The framework seems reasonable, overall, but I would have to ask why the model, which includes things like “dynamic, adaptive content” and “multiple perspectives and sources” and “cultivation of self-directed learning” needs to happen in a university as such. Why not develop something like this as a society-wide initiative, removing the barriers for entry, and making it an ongoing part of people’s lives?
From DSC: Why not develop something like this as a society-wide initiative, removing the barriers for entry, and making it an ongoing part of people’s lives?
There are those who draw a sharp distinction between formal academic papers and blog posts, and then there’s me, who reads something like this (16-page PDF), and sees nothing more than a set of short blog posts,where “writing was conducted in a sprint over the summer of 2025 using a shared Google doc.” I’m not saying this is bad (though the resulting article is a bit loose and unfocused) but I remind readers that academic research in this domain should properly consider, and credit, not only formal journal articles, but also the original blogs where so many of the ideas are originally posted.
From DSC: Preach it Stephen! Blogging counts — big time! In fact, I wish that many more faculty members, staff, provosts, and presidents would blog to publically share their thinking, knowledge, and reflections.
Anthology Inc., the Veritas Capital-backed education-software provider has sought Chapter 11 bankruptcy protection in the US after a failed attempt to sell the company or parts of the business outside of court protection.
The company filed for Chapter 11 in the United States Bankruptcy Court for the Southern District of Texas, according to a statement on Tuesday. It listed assets and liabilities of $1 billion to $10 billion each in its petition, court documents show.
As part of the process, the firm will focus on its core teaching and learning business, which will be recapitalized with at least $50 million of new cash and its debt completely written off, Anthology said in a press release. The deal is backed by investors that include Oaktree Capital Management LP and Nexus Capital Management, and expected to be completed by early 2026.
The numbers are stark: 92% of low-income Americans receive no help with substantial civil legal problems, while small claims filings have plummeted 32% in just four years. But AI is changing the game. By making legal procedures accessible to pro se litigants and supercharging legal aid organizations, these tools are reviving dormant disputes and opening courthouse doors that have been effectively closed to millions.
20+ Kid Tools for Better Screen Time — from wondertools.substack.com by Jeremy Caplan and Kevin Maguire Dad-tested apps to spark creativity (mostly free)
I had a fruitful recent conversation about resources for kids with a fellow dad, Kevin Maguire, who writes the great newsletter The New Fatherhood. If you’re a dad looking for great reads and a sense of community, check out Kevin’s newsletter. (Also read Recalculating, by Ignacio Pereyra). Kevin wrote the section below about simplifying screens and shared the tip about muted.io.
The rest of the apps and resources below are ones I’ve enjoyed in recent years with my wife and daughters. From coding with visual blocks to identifying plants on nature walks, these are some of our favorite tools for sparking creativity.
Take FOMO and flip it on its head. That’s JOMO – the Joy of Missing Out.
At JOMO(campus), we believe digital wellness isn’t just a curriculum—it’s a culture. One rooted in joy, human connection, and intentional living. We equip schools to lead with clarity, care, and courage—helping every member of your community ask: “Who am I becoming in the digital age?”
Our mission is to help school communities create a flourishing campus culture where students are happier, healthier, and more focused — empowering them to make the impact they were born to make.
Our mission is to make digital well-being accessible for every student, fostering resilience and the skills to thrive in a world where digital pressures are ever-present. By teaching digital self-awareness and cultivating joy, we’re committed to supporting students in navigating technology’s challenges with confidence and intentionality.
A growing number of U.S. law schools are now requiring students to train in artificial intelligence, marking a shift from optional electives to essential curriculum components. What was once treated as a “nice-to-have” skill is fast becoming integral as the legal profession adapts to the realities of AI tools.
From Experimentation to Obligation
Until recently, most law schools relegated AI instruction to upper-level electives or let individual professors decide whether to incorporate generative AI into their teaching. Now, however, at least eight law schools require incoming students—especially in their first year—to undergo training in AI, either during orientation, in legal research and writing classes, or via mandatory standalone courses.
Some of the institutions pioneering the shift include Fordham University, Arizona State University, Stetson University, Suffolk University, Washington University in St. Louis, Case Western, and the University of San Francisco.
There’s a vision that’s been teased Learning & Development for decades: a vision of closing the gap between learning and doing—of moving beyond stopping work to take a course, and instead bringing support directly into the workflow. This concept of “learning in the flow of work” has been imagined, explored, discussed for decades —but never realised. Until now…?
This week, an article published Harvard Business Review provided some some compelling evidence that a long-awaited shift from “courses to coaches” might not just be possible, but also powerful.
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The two settings were a) traditional in-classroom workshops, led by an expert facilitator and b) AI-coaching, delivered in the flow of work.The results were compelling….
TLDR: The evidence suggests that “learning in the flow of work” is not only feasible as a result of gen AI—it also show potential to be more scalable, more equitable and more efficient than traditional classroom/LMS-centred models.
The 10 Most Popular AI Chatbots For Educators — from techlearning.com by Erik Ofgang Educators don’t need to use each of these chatbots, but it pays to be generally aware of the most popular AI tools
I’ve spent time testing many of these AI chatbots for potential uses and abuses in my own classes, so here’s a quick look at each of the top 10 most popular AI chatbots, and what educators should know about each. If you’re looking for more detail on a specific chatbot, click the link, as either I or other Tech & Learning writers have done deeper dives on all these tools.
Generative artificial intelligence isn’t just a new tool—it’s a catalyst forcing the higher education profession to reimagine its purpose, values, and future.
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As experts in educational technology, digital literacy, and organizational change, we argue that higher education must seize this moment to rethink not just how we use AI, but how we structure and deliver learning altogether.
Over the past decade, microschools — experimental small schools that often have mixed-age classrooms — have expanded.
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Some superintendents have touted the promise of microschools as a means for public schools to better serve their communities’ needs while still keeping children enrolled in the district. But under a federal administration that’s trying to dismantle public education and boost homeschool options, others have critiqued poor oversight and a lack of information for assessing these models.
Microschools offer a potential avenue to bring innovative, modern experiences to rural areas, argues Keith Parker, superintendent of Elizabeth City-Pasquotank Public Schools.
Imagining Teaching with AI Agents… — from michellekassorla.substack.com by Michelle Kassorla Teaching with AI is only one step toward educational change, what’s next?
More than two years ago I started teaching with AI in my classes. At first I taught against AI, then I taught with AI, and now I am moving into unknown territory: agents. I played with Manus and n8n and some other agents, but I really never got excited about them. They seemed more trouble than they were worth. It seemed they were no more than an AI taskbot overseeing some other AI bots, and that they weren’t truly collaborating. Now, I’m looking at Perplexity’s Comet browser and their AI agent and I’m starting to get ideas for what the future of education might hold.
I have written several times about the dangers of AI agents and how they fundamentally challenge our systems, especially online education. I know there is no way that we can effectively stop them–maybe slow them a little, but definitely not stop them. I am already seeing calls to block and ban agents–just like I saw (and still see) calls to block and ban AI–but the truth is they are the future of work and, therefore, the future of education.
So, yes! This is my next challenge: teaching with AI agents. I want to explore this idea, and as I started thinking about it, I got more and more excited. But let me back up a bit. What is an agent and how is it different than Generative AI or a bot?
Supreme Court Allows Trump to Slash Foreign Aid — from nytimes.com by Ann E. Marimow The court’s conservative majority allowed the president to cut the funding in part because it said his flexibility to engage in foreign affairs outweighed “the potential harm” faced by aid recipients.
The Supreme Court on Friday allowed the Trump administration to withhold $4 billion in foreign aid that had been appropriated by Congress, in a preliminary test of President Trump’s efforts to wrest the power of the purse from lawmakers.
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“The stakes are high: At issue is the allocation of power between the executive and Congress” over how government funds are spent, wrote Justice Elena Kagan, who was joined by Justices Sonia Sotomayor and Ketanji Brown Jackson.
“This result further erodes separation of powers principles that are fundamental to our constitutional order,” Nicolas Sansone, a lawyer with the Public Citizen Litigation Group who represents the coalition, said in a statement. “It will also have a grave humanitarian impact on vulnerable communities throughout the world.”
From DSC: Do your friggin’ job Supreme Court justices! Your job is to uphold the Constitution and the laws of the United States of America! As you fully well know, it is the Legislative Branch (Congress) that allocates funding — not the Executive Branch.
And there will be horrible humanitarian impacts that are going to be felt in many places because this funding is being withheld.
K-12 to Career — from the-job.beehiiv.com by Paul Fain Ohio eases eligibility rules for high school students to pursue college-level coursework in high-demand fields.
Three Ohio community colleges offer free industry-recognized credentials in manufacturing to more high school students. Also, new career-connected AP courses designed with industry input, a partnership on skilled trade prep for K-12 students, and essays on the race to define the future of credentials and how data and research can inform Workforce Pell.
Moodle Higher Ed
This kept getting underplayed, probably because its exact shape is still undetermined and it will arrive “soon” (where, to quote Marie, “soon is a relative term”). But it’s big in that Moodle HQ is developing a premium product for higher education.
The Moodle execs were careful to say that Moodle Higher Ed won’t be an LMS, per se.
So over the next few years we’re bringing something new to the Moodle product ecosystem. A tailored solution for higher education. Just as Workplace is a specialized product built on top of Moodle LMS for corporate and government needs, we’re bringing that same philosophy to higher ed with an AI assistance strategy focused on point solutions that deliver real institutional value.
For lawyers, paralegals, compliance professionals, and legal tech specialists, 2025 is shaping up to be a strong hiring year. According to a new LawCrossing report, theTop 50 Legal Employers Hiring Now highlights a wave of open positions across law firms, corporations, government agencies, and universities — a snapshot of where demand is highest and where job-seekers should be focusing their efforts.
… The Types of Employers on the List The Top 50 Legal Employers Hiring Now spans a diverse set of organizations:
Corporate Legal Departments: …
Law Firms: …
Government Agencies: …
Universities and Nonprofits: …
This diversity means opportunities exist for professionals at many career stages, whether you are a new graduate seeking entry-level work, a mid-career attorney looking for stability, or a seasoned litigator hoping to move in-house.
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U.S. law schools are experiencing a surge unlike anything seen in over a decade, with first-year J.D. classes hitting record sizes this fall. The unprecedented boom follows an 18 % year-over-year jump in applications, fueled by a mix of economic uncertainty, political engagement, and strong job prospects for recent graduates.
On September 16, members of the IAALS Lawyers Council gathered in downtown Denver to discuss the growing momentum of alternative business structures with Arizona Chief Justice Ann A. Scott Timmer and Jess Bednarz, IAALS’ Director of Legal Services and the Profession.
Arizona is on the frontlines of this movement, and Chief Justice Timmer talked about how alternative business structures have led to meaningful innovations in how lawyers in Arizona provide legal services.
Chief Justice Timmer credits a culture of innovation in Arizona for providing the ability for lawyers and businesses to try new ways of delivering legal services. She emphasized that lawyers are still at the heart of the practice of law in these alternative business structures, and that the structures allow lawyers to have added resources to innovate and reach more clients. This creativity has led to businesses and innovations that make the legal system easier to access, like financial planners and lawyers combining businesses or an app that helps people start the process of expunging criminal records.
Cost is too high. Pathways are unclear. Options feel limited. For many prospective, current, or former students, these barriers define their relationship with higher education. As colleges and universities face the long-anticipated enrollment cliff, the question isn’t just how to recruit—it’s how to reimagine value, access, and engagement across the entire student journey.
Ellucian’s 2025 Student Voice Report offers one of the most comprehensive views into that journey to date. With responses from over 1,500 learners across the U.S.—including high school students, current undergrads, college grads, stop-outs, and opt-outs—the findings surface one clear mandate for institutions: meet students where they are, or risk losing them entirely.
What Are Learners Asking For? Across demographics, four priorities rose to the top: Affordability. Flexibility. Relevance. Clarity.
Students aren’t rejecting education—they’re rejecting systems that don’t clearly show how their investment leads to real outcomes.
With as many as 120 million legal problems going unresolved in America each year, traditional lawyer-centered approaches to access to justice have consistently failed to meet the scale of need. But what if the solution is not just about providing more legal services — what if it lies in fundamentally rethinking who can provide legal help?
In today’s episode, host Bob Ambrogi is joined by two of the nation’s leading researchers on access to justice: Rebecca Sandefur, professor and director of the Sanford School of Social and Family Dynamics at Arizona State University and a faculty fellow at the American Bar Foundation, and Matthew Burnett, director of research and programs for the Access to Justice Research Initiative at the American Bar Foundation and an adjunct professor of law at Georgetown University Law Center.
Thanks for dropping by my Learning Ecosystems blog!
My name is Daniel Christian and this blog seeks to cover the teaching and learning environments within the K-12 (including homeschooling, learning pods/micro-schools), collegiate, and corporate training spaces -- whether those environments be face-to-face, blended, hyflex, or 100% online.
Just as the organizations that we work for have their own learning ecosystems, each of us has our own learning ecosystem. We need to be very intentional about enhancing those learning ecosystems -- as we all need to be lifelong learners in order to remain marketable and employed. It's no longer about running sprints (i.e., getting a 4-year degree or going to a vocational school and then calling it quits), but rather, we are all running marathons now (i.e., we are into lifelong learning these days).
