Empowering Students to Evaluate AI Tools in a Values-Based Framework

In this episode of Life With Machines, we explore the widespread issue of students using AI to cheat in school, and ask the hard question: Is this just lazin...

This year’s senior class is the first to have spent nearly its entire college career in the age of generative AI, a type of artificial intelligence that can ...

This piece builds on earlier reflections I’ve shared about responsible, transparent and learning-focused use of AI in SACE assessments, extending that thinking into the wider question of how we gather trustworthy evidence of learning. A few weeks ago, in a curriculum meeting, a HASS (Humanities and

The emergence of Generative AI (GenAI) in higher education has prompted considerable discussion within the research community. Despite their centrality, students’ perspectives remain underexplored....

Edtech often gets a bad wrap, and for good reason.

One of the best things I took away from Karen Costa and Niya Bond's webinar on asynchronous online learning in the AI era yesterday was that we cannot "fix" the AI problem.

Welcome! Take a moment to settle in. Slides: https://bit.ly/oneheasynch Please say hello in the chat and keep chatting! Slides: https://bit.ly/oneheasynch This session will be recorded. External AI note-takers like OtterPilot are not permitted. Please don’t connect them. Slides are provided and t...

"I had one friend who told a colleague that he was going across campus to an Al workshop, and the other professors said, 'Don't, we're leading a boycott against the workshop.' Okay. I mean, I don't remember that kind of thing happening with Wikipedia or other tools for online learning..." For me at least, it's pretty simple. People are using these tools, and they are using them poorly. We are educators and if we can teach them to use them more effectively we should. If we refuse to do that, where we end up as a society is at least a little bit on us. But I disagree with Bryan a bit. We went through this before in miniature. In 2010 I was trying to convince people in civic education conferences we should teach people to use social media more effectively, including checking things online. The most common response "We shouldn't be teaching social media, we should be telling students to subscribe to physical newspapers instead." Those students we could have taught that year are thirty-five now. We could have had 15 cohorts of college students knowing how to check the truth of what they see online. Our entire history might be different, and maybe we wouldn't be seeing this rampant conspiracism. The thing is those professors who said we should just give students physical papers will never realize their role in getting us here. I wish others would consider that history before they treat boycotts of AI workshops like a noble act. When you engage in politics you are judged by results, not intentions. And the results of this approach are not risk free.

Why higher ed needs to listen to the contrarians in setting policies on using tools like ChatGPT in faculty work.

Colleges are experimenting with making online teaching videos featuring AI avatar versions of professors. Some students find the simulated likenesses of their instructors a bit creepy, but proponents say the technology could be key to making college courses more active and human. The idea is that AI will make it easy to make personalized teaching videos so that more teachers can adopt a “flipped classroom” approach — where students watch video lecturers as homework so class time is spent on discussion or projects.

I see some instructors on here joking how they are going to add prompt injections into assignments as a defense against agentive browsers. I get the frustration and maybe it's just jokes? Maybe I need to lighten up? But just in case: prompt injection applied to people to whom you have a duty of care is not funny, it's not resistance, it's deeply messed up behavior that involves using your power to hijack the computer of people you force to consume your compromised materials, and if that seems reasonable to you, you need to touch some grass.

My husband said to me last night, "I don't understand your relationship to #AI." 😂 What can I say, I'm a Libra. I thrive in the paradox. #AI is not an either/or for me. My husband (and all of you tbh) is as likely to hear me discussing the possible benefit of building a #CustomGPT for #online, #asynch #faculty as he is hearing me rant that #AI is an existential threat to humanity. I am not pro-AI or anti-AI. I'm both and neither. P.S. If this post bothers you, you're probably a Virgo! ♍️ | 10 comments on LinkedIn

Editor’s Note: Please join us in welcoming Eleanor Ball, Information Literacy & Liaison Librarian and Assistant Professor of Instruction at the University of Northern Iowa, as a new First Year Academic Librarian Experience blogger for the 2025-26 year here at ACRLog. I’m about as anti-AI as they come. I’ve never used it, and I’m ethically

Nobody Learns, Nobody Gains

Nobody Learns, Nobody Gains

Some common traits at institutions successfully meeting the challenge of teaching in today’s world.

EDUCATION WEEK September 22, 2025 The Chatbot in the Classroom, the Forklift at the Gym By Alfie Kohn [This is a significantly expanded version of the published article, which was given a different title.]  …

Research on 74,000 educator conversations shows how faculty use Claude for teaching, research, and building interactive learning tools.

A new study, “Your Brain on ChatGPT,” tells us less than the headlines suggest, Derek Bruff writes.

The very real frustration teachers have over rampant AI usage in classrooms is growing. I think it is fair to say higher education lacks any sort of vision or collective point of view about generative AI’s place on college campuses.

Over the years I have disagreed with pretty much everything that Thomas Arnett and the Christensen Institute have had to say about education (you can use the search function for the main blog to see), but Arnett's recent piece has some points worth thinking about.

Centre for Research in Assessment and Digital Learning