career development

“A radically new and different approach to corporate training & professional development.” [Bersin]+ other items re: AI in our LE’s

On 05/22/2025, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence/Agents/LLMs/and Related, career development, changing business models, colleges, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, experimentation, future, game-changing environment, higher education, human-computer interaction (HCI), personalized/customized learning, platforms, productivity / tips and tricks, professional development, skills, tools, traditional / tradition, training / L&D, trends, United States, universities, workplace, by Daniel Christian

Making AI Work: Leadership, Lab, and Crowd — from oneusefulthing.org by Ethan Mollick
A formula for AI in companies

How do we reconcile the first three points with the final one? The answer is that AI use that boosts individual performance does not naturally translate to improving organizational performance. To get organizational gains requires organizational innovation, rethinking incentives, processes, and even the nature of work. But the muscles for organizational innovation inside companies have atrophied. For decades, companies have outsourced this to consultants or enterprise software vendors who develop generalized approaches that address the issues of many companies at once. That won’t work here, at least for a while. Nobody has special information about how to best use AI at your company, or a playbook for how to integrate it into your organization.
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Galileo Learn™ – A Revolutionary Approach To Corporate Learning — from joshbersin.com

Today we are excited to launch Galileo Learn™, a revolutionary new platform for corporate learning and professional development.
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How do we leverage AI to revolutionize this model, doing away with the dated “publishing” model of training?

The answer is Galileo Learn, a radically new and different approach to corporate training and professional development.
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What Exactly is Galileo Learn™?
Galileo Learn is an AI-native learning platform which is tightly integrated into the Galileo agent. It takes content in any form (PDF, word, audio, video, SCORM courses, and more) and automatically (with your guidance) builds courses, assessments, learning programs, polls, exercises, simulations, and a variety of other instructional formats.

Designing an Ecosystem of Resources to Foster AI Literacy With Duri Long — from aialoe.org

Centering Public Understanding in AI Education
In a recent talk titled “Designing an Ecosystem of Resources to Foster AI Literacy,” Duri Long, Assistant Professor at Northwestern University, highlighted the growing need for accessible, engaging learning experiences that empower the public to make informed decisions about artificial intelligence. Long emphasized that as AI technologies increasingly influence everyday life, fostering public understanding is not just beneficial—it’s essential. Her work seeks to develop a framework for AI literacy across varying audiences, from middle school students to adult learners and journalists.

A Design-Driven, Multi-Context Approach
Drawing from design research, cognitive science, and the learning sciences, Long presented a range of educational tools aimed at demystifying AI. Her team has created hands-on museum exhibits, such as Data Bites, where learners build physical datasets to explore how computers learn. These interactive experiences, along with web-based tools and support resources, are part of a broader initiative to bridge AI knowledge gaps using the 4As framework: Ask, Adapt, Author, and Analyze. Central to her approach is the belief that familiar, tangible interactions and interfaces reduce intimidation and promote deeper engagement with complex AI concepts.

(Gifted article) I’m a LinkedIn Executive. I See the Bottom Rung of the Career Ladder Breaking. [Raman]

On 05/20/2025, in Artificial Intelligence/Agents/LLMs/and Related, business, career development, change, changing business models, corporate / business world, game-changing environment, generational differences, Legal operations, legal technologies, new business models, productivity / tips and tricks, programming, technology (general), trends, United States, workplace, youth, by Daniel Christian

I’m a LinkedIn Executive. I See the Bottom Rung of the Career Ladder Breaking. — from nytimes.com by Aneesh Raman; this is a gifted article

There are growing signs that artificial intelligence poses a real threat to a substantial number of the jobs that normally serve as the first step for each new generation of young workers. Uncertainty around tariffs and global trade is likely to only accelerate that pressure, just as millions of 2025 graduates enter the work force.
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Breaking first is the bottom rung of the career ladder. In tech, advanced coding tools are creeping into the tasks of writing simple code and debugging — the ways junior developers gain experience. In law firms, junior paralegals and first-year associates who once cut their teeth on document review are handing weeks of work over to A.I. tools to complete in a matter of hours. And across retailers, A.I. chatbots and automated customer service tools are taking on duties once assigned to young associates.

Reflections on “Find Your Next Great Job with AI” [Caplan]

On 05/18/2025, in career development, Daniel S. Christian, Google, intelligent systems, Learning from the Living [Class] Room, Open AI, reinvent, skills, staying relevant, student-related, surviving, tools, vendors, workplace, youth, by Daniel Christian

Find Your Next Great Job with AI — from wondertools.substack.com by Jeremy Caplan

1. Explore career directions

Recommended tool: Google’s Career Dreamer

What it is: A career visualization tool. See a map of professional fields related to your interests. (See video demo below)

How to use it: Start by typing in a current or previous role, or a type of job that interests you, using up to five words. Then optionally add the name of an organization or industry.

The free service then confirms job activities of interest and shows you a variety of related career paths. Pick one at a time to explore. You can then browse current job openings, refining the search based on location, company size, or other factors you care about.

Example: I’m not job hunting, but I tested out the service by typing in “journalist, writer and educator” as roles and then “journalism and education” as my industries of interest.
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Why it’s useful: I appreciate that Career Dreamer not only suggests a range of relevant fields, but also summarizes what a typical day in those jobs might be like. It also suggests skills you’ll develop and other jobs that might follow on that career path.

Next step: After exploring potential career paths and looking at available jobs, you can jump into Gemini — Google’s equivalent of ChatGPT — for further career planning.

From DSC:
This is the type of functionality that will be woven into the powerful, global, Artificial Intelligence (AI)-based, next-generation, lifelong learning platform that I’ve been tracking. AI will be constantly used to determine which skills are marketable and how to get those skills. The platform will feature personalized recommendations and help a person brainstorm about potential right turns in their career path.

Stop Trying to Make Everyone Go to College — from nytimes.com by Randi Weingarten; this is a gifted article

For years, America’s approach to education has been guided by an overly simplistic formula: 4+4 — the idea that students need four years of high school and four years of college to succeed in life.

Even with this prevailing emphasis on college, around 40 percent of high schoolers do not enroll in college upon graduating, and only 60 percent of students who enroll in college earn a degree or credential within eight years of high school graduation.

While college completion has positive effects — on health, lifetime earnings, civic engagement and even happiness — it’s increasingly clear that college for all should no longer be our North Star. It’s time to scale up successful programs that create multiple pathways for students so high school is a gateway to both college and career.

I propose a different strategy: aligning high school to both college prep and in-demand vocational career pathways. Just as students who plan to go to college can get a head start through Advanced Placement programs, high schools, colleges and employers should work together to provide the relevant coursework to engage students in promising career opportunities.

Something alarming is happening to the job market [Thompson] + other items re: AI in our learning ecosystems and in the workplace

On 05/05/2025, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, assessment, business, career development, change, changing business models, corporate / business world, Google, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, K-12 related, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Microsoft, new business models, organizational change, platforms, podcasting, productivity / tips and tricks, professional development, research, teachers, teaching & learning, tools, trends, United States, universities, workplace, by Daniel Christian

DC: THIS could unfortunately be the ROI companies will get from large investments in #AI — reduced headcount/employees/contract workers. https://t.co/zEWlqCSWzI

— Daniel S. Christian (@dchristian5) May 1, 2025

..which links to:

Duolingo will replace contract workers with AI — from theverge.com by Jay Peters
The company is going to be ‘AI-first,’ says its CEO.

Duolingo will “gradually stop using contractors to do work that AI can handle,” according to an all-hands email sent by cofounder and CEO Luis von Ahn announcing that the company will be “AI-first.” The email was posted on Duolingo’s LinkedIn account.

According to von Ahn, being “AI-first” means the company will “need to rethink much of how we work” and that “making minor tweaks to systems designed for humans won’t get us there.” As part of the shift, the company will roll out “a few constructive constraints,” including the changes to how it works with contractors, looking for AI use in hiring and in performance reviews, and that “headcount will only be given if a team cannot automate more of their work.”

Relevant links:

Something strange, and potentially alarming, is happening to the job market for young, educated workers.

According to the New York Federal Reserve, labor conditions for recent college graduates have “deteriorated noticeably” in the past few months, and the unemployment rate now stands at an unusually high 5.8 percent. Even newly minted M.B.A.s from elite programs are struggling to find work. Meanwhile, law-school applications are surging—an ominous echo of when young people used graduate school to bunker down during the great financial crisis.

What’s going on? I see three plausible explanations, and each might be a little bit true.

It’s Time To Get Concerned As More Companies Replace Workers With AI — from forbes.com by Jack Kelly

The new workplace trend is not employee friendly. Artificial intelligence and automation technologies are advancing at blazing speed. A growing number of companies are using AI to streamline operations, cut costs, and boost productivity. Consequently, human workers are facing facing layoffs, replaced by AI. Like it or not, companies need to make tough decisions, including layoffs to remain competitive.

Corporations including Klarna, UPS, Duolingo, Intuit and Cisco are replacing laid-off workers with AI and automation. While these technologies enhance productivity, they raise serious concerns about future job security. For many workers, there is a big concern over whether or not their jobs will be impacted.

The future of career navigation — from medium.com by Sami Tatar

Career navigation market overview

Key takeaway:
Career navigation has remained largely unchanged for decades, relying on personal networks and static job boards. The advent of AI is changing this, offering personalised career pathways, better job matching, democratised job application support, democratised access to career advice/coaching, and tailored skill development to help you get to where you need to be. Hundreds of millions of people start new jobs every year, this transformation opens up a multi-billion dollar opportunity for innovation in the global career navigation market.
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A.4 How will AI disrupt this segment?
Personalised recommendations: AI can consume a vast amount of information (skills, education, career history, even youtube history, and x/twitter feeds), standardise this data at scale, and then use data models to match candidate characteristics to relevant careers and jobs. In theory, solutions could then go layers deeper, helping you position yourself for those future roles. Currently based in Amsterdam, and working in Strategy at Uber and want to work in a Product role in the future? Here are X,Y,Z specific things YOU can do in your role today to align yourself perfectly. E.g. find opportunities to manage cross functional projects in your current remit, reach out to Joe Bloggs also at Uber in Amsterdam who did Strategy and moved to Product, etc.

Tales from the Front – What Teachers Are Telling Me at AI Workshops — from aliciabankhofer.substack.com by Alicia Bankhofer
Real conversations, real concerns: What teachers are saying about AI

“Do I really have to use AI?”

No matter the school, no matter the location, when I deliver an AI workshop to a group of teachers, there are always at least a few colleagues thinking (and sometimes voicing), “Do I really need to use AI?”

Nearly three years after ChatGPT 3.5 landed in our lives and disrupted workflows in ways we’re still unpacking, most schools are swiftly catching up. Training sessions, like the ones I lead, are springing up everywhere, with principals and administrators trying to answer the same questions: Which tools should we use? How do we use them responsibly? How do we design learning in this new landscape?

But here’s what surprises me most: despite all the advances in AI technology, the questions and concerns from teachers remain strikingly consistent.
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In this article, I want to pull back the curtain on those conversations. These concerns aren’t signs of reluctance – they reflect sincere feelings. And they deserve thoughtful, honest answers.

Welcome To AI Agent World! (Everything you need to know about the AI Agent market.) — from joshbersin.com by Josh Bersin

This week, in advance of major announcements from us and other vendors, I give you a good overview of the AI Agent market, and discuss the new role of AI governance platforms, AI agent development tools, AI agent vendors, and how AI agents will actually manifest and redefine what we call an “application.”

I discuss ServiceNow, Microsoft, SAP, Workday, Paradox, Maki People, and other vendors. My goal today is to “demystify” this space and explain the market, the trends, and why and how your IT department is going to be building a lot of the agents you need. And prepare for our announcements next week!

DeepSeek Unveils Prover V2 — from theaivalley.com

DeepSeek has quietly launched Prover V2, an open-source model built to solve math problems using Lean 4 assistant, which ensures every step of a proof is rigorously verified.

What’s impressive about it?

Massive scale: Based on DeepSeek-V3 with 671B parameters using a mixture-of-experts (MoE) architecture, which activates only parts of the model at a time to reduce compute costs.
Theorem solving: Uses long context windows (32K+ tokens) to generate detailed, step-by-step formal proofs for a wide range of math problems — from basic algebra to advanced calculus theorems.
Research grade: Assists mathematicians in testing new theorems automatically and helps students understand formal logic by generating both Lean 4 code and readable explanations.
New benchmark: Introduces ProverBench, a new 325-question benchmark set featuring problems from recent AIME exams and curated academic sources to evaluate mathematical reasoning.

Artificial Intelligence: Lessons Learned from a Graduate-Level Final Exam — from er.educause.edu by Craig Westling and Manish K. Mishra

The need for deep student engagement became clear at Dartmouth Geisel School of Medicine when a potential academic-integrity issue revealed gaps in its initial approach to artificial intelligence use in the classroom, leading to significant revisions to ensure equitable learning and assessment.

Deep Research with AI: 9 Ways to Get Started — from wondertools.substack.com by Jeremy Caplan
Practical strategies for thorough, citation-rich AI research
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From George Siemens “SAIL: Transmutation, Assessment, Robots e-newsletter on 5/2/25

All indications are that AI, even if it stops advancing, has the capacity to dramatically change knowledge work. Knowing things matters less than being able to navigate and make sense of complex environments. Put another way, sensemaking, meaningmaking, and wayfinding (with their yet to be defined subelements) will be the foundation for being knowledgeable going forward.

That will require being able to personalize learning to each individual learner so that who they are (not what our content is) forms the pedagogical entry point to learning.(DSC: And I would add WHAT THEY WANT to ACHIEVE.)LLMs are particularly good and transmutation. Want to explain AI to a farmer? A sentence or two in a system prompt achieves that. Know that a learner has ADHD? A few small prompt changes and it’s reflected in the way the LLM engages with learning. Talk like a pirate. Speak in the language of Shakespeare. Language changes. All a matter of a small meta comment send to the LLM. I’m convinced that this capability to change, transmute, information will become a central part of how LLMS and AI are adopted in education.
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Speaking of Duolingo– it took them 12 years to develop 100 courses. In the last year, they developed an additional 148. AI is an accelerant with an impact in education that is hard to overstate. “Instead of taking years to build a single course with humans the company now builds a base course and uses AI to quickly customize it for dozens of different languages.”

FutureHouse Platform: Superintelligent AI Agents for Scientific Discovery — from futurehouse.org by Michael Skarlinski, Tyler Nadolski, James Braza, Remo Storni, Mayk Caldas, Ludovico Mitchener, Michaela Hinks, Andrew White, & Sam Rodriques

FutureHouse is launching our platform, bringing the first publicly available superintelligent scientific agents to scientists everywhere via a web interface and API. Try it out for free at https://platform.futurehouse.org.

About that micromanaging thing…

On 05/02/2025, in business, career development, colleges, community colleges, corporate / business world, law schools, leadership, liberal arts, professional development, United States, universities, vocational / trades, workplace, by Daniel Christian

Micro-Credentials Impact Report [coursera.org]

On 05/02/2025, in career development, colleges, community colleges, corporate / business world, corporate universities / corporate training, credentialing, expectations, experimentation, faculty/staff, future of higher education, game-changing environment, higher education, skills, student-related, teaching & learning, vendors, by Daniel Christian

Micro-Credentials Impact Report — from coursera.org
Get exclusive insights on how industry-aligned micro- credentials are bridging skill gaps, driving career outcomes, and building a future-ready workforce—with data from 2,000+ students and employers across six regions.

See how micro-credentials are driving student success, meeting industry demand, and transforming higher education institutions. Deliver industry-aligned learning with confidence—whether you’re leading a university or designing workforce development programs.
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Our data shows that 90% of employers are willing to offer higher starting salaries to those with micro-credentials. Most offer 10–15% more for credit-bearing vs. non-credit credentials—even higher for GenAI. Help your graduates earn more by integrating micro-credentials into your programs.
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Students are 2x as likely to choose programs with micro-credentials—even more if credentials are credit-bearing, the report finds. Higher education leaders echo this trend, with 7 in 10 saying students are more likely to enroll in programs that offer micro-credentials for academic credit.

2025 EDUCAUSE Teaching and Learning Workforce in Higher Education

On 05/02/2025, in adjunct faculty, business side of he, career development, colleges, community colleges, education technology, experimentation, faculty/staff, higher education, IT in HE, leadership, learning ecosystem, strategy, teaching & learning, United States, universities, workplace, by Daniel Christian

2025 EDUCAUSE Teaching and Learning Workforce in Higher Education — from library.educause.edu

This report is the first in a series that examines three distinct workforce domains in higher education in 2025 (teaching and learning, cybersecurity and privacy, and IT leadership) to determine the priorities and challenges facing the profession. The findings in this report, taken from a survey of teaching and learning professionals in higher education, highlight their perspectives on a range of topics:

Flexible work arrangements
Integration of technologies
Workload and staffing
Job satisfaction and transition/succession planning
Mental health and well-being
Culture of belonging
Professional development

2025: The Year the Frontier Firm Is Born — from Microsoft

We are entering a new reality—one in which AI can reason and solve problems in remarkable ways. This intelligence on tap will rewrite the rules of business and transform knowledge work as we know it. Organizations today must navigate the challenge of preparing for an AI-enhanced future, where AI agents will gain increasing levels of capability over time that humans will need to harness as they redesign their business. Human ambition, creativity, and ingenuity will continue to create new economic value and opportunity as we redefine work and workflows.

As a result, a new organizational blueprint is emerging, one that blends machine intelligence with human judgment, building systems that are AI-operated but human-led. Like the Industrial Revolution and the internet era, this transformation will take decades to reach its full promise and involve broad technological, societal, and economic change.

To help leaders understand how knowledge work will evolve, Microsoft analyzed survey data from 31,000 workers across 31 countries, LinkedIn labor market trends, and trillions of Microsoft 365 productivity signals. We also spoke with AI-native startups, academics, economists, scientists, and thought leaders to explore what work could become. The data and insights point to the emergence of an entirely new organization, a Frontier Firm that looks markedly different from those we know today. Structured around on-demand intelligence and powered by “hybrid” teams of humans + agents, these companies scale rapidly, operate with agility, and generate value faster.

Frontier Firms are already taking shape, and within the next 2–5 years we expect that every organization will be on their journey to becoming one. 82% of leaders say this is a pivotal year to rethink key aspects of strategy and operations, and 81% say they expect agents to be moderately or extensively integrated into their company’s AI strategy in the next 12–18 months. Adoption is accelerating: 24% of leaders say their companies have already deployed AI organization-wide, while just 12% remain in pilot mode.

The time to act is now. The question for every leader and employee is: how will you adapt?

On a somewhat related note, also see:

Exclusive: Anthropic warns fully AI employees are a year away — from axios.com by Sam Sabin

Anthropic expects AI-powered virtual employees to begin roaming corporate networks in the next year, the company’s top security leader told Axios in an interview this week.

Why it matters: Managing those AI identities will require companies to reassess their cybersecurity strategies or risk exposing their networks to major security breaches.

The big picture: Virtual employees could be the next AI innovation hotbed, Jason Clinton, the company’s chief information security officer, told Axios.

Schools push career ed classes ‘for all,’ even kids heading to college [Salman]

On 04/25/2025, in Alternatives, career development, curriculum, education, education reform, experimentation, ideas, innovation, instructional design, K-12 related, learning, learning ecosystem, Learning Experience Design, more voice more choice more control, pathways, by Daniel Christian

Schools push career ed classes ‘for all,’ even kids heading to college — from hechingerreport.org by Javeria Salman
As backlash to ‘college for all’ grows, a new ‘CTE for all’ model blossoms. Backers say it engages students and prepares them for the future, but others worry it comes at a cost

The credit union is one small piece of a districtwide effort, Academies of Louisville, to embed career and technical education, or CTE, alongside core subjects like math and English and require every student to pick a career pathway by 10th grade. Piloted in 2017 at 11 high schools, the model has expanded to all 15 of the district’s main high schools. As part of that effort, the district has also launched a career exploration program at 14 middle schools, partnered with local colleges and universities to provide dual credit courses and smoothed the path for students to graduate with industry-recognized certifications.

The Academies of Louisville is one of roughly 30 such programs that are working to provide CTE for all students, regardless of whether they plan to go to college or directly into the workforce, according to Jessica Delgado, marketing and communications director of Ford Next Generation Learning, which supports school districts in adopting the approach.

“Age appropriate” AI literacy, the future of AI in education + other items re: AI in our LE’s

On 04/17/2025, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, bots, career development, change, cloud-based computing / apps / other cloud-related, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, design, digital learning, education, education technology, emerging technologies, experimentation, faculty/staff, future, future of higher education, game-changing environment, generational differences, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, learning theories, workplace, by Daniel Christian

What does ‘age appropriate’ AI literacy look like in higher education? — from timeshighereducation.com by Fun Siong Lim
As AI literacy becomes an essential work skill, universities need to move beyond developing these competencies at ‘primary school’ level in their students. Here, Fun Siong Lim reflects on frameworks to support higher-order AI literacies

Like platforms developed at other universities, Project NALA offers a front-end interface (known as the builder) for faculty to create their own learning assistant. An idea we have is to open the builder up to students to allow them to create their own GenAI assistant as part of our AI literacy curriculum. As they design, configure and test their own assistant, they will learn firsthand how generative AI works. They get to test performance-enhancement approaches beyond prompt engineering, such as grounding the learning assistant with curated materials (retrieval-augmented generation) and advanced ideas such as incorporating knowledge graphs.

They should have the opportunity to analyse, evaluate and create responsible AI solutions. Offering students the opportunity to build their own AI assistants could be a way forward to develop these much-needed skills.

How to Use ChatGPT 4o’s Update to Turn Key Insights Into Clear Infographics (Prompts Included) — from evakeiffenheim.substack.com by Eva Keiffenheim
This 3-step workflow helps you break down books, reports, or slide-decks into professional visuals that accelerate understanding.

This article shows you how to find core ideas, prompt GPT-4o3 for a design brief, and generate clean, professional images that stick. These aren’t vague “creative visuals”—they’re structured for learning, memory, and action.

If you’re a lifelong learner, educator, creator, or just someone who wants to work smarter, this process is for you.

You’ll spend less time re-reading and more time understanding. And maybe—just maybe—you’ll build ideas that not only click in your brain, but also stick in someone else’s.

SchoolAI Secures $25 Million to Help Teachers and Schools Reach Every Student — from globenewswire.com
The Classroom Experience platform gives every teacher and student their own AI tools for personalized learning

SchoolAI’s Classroom Experience platform combines AI assistants for teachers that help with classroom preparation and other administrative work, and Spaces–personalized AI tutors, games, and lessons that can adapt to each student’s unique learning style and interests. Together, these tools give teachers actionable insights into how students are doing, and how the teacher can deliver targeted support when it matters most.

“Teachers and schools are navigating hard challenges with shrinking budgets, teacher shortages, growing class sizes, and ongoing recovery from pandemic-related learning gaps,” said Caleb Hicks, founder and CEO of SchoolAI. “It’s harder than ever to understand how every student is really doing. Teachers deserve powerful tools to help extend their impact, not add to their workload. This funding helps us double down on connecting the dots for teachers and students, and later this year, bringing school administrators and parents at home onto the platform as well.”

AI in Education, Part 3: Looking Ahead – The Future of AI in Learning — from rdene915.com by Dr. Rachelle Dené Poth

In the first and second parts of my AI series, I focused on where we see AI in classrooms. Benefits range from personalized learning and accessibility tools to AI-driven grading and support of a teaching assistant. In Part 2, I chose to focus on some of the important considerations related to ethics that must be part of the conversation. Schools need to focus on data privacy, bias, overreliance, and the equity divide. I wanted to focus on the future for this last part in the current AI series. Where do we go from here?

Anthropic Education Report: How University Students Use Claude — from anthropic.com

The key findings from our Education Report are:

STEM students are early adopters of AI tools like Claude, with Computer Science students particularly overrepresented (accounting for 36.8% of students’ conversations while comprising only 5.4% of U.S. degrees). In contrast, Business, Health, and Humanities students show lower adoption rates relative to their enrollment numbers.
We identified four patterns by which students interact with AI, each of which were present in our data at approximately equal rates (each 23-29% of conversations): Direct Problem Solving, Direct Output Creation, Collaborative Problem Solving, and Collaborative Output Creation.
Students primarily use AI systems for creating (using information to learn something new) and analyzing (taking apart the known and identifying relationships), such as creating coding projects or analyzing law concepts. This aligns with higher-order cognitive functions on Bloom’s Taxonomy. This raises questions about ensuring students don’t offload critical cognitive tasks to AI systems.

From the Kuali Days 2025 Conference: A CEO’s View of Planning for AI — from campustechnology.com by Mary Grush
A Conversation with Joel Dehlin

How can a company serving higher education navigate the changes AI brings to the ed tech marketplace? What will customers expect in this dynamic? Here, CT talks with Kuali CEO Joel Dehlin, who shared his company’s AI strategies in a featured plenary session, “Sneak Peek of AI in Kuali Build,” at Kuali Days 2025 in Anaheim.

How students can use generative AI — from aliciabankhofer.substack.com by Alicia Bankhofer
Part 4 of 4 in my series on Teaching and Learning in the AI Age

This article is the culmination of a series exploring AI’s impact on education.

Part 1: What Educators Need outlined essential AI literacy skills for teachers, emphasizing the need to move beyond basic ChatGPT exploration to understand the full spectrum of AI tools available in education.

Part 2: What Students Need addressed how students require clear guidance to use AI safely, ethically, and responsibly, with emphasis on developing critical thinking skills alongside AI literacy.

Part 3: How Educators Can Use GenAI presented ten practical use cases for teachers, from creating differentiated resources to designing assessments, demonstrating how AI can reclaim 5-7 hours weekly for meaningful student interactions.

Part 4: How Students Can Use GenAI (this article) provides frameworks for guiding student AI use based on Joscha Falck’s dimensions: learning about, with, through, despite, and without AI.

Mapping a Multidimensional Framework for GenAI in Education — from er.educause.edu by Patricia Turner
Prompting careful dialogue through incisive questions can help chart a course through the ongoing storm of artificial intelligence.

The goal of this framework is to help faculty, educational developers, instructional designers, administrators, and others in higher education engage in productive discussions about the use of GenAI in teaching and learning. As others have noted, theoretical frameworks will need to be accompanied by research and teaching practice, each reinforcing and reshaping the others to create understandings that will inform the development of approaches to GenAI that are both ethical and maximally beneficial, while mitigating potential harms to those who engage with it.

Instructional Design Isn’t Dying — It’s Specialising — from drphilippahardman.substack.com by Dr. Philippa Hardman
Aka, how AI is impacting role & purpose of Instructional Design

Together, these developments have revealed something important: despite widespread anxiety, the instructional design role isn’t dying—it’s specialising.

What we’re witnessing isn’t the automation of instructional design and the death of the instructional designer, but rather the evolution of the ID role into multiple distinct professional pathways.

The generalist “full stack” instructional designer is slowly but decisively fracturing into specialised roles that reflect both the capabilities of generative AI and the strategic imperatives facing modern organisations.

In this week’s blog post, I’ll share what I’ve learned about how our field is transforming, and what it likely means for you and your career path.

Those instructional designers who cling to traditional generalist models risk being replaced, but those who embrace specialisation, data fluency, and AI collaboration will excel and lead the next evolution of the field. Similarly, those businesses that continue to view L&D as a cost centre and focus on automating content delivery will be outperformed, while those that invest in building agile, AI-enabled learning ecosystems will drive measurable performance gains and secure their competitive advantage.

Adding AI to Every Step in Your eLearning Design Workflow — from learningguild.com by George Hanshaw

We know that eLearning is a staple of training and development. The expectations of the learners are higher than ever: They expect a dynamic, interactive, and personalized learning experience. As instructional designers, we are tasked with meeting these expectations by creating engaging and effective learning solutions.

The integration of Artificial Intelligence (AI) into our eLearning design process is a game-changer that can significantly enhance the quality and efficiency of our work.

No matter if you use ADDIE or rapid prototyping, AI has a fit in every aspect of your workflow. By integrating AI, you can ensure a more efficient and effective design process that adapts to the unique needs of your learners. This not only saves time and resources but also significantly enhances the overall learning experience. We will explore the needs analysis and the general design process.

Don’t be a micromanager! [Christian]

On 04/16/2025, in business, career development, corporate / business world, culture, Daniel S. Christian, higher education, ideas, IT in HE, law schools, leadership, Michigan, United States, universities, workplace, by Daniel Christian

The following resource was from Roberto Ferraro:

Micromanagement — from psychsafety.com by Jade Garratt

Psychological Safety and Micromanagement
Those who have followed our work at Psych Safety for a while will know that we believe exploring not just what to do – the behaviours and practices that support psychological safety – but also what to avoid can be hugely valuable. Understanding the behaviours that damage psychological safety, what not to do, and even what not to say can help us build better workplaces.

There are many behaviours that damage psychological safety, and one that almost always comes up in our workshops when discussing cultures of fear is micromanagement. So we thought it was time we explored micromanagement in more detail, considering how and why it damages psychological safety and what we can do instead.

Micromanagement is a particular approach to leadership where a manager exhibits overly controlling behaviours or an excessive and inappropriate focus on minor details. They might scrutinise their team’s work closely, insist on checking work, refrain from delegating, and limit the autonomy people need to do their jobs well. It can also manifest as an authoritarian leadership style, where decision-making is centralised (back to themselves) and employees have little say in their work.

From DSC:
I was fortunate to not have a manager who was a micromanager until my very last boss/supervisor of my career. But it was that particular manager who made me call it quits and leave the track. She demeaned me in front of others, and was extremely directive and controlling. She wanted constant check-ins and progress reports. And I could go on and on here.

But suffice it to say that after having worked for several decades, that kind of manager was not what I was looking for. And you wouldn’t be either. By the way…my previous boss — at the same place — and I achieved a great deal in a very short time. She taught me a lot and was a great administrator, designer, professor, mentor, and friend. But that boss was moved to a different role as upper management/leadership changed. Then the micromanagement began after I reported to a different supervisor.

Anyway, don’t be a micromanager. If you are a recent graduate or are coming up on your graduation from college, learn that lesson now. No one likes to work for a micromanager. No one. It can make your employees’ lives miserable and do damage to their mental health, their enjoyment (or lack thereof) of work, and several other things that this article mentions. Instead, respect your employees. Trust your employees. Let them do their thing. See what they might need, then help meet those needs. Then get out of their way.

Reflections on “2025 EDUCAUSE Students and Technology Report” [Christian]

On 04/14/2025, in accessibility / UDL, adjunct faculty, Alternatives, Artificial Intelligence/Agents/LLMs/and Related, Bias | Diversity Equity & Inclusion (DE&I), blended learning, career development, CMS/LMS, colleges, communications, community colleges, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital learning, education technology, emerging technologies, faculty/staff, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), hybrid learning, instructional design, intelligent systems, IT in HE, learning ecosystem, Learning Experience Design, learning preferences, neurodivergent/special needs, online learning, student-related, teaching & learning, technologies for your home, technology (general), United States, universities, workplace, by Daniel Christian

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2025 EDUCAUSE Students and Technology Report: Shaping the Future of Higher Education Through Technology, Flexibility, and Well-Being — from library.educause.edu

The student experience in higher education is continually evolving, influenced by technological advancements, shifting student needs and expectations, evolving workforce demands, and broadening sociocultural forces. In this year’s report, we examine six critical aspects of student experiences in higher education, providing insights into how institutions can adapt to meet student needs and enhance their learning experience and preparation for the workforce:

Satisfaction with Technology-Related Services and Supports
Modality Preferences
Hybrid Learning Experiences
Generative AI in the Classroom
Workforce Preparation
Accessibility and Mental Health

DSC: Shame on higher ed for not preparing students for the workplace (see below). You’re doing your students wrong…again. Not only do you continue to heap a load of debt on their backs, but you’re also continuing to not get them ready for the workplace. So don’t be surprised if eventually you’re replaced by a variety of alternatives that students will flock towards.
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DSC: And students don’t have a clue as to what awaits them in the workplace — they see AI-powered tools and technologies at an incredibly low score of only 3%. Yeh, right. You’ll find out. Here’s but one example from one discipline/field of work –> Thomson Reuters Survey: Over 95% of Legal Professionals Expect Gen AI to Become Central to Workflow Within Five Years

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Figure 15. Competency Areas Expected to Be Important for Career

Do I Need a Degree in Instructional Design? It Depends. [teamedforlearning.com]

On 04/11/2025, in adjunct faculty, career development, change, corporate universities / corporate training, credentialing, education, faculty/staff, instructional design, learning, learning ecosystem, Learning Experience Design, learning theories, skills, teachers, teaching & learning, workplace, by Daniel Christian

Do I Need a Degree in Instructional Design? It Depends. — from teamedforlearning.com

It’s a common question for those considering a career in instructional design: Do I need a degree to land a job? The answer? It depends.

Hiring managers aren’t just looking for a degree—they want proof that you have the knowledge, skills, and abilities to succeed. In fact, most employers focus on 3 key factors when assessing candidates. You typically need at least 2 of these to be considered:

A Credential – A degree or certification in instructional design, learning experience design, or a related field.
Relevant Work Experience – Hands-on experience designing and developing learning solutions.
Proof of Abilities – A strong portfolio showcasing eLearning modules, course designs, or learning strategies.

The good news? You don’t have to spend years earning a degree to break into the field. If you’re resourceful, you can fast-track your way in through volunteer projects, contract work, and portfolio building.

Whether you’re a recent graduate, a career changer, or a working professional looking for your next opportunity, focusing on these key factors can help you stand out and get hired.

Learning Ecosystems

About that micromanaging thing…

2025 EDUCAUSE Teaching and Learning Workforce in Higher Education

Don’t be a micromanager! [Christian]

Do I Need a Degree in Instructional Design? It Depends. [teamedforlearning.com]

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