Blood in the Instructional Design Machine? — from drphilippahardman.substack.com by Dr. Philippa Hardman
The reality of AI, job degradation & the likely future of Instructional Design

This raises a very important, perhaps even existential question for our profession: do these tools free a designer from the mind-numbing drudgery of content conversion (the “augmented human”)? Or do they automate the core expertise of the learning professional’s role, e.g. selecting instructional startegies, structuring narratives and designing a learning flow, in the process reducing the ID’s role to simply finding the source file and pushing a button (the “inverted centaur”)?

The stated aspiration of these tool builders seems to be a future where AI means that the instructional designer’s value shifts decisively from production to strategy. Their stated goal is to handle the heavy lifting of content generation, allowing the human ID to provide the indispensable context, creativity, and pedagogical judgment that AI cannot replicate.

However, the risk of these tools lies in how we use them, and the “inverted centaur” model remains deeply potent and possible. In an organisation that prioritises cost above all, these same tools can be used to justify reducing the ID role to the functional drudgery of inputting a PDF and supervising the machine.

The key to this paradox lies in a crucial data point: spending on outside products and services has jumped a dramatic 23% to $12.4 billion. 

This signals a fundamental shift: companies are reallocating funds from large internal teams toward specialised consultants and advanced learning technologies like AI. L&D is not being de-funded; it is being re-engineered.

 

Philippians 2:9-11

9 Therefore God exalted him to the highest place
and gave him the name that is above every name,
10 that at the name of Jesus every knee should bow,
in heaven and on earth and under the earth,
11 and every tongue acknowledge that Jesus Christ is Lord,
to the glory of God the Father.

Psalm 25:4-6

4 Show me your ways, Lord,
teach me your paths.
5 Guide me in your truth and teach me,
for you are God my Savior,
and my hope is in you all day long.
6 Remember, Lord, your great mercy and love,
for they are from of old.

Psalm 25:11-12

11 For the sake of your name, Lord,
forgive my iniquity, though it is great.
12 Who, then, are those who fear the Lord?
He will instruct them in the ways they should choose.[a]

 

In Iowa, Trump Begins Task of Selling His Bill to the American Public — from nytimes.com by Tyler Pager
President Trump has spent days cajoling Republicans to support his spending bill. He will also have to sell it to a skeptical public as Democrats focus on all the ways it helps the wealthy.

President Trump took a victory lap on Thursday night after the House passed his sprawling domestic policy bill, which he muscled through Congress even as many in his party fear it will leave them vulnerable to political attacks ahead of next year’s midterm elections. (From DSC: Which it likely will do just that, and very possibly way beyond the midterm elections also.)

Just 29 percent of voters support the legislation, according to a recent Quinnipiac University poll. Roughly two-thirds of Republicans supported the bill in that poll, a relatively low figure from the president’s own party for his signature legislation, and independents opposed it overwhelmingly.


From DSC:
Did you get that? Just ***29%*** of voters supported the legislation. But it passed anyway. I’m left thinking…so much for democracy. And I’m also disheartened by the caving of the other two branches of our government. The lack of leadership is staggering. But I guess when you remove all leaders that oppose your way of thinking, you have only Yes men/followers and Yes women/followers left. It’s taken years for the Republican Party to carefully orchestrate the ownership of those other branches. (BTW, I celebrate the handful of Republican leaders in the Senate like Sen. Thom Tillis and in the House who did not cave to Trump and Johnson, but instead voted with their own hearts and minds. They showed true strength of conviction and courage. It will likely cost them, but they can look in the mirror and feel good about themselves and what they’ve done.)

Look out Republicans (and I’ve voted for both Republican and Democrat Presidents in the past). Perhaps July 4th, 2025 will mark the downfall of the Republican Party in America. Time will tell. But I’m hopeful that we can find more common ground.

Regardless, it says a lot about who we, as Americans, are these days — that he’s even in the presidency. I highly doubt he would have been there even a generation or two ago. We’re a nation in decline. It’s been hard to watch this through the years. I’m no saint, but I’m also not the President.

Speaking of matters of faith…I can’t help but wonder what the LORD is doing in this. Is He humbling America or is it something far worse…? He’s justified in whatever He has decided to do. Americans have been dissing Him for decades, while refusing to give Him the credit due His Name. Time will tell my friends…time will tell.


Also see:

The House passed a sweeping bill to extend tax cuts and slash social safety net programs. The budget office reported the measure would increase U.S. national debt by at least $3.4 trillion over a decade.

Kenny Holston/The New York Times

Also see:

To get his bill over the line in time for a self-imposed Friday deadline, Trump pressured Republican lawmakers to set aside their concerns about the political consequences of yanking benefits from voters while adding trillions to the federal deficit.


 

How the national debt affects the U.S. — and you — in 10 charts — from washingtonpost.com by Jacob Bogage; this is a GIFTED article
The national debt already exceeds $36 trillion and is growing at historic rates. That has cascading consequences for the government and economy.

The federal government is taking on record amounts of debt year after year.

The U.S. owes lenders more than $36 trillion. That is close to an all-time high when comparing the debt to the country’s total economic output — a leading indicator of the nation’s ability to pay it all back.

Debt and annual deficits have colored much of the debate around President Donald Trump and Republicans’ One Big Beautiful Bill Act, the mammoth tax and immigration measure the GOP hopes to pass through Congress before July 4. It would add $3 trillion to the debt over the next decade, factoring in the cost of the bill plus interest on the added borrowing, according to nonpartisan estimates.

But how does the national debt affect the U.S. economy and the government? Here are 10 charts to explain.

 

From DSC:
As you can see and hear below, Senator Alex Padilla had been trying to get answers for several weeks now from Homeland Security, but wasn’t hearing much back. So he heard that the Secretary of Homeland Security, Kristi Noem, was holding a press conference down the hallway and he attended it to see if he could get some answers to his questions. And while I don’t have all the details on how this situation unfolded, there is NO WAY that a U.S. Senator should be pushed out of a conference room and then pushed to the ground and handcuffed for trying to get answers for his constituents! No way!

As others in the videos below assert, a line has been crossed in our country!

Let’s move to impeach Donald Trump and also rid his administration of these incompetent individuals who are destroying our democracy! If they don’t like the Constitution and how our country has been governed for over 200 years, then perhaps they should consider leaving this country. 

The actions they are taking are NOT making America great again. They are making America the stench of the world.

And it’s not just Donald Trump and members of his administration that should be held accountable. Let’s also start holding Donald’s instruments of power — such as his ICE Agents and others who behave like them — accountable. To any ICE agents out there, take those damn masks off. You shouldn’t be hiding behind masks.

By the way, the silence from the Republicans is deafening.
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Calif. Senator Forcibly Removed and Handcuffed After Interrupting Noem — from nytimes.com by Shawn Hubler, Jennifer Medina, and Jill Cowan (this is a gifted article)
Alex Padilla, Democrat of California, was shoved out of a room and handcuffed after he tried to question Kristi Noem, the homeland security secretary, during a news conference.

In the tense hyperpartisanship of the moment, the episode quickly swelled into a cause célèbre for both parties. Democratic senators, House members and governors rushed to denounce the treatment of a sitting senator, framing it as the latest escalation in authoritarian actions by the Trump administration. It followed the indictment on Tuesday of Representative LaMonica McIver of New Jersey and the arrest of Mayor Ras Baraka of Newark, after the officials, both Democrats, tried to visit a new immigration detention facility in the city.

Republicans just as eagerly tried to frame Mr. Padilla’s behavior as in line with what they have called the lawlessness of the political left as President Trump tries to combat illegal immigration.


 

 

From DSC:
My brother lost a lifelong friend recently and I’ve lost friends and family members waaaay too soon as well. It made me reflect, once again, on the brevity of our lives here on Earth.


Psalms 90:12

Teach us to number our days, that we may gain a heart of wisdom.

James 4:14

Why, you do not even know what will happen tomorrow. What is your life? You are a mist that appears for a little while and then vanishes.

Psalms: 39:5

You have made my days a mere handbreadth; the span of my years is as nothing before you. Everyone is but a breath, even those who seem secure.

Psalms 144:3-4

Lord, what are human beings that you care for them, mere mortals that you think of them? They are like a breath; their days are like a fleeting shadow.

 

Navigating Career Transitions — from er.educause.edu by Jay James, Mike Richichi, Sarah Buszka, and Wes Johnson

In this episode, we hear from professionals at different stages of their career journeys as they reflect on risk, resilience, and growth. They share advice on stepping into leadership roles, recognizing when it may be time for a change, and overcoming imposter syndrome.

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Mary Meeker AI Trends Report: Mind-Boggling Numbers Paint AI’s Massive Growth Picture — from ndtvprofit.com
Numbers that prove AI as a tech is unlike any other the world has ever seen.

Here are some incredibly powerful numbers from Mary Meeker’s AI Trends report, which showcase how artificial intelligence as a tech is unlike any other the world has ever seen.

  • AI took only three years to reach 50% user adoption in the US; mobile internet took six years, desktop internet took 12 years, while PCs took 20 years.
  • ChatGPT reached 800 million users in 17 months and 100 million in only two months, vis-à-vis Netflix’s 100 million (10 years), Instagram (2.5 years) and TikTok (nine months).
  • ChatGPT hit 365 billion annual searches in two years (2024) vs. Google’s 11 years (2009)—ChatGPT 5.5x faster than Google.

Above via Mary Meeker’s AI Trend-Analysis — from getsuperintel.com by Kim “Chubby” Isenberg
How AI’s rapid rise, efficiency race, and talent shifts are reshaping the future.

The TLDR
Mary Meeker’s new AI trends report highlights an explosive rise in global AI usage, surging model efficiency, and mounting pressure on infrastructure and talent. The shift is clear: AI is no longer experimental—it’s becoming foundational, and those who optimize for speed, scale, and specialization will lead the next wave of innovation.

 

Also see Meeker’s actual report at:

Trends – Artificial Intelligence — from bondcap.com by Mary Meeker / Jay Simons / Daegwon Chae / Alexander Krey



The Rundown: Meta aims to release tools that eliminate humans from the advertising process by 2026, according to a report from the WSJ — developing an AI that can create ads for Facebook and Instagram using just a product image and budget.

The details:

  • Companies would submit product images and budgets, letting AI craft the text and visuals, select target audiences, and manage campaign placement.
  • The system will be able to create personalized ads that can adapt in real-time, like a car spot featuring mountains vs. an urban street based on user location.
  • The push would target smaller companies lacking dedicated marketing staff, promising professional-grade advertising without agency fees or skillset.
  • Advertising is a core part of Mark Zuckerberg’s AI strategy and already accounts for 97% of Meta’s annual revenue.

Why it matters: We’re already seeing AI transform advertising through image, video, and text, but Zuck’s vision takes the process entirely out of human hands. With so much marketing flowing through FB and IG, a successful system would be a major disruptor — particularly for small brands that just want results without the hassle.

 

“The AI-enhanced learning ecosystem” [Jennings] + other items re: AI in our learning ecosystems

The AI-enhanced learning ecosystem: A case study in collaborative innovation — from chieflearningofficer.com by Kevin Jennings
How artificial intelligence can serve as a tool and collaborative partner in reimagining content development and management.

Learning and development professionals face unprecedented challenges in today’s rapidly evolving business landscape. According to LinkedIn’s 2025 Workplace Learning Report, 67 percent of L&D professionals report being “maxed out” on capacity, while 66 percent have experienced budget reductions in the past year.

Despite these constraints, 87 percent agree their organizations need to develop employees faster to keep pace with business demands. These statistics paint a clear picture of the pressure L&D teams face: do more, with less, faster.

This article explores how one L&D leader’s strategic partnership with artificial intelligence transformed these persistent challenges into opportunities, creating a responsive learning ecosystem that addresses the modern demands of rapid product evolution and diverse audience needs. With 71 percent of L&D professionals now identifying AI as a high or very high priority for their learning strategy, this case study demonstrates how AI can serve not merely as a tool but as a collaborative partner in reimagining content development and management.
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How we use GenAI and AR to improve students’ design skills — from timeshighereducation.com by Antonio Juarez, Lesly Pliego and Jordi Rábago who are professors of architecture at Monterrey Institute of Technology in Mexico; Tomas Pachajoa is a professor of architecture at the El Bosque University in Colombia; & Carlos Hinrichsen and Marietta Castro are educators at San Sebastián University in Chile.
Guidance on using generative AI and augmented reality to enhance student creativity, spatial awareness and interdisciplinary collaboration

Blend traditional skills development with AI use
For subjects that require students to develop drawing and modelling skills, have students create initial design sketches or models manually to ensure they practise these skills. Then, introduce GenAI tools such as Midjourney, Leonardo AI and ChatGPT to help students explore new ideas based on their original concepts. Using AI at this stage broadens their creative horizons and introduces innovative perspectives, which are crucial in a rapidly evolving creative industry.

Provide step-by-step tutorials, including both written guides and video demonstrations, to illustrate how initial sketches can be effectively translated into AI-generated concepts. Offer example prompts to demonstrate diverse design possibilities and help students build confidence using GenAI.

Integrating generative AI and AR consistently enhanced student engagement, creativity and spatial understanding on our course. 


How Texas is Preparing Higher Education for AI — from the74million.org by Kate McGee
TX colleges are thinking about how to prepare students for a changing workforce and an already overburdened faculty for new challenges in classrooms.

“It doesn’t matter if you enter the health industry, banking, oil and gas, or national security enterprises like we have here in San Antonio,” Eighmy told The Texas Tribune. “Everybody’s asking for competency around AI.”

It’s one of the reasons the public university, which serves 34,000 students, announced earlier this year that it is creating a new college dedicated to AI, cyber security, computing and data science. The new college, which is still in the planning phase, would be one of the first of its kind in the country. UTSA wants to launch the new college by fall 2025.

But many state higher education leaders are thinking beyond that. As AI becomes a part of everyday life in new, unpredictable ways, universities across Texas and the country are also starting to consider how to ensure faculty are keeping up with the new technology and students are ready to use it when they enter the workforce.


In the Room Where It Happens: Generative AI Policy Creation in Higher Education — from er.educause.edu by Esther Brandon, Lance Eaton, Dana Gavin, and Allison Papini

To develop a robust policy for generative artificial intelligence use in higher education, institutional leaders must first create “a room” where diverse perspectives are welcome and included in the process.


Q&A: Artificial Intelligence in Education and What Lies Ahead — from usnews.com by Sarah Wood
Research indicates that AI is becoming an essential skill to learn for students to succeed in the workplace.

Q: How do you expect to see AI embraced more in the future in college and the workplace?
I do believe it’s going to become a permanent fixture for multiple reasons. I think the national security imperative associated with AI as a result of competing against other nations is going to drive a lot of energy and support for AI education. We also see shifts across every field and discipline regarding the usage of AI beyond college. We see this in a broad array of fields, including health care and the field of law. I think it’s here to stay and I think that means we’re going to see AI literacy being taught at most colleges and universities, and more faculty leveraging AI to help improve the quality of their instruction. I feel like we’re just at the beginning of a transition. In fact, I often describe our current moment as the ‘Ask Jeeves’ phase of the growth of AI. There’s a lot of change still ahead of us. AI, for better or worse, it’s here to stay.




AI-Generated Podcasts Outperform Textbooks in Landmark Education Study — form linkedin.com by David Borish

A new study from Drexel University and Google has demonstrated that AI-generated educational podcasts can significantly enhance both student engagement and learning outcomes compared to traditional textbooks. The research, involving 180 college students across the United States, represents one of the first systematic investigations into how artificial intelligence can transform educational content delivery in real-time.


What can we do about generative AI in our teaching?  — from linkedin.com by Kristina Peterson

So what can we do?

  • Interrogate the Process: We can ask ourselves if we I built in enough checkpoints. Steps that can’t be faked. Things like quick writes, question floods, in-person feedback, revision logs.
  • Reframe AI: We can let students use AI as a partner. We can show them how to prompt better, revise harder, and build from it rather than submit it. Show them the difference between using a tool and being used by one.
  • Design Assignments for Curiosity, Not Compliance: Even the best of our assignments need to adapt. Mine needs more checkpoints, more reflective questions along the way, more explanation of why my students made the choices they did.

Teachers Are Not OK — from 404media.co by Jason Koebler

The response from teachers and university professors was overwhelming. In my entire career, I’ve rarely gotten so many email responses to a single article, and I have never gotten so many thoughtful and comprehensive responses.

One thing is clear: teachers are not OK.

In addition, universities are contracting with companies like Microsoft, Adobe, and Google for digital services, and those companies are constantly pushing their AI tools. So a student might hear “don’t use generative AI” from a prof but then log on to the university’s Microsoft suite, which then suggests using Copilot to sum up readings or help draft writing. It’s inconsistent and confusing.

I am sick to my stomach as I write this because I’ve spent 20 years developing a pedagogy that’s about wrestling with big ideas through writing and discussion, and that whole project has been evaporated by for-profit corporations who built their systems on stolen work. It’s demoralizing.

 

Cultivating a responsible innovation mindset among future tech leaders — from timeshighereducation.com by Andreas Alexiou from the University of Southampton
The classroom is a perfect place to discuss the messy, real-world consequences of technological discoveries, writes Andreas Alexiou. Beyond ‘How?’, students should be asking ‘Should we…?’ and ‘What if…?’ questions around ethics and responsibility

University educators play a crucial role in guiding students to think about the next big invention and its implications for privacy, the environment and social equity. To truly make a difference, we need to bring ethics and responsibility into the classroom in a way that resonates with students. Here’s how.

Debating with industry pioneers on incorporating ethical frameworks in innovation, product development or technology adoption is eye-opening because it can lead to students confronting assumptions they hadn’t questioned before.

Students need more than just skills; they need a mindset that sticks with them long after graduation. By making ethics and responsibility a key part of the learning process, educators are doing more than preparing students for a career; they’re preparing them to navigate a world shaped by their choices.

 

The 2025 Global Skills Report— from coursera.org
Discover in-demand skills and credentials trends across 100+ countries and six regions to deliver impactful industry-aligned learning programs.

GenAI adoption fuels global skill demands
In 2023, early adopters flocked to GenAI, with approximately one person per minute enrolling in a GenAI course on Coursera —a rate that rose to eight per minute in 2024.  Since then, GenAI has continued to see exceptional growth, with global enrollment in GenAI courses surging 195% year-over-year—maintaining its position as one of the most rapidly growing skill domains on our platform. To date, Coursera has recorded over 8 million GenAI enrollments, with 12 learners per minute signing up for GenAI content in 2025 across our catalog of nearly 700 GenAI courses.

Driving this surge, 94% of employers say they’re likely to hire candidates with GenAI credentials, while 75% prefer hiring less-experienced candidates with GenAI skills over more experienced ones without these capabilities.8 Demand for roles such as AI and Machine Learning Specialists is projected to grow by up to 40% in the next four years.9 Mastering AI fundamentals—from prompt engineering to large language model (LLM) applications—is essential to remaining competitive in today’s rapidly evolving economy.

Countries leading our new AI Maturity Index— which highlights regions best equipped to harness AI innovation and translate skills into real-world applications—include global frontrunners such as Singapore, Switzerland, and the United States.

Insights in action

Businesses
Integrate role-specific GenAI modules into employee development programs, enabling teams to leverage AI for efficiency and innovation.

Governments
Scale GenAI literacy initiatives—especially in emerging economies—to address talent shortages and foster human-machine capabilities needed to future-proof digital jobs.

Higher education
Embed credit-eligible GenAI learning into curricula, ensuring graduates enter the workforce job-ready.

Learners
Focus on GenAI courses offering real-world projects (e.g., prompt engineering) that help build skills for in-demand roles.

 


Also relevant/see:


Report: 93% of Students Believe Gen AI Training Belongs in Degree Programs — from campustechnology.com by Rhea Kelly

The vast majority of today’s college students — 93% — believe generative AI training should be included in degree programs, according to a recent Coursera report. What’s more, 86% of students consider gen AI the most crucial technical skill for career preparation, prioritizing it above in-demand skills such as data strategy and software development. And 94% agree that microcredentials help build the essential skills they need to achieve career success.

For its Microcredentials Impact Report 2025, Coursera surveyed more than 1,200 learners and 1,000 employers around the globe to better understand the demand for microcredentials and their impact on workforce readiness and hiring trends.


1 in 4 employers say they’ll eliminate degree requirements by year’s end — from hrdive.com by Carolyn Crist
Companies that recently removed degree requirements reported a surge in applications, a more diverse applicant pool and the ability to offer lower salaries.

A quarter of employers surveyed said they will remove bachelor’s degree requirements for some roles by the end of 2025, according to a May 20 report from Resume Templates.

In addition, 7 in 10 hiring managers said their company looks at relevant experience over a bachelor’s degree while making hiring decisions.

In the survey of 1,000 hiring managers, 84% of companies that recently removed degree requirements said it has been a successful move. Companies without degree requirements also reported a surge in applications, a more diverse applicant pool and the ability to offer lower salaries.


Why AI literacy is now a core competency in education — from weforum.org by Tanya Milberg

  • Education systems must go beyond digital literacy and embrace AI literacy as a core educational priority.
  • A new AI Literacy Framework (AILit) aims to empower learners to navigate an AI-integrated world with confidence and purpose.
  • Here’s what you need to know about the AILit Framework – and how to get involved in making it a success.

Also from Allison Salisbury, see:

 

Cultivating a responsible innovation mindset among future tech leaders — from timeshighereducation.com by Andreas Alexiou
The classroom is a perfect place to discuss the messy, real-world consequences of technological discoveries, writes Andreas Alexiou. Beyond ‘How?’, students should be asking ‘Should we…?’ and ‘What if…?’ questions around ethics and responsibility

University educators play a crucial role in guiding students to think about the next big invention and its implications for privacy, the environment and social equity. To truly make a difference, we need to bring ethics and responsibility into the classroom in a way that resonates with students. Here’s how.

Debating with industry pioneers on incorporating ethical frameworks in innovation, product development or technology adoption is eye-opening because it can lead to students confronting assumptions they hadn’t questioned before. For example, students could discuss the roll-out of emotion-recognition software. Many assume it’s neutral, but guest speakers from industry can highlight how cultural and racial biases are baked into design decisions.

Leveraging alumni networks and starting with short virtual Q&A sessions instead of full lectures can work well.


Are we overlooking the power of autonomy when it comes to motivating students? — from timeshighereducation.com by Danny Oppenheimer
Educators fear giving students too much choice in their learning will see them making the wrong decisions. But structuring choice without dictating the answers could be the way forward

So, how can we get students to make good decisions while still allowing them agency to make their own choices, maintaining the associated motivational advantages that agency provides? One possibility is to use choice architecture, more commonly called “nudges”: structuring choices in ways that scaffold better decisions without dictating them.

Higher education rightly emphasises the importance of belonging and mastery, but when it ignores autonomy – the third leg of the motivational tripod – the system wobbles. When we allow students to decide for themselves how they’ll engage with their coursework, they consistently rise to the occasion. They choose to challenge themselves, perform better academically and enjoy their education more.

 

AI & Schools: 4 Ways Artificial Intelligence Can Help Students — from the74million.org by W. Ian O’Byrne
AI creates potential for more personalized learning

I am a literacy educator and researcher, and here are four ways I believe these kinds of systems can be used to help students learn.

  1. Differentiated instruction
  2. Intelligent textbooks
  3. Improved assessment
  4. Personalized learning


5 Skills Kids (and Adults) Need in an AI World — from oreilly.com by Raffi Krikorian
Hint: Coding Isn’t One of Them

Five Essential Skills Kids Need (More than Coding)
I’m not saying we shouldn’t teach kids to code. It’s a useful skill. But these are the five true foundations that will serve them regardless of how technology evolves.

  1. Loving the journey, not just the destination
  2. Being a question-asker, not just an answer-getter
  3. Trying, failing, and trying differently
  4. Seeing the whole picture
  5. Walking in others’ shoes

The AI moment is now: Are teachers and students ready? — from iblnews.org

Day of AI Australia hosted a panel discussion on 20 May, 2025. Hosted by Dr Sebastian Sequoiah-Grayson (Senior Lecturer in the School of Computer Science and Engineering, UNSW Sydney) with panel members Katie Ford (Industry Executive – Higher Education at Microsoft), Tamara Templeton (Primary School Teacher, Townsville), Sarina Wilson (Teaching and Learning Coordinator – Emerging Technology at NSW Department of Education) and Professor Didar Zowghi (Senior Principal Research Scientist at CSIRO’s Data61).


Teachers using AI tools more regularly, survey finds — from iblnews.org

As many students face criticism and punishment for using artificial intelligence tools like ChatGPT for assignments, new reporting shows that many instructors are increasingly using those same programs.


Addendum on 5/28/25:

A Museum of Real Use: The Field Guide to Effective AI Use — from mikekentz.substack.com by Mike Kentz
Six Educators Annotate Their Real AI Use—and a Method Emerges for Benchmarking the Chats

Our next challenge is to self-analyze and develop meaningful benchmarks for AI use across contexts. This research exhibit aims to take the first major step in that direction.

With the right approach, a transcript becomes something else:

  • A window into student decision-making
  • A record of how understanding evolves
  • A conversation that can be interpreted and assessed
  • An opportunity to evaluate content understanding

This week, I’m excited to share something that brings that idea into practice.

Over time, I imagine a future where annotated transcripts are collected and curated. Schools and universities could draw from a shared library of real examples—not polished templates, but genuine conversations that show process, reflection, and revision. These transcripts would live not as static samples but as evolving benchmarks.

This Field Guide is the first move in that direction.


 

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.

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.

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.

 
© 2025 | Daniel Christian