los aprendices. Muchos educadores que conozco están operando fuera del sistema con sus propios equipos y cuentas personales de (Gemini, Claude, OpenClaw) para diseñar experiencias de aprendizaje personalizadas.
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"Here is one surefire way to poke the academic beehive:
1) Declare that artificial intelligence can already do research more capably than many professors. 2) Embed that claim in an essay that lays out nine additional theses — “The academic paper is a dead format walking”; “Much of the opposition to AI is status protection dressed up as principle” — equally guaranteed to provoke outrage.
3) Reveal in a second essay that the first essay was in fact written by AI." Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
April 20, 12:21 PM
"Even for AI skeptics, it just takes one “aha” moment to go from regarding AI as a hallucinating tool to having it completely change your life."
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Curiosity is more important than ever for student success and understanding others. Discover how Project Based Learning (PBL) drives student engagement, inquiry-based learning, deeper learning, and perspective-taking in K–12 classrooms. |
