Release notes outline upcoming customer-impacting changes that are expected to be displayed in production environments. Please note that features considered for future development are not included in the notes. Canvas Studio is a communication tool that allows instructors and students to actively co...

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Neuroscience fascinates, but behavior guides instruction. Teachers shouldn't need brain scans to know when learning is really happening.

AI offers a surprising lens on how we think about student motivation and why behavior may matter more than belief.

Explore services, tools, and guides to build seamless integrations in the Instructure ecosystem.

Mike Perkins and Jasper Roe share a practical framework for ethical AI integration in assessment on episode 569 of the Teaching in Higher Ed podcast

It’s been over 12 months since the first blog post about the AI Assessment Scale, and a lot has changed, both with the technology and with our understandings of how it impacts assessments in K-12 and higher education across a range of disciplines. The AIAS has been adopted by schools and universities worldwide, and will […]

AI systems are no longer just specialized research tools: they’re everyday academic companions. As AIs integrate more deeply into educational environments, we need to consider important questions about learning, assessment, and skill development. Until now, most discussions have relied on surveys and controlled experiments rather than direct evidence of how students naturally integrate AI into their academic work in real settings.

In case you missed it, Carnegie Learning published a great little report, "The State of AI in Education 2025" which is essentially key findings from a national survey they conducted on hundreds of educators. Not too surprisingly, the #1 potential benefit of students using AI was the newest answer choice added to this year’s survey:…

Reflecting on common misconceptions about educator development can help leaders create meaningful change.

Cognitive load theory (CLT) has driven numerous empirical studies for over 30 years and is a major theme in many of the most cited articles published between 1988 and 2023. However, CLT articles have not been compared to other educational psychology research in terms of the research designs used and the extent to which recommendations for practice are justified. As Brady and colleagues found, a large percentage of the educational psychology articles reviewed were not experimental and yet frequently made specific recommendations from observational/correlational data. Therefore, in this review, CLT articles were examined with regard to the types of research methodology employed and whether recommendations for practice were justified. Across several educational psychology journals in 2020 and 2023, 16 articles were determined to directly test CLT. In contrast to other articles, which employed mostly observational methods, all but two of the CLT articles employed experimental or intervention designs. For the two CLT articles that were observational, recommendations for practice were not made. Reasons for the importance of experimental work are discussed.

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Library and outside resources to enrich your understanding of AI and its place in the classroom and beyond.

The AI Pedagogy Project is a curated collection of resources for educators curious about how AI affects their students and their syllabi

So let’s get one thing out of the way: I think “AI literacy” is a dangerous device of neoliberal education and it deserves to be dismissed out of hand.

This free student guide to artificial intelligence is available for students and institutions to download, distribute, and adapt.

Everything is about to change.

Background The public release of ChatGPT in November 2022 sparked a boom and public interest in generative artificial intelligence (AI) that has led to journals and journal families hastily releasin...

Rapid developments in artificial intelligence (AI) require dynamic adaptation in education to integrate new technologies timely and sustainably. In particular, the rise of generative AI requires leadership to implement it in a meaningful way for teaching and learning. School leaders have a special role to play in driving digital transformation. Based on a sample of German school leaders, this article explores how school leadership approaches and a digital mindset influence the implementation of AI in schools. Our findings provide initial and preliminary evidence that school leaders’ digital mindsets, particularly proactive agility and empathy, understood as perspective taking, influence the implementation of AI in schools. Furthermore, the findings highlight the effectiveness of ambidextrous leadership in driving AI implementation. As a consequence, our study paves the way for future explorations of the evolving landscape of AI in education and highlights the need for adaptive, empathetic, and proactive leadership in the digital age.

With the tremendous successes of Large Language Models (LLMs) like ChatGPT for text generation and Dall-E for high-quality image generation, generativ…

Recent advancements in vision-enabled large language models have prompted a renewed interest in evaluating their capabilities and limitations when interpreting complex visual data. The current research employs ImageNet-A, a dataset specifically designed with adversarially selected images that ...