K-12 related

Deans for Impact Releases New Edition of The Science of Learning — from deansforimpact.org
Second edition of seminal report reflects new research amidst growing momentum for evidence-based instruction in teacher preparation and PK-12.

AUSTIN, Texas (May 19, 2026) – Deans for Impact (DFI) today released the second edition of The Science of Learning, a report translating cognitive-science research into practical implications for teaching. The updated edition includes new research on memory, attention, motivation, and learning misconceptions, offering educators a research-based foundation for understanding how to support durable student learning.

First released in 2015, The Science of Learning is DFI’s most widely-used and cited resource, with more than one million downloads. Since its publication, DFI has supported nearly 300 teacher-preparation programs to make instructional quality a priority in the way teachers are prepared, directly impacting more than 110,000 teachers over the last decade.

The second edition arrives at a moment when more than 40 states have made meaningful investments in strengthening evidence-based instruction, particularly in early literacy, mathematics, and the use of high-quality instructional materials. The science of learning supports future teachers to build a comprehensive foundation for instructional decision-making that cuts across content areas and grade levels.
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The report has been endorsed by more than 100 field experts and leading organizations across the United States and internationally.

Download the report at deansforimpact.org/thescienceoflearning.

An example excerpt:

“The sad fact is that we don’t teach learners how to be good at learning. Whether K12, higher ed, or organizations, it’s just not there.”

— from Clark Quinn’s posting entitled, Thoughts on meta-coaching!

From DSC:
I agree. We could do a much better job at this.

Three items re: AI in our learning ecosystems

On 05/16/2026, in 21st century, 24x7x365 access, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, bots, career development, change, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, education technology, emerging technologies, faculty/staff, game-changing environment, generational differences, higher education, human-computer interaction (HCI), innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, learning, learning ecosystem, Learning Experience Design, liberal arts, library / librarians, organizational change, pace of change, skills, student-related, teachers, teaching & learning, training / L&D, trends, United States, universities, vendors, workplace, by Daniel Christian

LinkedIn Grad’s Guide 2026: Starting your career in the AI era — from linkedin.com by Gianna Prudente
To help you head off in the right direction, we’ve identified where those starting their careers are finding opportunity, based on data from millions of LinkedIn member profiles.

While all of this is happening, colleges are still catching up. Many students are graduating without having spent much time learning how AI actually fits into day-to-day work — even as employers seek out those exact skills.

“Colleges are moving into an era of, we’ll let the faculty decide, which leads to a very uneven experience for students because some faculty are really into AI and other faculty are not,” says Jeff Selingo, a higher education strategist. “Employers are the same; they don’t really know how to act around early careers.”

Taken together, new grads are entering a uniquely challenging environment: fewer traditional entry points, slower turnover and a workplace that’s evolving faster than the systems preparing people for it.

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I knew my writing students were using AI. Their confessions led to a powerful teaching moment — from theguardian.com by Micah Nathan
The problem wasn’t just the perfectly polished, yet mediocre prose. It’s what’s lost when we surrender the struggle to translate thought into words

For a few moments, all was quiet except the classroom’s ticking radiators. Then, a teary-eyed confession: one of the ostensible authors said she only used AI because she was scared of looking stupid, of being criticized for bad writing. She said she loved writing stories and hated having used AI. But she couldn’t stop herself, recounting a sequence similar to an addict’s descent: at first she fed her story into AI for a grammar check, it suggested line edits and she accepted, then it asked if she wanted structural edits, then it offered to rewrite the entire piece.

The other would-be author admitted he had never written a short story before and he had an idea but didn’t know where to start. I asked him why he didn’t reach out to me for help. He shrugged.

One of the other students raised her hand, saying she didn’t understand why it was bad for AI to write stories as long as the stories are based on their ideas. More students spoke: one wanted to know how using AI was any different from using a human editor. Another wanted me to answer why, at a university that launched one of the world’s first AI research programs in 1959, were we even having this debate? Isn’t AI meant to make everyone’s life easier? Less stressful? Isn’t the point of AI to free humans from the tedium of rote tasks?

The conversation that followed their confessions was one of the most productive teaching moments of my eight years at MIT. Writing, I told them, isn’t supposed to be easy, and of course it can be tedious but that doesn’t make it rote. Writing isn’t just the production of sentences – it’s the training of endurance by way of sustained attention. It’s a way of learning what one thinks by attempting to say it.

This $10K AI School Promises to Future-Proof Your Career — from builtin.com by Matthew Urwin
Khan Academy, TED and ETS are starting a new program to equip students and professionals with the skills to thrive in an increasingly AI-driven economy. Here’s what you need to know.

Summary: The Khan TED Institute is a higher-education program that will teach students and workers how to use AI through interactive learning. The program’s AI-centric curriculum is an unproven approach, though, casting doubt on whether it will actually improve learning outcomes and career prospects.

Reflections on “Want Students to Build a Healthier Relationship With Technology? Start With The Arts” [Marshall]

On 05/16/2026, in Adobe, Apple, art, communications, communities of practice, content development, aggregation, repositories, creativity, Daniel S. Christian, design, digital audio, digital photography, digital storytelling, digital video, education technology, Emotion, engagement / engaging students, experimentation, faculty/staff, graphics, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, IT in HE, K-12 related, learning, learning ecosystem, Learning Experience Design, learning preferences, liberal arts, library / librarians, media/film, multimedia, music, new media literacies, online media, presentations, productivity / tips and tricks, professional development, reading, real-world assignments, simulations, skills, STEAM-related, student-related, teachers, teaching & learning, technology (general), tools, United States, universities, vendors, vision/possibilities, web design and production, by Daniel Christian

Want Students to Build a Healthier Relationship With Technology? Start With The Arts — from techlearning.com by Adrianna Marshall
Arts classrooms demonstrate what technology integration at its best can look like

But at a moment defined by rapid AI adoption and ongoing debates about screen time, the argument for protecting and investing in arts education needs to take on a new tone. The arts continue to be one of the most effective places in school for students to build healthier, more intentional relationships with technology.

In short, in the age of AI, we need the arts more than ever.
…
Digital composition software, notation tools, and recording platforms allow students to experiment, revise, and refine their ideas in ways that would have been far more time-consuming a decade ago. Students can layer tracks, hear immediate playback, annotate their own scores, and collaborate across devices. The same is true in other contexts besides music; in visual arts, for instance, a variety of digital drawing and painting platforms enable students to practice with new mediums, styles, and techniques without having to worry about supplies or messes. But in either case, the core intellectual work of looking and listening critically, understanding structure, and making aesthetic choices remains entirely human and part of the learning.

From DSC:
I agree. At one of my previous positions, I spent 10 years supervising a digital studio — helping professors and students use a variety of applications to create things. The applications were from Adobe, Apple, and a variety of smaller vendors. The deliverables could be graphics, edited soundtracks, music, videos, flyers, posters, collages, edited photographs, presentations, websites, and more. I longed for people to discover the power of multimedia to communicate their messages, tell stories, stir emotion, powerfully engage themselves (and others), and unleash their creativity.

There were several obstacles to our digital studio being more impactful at that institution. It was under the IT department, not the academic side of the house. It was in the basement of the library, where few students and faculty traveled. During those years, it was highly uncommon for faculty members to require multimedia-based assignments — so many students had to WANT to develop these skills on their own time. The majority of students didn’t see the value in developing the types of digital skills that we were trying to build…or they didn’t have the time.

Also relevant/see:

Want to boost early literacy skills? Try singing — from hechingerreport.org by Jackie Mader
Experts say music can help prepare children for reading success.

This $10K AI School Promises to Future-Proof Your Career [Urwin]

On 05/12/2026, in 21st century, 24x7x365 access, accessibility / UDL, Alternatives, Artificial Intelligence/Agents/LLMs/and Related, collaboration, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital learning, education, education reform, education technology, emerging technologies, entrepreneurship, experimentation, faculty/staff, Google, human-computer interaction (HCI), ideas, innovation, intelligent systems, intelligent tutoring, K-12 related, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning spaces, Microsoft, pace of change, platforms, productivity / tips and tricks, real-world assignments, reinvent, skills, staying relevant, student-related, teaching online, United States, universities, vendors, by Daniel Christian

This $10K AI School Promises to Future-Proof Your Career — from builtin.com by Matthew Urwin
Khan Academy, TED and ETS are starting a new program to equip students and professionals with the skills to thrive in an increasingly AI-driven economy. Here’s what you need to know.

Summary: The Khan TED Institute is a higher-education program that will teach students and workers how to use AI through interactive learning. The program’s AI-centric curriculum is an unproven approach, though, casting doubt on whether it will actually improve learning outcomes and career prospects.

Higher education might be on the verge of a radical overhaul to bring it up to speed in the age of artificial intelligence. At the TED2026 conference, Khan Academy, TED and ETS announced that they’re partnering to establish the Khan TED Institute — a new program that reorients the college curriculum around AI. By joining forces, the education technology trio aims to develop an alternative to traditional universities that better tracks student progress, teaches more relevant skills and provides a more personalized learning experience.

Accessibility is another major tenet of the Khan TED Institute. Its virtual nature allows anyone with an internet connection to participate in the program and makes it easier for students to move at their preferred pace. And because its curriculum prioritizes competency over course credits, advanced learners can complete the program in a shorter period. Time isn’t the only thing students can save on, either: The Institute promises a bachelor’s degree for less than $10,000, offering a much more affordable alternative to the typical four-year degree.

From DSC:
Faculty senates don’t do well with this pace of change. But to their credit, few organizations can begin to deal with this pace of change.

Why Sal Khan’s AI revolution hasn’t happened yet, according to Sal Khan — from chalkbeat.org by Matt Barnum

Three years ago, as Khan Academy founder Sal Khan rolled out an AI-powered tutoring chatbot, he predicted a revolution in learning.

So far, the revolution hasn’t happened, he acknowledges.

“For a lot of students, it was a non-event,” Khan told me recently about his eponymous chatbot, Khanmigo. “They just didn’t use it much.”

Khan gives this analogy: Imagine he walked into a class, sat in the back of the room, and waited for students to seek out help. “Some will; most won’t,” he said. That’s been the experience with AI tutoring, he said. It doesn’t necessarily make students motivated to learn or fill in gaps in knowledge needed to ask questions.

“AI is going to help,” said Khan of this reimagined Khan Academy. “But I think our biggest lever is really investing in the human systems.”

I wish I would have learned about these important financial, legal and medical things in high school! [Christian]

On 04/19/2026, in change, future, health, K-12 related, law schools, legislatures / government / legal, parents/guardians, relationships, student-related, youth, by Daniel Christian

From DSC:
I wish I had learned about the important financial, legal, and medical things (that are covered in the gifted article below) in high school!

How to Help Your Aging Loved Ones Plan for the Future— a gifted article from nytimes.com by Elie Levine
Learn as much as you can about setting up the financial, legal and medical components of late-in-life care — and do it earlier than you might think.

Making end-of-life plans for your loved ones can feel like a burden. It is, almost by definition, complicated, and it might require having difficult conversations and sorting through a seemingly endless stream of forms and terminology. But it’s essential to your family’s well-being — and it’s worth doing earlier than you might think.

The first thing to know: There’s no one-size-fits-all approach to planning. But think of this as a starter kit that covers how to handle your parents’ current or future health challenges, and how they’ll pay for medical care. (Knowing about their medications, current finances and living situation can also help you prepare for an emergency medical situation.) Below are some of the questions to consider and discuss with your loved ones.

“Learning ecosystems begin with people.” — Getting Smart

On 04/17/2026, in apprenticeships, collaboration, credentialing, education, education reform, engagement / engaging students, experimentation, ideas, internships, K-12 related, learning ecosystem, Learning Experience Design, more voice more choice more control, society, student-related, teachers, United States, youth, by Daniel Christian

“Learning ecosystems begin with people.” — Getting Smart

ASU/GSV Summit

There’s something about walking into a space like the ASU+GSV Summit that feels a little like stepping into a living, breathing idea. You hear fragments of possibility in passing conversations, see it in the way people lean in a little closer during sessions, feel it in the quiet moments when something lands and you know it’s going to stay with you. This year, what lingered wasn’t just the talk of innovation; it was a deeper pull toward something more human. A reminder that before we build better systems, we have to create better conditions for dreaming. And there’s a kind of quiet joy that emerges when educators find each other in that work, when ideas connect, and you can feel the bridges across networks and ecosystems getting stronger in real time.

And dreaming is not a given. It requires space, safety, and adults who understand the weight of what they’re holding. The most powerful moments weren’t about what we can do for learners, but how we show up with them. Adults who are still learning, still stretching, still willing to have their thinking reshaped are the ones who make room for young people to imagine beyond what they’ve seen. That kind of space doesn’t happen by accident. It’s protected. It’s intentional. It’s built by people who know their non-negotiables, who draw clear lines around dignity and belonging so learners can take risks without fear of losing themselves in the process.

Across conversations on pathways, experience, and AI, there was a steady undercurrent. Knowledge alone isn’t carrying the day anymore. Young people need chances to test, to try, to wrestle with ideas in real contexts. That’s where wisdom starts to take shape. AI showed up as a partner in that work, not the main character, but a tool that can expand thinking when used well. Still, the heartbeat of it all is human. It’s the relationships, the networks, the shared belief that we don’t have to do this alone. When adults come together to learn, to challenge each other, and to build something bigger than their own corner, they create the kind of ecosystems where young people don’t just prepare for the future, they begin to shape it.

Also from Getting Smart:

Knowledge is No Longer Enough: Why Experience and Wisdom are Education’s New Priorities — from gettingsmart.com/ by Mason Pashia and Aaron Schorn
Town Hall: Experience Matters
Jean-Claude Brizard on the Center for Learner Pathway Innovations
Key Points
* Design pathways as “unbounded” and co-created: Build systems where learners have real agency and visibility into options—without being locked into narrow tracks or regional constraints.
* Modernize credentialing to recognize all learning: Districts should capture and verify learning from internships, projects, and out-of-school experiences (e.g., via learner records/verified experiences) so students can communicate value to employers and colleges.

What’s one way your school is helping students discover that they matter? [Steven Hornyak]

On 04/15/2026, in education, education reform, Emotion, engagement / engaging students, ideas, K-12 related, student-related, teachers, United States, vision/possibilities, youth, by Daniel Christian

Steven Hornyak’s posting on LinkedIn is here.

The quest to build a better AI tutor [Barshay]

On 04/06/2026, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, digital learning, education, education technology, emerging technologies, engagement / engaging students, future, game-changing environment, generational differences, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning theories, online learning, participation, personalized/customized learning, research, student-related, teachers, technologies for your home, United States, universities, by Daniel Christian

The quest to build a better AI tutor — from hechingerreport.org by Jill Barshay
Researchers make progress with an older ed tech idea: personalized practice

One promising idea has less to do with how an AI tutor explains concepts and more with what it asks students to practice next.

A team at the University of Pennsylvania, which included some AI skeptics, recently tested this approach in a study of close to 800 Taiwanese high school students learning Python programming. All the students used the same AI tutor, which was designed not to give away answers.

But there was one key difference. Half the students were randomly assigned to a fixed sequence of practice problems, progressing from easy to hard. The other half received a personalized sequence with the AI tutor continuously adjusting the difficulty of each problem based on how the student was performing and interacting with the chatbot.

The idea is based on what educators call the “zone of proximal development.” When problems are too easy, students get bored. When they’re too hard, students get frustrated. The goal is to keep students in a sweet spot: challenged, but not overwhelmed.

The researchers found that students in the personalized group did better on a final exam than students in the fixed problem group. The difference was characterized as the equivalent of 6 to 9 months of additional schooling, an eye-catching claim for an after-school online course that lasted only five months.
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To address this, Chung’s team combined a large language model with a separate machine-learning algorithm that analyzes how students interact with the online course platform — how they answer the practice questions, how many times they revise or edit their coding, and the quality of their conversations with the chatbot — and uses that information to decide which problem to serve up next.

Two items re: teaching at the K-12 level in Michigan

On 04/06/2026, in career development, education, education reform, K-12 related, learning ecosystem, Michigan, neurodivergent/special needs, teachers, by Daniel Christian

Michigan schools may be leaning harder on subs. See your district’s shift in teaching staff. — from mlive.com by Jackie Smith

School districts across Michigan could be increasingly leaning on new and substitute teachers in the classroom, according to the latest K-12 staffing data tracked by the state.

Michigan’s Center for Educational Performance and Information updated staffing counts for districts through the current 2025-26 school year in late March, and the numbers largely confirm trends illustrated in other datasets.

The total number of teachers is on the rise ? with fewer sticking around more than a handful of years ? even as student enrollment goes down, and districts are continuing to use subs to fill in the gaps.

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From DSC:
One of our daughters obtained the credentials to teach in the elementary schools of Michigan. She was a very relational teacher and she taught at several schools over several years, but the straw that broke the camel’s back was when she taught at a school where:

They would have to evacuate the classrooms at times if a student was going through the roof (emotion-wise)
The students hit the principal
The students often didn’t listen to or obey her instructions — which constantly tested her patience and drained her energy
Many of the parents were not on the same team as the teachers — for a variety of complex reasons
…and for other reasons as well.

The system was discouraging. It was too much to bear. So the system lost another good teacher.

Also see:

Michigan’s teacher shortage could be stabilizing, but data shows there’s a catch — from mlive.com by Jackie Smith

Michigan’s K-12 teacher workforce could be stabilizing, but schools across the state may be increasingly relying on educators working virtually or across multiple districts and those who are not fully certified, according to the latest data.

The Education Policy Innovation Collaborative (EPIC) at Michigan State University released its 2026 teacher shortage report earlier this month, which tracks hiring and vacancy trends, as well as what subjects are particularly impacted by fluctuations.

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Special education positions see the biggest vacancy rates
The vacancy rate for special education teachers is nearly double is nearly double the statewide average overall.

According to the report, more than 5% of special ed full-time equivalent positions were vacant in fall 2024.

MSU’s Education Policy Innovation Collaborative attributed at least some of that to the higher attrition from teachers that special ed positions see compared to other disciplines.

AI and the Law: What Educators Need to Know About Responsible Use in a Rapidly Changing Landscape — from rdene915.com by Dr. Rachelle Dené Poth, JD

As both an attorney and educator who has spent more than eight years researching, teaching, presenting, and writing about AI, I have worked with schools across K–12 and higher education that are navigating these exact questions. The legal implications of AI are not barriers to innovation, but I consider them to serve as guardrails that assist schools with adopting technology responsibly. The key is protecting students, educators, and institutions and staying informed. Understanding the legal landscape and any potential legal implications as a result of the use of AI in classrooms helps schools move forward with confidence rather than hesitation.

Sections of Rachelle’s posting include:

Why AI and the Law Matter in Education
Key Laws That Shape AI Use in Schools
Data Privacy and Vendor Responsibility
Transparency Builds Trust With Students and Families
Accessibility, Equity, and Emerging Legal Considerations
Teaching Digital Citizenship With AI Literacy
Supporting Schools and Organizations Through AI and Legal Guidance
Moving Forward With Confidence

5 Tech Strategies to Enhance Student-Led Learning — from edutopia.org by Rachelle Dené Poth
While technology has potential to distract students, it can also boost engagement and help them actively demonstrate their learning.

Over the years, I have learned that engagement doesn’t happen simply by adding technology. It increases when we give students more ownership by designing experiences that allow them to build, collaborate, reflect, and teach one another. Depending on how we use it, technology can either amplify engagement or distract from it. Technology can help build students’ confidence in learning, but it can also lead to passivity. When technology is used to amplify students’ voice, choice, and ownership in learning, their engagement will naturally increase.

Here are five strategies and some digital tools that can be used across grade levels and content areas to boost student engagement, build confidence, foster collaboration, and support meaningful learning experiences.

Project-Based Learning (PBL)
Implementing a PBL Design Challenge in Your School — from edutopia.org by Lisa Beck & Kim Mishkin
A weeklong, schoolwide project-based learning challenge encourages students to try to tackle meaningful problems.

For the past five years, Hudson Lab School (HLS), a K–8 progressive school committed to project?based learning (PBL), has kicked off each school year with an exciting tradition: Design Challenge Week. In five days, students take on a real?world problem, explore each phase of the design process, and present what they created and learned to an authentic audience. Design Challenge Week introduces concepts that students will revisit all year and offers a model for how any educational setting could experiment with PBL on a smaller scale. Even short, well?designed challenges can lead to deeply engaged learning experiences.

How to Give Students Directions They Actually Understand — from edutopia.org by Mary Davenport
Making small changes in your instructions can have a significant impact on students’ understanding and engagement.

No more than a minute after you’ve provided instruction on the day’s targeted content and given students directions for their next task, some brave soul utters the line that brings tired teachers to their knees: “What are we supposed to be doing?”

None of us want this. As teachers, we all want students to fully understand what they’re supposed to be doing so that they can be successful as they do it.

Good news: A few small changes in how we give directions can be the lever that boosts student understanding and engagement.

“The Future of College in an AI World” [Selingo] + other items re: AI in our learning ecosystems

On 03/18/2026, in 21st century, 24x7x365 access, adjunct faculty, Artificial Intelligence/Agents/LLMs/and Related, bots, colleges, communities of practice, community colleges, corporate / business world, digital learning, emerging technologies, experimentation, faculty/staff, future, future of higher education, game-changing environment, generational differences, Google, higher education, human-computer interaction (HCI), ideas, innovation, intelligent systems, K-12 related, leadership, learning ecosystem, liberal arts, Michigan, multimedia, music, Open AI, student-related, teachers, teaching & learning, tools, United States, universities, vendors, by Daniel Christian

The Future of College in an AI World — from linkedin.com by Jeff Selingo
In today’s issue: The tension over AI in higher ed; application inflation continues and testing is back; what’s the future of the original classroom technology, the learning management system.

Hundreds of higher ed and industry leaders gathered Tuesday for a summit
on AI and the future of learning at the University of Michigan.
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Conversations like the one we had at Michigan this week are necessary, but the action rarely matches the ambition.

We say the humanities are the operating system of an AI world, yet students and parents don’t believe it. They’re voting with their feet toward STEM, business, and narrowly tailored majors they believe will lead to a job.
Meanwhile, colleges are quietly eliminating the very humanities degrees the panelists were championing, employers are cutting the entry rungs off the career ladder for new graduates, and as Podium Education co-founder Christopher Parrish reminded us yesterday, there’s a yawning gap between demand for experience and the internships that actually exist.

AI Music Generators: Teaching With These Catchy AI Tools — from techlearning.com by Erik Ofgang
AI music generators are getting better and better, and there are more applications in the classroom as a result.

Are All AI Music Generators More Or Less The Same?
No. After experimenting with a few various free ones, I found a wide range of quality with the same prompts.

Gemini is the only one I’d currently recommend. It’s user-friendly but limited and only creates 30-second clips. Other music generators could potentially outperform Gemini with prompt adjustments. The ones I tried did better with the instrumentals but struggled more with the lyrics, and that kind of defeated the purpose of the tool for me.

ChatDOC: Teaching With The AI Summarizing Tool — from techlearning.com by Erik Ofgang
ChatDOC lets users turn any PDF into an AI chatbot that can summarize the text, answer questions, and generate quizzes.

What Is ChatDOC?
ChatDOC is an AI designed to help users interact with PDFs of various types, be it research papers, short stories, or chapters from larger works. Users upload a PDF and then have the opportunity to “chat” with that document, that is speak with a chatbot that bases its answers off of the uploaded text.

ChatDOC can perform tasks such as provide a short summary, search for specific terms, explain the overall theme if it’s a work of literature, or unpack the science in a research paper.

Other similar tools are out there, but ChatDOC is definitely one of the better PDF readers I’ve used. Its free version is quick and easy-to-use, and delivers on its promise of providing an AI that can discuss a given document with users and even quiz them on it.

From AI access to workforce readiness — from chieflearningofficer.com by Johnny Hamilton, Amy Stratbucker, & Brad Bigelow
Is your workforce using the right tool with an outdated mindset and playbook? Why old playbooks fall short — and what learning leaders must do next.

The leadership opportunity
Organizations do not need to predict every future AI capability. They need systems that allow people to explore with curiosity, practice safely, reflect deeply and adapt continuously — starting with what they already have and extending as capabilities evolve.

For CLOs, this is a moment to lead from the center of change — designing workforce readiness that keeps pace with accelerating technology while making work more rewarding for employees and more valuable for the organization. That is how AI moves from the promise of transformation to demonstrated readiness and, ultimately, from promise to performance.

Addendums on 3/19/26:
How to Build Practice-Based Learning Activities with AI — from drphilippahardman.substack.com by Dr Philippa Hardman
Four evidence-based methods for designing, building & deploying active learning activities with your favourite LLM

Most L&D teams are using AI to make content faster. The real opportunity is using it as a practice engine.

The Synthesia 2026 AI in L&D Report f2026 AI in L&D Report found that the fastest-growing areas of planned AI adoption aren’t in content creation — they’re in assessments and simulations (36%), adaptive pathways (33%), and AI tutors (29%). In other words: L&D teams are starting to realise that the most powerful use of AI isn’t producing learning materials. It’s creating environments where learners actually practise.

And you can build these right now — no dev team, no custom platform, no code. Each method below includes a prompt you can paste into your preferred AI tool to generate a working interactive prototype: a self-contained practice activity with a briefing screen, a live AI interaction, and a debrief — all running in the browser, ready to share with stakeholders or deploy to learners.

OpenAI Adds Interactive Math and Science Learning Tools to ChatGPT — from campustechnology.com by Rhea Kelly

Key Takeaways

ChatGPT adds interactive learning tools: OpenAI introduced interactive math and science visualizations that allow users to explore formulas, variables, and relationships in real time.
The tool currently covers over 70 core math and science topics and is aimed initially at high school and college-level learners.
Users can adjust variables, manipulate formulas, and immediately see how changes affect graphs and outcomes.

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