Since the advent of smooth-talking, smart-sounding AI chatbots like ChatGPT, educators have fretted about how generative AI might impact teaching and learning. But what if AI could act as a force multiplier for important work already underway in the classrooms of the most dedicated instructors? Wh
The article discusses the evolution of using generative AI tools like ChatGPT in education, emphasising the significance of process over prompts. Key advances include file uploads, image recognition, internet connectivity, code execution, and improved reasoning models. These enhance user interaction, streamline tasks, and facilitate effective resource management in educational settings.
Generative AI can be useful, but only when it meets genuine expertise. In this post I outline a three-dimensional model of “Domain, Technological, and Situated” knowledge and argue that the real power of technologies like ChatGPT lies with those who already possess at least one of these strands. I introduce situated expertise: the reflexive, context-aware capacity to apply and communicate knowledge responsibly within real communities and settings.
ADAPT: An AI Course Design Checklist (Public-Facing Copy)
ADAPT: SSU's Generative AI Course Design Checklist Center for Teaching Innovation Salem State University Questions/Comments: Please email CTI Instructional Designer Jim McGrath (he/him): [email protected] Last updated June 12, 2025. This checklist is meant to be a starting point for instr...
Transforming higher education with Generative AI | Coursera
Offered by Lund University. This course is for educators, administrators, and educational technologists interested in how GenAI could be ... Enroll for free.
My students submit AI Transparency Statements. Here's what they share.
(I just updated these this morning.)
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1. What Steps They Used AI For
Students design their own writing/work processes. They incorporate gen-AI when it's useful, and reject it when it's not useful (in their estimation). In the Transparency Statement, students list that process again.
For each step in the process, they give a number on Leon Furze's and Dr Mike Perkins's AI Assessment Scale. (1 = no AI use; 5 = full-on AI use). They explain why they gave their AI use that number.
The goal is to encourage transparency, but to avoid the trap (which recently surfaced in a conversation about students simply citing AI use) of simply announcing that a student used AI. I want to know how they used it.
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2. A Defense of Their Use/Non-Use
This isn't just about defending our use of AI (though that's part of it). It's about defending any process we design and implement. I ask students to -- using their answers from #1 -- reflect on whether their use of AI empowered them or took away their power.
I also ask them to share any steps they took to prevent AI from taking control of the framing, the iteration, and so on.
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3. A Reflection On Their Use of AI as a Co-Pilot or or a Co-Thinker
I use this language from Elisa Farri's and Gabriele Rosani's HBR Guide to Generative AI for Managers (2025). If students used gen-AI as a co-pilot, I ask them to walk through how it worked. When did they take control? When did they hand over control to the AI for the moment? When did they truly work side-by-side?
If students used the AI as a co-thinker, I also ask them to walk through it. What strategies did they use to make sure the AI wasn’t doing the heavy lifting? Who (or what) owned the ideas, in the end?
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My goal isn't to say "use AI for this" or "don't use AI for that."
It's to guide students as they make choices, have a series of conversations about those choices, and to appreciate the individual and social implications of those choices.
Images: Screenshots from one of my assignments. I lean into these questions most for my AI-Powered Communication course, for obvious reasons. | 61 comments on LinkedIn
Key takeaways
This course focuses on human-AI collaboration, not just understanding AI as a technology
AI Fluency means engaging with AI systems effectively, efficiently, ethically, and safely
The AI Fluency Framework centers on the "4D" competencies of Delegation, Description, Discernment and Diligence
The goal is to develop lasting skills that remain relevant as AI technology evolves
Effective AI collaboration requires both practical skills and a fundamental shift in how we think about working with AI
Alt text: "The Bloom-AI Framework diagram showing a pyramid with six levels of Bloom's taxonomy adapted for AI integration in education. From bottom to top: Remember (purple), Understand (light blue), Apply (green), Analyze (darker green), Evaluate (yellow), and Create (orange). Each level is divided into three columns: Human-led activities on the left, AI-Supported activities in the center, and AI-Toolbox resources on the right. The framework demonstrates how AI supports foundational knowledge while human educators develop higher-order cognitive skills. A legend at the bottom shows color coding for Visual (blue), Auditory (red), Reading (green), and Kinesthetic (purple) learning styles. The diagram is credited to Randal P. Schober, 2025, licensed under CC BY-NC-ND 4.0."
(19) The Great Education Panic: Why AI Hysteria Is Hurting Our Students | LinkedIn
What should good research on AI's impact on student learning look like? The headlines are everywhere. "AI Will Destroy Critical Thinking in K-12" screams The New York Times.
