teachers

“AI agents that can train thousands of employees simultaneously” [Nuñez], “Introducing Claude for Education” [Anthropic], + other items re: AI in our LEs

On 04/03/2025, in adult learning, Artificial Intelligence/Agents/LLMs/and Related, chemistry, cloud-based computing / apps / other cloud-related, colleges, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, design, education technology, emerging technologies, experimentation, future, future of higher education, game-changing environment, generational differences, Google, graphics, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning spaces, lifelong learning, mathematics, multimedia, Open AI, pedagogy, platforms, productivity / tips and tricks, student-related, teachers, teaching & learning, tools, training / L&D, trends, United States, universities, vendors, workplace, youth, by Daniel Christian

Uplimit raises stakes in corporate learning with suite of AI agents that can train thousands of employees simultaneously — from venturebeat.com by Michael Nuñez|

Uplimit unveiled a suite of AI-powered learning agents today designed to help companies rapidly upskill employees while dramatically reducing administrative burdens traditionally associated with corporate training.

The San Francisco-based company announced three sets of purpose-built AI agents that promise to change how enterprises approach learning and development: skill-building agents, program management agents, and teaching assistant agents. The technology aims to address the growing skills gap as AI advances faster than most workforces can adapt.

“There is an unprecedented need for continuous learning—at a scale and speed traditional systems were never built to handle,” said Julia Stiglitz, CEO and co-founder of Uplimit, in an interview with VentureBeat. “The companies best positioned to thrive aren’t choosing between AI and their people—they’re investing in both.”

Introducing Claude for Education — from anthropic.com

Today we’re launching Claude for Education, a specialized version of Claude tailored for higher education institutions. This initiative equips universities to develop and implement AI-enabled approaches across teaching, learning, and administration—ensuring educators and students play a key role in actively shaping AI’s role in society.

As part of announcing Claude for Education, we’re introducing:

Learning mode: A new Claude experience that guides students’ reasoning process rather than providing answers, helping develop critical thinking skills
University-wide Claude availability: Full campus access agreements with Northeastern University, London School of Economics and Political Science (LSE), and Champlain College, making Claude available to all students
Academic partnerships: Joining Internet2 and working with Instructure to embed AI into teaching & learning with Canvas LMS
Student programs: A new Claude Campus Ambassadors program along with an initiative offering API credits for student projects

A comment on this from The Rundown AI:

Why it matters: Education continues to grapple with AI, but Anthropic is flipping the script by making the tech a partner in developing critical thinking rather than an answer engine. While the controversy over its use likely isn’t going away, this generation of students will have access to the most personalized, high-quality learning tools ever.

Should College Graduates Be AI Literate? — from chronicle.com by Beth McMurtrie (behind a paywall)
More institutions are saying yes. Persuading professors is only the first barrier they face.

Last fall one of Jacqueline Fajardo’s students came to her office, eager to tell her about an AI tool that was helping him learn general chemistry. Had she heard of Google NotebookLM? He had been using it for half a semester in her honors course. He confidently showed her how he could type in the learning outcomes she posted for each class and the tool would produce explanations and study guides. It even created a podcast based on an academic paper he had uploaded. He did not feel it was important to take detailed notes in class because the AI tool was able to summarize the key points of her lectures.

Showing Up for the Future: Why Educators Can’t Sit Out the AI Conversation — from marcwatkins.substack.com with a guest post from Lew Ludwig

The Risk of Disengagement
Let’s be honest: most of us aren’t jumping headfirst into AI. At many of our institutions, it’s not a gold rush—it’s a quiet standoff. But the group I worry most about isn’t the early adopters. It’s the faculty who’ve decided to opt out altogether.

That choice often comes from a place of care. Concerns about data privacy, climate impact, exploitative labor, and the ethics of using large language models are real—and important. But choosing not to engage at all, even on ethical grounds, doesn’t remove us from the system. It just removes our voices from the conversation.

And without those voices, we risk letting others—those with very different priorities—make the decisions that shape what AI looks like in our classrooms, on our campuses, and in our broader culture of learning.

Turbocharge Your Professional Development with AI — from learningguild.com by Dr. RK Prasad

You’ve just mastered a few new eLearning authoring tools, and now AI is knocking on the door, offering to do your job faster, smarter, and without needing coffee breaks. Should you be worried? Or excited?

If you’re a Learning and Development (L&D) professional today, AI is more than just a buzzword—it’s transforming the way we design, deliver, and measure corporate training. But here’s the good news: AI isn’t here to replace you. It’s here to make you better at what you do.

The challenge is to harness its potential to build digital-ready talent, not just within your organization but within yourself.

Let’s explore how AI is reshaping L&D strategies and how you can leverage it for professional development.

5 Recent AI Notables — from automatedteach.com by Graham Clay

1. OpenAI’s New Image Generator
What Happened: OpenAI integrated a much more powerful image generator directly into GPT-4o, making it the default image creator in ChatGPT. Unlike previous image models, this one excels at accurately rendering text in images, precise visualization of diagrams/charts, and multi-turn image refinement through conversation.

Why It’s Big: For educators, this represents a significant advancement in creating educational visuals, infographics, diagrams, and other instructional materials with unprecedented accuracy and control. It’s not perfect, but you can now quickly generate custom illustrations that accurately display mathematical equations, chemical formulas, or process workflows — previously a significant hurdle in digital content creation — without requiring graphic design expertise or expensive software. This capability dramatically reduces the time between conceptualizing a visual aid and implementing it in course materials.
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The 4 AI modes that will supercharge your workflow — from aiwithallie.beehiiv.com by Allie K. Miller
The framework most people and companies won’t discover until 2026

Outsourcing Thought: The Hidden Cost of Letting AI Think for You — from linkedin.com by Robert Atkinson

I’ve watched it unfold in real time. A student submits a flawless coding assignment or a beautifully written essay—clean syntax, sharp logic, polished prose. But when I ask them to explain their thinking, they hesitate. They can’t trace their reasoning or walk me through the process. The output is strong, but the understanding is shallow. As a professor, I’ve seen this pattern grow more common: AI-assisted work that looks impressive on the surface but reveals a troubling absence of cognitive depth underneath.

This article is written with my students in mind—but it’s meant for anyone navigating learning, teaching, or thinking in the age of artificial intelligence. Whether you’re a student, educator, or professional, the question is the same: What happens to the brain when we stop doing our own thinking?

We are standing at a pivotal moment. With just a few prompts, generative AI can produce essays, solve complex coding problems, and summarize ideas in seconds. It feels efficient. It feels like progress. But from a cognitive neuroscience perspective, that convenience comes at a hidden cost: the gradual erosion of the neural processes that support reasoning, creativity, and long-term learning.

Some tips for educators from eduptopia.org

On 04/02/2025, in education, engagement / engaging students, ideas, instructional design, K-12 related, learning, learning ecosystem, Learning Experience Design, student-related, teachers, by Daniel Christian

3 Strategies for Asking Better Questions. — from edutopia.org by Cathleen Beachboard
By reframing your questions slightly, you can create more opportunities for students to think deeply, reflect, and engage.

Try these reframes:

Instead of Why didn’t you finish the assignment? ask, What helped you complete the parts you did finish?
Instead of What’s the problem with this argument? ask, What’s a strength in this argument that you could build on?

Tip for question formation: Identify the problem-based question, shift the focus to strengths or opportunities, and ask in a way that encourages forward movement.

Using Weekly Routines to Build Speaking Skills — from edutopia.org by Marianne Rule
These six strategies guide students to build confidence in their speaking skills through low-stakes, highly engaging discussions.

By making dialogue a daily practice, we equip students not just for academic success but for meaningful engagement with the world. Even small shifts—like dedicating five minutes to student-generated prompts—can positively shape classroom culture at a time when conversations can feel like battles that are won or lost.

What to Do When Your Lesson Goes Kaput — from edutopia.org by Sarah Gonser
Teacher-tested strategies for handling instructional snafus—including when to call it quits on a lesson and regroup.

To put you back on track, we checked in with veteran teachers across grade levels, set the scene, and asked for guidance.

5 Axioms to Promote Deeper Discussions — from edutopia.org by Matthew R. Kay
Getting students engaged in sustained conversations requires a combination of inquiry, routine, and relationship building.

All great discussions have one thing in common, whether they exist in a classroom, a barber shop, a boardroom, or on a marriage counselor’s couch: inquiry. All participants in a great discussion are trying to figure something out.

Sometimes it starts like this:

How Letting Go of Perfectionism Made Me a Better Teacher — from edutopia.org by Michelle Singh
Shifting the focus of a classroom from performance to process means embracing mistakes as a necessary part of learning.

The good news? Every mindset we challenge opens the door to deeper learning, stronger student connections, and a more fulfilling teaching experience. Shifting even one of these beliefs can create lasting change—for both you and your students. Choose one shift to try this week, and notice what changes.

7 ways to use ChatGPT’s new image AI — from wondertools.substack.com by Jeremy Caplan
Transform your ideas into strong visuals

7 ways to use ChatGPT’s new image AI

Cartoons
Infographics
Posters
…plus several more

AI in Education Survey: What UK and US Educators Think in 2025 — from twinkl.com
As artificial intelligence (AI) continues to shape the world around us, Twinkl conducted a large-scale survey between January 15th and January 22nd to explore its impact on the education sector, as well as the work lives of teachers across the UK and the USA.

Teachers’ use of AI for work continues to rise
Twinkl’s survey asked teachers whether they were currently using AI for work purposes. Comparing these findings to similar surveys over recent years shows the use of AI tools by teachers has seen a significant increase across both the UK and USA.

According to two UK surveys by the National Literacy Trust – 30% of teachers used generative AI in 2023 and nearly half (47.7%) in 2024. Twinkl’s survey indicates that AI adoption continues to rise rapidly, with 60% of UK educators currently integrating it into their work lives in 2025.
Similarly, with 62% of US teachers currently using AI for work, uptake appears to have risen greatly in the past 12 months, with just 25% saying they were leveraging the new technology in the 2023-24 school year according to a RAND report.
Teachers are using AI more for work than in their personal lives: In the UK, personal usage drops to 43% (from 60% at school). In the US, 52% are using AI for non-work purposes (versus 62% in education settings).

60% of UK teachers and 62% of US teachers use AI in their work life in 2025.

What trauma-informed practice is not — from timeshighereducation.com by Kate Cantrell, India Bryce, and Jessica Gildersleeve from The University of Southern Queensland
Before trauma-informed care can be the norm across all areas of the university, academic and professional staff need to understand what it is. Here, three academics debunk myths and demystify best practice

Recently, we conducted focus groups at our university to better ascertain how academics, administrators and student support staff perceive the purpose and value of trauma-informed practice, and how they perceive their capacity to contribute to organisational change.

We discovered that while most staff were united on the importance of trauma-informed care, several myths persist about what trauma-informed practice is (and is not). Some academic staff, for example, conflated teaching about trauma with trauma-informed teaching, confused trigger warnings with trigger points and, perhaps most alarmingly – given the prevalence of trauma exposure and risk among university students – misjudged trauma-informed practice as “the business of psychologists” rather than educators.

OpenAI opens OpenAI Academy — A free, online platform to help people gain AI literacy

On 03/28/2025, 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, computer science, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, curriculum, digital audio, digital learning, digital video, economics, education technology, emerging technologies, experimentation, faculty/staff, future, game-changing environment, global / globalization, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), informal learning, intelligent systems, IT in HE, K-12 related, law schools, learning ecosystem, multimedia, new media literacies, online learning, online media, online tutoring, Open AI, open courseware and systems, platforms, productivity / tips and tricks, professional development, skills, social learning / networks, society, staying relevant, student teaching/teacher education, student-related, teachers, teaching & learning, technologies for your home, tools, trends, United States, universities, vendors, workplace, youth, by Daniel Christian

Students and folks looking for work may want to check out:

AI Career Prep: Resumes and Interviews

Also relevant/see:

OpenAI Launches OpenAI Academy: Free Guide To Understanding AI — from voi.id
OpenAI Launches OpenAI Academy to Drive AI Innovation in Low- and Middle-Income Countries — from startupsvibes.com by Emmaunel Daniji

The Third Horizon of Learning Shifting beyond the Industrial Model — from gettingsmart.com by Sujata Bhatt & Mason Pashia

Over 24 blog posts, we have sketched a bold vision of what this next horizon of education looks like in action and highlighted the many innovators working to bring it to life. These pioneers are building new models that prioritize human development, relationships, and real-world relevance as most valuable. They are forging partnerships, designing and adopting transformative technologies, developing new assessment methods, and more. These shifts transform the lived experiences of young people and serve the needs of families and communities. In short, they are delivering authentic learning experiences that better address the demands of today’s economy, society, and learners.

We’ve aggregated our findings from this blog series and turned it into an H3 Publication. Inside, you’ll find our key transformation takeaways for school designers and system leaders, as well as a full list of the contributing authors. Thank you to all of the contributors, including LearnerStudio for sponsoring the series and Sujata Bhatt at Incubate Learning for authorship, editing and curation support throughout the entirety of the series and publication.
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Cultivating Speaking and Listening Skills in the Primary Grades — from edutopia.org by Rachel Scheer
Early elementary teachers can use these strategies to help students improve their oral communication skills.

The good news? There are many engaging and effective strategies to develop these interpersonal skills, and most are easy to incorporate into daily classroom routines. I use the strategies below to directly teach, model, and practice these essential communication skills at a developmentally appropriate level: turn-taking, small group speaking and listening, whole group speaking and listening, and accountable talk.

From DSC:
I love the parts about practicing how to LISTEN. We need more of that in our communications with one another…as well as when we are praying to God.

Teaching Students About Corporate Influences in a Curriculum — from edutopia.org by Elaine Alvey
By uncovering any hidden interests in a curriculum, teachers can open important discussions about media literacy with students.

These instances underscore the need for educators to be vigilant in vetting materials, recognizing that even seemingly reputable sources can harbor hidden agendas, necessitating a robust approach to media and information literacy both for ourselves and for students.

How to Spot Corporate Influences in Your Curriculum
So, how do we, as educators, navigate this minefield? Media literacy strategies offer important tools to equip ourselves and our students to analyze information landscapes intentionally, including the curricular resources we evaluate for use in our classrooms.
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From DSC:
I would encourage you to take a look at the work my sister Sue Ellen Christian has been doing re: media literacy, news literacy, and more. She created the Wonder Media website to discuss those topics. Plus she collaborated with several other people and organizations to develop a large, professionally-done exhibit re: these important topics.
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Boosting Engagement in World Language Classes With Games — from edutopia.org by Rachelle Dené Poth
Middle school teachers can use a variety of tech and no-tech games to help students build skills in the target language.

As a world language educator, I’ve always sought innovative ways to engage my students through meaningful learning experiences as they build their language skills. One way we do this is through gameplay. The benefits of games go far beyond simply learning and increased retention of vocabulary or grammar. Games can also foster collaboration, critical thinking, creativity, and problem-solving skills, making learning fun for students.

How Administrators Can Respond—Instead of React—in Tough Situations — from edutopia.org by Jessica Cabeen
These strategies can help school leaders stay self-regulated in the middle of frustrating and stressful moments.

Conversations That Might Be Better Left for Later
Not every conversation needs to happen in the heat of the moment. Some of the most productive conversations happen after we’ve given ourselves time to regulate. Here are a few categories of conversations that might benefit from a pause:

Difficult feedback conversations. If emotions are running high, it might be best to wait until you can approach the discussion with clarity and empathy. A rushed or reactive conversation can shut down dialogue rather than encourage growth.
Conflict resolution. When two parties are upset, stepping in immediately to mediate can sometimes escalate tensions. A brief pause allows for perspective-taking and a calmer, solution-oriented approach.
Big-picture decisions. When stress is high, it’s easy to make decisions based on immediate pressures rather than long-term goals. Giving yourself space to step back ensures that decisions align with your leadership vision.
Personal or emotional responses. If you feel personally triggered by a comment, criticism, or situation, take time to process before responding. Self-awareness in these moments can prevent regretful words or actions.

So the next time frustration creeps in, take a breath. Pause before you speak, type, or react. Because more often than not, the best response isn’t the fastest one—it’s the one that comes from a place of clarity, patience, and purpose.

Trump signs order closing Education Department to ‘maximum extent appropriate’ [Modan]

On 03/21/2025, in education, education reform, K-12 related, learning ecosystem, legislatures / government / legal, parents/guardians, student-related, teachers, United States, by Daniel Christian

Trump signs order closing Education Department to ‘maximum extent appropriate’ — from highereddive.com by Naaz Modan
The directive comes on the heels of U.S. Education Secretary Linda McMahon’s decision to gut half the agency as its “final mission.”

President Donald Trump on Thursday afternoon ordered U.S. Secretary of Education Linda McMahon to “take all necessary steps to facilitate the closure of the Department of Education,” marking the boldest push from the president to shut down the agency since its establishment under the Carter administration over four decades ago.

Trump also said prior to the signing that he intends to disperse the department’s core functions — such as Pell Grants, Title I funding, and providing funding and resources for students with disabilities — to other parts of the government.

Also related see:

Trump Signed Order Aimed at Shutting Down the U.S. Department of Education — from iblnews.org

AI Can’t Fix Bad Learning — from nafez.substack.com by Nafez Dakkak
Why pedagogy and good learning design still come first, and why faster isn’t always better.

I’ve followed Dr. Philippa Hardman’s work for years, and every time I engage with her work, I find it both refreshing and deeply grounded.

As one of the leading voices in learning design, Philippa has been able to cut through the noise and focus on what truly matters: designing learning experiences that actually work.

In an era where AI promises speed and scale, Philippa is making a different argument: faster isn’t always better. As the creator of Epiphany AI—figma for learning designers—Philippa is focused on closing the gap between what great learning design should look like and what’s actually being delivered.

While many AI tools optimize for the average, she believes the future belongs to those who can leverage AI without compromising on expertise or quality. Philippa wants learning designers to be more ambitious using AI to achieve what wasn’t possible before.

In this conversation, we explore why pedagogy must lead technology, how the return on expertise is only increasing in an AI-driven world, and why building faster doesn’t always mean building better.

An excerpted graphic:

Pearson, AWS Collaborate to Enhance AI-Powered Learning Functionality — from cloudwars.com

Pearson, the global educational publisher, and AWS have expanded their existing partnership to enhance AI-driven learning. AWS will help Pearson to deliver AI-powered lesson generation and more for educators, support workforce skilling initiatives, and continue an ongoing collaboration with Pearson VUE for AWS certification.

Several items re: teaching and learning within K-12 [edutopia.org]

On 03/08/2025, in collaboration, education, Emotion, engagement / engaging students, ideas, instructional design, K-12 related, learning, learning ecosystem, Learning Experience Design, participation, pedagogy, student-related, teachers, teaching & learning, United States, youth, by Daniel Christian

All of the articles listed below are from edutopia.org

4 Ways to Boost Students’ Self-Efficacy — by Tyler Rablin
These strategies help students see what they have learned so they believe they can be successful in school in the future.

Self-efficacy, on the other hand, focuses on outcomes to drive beliefs. In essence, self-efficacy involves intentionally providing students with evidence of early success to help them build the belief that they can be successful in the future.

Self-efficacy has been a powerful focus for me because it helps me to be more intentional as a teacher. It requires me to be mindful of how I structure assessments, feedback, etc., to provide students with evidence of their successes early on to help them see potential future successes.

Maintaining Students’ Focus in the Spring — by Miriam Plotinsky
Teachers can use these small ‘upgrades’ or tweaks to their regular practices to help keep students focused and involved.

As a recent MindShift article notes, “The second semester brings a lot of potential challenges to teachers’ regularly scheduled programming because of standardized testing, graduation events, and student burnout.” These challenges may be complex, but they are not insurmountable. With subtle shifts in practice, classrooms can remain safe and productive spaces—even in the spring.

She recommends a “coping jar” to help students identify moments of angst and manage their feelings. Fagell explains that when students find an effective coping mechanism, they write their idea on one side of a Popsicle stick and explain how it works on the other side. As students add ideas to the jar, they have an increased awareness of coping strategies and the importance of helping one another.

10 Picture Books That Showcase Collaboration — by Kristin Rydholm
These entertaining stories feature collaboration and social-emotional skills to highlight the benefit of working together to accomplish a goal.

Are you an early childhood teacher in search of relationship-building resources to help unify your classroom? Have I got a book list for you! In the verbiage of 1970s infomercials: “This collection has everything!” The main characters are early childhood students, the setting is the school, and each plot requires the class to work collaboratively. The characters are united in curiosity, determination, and mission to work on accomplishing projects together that they couldn’t possibly do alone.

What a 30-Day Break From AI Taught Me About My Teaching — by James Bedford
Using AI became second nature for this educator. A month without the tools gave him an opportunity to pause, reflect, and recalibrate.

My goal is to try to preserve the messy, creative core of what it means to be an educator: curiosity, critical thinking, and the grit and energy to solve problems without always resorting to shortcuts—technological or otherwise. My hope is that my students will do the same.

Unplug and reconnect: Challenge yourself and your students to embark on an AI detox. Step away from AI tools where possible, and rediscover the power of human creativity and independent thought. Start a journal to document the journey, exploring questions like “How does it feel to rely solely on my own intellect?” or “What challenges arise when AI isn’t there to assist?” This activity can foster resilience, raise self-awareness, and cultivate a deeper appreciation for the human capacity to think, create, problem-solve, and innovate.

Drive Continuous Learning: AI Integrates Work & Training — from learningguild.com by George Hanshaw

Imagine with me for a moment: Training is no longer confined to scheduled sessions in a classroom, an online module or even a microlearning you click to activate during your workflow. Imagine training being delivered because the system senses what you are doing and provides instructions and job aids without you having to take an action.

The rapid evolution of artificial intelligence (AI) and wearable technology has made it easier than ever to seamlessly integrate learning directly into the workflow. Smart glasses, earpieces, and other advanced devices are redefining how employees gain knowledge and skills by delivering microlearning moments precisely when and where they are needed.

AI plays a crucial role in this transformation by sensing the optimal moment to deliver the training through augmented reality (AR).

These Schools Are Banding Together to Make Better Use of AI in Education — from edsurge.com by Emily Tate Sullivan

Kennelly and Geraffo are part of a small team at their school in Denver, DSST: College View High School, that is participating in the School Teams AI Collaborative, a year-long pilot initiative in which more than 80 educators from 19 traditional public and charter schools across the country are experimenting with and evaluating AI-enabled instruction to improve teaching and learning.

The goal is for some of AI’s earliest adopters in education to band together, share ideas and eventually help lead the way on what they and their colleagues around the U.S. could do with the emerging technology.

“Pretty early on we thought it was going to be a massive failure,” says Kennelly of last semester’s project. “But it became a huge hit. Students loved it. They were like, ‘I ran to second period to build this thing.’”

Transactional vs. Conversational Visions of Generative AI in Teaching — from elmartinsen.substack.com by Eric Lars Martinsen
AI as a Printer, or AI as a Thought Partner

As writing instructors, we have a choice in how we frame AI for our students. I invite you to:

Experiment with AI as a conversation partner yourself before introducing it to students
Design assignments that leverage AI’s strengths as a thought partner rather than trying to “AI-proof” your existing assignments
Explicitly teach students how to engage in productive dialogue with AI—how to ask good questions, challenge AI’s assumptions, and use it to refine rather than replace their thinking
Share your experiences, both positive and negative, with colleagues to build our collective understanding of effective AI integration

6 Characteristics of an Education that Students Want — from gettingsmart.com by IDEA (School of Industrial Design, Engineering and Arts) Students in Tacoma Washington

As current high school students, we want:

Education for the Real World
Personalized and Flexible Education
Cultivating Agency
Creativity and Divergent Thinking
Joyful Learning and Community Building
Empathy and Emotional Growth

Also from gettingsmart.com

Diving into the Evidence: Virtual and Hybrid Models as High-Quality School Choice Options

Key Points

The Learning Accelerator is building an evidence base of what high-quality virtual and hybrid learning looks like and how it can be a catalyst for expanding access to powerful learning opportunities.
An analysis of 64 high-quality models revealed that virtual and hybrid learning occurs in various contexts, from state-based, fully-virtual programs to individual, hybrid schools and meets the needs of different student populations, including those underserved or disengaged by traditional education systems as well as looking for increased flexibility and course access.

Learning Ecosystems

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