The line about AI in Education, that there is a constructive, helpful use, it's the over/bad use that is the problem surely puts the technology in the category of eg. drugs (med and rec), cars, diving, gambling, etc.
Means:
a) hard usage regulation is necessary - social media is also in this category, an this is starting to come through
b) even with regulation, optimising for revenue/engagement will create torment nexi steering toward bad use as more profitable (qv. gambilng in the UK)
#AIED
How AI Is Exploding Our Illusions of Rigor
https://www.insidehighered.com/opinion/career-advice/teaching/2026/01/15/how-ai-exploding-our-illusions-rigor-opinion
"AI isn’t eroding rigor—it’s exposing where that rigor may have been more about appearances than substance.
There’s a real irony here: We’re so laser-focused on catching “cheaters” that we rarely stop and ask if our assignments still serve any clear purpose."
#AIEd
GenAI in education is a sprawling topic, so each January I try to distill it into a single post: what's changed, what's most important, and what you can actually do with the technology. This is 2026's introduction to GenAI: I'll dig deeper into each section throughout the year. #AI #AIedu #AIEd
Everything Educators Need to K...
GenAI in education is a sprawling topic, so each January I try to distill it into a single post: what's changed, what's most important, and what you can actually do with the technology. This is 2026's introduction to GenAI: I'll dig deeper into each section throughout the year. #AI #AIedu #AIEd
https://leonfurze.com/2026/01/15/everything-educators-need-to-know-about-genai-in-2026/
The #LMS at 30
https://ailearninsights.substack.com/p/will-the-lms-finally-deliver
"Despite substantial funding and near-universal adoption, the LMS has failed to improve teaching and learning in any meaningful or measurable way."
#EdTech #AIEd
In Praise of [AI] Assistance https://www.linkedin.com/pulse/praise-assistance-nick-potkalitsky-phd-djroe
& The Dangers of Protecting Students from the Dangers of AI https://www.edtechdigest.com/2025/05/08/the-dangers-of-protecting-students-from-the-dangers-of-ai/
"AI’s limitations (its errors, oversimplifications, hallucinations) become sites of learning. Students engage AI not as an authority but as a fallible contributor to thinking."
#AIEd
How to stop AI from killing your critical thinking https://www.ted.com/talks/advait_sarkar_how_to_stop_ai_from_killing_your_critical_thinking
For some ideas of how AI & technologies can support active reading & writing, see the example papers down on this site for an upcoming CHI workshop on Science and Technology for Augmenting Reading (STAR)
https://chi-star-workshop.github.io/
#AIEd #EdTech #HCI
Teaching with AI af Jose Bowen og Edward Watson er kommet i en second edition. De anslår at ca. 30-40% er nyskrevet, og den er blevet på næsten 400 sider.
Det er en rigtig god bog for undervisere, der gerne vil inddrage GenAI i undervisningen - enten som værktøj til sig selv eller i læringsaktiviteter for elever/studerende. Jeg synes dog ikke, at der er meget nyt på det principielle plan, derfor kan man sagtens nøjes med første udgaven. #skolechat #GenAI #AIED #AIHE
Review of Moral Codes: Designing Alternatives to AI by Alan Blackwell https://read.dukeupress.edu/critical-ai/article/doi/10.1215/2834703X-12096054/406212/Moral-Codes-Designing-Alternatives-to-AI
"This is a crisis of human attention...being human is grounded in “being attending and attentive beings, paying attention” (11). Platform AI is designed to consume our attention and harvest our data. It will continue to damage human agency, attention, and intelligence, Blackwell insists, unless at least two things happen." #AI #CSEd #AIEd
At studere smartere med AI er en bog, der mere eller mindre er genereret af chatbots. Det er forfatteren også helt åben og reflekteret om. Men som læser har jeg følt, at forfatteren har brudt sin kontrakt med mig som læser. Ikke fordi han har anvendt chatbots, men fordi han ikke efter min vurdering har gjort teksten til sin egen; han har overladt tænkningen til botten.
#teknologiforstĂĄelse #AIEd #skolechat
https://www.kulturkapellet.dk/sagprosaanmeldelse.php?id=1171
Jeg har anmeldt bogen: Digitalisering og usynligt arbejde. Bogen beskæftiger sig med digi-arbejde - alt arbejde, der på en eller anden måde er påvirker af digitalisering. Digitalisering sælges ofte på at fungere gnidningsfrit og automatisk, men der er en masse manuel arbejde, der er forudsætningen for digitaliseringen, viser forfatterne. At få det frem i lyset er både vigtigt og nødvendigt, hvsi man vil forholde sig til digitaliseringsprocesser.
#skolechat #AIEd
https://www.kulturkapellet.dk/sagprosaanmeldelse.php?id=1168
Gemini 3 has added a 'dynamic view' option that creates an interactive simulation/game/site on the fly https://www.androidauthority.com/gemini-dynamic-view-3619662/ Similar to Canvas mode, except it doesn't show you the code. But that means you can't export/save it to an HTML/JS file (for #OER, for example). So add a prompt like "add a button on the bottom right to download a standalone HTML file that can run the same simulation". Example related rates calculus sim: https://gemini.google.com/share/ce01184a25b4 #AIEd #EdTech #Gemini
This is an updated post in the series exploring AI ethics, building on the original 2023 discussion of privacy concerns. As generative AI has become embedded in our daily digital lives from chatbots to smart glasses the privacy implications have grown more complex and immediate #AI #aiethics #aied
https://leonfurze.com/2025/11/19/teaching-ai-ethics-privacy-2025/
Some may not know that Bloom's 2-sigma effect size finding from the 80s on the impact of tutoring vs. classroom instruction hasn't really stood up to time: https://www.educationnext.org/two-sigma-tutoring-separating-science-fiction-from-science-fact/
As a test of Gemini 3, released today, I had it deep research the matter:
The 2 Sigma Paradox: A Forty-Year Retrospective on Educational Efficacy and the Automaton’s Promise
https://docs.google.com/document/d/1BfKVbb6WohqH10o-xa1KudUA-fD9V_w23fYiDrQY9kc/edit?usp=sharing
NotebookLM summaries: https://notebooklm.google.com/notebook/8f7769c2-a823-4283-ade2-efbac46683cd
#AIEd #EdResearch
This post is a lament. I thought we were done with the 2023-2024 bad habit of every person attending an online meeting with their AI notetaking assistant in tow, but it's November 2025, and it's still happening! I explore the (il)legality of recording meetings without consent #AI #Aied #otters
https://leonfurze.com/2025/11/05/another-bloody-otter-has-joined-the-call/
AI Literacy Across the Curriculum
edtechdev.wordpress.com/2025/11/03/a...
Mastering #AILiteracy or indeed any literacy is not something that can be done in a single lesson or module, but is better distributed throughout students’ education (like Writing Across the Curriculum) #AIEd #EdDev #EdTech
AI Literacy Across the Curricu...
AI Literacy Across the Curriculum
https://edtechdev.wordpress.com/2025/11/03/ailiteracy/
Mastering #AILiteracy or indeed any literacy is also not something that can be done in a single lesson or even a single course, but is instead better distributed throughout students’ education (see for example Writing Across the Curriculum)
#AIEd #EdDev #StudentSuccess
AI Literacy Across the Curriculum
As you have no doubt seen, AI is becoming ubiquitous in our lives and in the technologies we use every day. Generative AI is no longer an experimental tool, but a deployed technology in many of the exact fields our students are training to enter. AI Literacy has become a universal competency required for students (see UNESCO’s AI competency framework for students).
AI is advancing more rapidly than we can adapt, however. Just in the past few months, AI browser agents are emerging that can complete student’s or instructor’s work in Canvas. Used improperly, AI can result in cognitive offloading that leads to overconfidence and reduced performance.
So while there is a critical need to prepare students for an AI-driven workforce, we also need to mitigate academic integrity and learning and skill development risks from student misuse of AI.
Instead of a simple, punitive “don’t cheat” message, which research consistently shows is ineffective for changing student behavior, we can help students understand why over-reliance on AI harms their own learning and skill development in the long term, as well as how to ethically and productively use AI.
Mastering AI Literacy or indeed any literacy is also not something that can be done in a single lesson or even a single course, but is instead better distributed throughout students’ education (see for example Writing Across the Curriculum). Hence, you may find it helpful to incorporate contextualized AI literacy activities or information in your own courses. Below are some examples, if any look useful to you.
AI Literacy Modules and Activities
There are several example AI literacy resources out there. You might search Google or Google Scholar for “AI Literacy” plus the name of your discipline, but below are some general and discipline-specific examples:
General AI Literacy Modules
Discipline-specific AI Literacy Resources
More Resources on AI Literacy
Faculty Development and GenAI Playbook: Evidence-based Best Practices www.everylearnereverywhere.org/resources/fa... #EdDev #AIEd
Faculty Development and GenAI Playbook: Evidence-based Best Practices https://www.everylearnereverywhere.org/resources/faculty-development-and-gen-ai-playbook/
#EdDev #AIEd
