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Yashy Tohsaku
onto Education 2.0 & 3.0 September 18, 1:50 PM
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Sal Khan on AI, durable skills, Khanmigo, and the Khan-TED Institute, and what it all means for the future of learning.
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Using your deep knowledge, wide knowledge, taste, and agency
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All three positions assume that somewhere, someone has the knowledge and judgment to look at what a model produced and say, "That's wrong." None of these essays mention kids, BUT all of them are about judgment. Let’s be real. We can't pace the frontier from a classroom, and we probably
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What education leaders should take from UNESCO’s "The Algorithm in the Room"
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Learning another language is not a miracle cure for aging, and it cannot guarantee protection against Alzheimer’s disease. But it does have various other benefits.
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Sal Khan on AI, durable skills, Khanmigo, and the Khan-TED Institute, and what it all means for the future of learning.
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"Brown Brothers Media is a media empire raking in millions of clicks with AI, fake writers, and plagiarism..." Via Leona Ungerer
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UNESCO is publishing a compilation of policy briefs, offering analytical tools and AI governance strategies, grounded in emerging evidence Via Vladimir Kukharenko
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This viewpoint examines the use of generative AI models in medical writing, discusses the opportunities and threats they represent, and highlights ave… Via Vladimir Kukharenko
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As learners increasingly expect education to translate into meaningful career opportunities, institutions are being challenged to create more intentional connections. Via EDTECH@UTRGV 
EDTECH@UTRGV's curator insight,
September 18, 11:14 AM
"By leveraging AI to accelerate curriculum evolution while strengthening critical human skills, institutions can better prepare learners to thrive in a rapidly changing world."
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"Research about social media, cell phones, distraction, and excessive use is too often used to condemn every screen students encounter. That is not what the research says." Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
September 18, 12:13 PM
"Much of the research used to warn about screens is correlational. Researchers compare estimated technology use with health or academic outcomes and identify an association. That can raise important questions, but it cannot prove that a screen caused the outcome." 
Nik Peachey's curator insight,
Today, 6:02 AM
People keep saying, “The research shows screens hurt students.” Which screens? Used by whom? To do what? For how long? Instead of what? Without those answers, “screen time” tells us almost nothing about learning.
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The only platform that discovers what you should learn. Purpose discovery meets personalized learning paths with daily progress tracking and real transformation. Via Ana Cristina Pratas |
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This study examines the conceptual relationship between “smart” and “stupid” education binaries by moving beyond this simplistic opposition, tracing how broad scholarship constructs “smart education” and its antithetical complement. An analysis of smart education definitions reveals that the discourse is heavily weighted toward technological integration and personalization, while more recent formulations emphasize education as an overall ecosystem of values, policies, and practices. In contrast, definitions of stupid education reveal a complex and multifaceted critique of educational failure – encompassing systemic rigidity and uncritical techno-optimism. Notably, the same actors and stakeholders are identified as primary agents in both smart and stupid education, yet their roles and attributions are opposed. Such a perspective suggests that the smart/stupid binary is not a fixed attribute of actors but a dynamic outcome of their configuration in relation to all other actors in the system – how they are positioned, how they exercise agency, and how systems enable or constrain their contributions. Therefore, we argue and consider existing educational systems as smupid with four states (inept, benign, pernicious, and wise), depending on the degree of smart and stupid at the same time. We conclude by calling for more systematic thinking to increase smartness and reduce stupidity within these systems. Via Vladimir Kukharenko
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High school teachers across content areas can use these ideas to activate the knowledge that students already have and build on it.
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Thank you for reading my latest article The AI Skills Employers Actually Want In 2026. Here at LinkedIn and at Forbes I regularly write about management and technology trends.
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Learn how teaching inference can help first-year writers move from guessing to reasoning, build stronger arguments, and use evidence more effectively.
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Student’s View: From Hawaii to Barcelona, a global digital exchange program fosters a deep curiosity about the world and strong connections.
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From
hbr
"Generative AI is transforming creative work by making it faster and easier to brainstorm and visualize ideas. But a new, yearlong study following senior creatives in charge of television and streaming ad campaigns shows how the use of these tools has also caused traditional creative processes to break down—and led to major downstream issues. In particular,.." Via Leona Ungerer
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"English universities and employers have agreed a plan to provide work-based learning experience for every undergraduate and set out practical step..." Via Leona Ungerer
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Transcribe audio and video to editable text with Audio Converter AI. Get timestamps and speaker labels for meetings, lectures, and podcasts. Start free. Via Nik Peachey
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This viewpoint examines the use of generative AI models in medical writing, discusses the opportunities and threats they represent, and highlights ave… Via Vladimir Kukharenko
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Students expect the same frictionless, personalized technology they use in everyday apps and institutions that deliver it will thrive. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
September 18, 11:17 AM
"When the goal is to make people feel understood and supported at every stage of their journey, friction becomes impossible to ignore...Higher education can apply that same level of discipline to student technology experiences, not because students are customers but because every barrier we leave in place is a barrier between a learner and their degree."
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Learn English grammar with 100+ free lessons, 550+ interactive exercises, and printable worksheets. Track progress with streaks, badges, and leaderboard. A1–C1 CEFR levels. Via Ana Cristina Pratas |
