Two years ago, AI broke assessment. Now, it’s helping us to reinvent it. — from linkedin.com by Dr. Philippa Hardman


Also from Dr. Hardman, see:


A new study shows AI helped deliver 1.5 years of maths progress in 8 weeks — here’s how. — from linkedin.com by Dr. Philippa Hardman

…a new study shows AI helped deliver 1.5 years of maths progress in 8 weeks — here’s how.

Google DeepMind just shared the results of a randomised trial involving 1,763 students. Half used Gemini’s “Guided Learning” to learn maths; half didn’t.

The result: the group working with AI gained the equivalent of 1.2 to 1.7 years of extra progress compared to those who didn’t.

It’s tempting to read this as “Gemini’s Guided Learning mode works!” But the key point here is that Gemini didn’t work alone….

Look closer, and what made the difference wasn’t just the tech — it was a great teacher making expert use of it.

 

The Tyranny of College Admissions: Why It’s So Challenging to Have Real Change in K-12 Education — from gettingsmart.com by Jon Alfuth

Key Points

  • College admissions policy shapes K-12 practice. If colleges continue to privilege course sequences, seat time, and grades, high schools will remain constrained in how far they can move toward competency-based learning.
  • States and institutions already offer models for change. Wisconsin, Colorado, Indiana, and pilots like CUNY and Michigan Ross show that admissions can incorporate portfolios, demonstrations of learning, and durable skills.

If we could instead orient K-12 education around skill development and application rather than Carnegie Units and grades, we could create a new paradigm for where, when and how students demonstrate college and career readiness. Competency-based education moves schools and systems towards this desirable future that balances knowledge with skills. 

Despite tremendous evidence of its potential, efforts to accelerate this shift have been stymied by the tyranny of college admissions requirements and processes. Parents, teachers, administrators and policymakers end up in a quandary. Anyone attempting to shift away from this traditional course sequence is criticized as trying to lock kids out of higher education and we snap back to the way things have always been done. 

 

Why Students Aren’t All In on AI—And What They Want From Colleges — from insidehighered.com by  Colleen Flaherty
New Student Voice data reveal students are embracing AI as a learning tool while worrying about dependence, career disruption and inconsistent institutional responses.

Read on for six takeaways from the survey and additional insights—including how institutions can start to close the gap between students’ optimism about AI as a learning tool and their faith in their colleges’ ability to help them navigate change.

Takeaway 1: More students are using AI than ever for coursework, while a significant share—20 percent—remain resisters.

Takeaway 2: “Worried about dependence” is the most common student stance on AI.

Takeaway 3: A majority of all students expect AI to somewhat (39 percent) or very (16 percent) negatively impact their career prospects.

Takeaway 4: Just one in 10 students says that their institution is handling AI’s rise very well, in a thoughtful and proactive way.

…and more >>

 

 
 

American Microschools 2026 Sector Analysis — from microschoolingcenter.org

The National Microschooling Center just published its latest report, the American Microschools 2026 Sector Analysis, it’s most ambitious yet.

This report comprises the most thorough research published to date on microschools in America, examining 1,000 microschools located in all 50 states, the District of Columbia and Puerto Rico. Most are currently operating, with prelaunch microschools as well as those which have closed their doors also included.

This 2026 edition of the annual American Microschools Sector Analysis series by the National Microschooling Center includes questions on a number of new topics, including ways microschools are impacted by different regulatory and policy stipulations, specifics of educational, business and operational aspects within the microschooling sector. Other questions revisit topics examined in previous studies, to illuminate trends over time and effects of growth and evolution on the ways microschools operate.

 
 


Rethinking Learning Design in Elementary Schools — from edcircuit.com
Why K–5 leaders must redesign—not just adopt—technology to restore attention, deepen thinking, and align AI with how children actually learn

Rethinking learning design in elementary schools is critical as screen time and AI reshape attention, thinking, and student engagement.

Designing for Thinking, Not Just Doing
At its core, learning design must shift from task completion to thinking development.

This requires creating environments where students:

  • Spend time processing ideas
  • Work through confusion without immediate answers
  • Build persistence through challenge

It also requires clarity around the role of technology.

Technology should:

  • Extend thinking
  • Provide meaningful feedback
  • Support exploration

It should not:

  • Replace effort
  • Short-circuit reasoning
  • Eliminate productive struggle

The goal is not to reduce technology use.

It is to ensure that students remain the ones doing the thinking.


Should We Integrate AI into Our Teaching?: Evidence-Based Guidelines for Deciding When AI Belongs — from Faculty Focus by Norman Eng, EdD

Four Questions for Deciding Whether to Use AI

Question 1: Will this AI tool help students use, recall, and demonstrate understanding of core disciplinary content?
Question 2: Will this AI tool require students to apply their learning to a new context?
Question 3: Will this AI tool support—not replace—independent, evidence-based reasoning?
Question 4: Will this AI integration preserve meaningful human interaction?


 

OPINION: If higher education wants to rebuild public trust, start with making college affordable — from hechingerreport.org by John B. King, Jr.
Addressing high tuition, food insecurity and child care needs are important first steps

Higher education is under siege, with many students and parents balking at high costs. In a series of op-eds, university leaders lay out their efforts to keep college affordable. This is the first in the series.

For many people across the country, paying for college is the largest investment they will ever make. Increasingly, it’s one that feels out of reach.

Over the past two decades, tuition and fees at private, national universities have jumped by 112 percent; at some “elite” and highly selective schools the annual cost of attendance now approaches $100,000.

If higher education is to rebuild public trust, affordability can’t be an afterthought. It must be at the center of our strategic focus.


Also from The Hechinger Report, see:



Addendum on 6/10/25:

The Real Mission of Higher Education Is Hiding in Plain Sight — from insidehighered.com by  John Warner
A guest post laying out a path forward for all institutions.

Most colleges and universities are not actually organized around learning. They’re organized around teaching, research productivity, rankings, revenue, and the preservation of institutional prestige. Students sense this, even when they can’t articulate it. The public senses it, too. Academic researchers themselves have been making this argument for decades, but it has rarely felt more urgent than it does right now.

The Yale report says, wisely, that “trust is earned by doing what you say you’re going to do.” Universities say they’re about learning. The way to rebuild trust is to actually mean it and to build institutions that prove it.

The Yale committee is right that trust must be rebuilt through action over messaging. The most fundamental action, and the one most often overlooked, is this: Get learning right.

 

Christian: Could this be a part of our future learning ecosystems?


From DSC:
Could this be a part of our future learning ecosystems? Education as a personalized content feed.


Coursera wants users to learn through shorter, faster content  — from digitaltrends.com by Moinak Pal
Coursera wants online learning to feel more like TikTok
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Online learning platform Coursera is taking a page straight out of TikTok’s playbook. The company has launched a new AI-powered feed designed to serve short-form educational content in a scrollable, personalized format, signaling a major shift in how digital learning platforms may try to keep users engaged.

The feature introduces bite-sized video lessons, clips, and explainers curated through artificial intelligence based on a user’s interests, learning habits, career goals, and previous course activity. Instead of committing to hour-long lectures or full certification programs upfront, users can now discover short educational snippets designed to make learning feel more casual, accessible, and addictive.

Users scroll through a feed of short educational videos and AI-curated learning moments covering topics ranging from coding and business to AI, productivity, data science, and personal development.

 

Summer 2026 with the Michigan Learning Channel:
2026 Summer Activity Books Now Available!

Get ready for a summer full of learning, fun, and skill-building! The Michigan Learning Channel’s 2026 Summer Activity Books are now on sale—created to help kids stay engaged, curious, and confident all summer long.

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Former foster youth face very low odds of college or workforce success. Some people are trying to change that — from hechingerreport.org by Olivia Sanchez
College-based programs connect students with each other and with basic needs resources

The Guardian Scholars Program at Sacramento State is one of hundreds around the country designed to help students who are former foster youth stay enrolled, thrive academically and graduate with plans to build stable careers. It offers a window into policies that work — from scholarships to housing help to social connections for emotional support — at a time when the federal government has begun focusing renewed attention on these students and holding out the promise of more investment in them.

Former foster youth — a term that includes anyone who has spent time in the child welfare system, typically due to abuse or neglect — have some of the worst college graduation rates of any demographic group. An estimated 8 to 11 percent of former foster youth go on to earn any college degree, compared to 49 percent of adults overall, according to one analysis. They also typically have lower rates of employment and lower earnings than their peers with similar levels of education. 

 

4 Strategies For Teaching With AI Effectively — from techlearning.com by Erik Ofgang
Health sciences professor Humberto López Castillo urges students to use AI to help with science research, but never to lose sight of the human element.

Castillo, a trained pediatrician and professor in the Department of Health Sciences, has also seen students use AI in creative ways to promote public health understanding, and as a research tool. For one project, Castillo asks students to explain health concepts from class to non-experts, and since he started encouraging students to use AI, he’s seen the projects get better. Students have created health-themed board games and Hamilton-style rap songs. Others have designed AI to aid in health research in ways that wouldn’t be possible without the technology.

This compassionate and student-centered approach to AI use is part of why Castillo was named Superhuman (formerly Grammarly’s) 2026 Educator of the Year.
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“You are the one who’s responsible for that writing,” Castillo tells his students. “Your name is the only name that’s going to be among the published authors, so you are the one who needs to verify those sources.”

He adds that rather than being a drawback, allowing students to make these types of mistakes with AI use in the college setting has value.

“It is a teaching opportunity,” Castillo says. “This is the moment to make those mistakes.”

 

What Michigan schools reveal about reversing chronic absenteeism — from hechingerreport.org by Jill Barshay
Time-intensive home visits show promise

Absenteeism is a huge and seemingly intractable problem for the nation’s public schools. And Michigan has one of the worst attendance rates in the country.

Yet a new study released in May offers hope. Researchers found that some Michigan schools appear to be substantially better than others at getting students to show up, and identified one intervention — frequent home visits to families whose children are absent from class — that was used more often by schools making a difference.

The findings are a reminder that “best practices” recommendations often overstate what researchers actually know. Schools can make a meaningful difference in attendance, but identifying genuinely successful schools is hard, isolating why they succeed is even harder, and simple solutions rarely hold up under scrutiny.

 

What AI-Enabled Education Actually Looks Like When It’s Working for Workforce Students — from gettingsmart.com by Stephen Griffin

Key Points

  • Institutions can use AI to make skills, pathways, and job outcomes visible to students and employers in ways traditional transcripts cannot.
  • Academic affairs, workforce development, career services, and employers need a shared definition of readiness and competency before tools can deliver meaningful value.

The second is portable competency records. Learning and employment records — AI-enabled documentation of what a student knows and can do, expressed in language employers recognize — are the infrastructure that makes credentials legible across the education-to-employment continuum. When a student can show an employer not just “completed Supply Chain Management 101” but “demonstrated proficiency in inventory optimization, route planning, and logistics software at the industry-recognized level,” the credential stops being abstract. It becomes evidence. Building these records requires investment in tools, yes — but more importantly, it requires faculty, workforce development staff, and employer partners to agree on what competency actually looks like before the technology is ever purchased.


 

 

When Students Don’t Show Up, Everyone Pays — from thelearningcounsel.com by Dr. Atiya Y. Perkins

The imagined student is disengaged, indifferent, choosing video games over algebra. The actual student is frequently exhausted. She may be the oldest child in a household where a parent is ill, which means she is responsible for getting younger siblings fed and out the door before she can even think about her own way to school. He may be managing an untreated health condition because his family cannot afford consistent medical care. They may have moved three times since September and still haven’t fully sorted out transportation to a building they barely feel they belong to.

Toldson’s research documents more than 70 distinct barriers that contribute to chronic absenteeism, and very few of them have anything to do with motivation. Housing instability, food insecurity, unaddressed mental health needs, and unreliable transportation all appear on that list. So does something we rarely discuss openly: the growing number of students who have caregiving responsibilities that would overwhelm even the most capable and supported adults.

Understanding this should fundamentally change how we respond. A court referral does not help a student whose bus route was eliminated. A warning letter does not make a family that moved last month feel more at home. Instead, these warnings and referrals actively damage the relationship between schools and the families we most need to reach, at precisely the moment when trust is the only currency that matters.

 
© 2025 | Daniel Christian