From DSC:
Below is an item on futures thinking. Don’t blow this off. This topic — and skill/strategy — is important not only to traditional institutions of higher education, but also to businesses and organizations of all sizes. In fact, even students can practice developing a list of potential scenarios and implement their plans of action if one of those scenarios occurs.
On 07/29/2026,
in colleges, communities of practice, community colleges, corporate / business world, Daniel S. Christian, future, future of higher education, game-changing environment, generational differences, higher education, ideas, leadership, learning ecosystem, productivity / tips and tricks, skills, strategy, student-related, tools, United States, universities, youth,
by Daniel Christian
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On 07/29/2026,
in career development, change, colleges, community colleges, computer science, corporate / business world, engineering, faculty/staff, higher education, programming, student-related, United States, universities, workplace,
by Daniel Christian
Why Engineering Is No Longer A Sure Thing College Major When It Comes To Jobs — from forbes.com by Courtney Connley-Hampton; this article is behind a paywall
Exclusive LinkedIn data shows engineering majors have been hit hard in today’s weak, AI-affected job market. Here’s what specialties are hurting and what top schools are doing to respond.
While lots of recent college graduates are being battered by a weak hiring market, perhaps no group is more shocked by their current plight than those who majored in engineering, long considered among the safest, most secure, and highest-paying majors. Yes, engineering grads still make more than education and English majors.
Also relevant/see:
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On 07/29/2026,
in colleges, community colleges, digital storytelling, engagement / engaging students, experimentation, faculty/staff, faith, higher education, ideas, instructional design, Learning Experience Design, productivity / tips and tricks, story, storytelling, student-related, teaching & learning, United States, vendors, vision/possibilities,
by Daniel Christian
What’s the Story Your Syllabus Tells?: Setting the Stage for Learning — from facultyfocus.com by Dr. Daniel Andrés Rivera Rosado
But as I was reading Everyday Christian Teaching by Dr. David Smith, in the chapter titled Speaking, Hearing, Hospitality, in just the first paragraph he writes: “Teachers do not simply list course content for learners. They sequence it in ways that imply a story about what fits together and where it is headed.” (2025, p.73). Automatically I asked myself, what is the story my syllabus is telling students? To be completely honest, is it even telling a story at all?
“Is your syllabus helping your students at all?”
From DSC:
To that last sentence, I might add the words engaging, raising curiosity or wonder, or is it interesting to your students at all? Is there a “hook” that gets them interested? It might be a central question or two — and/or use some beneficial and relevant graphics. I’ve heard faculty use digital/interactive syllabi as well to engage their students.
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On 07/29/2026,
in adjunct faculty, Artificial Intelligence/Agents/LLMs/and Related, Asia, colleges, communities of practice, community colleges, corporate universities / corporate training, education technology, emerging technologies, experimentation, faculty/staff, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, K-12 related, learning, learning ecosystem, Learning Experience Design, teachers, teaching & learning, training / L&D, UK, United States,
by Daniel Christian
What China’s Calligraphy Lessons Can Teach Us About AI — from linkedin.com by Rebecca Winthrop
He recalled visiting a primary school classroom in China several years ago where students were practicing calligraphy—the centuries-old art of writing Chinese characters with brush and ink. While the scene appeared entirely traditional, there was something innovative happening beneath the surface. Embedded in students’ desks was an AI system capable of providing immediate feedback on their brushwork, noting misplaced strokes and suggesting corrections.
The image is striking. Students were learning in much the same way generations before them had learned—brush in hand, immersed in a deeply human and cultural practice. Yet AI was quietly enhancing the experience by providing immediate, personalized feedback that would have been difficult for any teacher to provide to her whole class.
That example captures something important for me. The most promising uses of AI may not be the applications that place technology front and center, but those that support learners to do what they have always done: connect with educators, practice with concentration, and learn and grow.
AI Can Build Your Course, but Can it Design the Learning? — from drphilippahardman.substack.com by Dr. Philippa Hardman
Aka, the current state of AI’s instructional design ability & what it means for L&D
So these models have learned design artefacts in extraordinary volume and design method barely at all. They know what e-learning looks like. They have very little access to why any of it looks that way and whether it actually works or not.
That produces a completely consistent behaviour: ask an LLM for an e-learning module and it generates the statistical centre of every e-learning module it has ever seen. What AI produces isn’t the output of a design process. It’s the output of a sampling process — the statistical centre of every e-learning module it has ever seen.
…
So the honest conclusion isn’t that AI can design learning; it’s that AI executes design well when someone who already knows what to ask for is doing the asking and the checking.
This finding gives us a clearer division of labour than we’ve had before and with it a clearer picture of what the AI-enhanced workflow might look like:
The Pedagogy of Trading Places: Lessons from an Unexpected Role Reversal with AI — from facultyfocus.com by Sherrie Myers Bartell, PhD
These disruptions matter. They remind us that teaching is not a static identity but a dynamic posture. They show us that our pedagogical selves are not fixed; they are responsive to context, energy, and attention. They reveal that the qualities we value most in our teaching—curiosity, metaphor, play, and expansiveness—are not automatic. They require care and cultivation.
The AI didn’t “teach” me in the traditional sense. But it did something pedagogically adjacent: it surprised me back into myself.
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On 07/22/2026,
in 21st century, 24x7x365 access, accessibility / UDL, Artificial Intelligence/Agents/LLMs/and Related, colleges, communities of practice, community colleges, corporate / business world, corporate universities / corporate training, data related items, education technology, emerging technologies, experimentation, faculty/staff, game-changing environment, generational differences, higher education, human-computer interaction (HCI), innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, learning, learning ecosystem, Learning Experience Design, liberal arts, lifelong learning, personalized/customized learning, productivity / tips and tricks, student-related, teachers, teaching & learning, training / L&D, trends, United States, universities,
by Daniel Christian
AI & Accessibility: 5 Practical Ways to Use LLMs to Support Inclusive Learning — from learningguild.com by Dr. Athena Joyce Stanley (B.A., M.A.E., Ph.D.)
The following strategies focus on how instructional designers can design for accessibility by embedding or enabling AI-supported tools within learning experiences. These approaches move beyond access to content and begin to support access to understanding, expression, and participation.
…
Personalized Clarification Through AI Copilots
Learners often need additional explanation, but may hesitate to ask questions in live sessions or require more individualized support.
Instructional designers can integrate AI copilots, LLM-powered conversational interfaces, into learning environments to provide on-demand clarification. These tools can act as digital coaches, helping learners understand concepts through simplified explanations and relevant examples.
This approach supports learners who benefit from additional processing time and personalized guidance.
Sample Prompt (for IDs Configuring Copilot Behavior)
You are a workplace learning coach.
Explain the following concept in a clear, simple way:
-
- Use plain language
- Provide one practical, job-relevant example
- Avoid jargon unless necessary (and define it if used)
Then ask one follow-up question to check for understanding.
Teaching AI Literacy with Susan Ray — from intentionalteaching.buzzsprout.com by Derek Bruff and Susan Ray
Per Derek Bruff:
In my conversation with Susan, we talk about that syllabus activity, as well as the AI transparency journals she asks her students to keep during her courses. We also talk about how her personal background prepared her to navigate the challenges and opportunities that AI has posed to her teaching, how she approaches assessing student learning in this age of AI—especially in her online asynchronous courses—and much more.
Building the AI-Native University: Student Success and Lifelong Learning — from coursera.org
In this episode, you’ll discover:
- Why building an AI-native campus requires a data-first foundation
- How to build an “achievement architecture” for lifelong success
- How faculty-built AI tutors cut one program’s course attrition from 40% to 10%
- What it means to be a lifelong learning companion
We’re Raising the First AI Generation. They’re Pushing Back. (Rebecca Winthrop, Brookings) — from humanistxyz.substack.com by Allison Dulin Salisbury
“Young people harbor real anger about AI because they’re already experiencing its consequences in their schools, relationships, job prospects, and feeds.”
As Rebecca told me:
“Kids harbor real anger. They’re pissed about climate impacts. They’re upset about job prospects. They’re outraged about AI being used to plagiarize writing and produce counterfeit artwork. Their relationships are being affected, and they’re seeing deepfakes in their feeds.”
Our conversation explores what follows from taking those concerns seriously. We discuss cognitive stunting, the case for small, purpose-built AI models over frontier models in education, why students should spend far more time in explorer mode, and how schools can cultivate agency, curiosity, and independent thinking in an age of AI.
The interview ends with one of Rebecca’s most practical recommendations: every school should have a student AI council, not as a symbolic gesture, but with real influence over the tools their schools adopt, the ways they’re used, and the data students are asked to hand over.
Every generation of technology seems to relearn the same lesson: build with people, not for them. AI should be no exception.
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On 07/14/2026,
in Artificial Intelligence/Agents/LLMs/and Related, colleges, community colleges, emerging technologies, faculty/staff, higher education, intelligent systems, Microsoft, platforms, research, science, STEAM-related, tools, United States, universities, vendors,
by Daniel Christian
Microsoft Discovery Platform Brings Agentic AI to Scientific Research — from campustechnology.com by Chris Paoli
Key Takeaways
- Microsoft Discovery reaches general availability, bringing agentic AI to scientific research and development workflows.
- AI agents support hypothesis generation, experimentation, data analysis, and knowledge management at scale.
- New Discovery app preview enables researchers to explore AI-driven scientific discovery with lower adoption barriers.
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On 07/14/2026,
in business, career development, change, colleges, community colleges, corporate / business world, curriculum, faculty/staff, health, higher education, learning ecosystem, liberal arts, skills, student-related, surviving, United States, universities, workplace, youth,
by Daniel Christian
Why recruiters can’t find workers and new grads can’t find jobs (it’s not AI) — from washingtonpost.com by Jon Marcus
Experts say a major labor shortage looms because of population shifts and a mismatch between new graduates’ skills and employers’ needs.
Recent college graduates complain they can’t find entry-level jobs because artificial intelligence is taking over.
Yet, tech recruiter Matt Walsh and other experts say the growth of AI and the struggle to find entry-level work mask a bigger problem: The United States is facing what’s projected to become the largest labor shortage in its history.
In sectors such as semiconductor production, the problem isn’t AI or too few jobs, said Walsh, CEO of the Phoenix-based search firm Blue Signal.
“It’s ridiculous,” he said. “There just aren’t enough people.”
Economists warn that the worsening labor problem, due in part to a skills shortage and population shifts, will be vast and reach beyond tech.
Among the trends that have been leading to this moment: a mismatch between the careers college graduates are pursuing and the jobs employers are struggling to fill. Far fewer students are majoring in health care fields than are needed to meet demand, for instance.
“We have pumped so many young people into business and finance” when what’s really in demand are graduates in other fields, Hetrick said. “It’s like a factory producing these workers like widgets, even though society is saying, ‘We really don’t need them.’ And the factory just keeps pumping them out.”
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On 07/14/2026,
in 21st century, Artificial Intelligence/Agents/LLMs/and Related, career development, colleges, community colleges, corporate / business world, curriculum, emerging technologies, faculty/staff, higher education, leadership, Learning Experience Design, parents/guardians, pathways, policy, project-based learning, skills, society, student-related, teachers, teaching & learning, technologies for your home, tools, trends, United States, universities, workplace, youth,
by Daniel Christian
“Teachers ban it. Employers demand it.”
Also relevant/see:
The Shifting Career Ladder — from nafez.substack.com by Nafez Dakkak
AI is changing how work works and quietly removing the pathways through which young people learn to become experts.
AI is reshaping how people build skills, enter professions, and move along the career ladder and through the labour market.
In this conversation, I sit down with Matt Sigelmen founder of LightCast and now the President of Burning Glass Institute. Matt has dedicated his career to understanding the labor market and helping society improve the connections within in it.
Matt and I explore why people and opportunities are often only “a few skills apart,” why entry-level work may be losing its traditional role as the first rung of expertise, and why schools, universities, and employers now need to rethink the pathways that turn potential into mastery.
Educators need to be deeply aligned with what these changes are, and they need to shift the AI discourse from “how” questions to “what” questions. What do we need to teach? What do we need to keep in the curriculum?
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On 07/07/2026,
in 21st century, Access to Justice (A2J), Artificial Intelligence/Agents/LLMs/and Related, change, communities of practice, corporate / business world, curriculum, emerging technologies, expectations, experimentation, faculty/staff, future, game-changing environment, generational differences, higher education, human-computer interaction (HCI), innovation, instructional design, intelligent systems, law schools, Legal operations, legal reform, legal technologies, legislatures / government / legal,
by Daniel Christian
The Law School Deans Driving AI Innovation in Legal Education — from natlawreview.com by Shivani Vedhere, AI & the Law Newsletter; via Colin S. Levy
Artificial intelligence is no longer a peripheral issue for legal education. It is quickly becoming one of the central questions facing law schools: how to prepare future lawyers for a profession in which AI will affect research, client counseling, litigation strategy, access to justice, and the business of law.
For decades, law schools treated legal technology as an elective or a niche interest for students already inclined toward innovation. That era is ending. Law firms are adopting AI tools at scale and even investing in developing their own tools. Clients are asking harder questions about efficiency, cost, and competence. Courts are sanctioning lawyers and litigants for AI-generated hallucinations, with the number of identified cases in the United States now exceeding 1,000. Students entering the profession will be expected to keep up with this rapidly changing landscape.
The most forward-looking law schools are responding accordingly. That transformation is being driven in large part by a group of innovative law school deans who are treating AI not as a passing trend, but as a structural change in legal education.
These initiatives signal a broader shift in legal academia where law schools are no longer merely debating whether AI belongs in the curriculum. The more pressing question is how deeply, how early, and how responsibly AI should be integrated into legal education.
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On 07/07/2026,
in blended learning, colleges, communities of practice, community colleges, content development, aggregation, repositories, digital learning, faculty/staff, flipping -- inverted learning, higher education, hybrid learning, instructional design, K-12 related, learning, Learning Experience Design, Learning from the Living [Class] Room, learning theories, research, student-related, teachers, teaching & learning, United States, universities,
by Daniel Christian
Flipped Classrooms and Academic Achievement — from learningscientists.org by Megan Sumeracki
There are actually many, many ways to design a flipped classroom, and it has been fascinating to learn about the ways my colleague typically structures her hybrid, flipped-classroom courses. As a result, we’ve been able to engage in really interesting conversations about the best approach for this particular course, and why. As a result of some of these discussions, I came across a few recent meta-analyses related to the effects of flipped classrooms, the results of which I thought were worth sharing here (1, 2, 3).
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On 07/07/2026,
in 21st century, 24x7x365 access, career development, change, changing business models, collaboration, colleges, community colleges, competency-based learning/education, faculty/staff, future, future of higher education, game-changing environment, heutagogy, higher education, innovation, instructional design, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, liberal arts, more voice more choice more control, skills, society, student-related, teaching & learning, trends, United States, universities, vision/possibilities,
by Daniel Christian
Higher Education Can’t Wait for the Future to Arrive (Lev Gonick, Arizona State University) — from humanistxyz.substack.com by Allison Dulin Salisbury
“The biggest risk we face as a sector is assuming we can wait out AI.”
We have an opportunity right now to reorient the university around student experience—not as an aspiration, but as a necessity. I’m calling this shift TechEd, which I explore in detail in my LinkedIn series The TechEd Revolution.
AI poses a fundamental shift in how technology might empower students to own their discovery and educational journey, and to drastically reduce the friction that makes college so unappealing to so many.
To that end, we need to urgently redesign systems and opportunities around skills and competencies. That work should be far more advanced than it currently is. And one of the hardest challenges is rethinking how we operate as a workforce in academia.
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On 07/06/2026,
in business side of he, career development, change, colleges, community colleges, faculty/staff, higher education, parents/guardians, society, student-related, trends, United States, universities,
by Daniel Christian
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On 06/29/2026,
in Alternatives, business, career development, change, collaboration, colleges, community colleges, corporate / business world, corporate universities / corporate training, higher education, ideas, innovation, learning ecosystem, Learning Experience Design, pathways, project-based learning, real-world assignments, skills, society, strategy, student-related, training / L&D, UK, universities, workplace,
by Daniel Christian
Will learning curated by employers replace degrees? — from universityworldnews.com by Louise Nicol
If universities do not future-proof their offer through deeper and more credible partnerships with employers and industry, what exactly prevents employers from educating and training people themselves?
This is why the future of higher education depends on far deeper and more operational partnerships with industry. Not symbolic advisory boards or occasional guest lectures but genuine co-design of curricula, shared ownership of applied projects and clear accountability for graduate capability.
Universities that integrate live industry problems, cross-faculty collaboration and work-based learning into the core of their programmes make themselves harder to replace. Those that acknowledge the existence of external learning platforms and deliberately build them into a broader educational journey strengthen rather than weaken their position.
The real risk for universities is not replacement but marginalisation. Employers will not abandon universities out of hostility or ideology. They will do so pragmatically if universities fail to add distinctive value beyond what employers can now deliver themselves.
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On 06/29/2026,
in 21st century, Artificial Intelligence/Agents/LLMs/and Related, business side of he, career development, change, colleges, community colleges, corporate / business world, culture, emerging technologies, ethics, expectations, experimentation, faculty/staff, game-changing environment, generational differences, higher education, ideas, innovation, instructional design, intelligent systems, IT in HE, leadership, learning, learning agents, learning ecosystem, Learning Experience Design, liberal arts, morals/values, organizational change, pace of change, parents/guardians, personalized/customized learning, policy, reinvent, relationships, skills, society, strategy, student-related, teaching & learning, trends, United States, universities, vision/possibilities,
by Daniel Christian
The Current State of Play: AI in Higher Education and the Road Ahead — from er.educause.edu by Tanya Gamby, David Kil, Rachel Koblic, Paul LeBlanc, Mihnea Moldoveanu and George Siemens
The conventional explanation for this strategic vacuum points to the speed of technological change; it is moving too fast for institutions built for deliberation. That is true. . . and incomplete. The deeper issue is cultural. In fairness to higher education, many industries are struggling to keep up with the pace of AI advances. Higher education, however, moves even more slowly and is not built for the kind of transformational speed now underway. Getting institutional stakeholders to engage, rethink the work, and move faster may be the central challenge facing presidents and chancellors today, and that’s saying a lot in such volatile times.
From DSC:
I highlighted this paragraph because it hits upon the key item involved here — culture. “The deeper issue is cultural.” I think that’s a very true statement.
Part of the culture and setup of many institutions includes giving faculty members full rein of their classes and their departments. Faculty members have a great deal of leeway and power in how they do things. So trying to get X faculty members to get on board — including the Department Chairs — is not an easy task.
Another part of culture involves being willing — or not — to change in the first place. Some institutions are like Google and are used to making changes and being more innovative. But those institutions are not the norm, at least in my experience. And this doesn’t even address another topic the article mentioned — the pace of these changes. As the authors point out, most institutions of traditional higher education are not equipped to deal with the current pace of change (nor are most of our other types of institutions and our corporations as well).
I’m going to end this posting with another brief excerpt from the article:
Institutions rooted in human relationships, committed to truth-seeking, and oriented toward the full development of persons play a central role. AI cannot manufacture the experience of mattering to another human being. It cannot model intellectual courage or ethical discernment. It cannot build the kind of community in which students discover who they are and what they believe.
These are not small things. They are, in fact, the things most worth doing. At their best, colleges and universities are not only preparing better workers but shaping individuals and strengthening society.
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On 06/23/2026,
in Adobe, Artificial Intelligence/Agents/LLMs/and Related, business side of he, change, changing business models, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, cost of getting a degree, Daniel S. Christian, education technology, emerging technologies, experimentation, faculty/staff, funding / grants, game-changing environment, graphics, higher education, human-computer interaction (HCI), innovation, intelligent systems, IT in HE, learning ecosystem, liberal arts, library / librarians, new business models, Open AI, platforms, student-related, teaching & learning, technologies for your home, tools, trends, United States, universities,
by Daniel Christian
From DSC:
I used to be able to bring up Firefly on the web and use it “free” of charge — I didn’t have to go purchase tokens or credits. (I was actually paying for the Adobe Creative Cloud Pro suite of tools…so it wasn’t really free.)
But the other day I was trying to figure out what the latest pricing is at Adobe with that suite of tools and the use of credits for AI-based features. They say Adobe Creative Cloud Pro users get 4000 credits a month. Well, I have that suite and I’m still getting prompted to purchase credits. Firefly for individuals runs from $9.99 (2,000 credits/month) to $139.91 per month (50,000 credits per month). Not inexpensive, right? Below are other items along these lines.
The Era of Affordable AI Is Over. What Comes Next? — from builtin.com by Ameya Kanitkar
AI providers are shifting to usage-based billing for their services. AI fluency is more important now than ever to make the most of your tools to avoid unnecessary spending.
Summary: The era of cheap, flat-rate AI is ending as providers shift to usage-based billing. Every prompt now carries a direct cost, turning casual use into major budget risks, as seen when Uber depleted its 2026 AI budget in four months. Leaders must now track real-time value and token efficiency.
For a brief window, companies had access to the most transformative technology in a generation at the cost of a streaming subscription. Tools like ChatGPT put AI within reach of anyone with a browser and time for experimentation, while GitHub Copilot came in at just $10 a month, with token costs remaining relatively low. In the beginning, experimentation felt cost-effective, easy and relatively low-risk.
But that era is ending, and the bill is coming due faster than a lot of enterprise leaders anticipated.
The Fable of AI in Education — from downes.ca by Stephen Downes
Marc Watkins, Rhetorica, Jun 17, 2026
Tokenomics will be a hot topic of discussion on university campuses because, as Marc Watkins notes in this article, there is no realistic path forward to providing all students with access to advanced AI.
From this posting on LinkedIn.com from Dr. Nick Jackson:
And now there is a third layer emerging. Institutions are waking up to a systems-level question they are likely not remotely prepared for. Who pays for AI? How are budgets managed when there are unclear token consumption pricing models? How is AI procured? Who decides what tools get used and by whom and who gets access and at what level?
.
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