experimentation

“Using AI Right Now: A Quick Guide” [Molnick] + other items re: AI in our learning ecosystems

On 06/23/2025, in 21st century, 24x7x365 access, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, bots, change, cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, digital video, education, education technology, emerging technologies, engagement / engaging students, experimentation, face-to-face, faculty/staff, game-changing environment, Google, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, law schools, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, liberal arts, library / librarians, lifelong learning, memory, metacognition / metacognitive skills, multimedia, Natural Language Processing (NLP), new media literacies, online learning, online media, Open AI, personalized/customized learning, platforms, productivity / tips and tricks, professional development, student-related, teachers, teaching & learning, teaching online, technologies for your home, tools, traditional / tradition, training / L&D, trends, United States, universities, user experience (UX), vendors, vision/possibilities, writing, by Daniel Christian

Thoughts on thinking — from dcurt.is by Dustin Curtis

Intellectual rigor comes from the journey: the dead ends, the uncertainty, and the internal debate. Skip that, and you might still get the insight–but you’ll have lost the infrastructure for meaningful understanding. Learning by reading LLM output is cheap. Real exercise for your mind comes from building the output yourself.

The irony is that I now know more than I ever would have before AI. But I feel slightly dumber. A bit more dull. LLMs give me finished thoughts, polished and convincing, but none of the intellectual growth that comes from developing them myself.

Using AI Right Now: A Quick Guide — from oneusefulthing.org by Ethan Mollick
Which AIs to use, and how to use them

Every few months I put together a guide on which AI system to use. Since I last wrote my guide, however, there has been a subtle but important shift in how the major AI products work. Increasingly, it isn’t about the best model, it is about the best overall system for most people. The good news is that picking an AI is easier than ever and you have three excellent choices. The challenge is that these systems are getting really complex to understand. I am going to try and help a bit with both.

First, the easy stuff.

Which AI to Use
For most people who want to use AI seriously, you should pick one of three systems: Claude from Anthropic, Google’s Gemini, and OpenAI’s ChatGPT.

Student Voice, Socratic AI, and the Art of Weaving a Quote — from elmartinsen.substack.com by Eric Lars Martinsen
How a custom bot helps students turn source quotes into personal insight—and share it with others

This summer, I tried something new in my fully online, asynchronous college writing course. These classes have no Zoom sessions. No in-person check-ins. Just students, Canvas, and a lot of thoughtful design behind the scenes.

One activity I created was called QuoteWeaver—a PlayLab bot that helps students do more than just insert a quote into their writing.

Try it here

It’s a structured, reflective activity that mimics something closer to an in-person 1:1 conference or a small group quote workshop—but in an asynchronous format, available anytime. In other words, it’s using AI not to speed students up, but to slow them down.
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The bot begins with a single quote that the student has found through their own research. From there, it acts like a patient writing coach, asking open-ended, Socratic questions such as:

What made this quote stand out to you?
How would you explain it in your own words?
What assumptions or values does the author seem to hold?
How does this quote deepen your understanding of your topic?
It doesn’t move on too quickly. In fact, it often rephrases and repeats, nudging the student to go a layer deeper.

The Disappearance of the Unclear Question — from jeppestricker.substack.com Jeppe Klitgaard Stricker
New Piece for UNESCO Education Futures

On [6/13/25], UNESCO published a piece I co-authored with Victoria Livingstone at Johns Hopkins University Press. It’s called The Disappearance of the Unclear Question, and it’s part of the ongoing UNESCO Education Futures series – an initiative I appreciate for its thoughtfulness and depth on questions of generative AI and the future of learning.

Our piece raises a small but important red flag. Generative AI is changing how students approach academic questions, and one unexpected side effect is that unclear questions – for centuries a trademark of deep thinking – may be beginning to disappear. Not because they lack value, but because they don’t always work well with generative AI. Quietly and unintentionally, students (and teachers) may find themselves gradually avoiding them altogether.

Of course, that would be a mistake.

We’re not arguing against using generative AI in education. Quite the opposite. But we do propose that higher education needs a two-phase mindset when working with this technology: one that recognizes what AI is good at, and one that insists on preserving the ambiguity and friction that learning actually requires to be successful.

Leveraging GenAI to Transform a Traditional Instructional Video into Engaging Short Video Lectures — from er.educause.edu by Hua Zheng

By leveraging generative artificial intelligence to convert lengthy instructional videos into micro-lectures, educators can enhance efficiency while delivering more engaging and personalized learning experiences.

This AI Model Never Stops Learning — from link.wired.com by Will Knight

Researchers at Massachusetts Institute of Technology (MIT) have now devised a way for LLMs to keep improving by tweaking their own parameters in response to useful new information.

The work is a step toward building artificial intelligence models that learn continually—a long-standing goal of the field and something that will be crucial if machines are to ever more faithfully mimic human intelligence. In the meantime, it could give us chatbots and other AI tools that are better able to incorporate new information including a user’s interests and preferences.

The MIT scheme, called Self Adapting Language Models (SEAL), involves having an LLM learn to generate its own synthetic training data and update procedure based on the input it receives.

Edu-Snippets — from scienceoflearning.substack.com by Nidhi Sachdeva and Jim Hewitt
Why knowledge matters in the age of AI; What happens to learners’ neural activity with prolonged use of LLMs for writing

Highlights:

Offloading knowledge to Artificial Intelligence (AI) weakens memory, disrupts memory formation, and erodes the deep thinking our brains need to learn.
Prolonged use of ChatGPT in writing lowers neural engagement, impairs memory recall, and accumulates cognitive debt that isn’t easily reversed.

AI will kill billable hour, says lawtech founder — from lawgazette.co.uk by John Hyde

A pioneer in legal technology has predicted the billable hour model cannot survive the transition into the use of artificial intelligence.

Speaking to the Gazette on a visit to the UK, Canadian Jack Newton, founder and chief executive of lawtech company Clio, said there was a ‘structural incompatibility’ between the productivity gains of AI and the billable hour.

Newton said the adoption of AI should be welcomed and embraced by the legal profession but that lawyers will need an entrepreneurial mindset to make the most of its benefits.

Newton added: ‘There is enormous demand but the paradox is that the number one thing we hear from lawyers is they need to grow their firms through more clients, while 77% of legal needs are not met.

‘It’s exciting that AI can address these challenges – it will be a tectonic shift in the industry driving down costs and making legal services more accessible.’

Speaking of legaltech-related items, also see:

Legal AI Platform Harvey To Get LexisNexis Content and Tech In New Partnership Between the Companies — from lawnext.com by Bob Ambrogi

The generative AI legal startup Harvey has entered into a strategic alliance with LexisNexis Legal & Professional by which it will integrate LexisNexis’ gen AI technology, primary law content, and Shepard’s Citations within the Harvey platform and jointly develop advanced legal workflows.

As a result of the partnership, Harvey’s customers working within its platform will be able to ask questions of LexisNexis Protégé, the AI legal assistant released in January, and receive AI-generated answers grounded in the LexisNexis collection of U.S. case law and statutes and validated through Shepard’s Citations, the companies said.

How Do You Build a Learner-Centered Ecosystem? — from gettingsmart.com by Bobbi Macdonald and Alin Bennett

Key Points

It’s not just about redesigning public education—it’s about rethinking how, where and with whom learning happens. Communities across the United States are shaping learner-centered ecosystems and gathering insights along the way.
What does it take to build a learner-centered ecosystem? A shared vision. Distributed leadership. Place-based experiences. Repurposed resources. And more. This piece unpacks 10 real-world insights from pilots in action.
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We believe the path forward is through the cultivation of learner-centered ecosystems — adaptive, networked structures that offer a transformed way of organizing, supporting, and credentialing community-wide learning. These ecosystems break down barriers between schools, communities, and industries, creating flexible, real-world learning experiences that tap into the full range of opportunities a community has to offer.

Last year, we announced our Learner-Centered Ecosystem Lab, a collaborative effort to create a community of practice consisting of twelve diverse sites across the country — from the streets of Brooklyn to the mountains of Ojai — that are demonstrating or piloting ecosystemic approaches. Since then, we’ve been gathering together, learning from one another, and facing the challenges and opportunities of trying to transform public education. And while there is still much more work to be done, we’ve begun to observe a deeper pattern language — one that aligns with our ten-point Ecosystem Readiness Framework, and one that, we hope, can help all communities start to think more practically and creatively about how to transform their own systems of learning.

So while it’s still early, we suspect that the way to establish a healthy learner-centered ecosystem is by paying close attention to the following ten conditions:

The Memory Paradox: Why Our Brains Need Knowledge in an Age of AI [various authors]

On 06/20/2025, in Artificial Intelligence/Agents/LLMs/and Related, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, education technology, emerging technologies, experimentation, faculty/staff, game-changing environment, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, liberal arts, memory, metacognition / metacognitive skills, participation, pedagogy, productivity / tips and tricks, psychology, research, student teaching/teacher education, student-related, teachers, teaching & learning, technologies for your home, the downsides of how people use tech, tools, training / L&D, trends, United States, universities, youth, by Daniel Christian

The Memory Paradox: Why Our Brains Need Knowledge in an Age of AI — from papers.ssrn.com by Barbara Oakley, Michael Johnston, Kenzen Chen, Eulho Jung, and Terrence Sejnowski; via George Siemens

Abstract
In an era of generative AI and ubiquitous digital tools, human memory faces a paradox: the more we offload knowledge to external aids, the less we exercise and develop our own cognitive capacities. This chapter offers the first neuroscience-based explanation for the observed reversal of the Flynn Effect—the recent decline in IQ scores in developed countries—linking this downturn to shifts in educational practices and the rise of cognitive offloading via AI and digital tools. Drawing on insights from neuroscience, cognitive psychology, and learning theory, we explain how underuse of the brain’s declarative and procedural memory systems undermines reasoning, impedes learning, and diminishes productivity. We critique contemporary pedagogical models that downplay memorization and basic knowledge, showing how these trends erode long-term fluency and mental flexibility. Finally, we outline policy implications for education, workforce development, and the responsible integration of AI, advocating strategies that harness technology as a complement to – rather than a replacement for – robust human knowledge.

Keywords
cognitive offloading, memory, neuroscience of learning, declarative memory, procedural memory, generative AI, Flynn Effect, education reform, schemata, digital tools, cognitive load, cognitive architecture, reinforcement learning, basal ganglia, working memory, retrieval practice, schema theory, manifolds

Mary Meeker’s AI Trend-Analysis + other items re: AI in general

On 06/09/2025, in Adobe, Artificial Intelligence/Agents/LLMs/and Related, colleges, communities of practice, community colleges, content development, aggregation, repositories, digital learning, disruption, education, education technology, emerging technologies, engagement / engaging students, entrepreneurship, experimentation, Facebook / Meta Platforms, faculty/staff, future, future of higher education, game-changing environment, global / globalization, Google, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, K-12 related, leadership, learning, learning ecosystem, Learning Experience Design, Microsoft, online media, Open AI, organizational change, pace of change, pedagogy, platforms, student-related, teachers, teaching & learning, teaching online, technologies for your home, the downsides of how people use tech, tools, trends, United States, universities, vendors, workplace, writing, by Daniel Christian

Mary Meeker AI Trends Report: Mind-Boggling Numbers Paint AI’s Massive Growth Picture — from ndtvprofit.com
Numbers that prove AI as a tech is unlike any other the world has ever seen.

Here are some incredibly powerful numbers from Mary Meeker’s AI Trends report, which showcase how artificial intelligence as a tech is unlike any other the world has ever seen.

AI took only three years to reach 50% user adoption in the US; mobile internet took six years, desktop internet took 12 years, while PCs took 20 years.
ChatGPT reached 800 million users in 17 months and 100 million in only two months, vis-à-vis Netflix’s 100 million (10 years), Instagram (2.5 years) and TikTok (nine months).
ChatGPT hit 365 billion annual searches in two years (2024) vs. Google’s 11 years (2009)—ChatGPT 5.5x faster than Google.

Above via Mary Meeker’s AI Trend-Analysis — from getsuperintel.com by Kim “Chubby” Isenberg
How AI’s rapid rise, efficiency race, and talent shifts are reshaping the future.

The TLDR
Mary Meeker’s new AI trends report highlights an explosive rise in global AI usage, surging model efficiency, and mounting pressure on infrastructure and talent. The shift is clear: AI is no longer experimental—it’s becoming foundational, and those who optimize for speed, scale, and specialization will lead the next wave of innovation.

Also see Meeker’s actual report at:

Trends – Artificial Intelligence — from bondcap.com by Mary Meeker / Jay Simons / Daegwon Chae / Alexander Krey

The Rundown: Meta aims to release tools that eliminate humans from the advertising process by 2026, according to a report from the WSJ — developing an AI that can create ads for Facebook and Instagram using just a product image and budget.

The details:

Companies would submit product images and budgets, letting AI craft the text and visuals, select target audiences, and manage campaign placement.
The system will be able to create personalized ads that can adapt in real-time, like a car spot featuring mountains vs. an urban street based on user location.
The push would target smaller companies lacking dedicated marketing staff, promising professional-grade advertising without agency fees or skillset.
Advertising is a core part of Mark Zuckerberg’s AI strategy and already accounts for 97% of Meta’s annual revenue.

Why it matters: We’re already seeing AI transform advertising through image, video, and text, but Zuck’s vision takes the process entirely out of human hands. With so much marketing flowing through FB and IG, a successful system would be a major disruptor — particularly for small brands that just want results without the hassle.

“The AI-enhanced learning ecosystem” [Jennings] + other items re: AI in our learning ecosystems

On 06/09/2025, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, active learning, adjunct faculty, adult learning, architecture, Augmented Reality (AR), bots, business, career development, change, colleges, communities of practice, community colleges, computer science, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, creativity, curriculum, data related items, design, digital learning, education technology, emerging technologies, engagement / engaging students, experimentation, faculty/staff, future, future of higher education, game-changing environment, generational differences, global / globalization, Google, health, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, K-12 related, law schools, leadership, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, legal technologies, legislatures / government / legal, library / librarians, lifelong learning, online learning, online media, online tutoring, pedagogy, personalized/customized learning, platforms, podcasting, policy, productivity / tips and tricks, professional development, skills, society, student-related, teachers, teaching & learning, teaching online, technologies for your home, tools, traditional / tradition, training / L&D, trends, United States, universities, vendors, vision/possibilities, visualizing information, workplace, XR - extended reality, by Daniel Christian

The AI-enhanced learning ecosystem: A case study in collaborative innovation — from chieflearningofficer.com by Kevin Jennings
How artificial intelligence can serve as a tool and collaborative partner in reimagining content development and management.

Learning and development professionals face unprecedented challenges in today’s rapidly evolving business landscape. According to LinkedIn’s 2025 Workplace Learning Report, 67 percent of L&D professionals report being “maxed out” on capacity, while 66 percent have experienced budget reductions in the past year.

Despite these constraints, 87 percent agree their organizations need to develop employees faster to keep pace with business demands. These statistics paint a clear picture of the pressure L&D teams face: do more, with less, faster.

This article explores how one L&D leader’s strategic partnership with artificial intelligence transformed these persistent challenges into opportunities, creating a responsive learning ecosystem that addresses the modern demands of rapid product evolution and diverse audience needs. With 71 percent of L&D professionals now identifying AI as a high or very high priority for their learning strategy, this case study demonstrates how AI can serve not merely as a tool but as a collaborative partner in reimagining content development and management.
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How we use GenAI and AR to improve students’ design skills — from timeshighereducation.com by Antonio Juarez, Lesly Pliego and Jordi Rábago who are professors of architecture at Monterrey Institute of Technology in Mexico; Tomas Pachajoa is a professor of architecture at the El Bosque University in Colombia; & Carlos Hinrichsen and Marietta Castro are educators at San Sebastián University in Chile.
Guidance on using generative AI and augmented reality to enhance student creativity, spatial awareness and interdisciplinary collaboration

Blend traditional skills development with AI use
For subjects that require students to develop drawing and modelling skills, have students create initial design sketches or models manually to ensure they practise these skills. Then, introduce GenAI tools such as Midjourney, Leonardo AI and ChatGPT to help students explore new ideas based on their original concepts. Using AI at this stage broadens their creative horizons and introduces innovative perspectives, which are crucial in a rapidly evolving creative industry.

Provide step-by-step tutorials, including both written guides and video demonstrations, to illustrate how initial sketches can be effectively translated into AI-generated concepts. Offer example prompts to demonstrate diverse design possibilities and help students build confidence using GenAI.

Integrating generative AI and AR consistently enhanced student engagement, creativity and spatial understanding on our course.

How Texas is Preparing Higher Education for AI — from the74million.org by Kate McGee
TX colleges are thinking about how to prepare students for a changing workforce and an already overburdened faculty for new challenges in classrooms.

“It doesn’t matter if you enter the health industry, banking, oil and gas, or national security enterprises like we have here in San Antonio,” Eighmy told The Texas Tribune. “Everybody’s asking for competency around AI.”

It’s one of the reasons the public university, which serves 34,000 students, announced earlier this year that it is creating a new college dedicated to AI, cyber security, computing and data science. The new college, which is still in the planning phase, would be one of the first of its kind in the country. UTSA wants to launch the new college by fall 2025.

But many state higher education leaders are thinking beyond that. As AI becomes a part of everyday life in new, unpredictable ways, universities across Texas and the country are also starting to consider how to ensure faculty are keeping up with the new technology and students are ready to use it when they enter the workforce.

In the Room Where It Happens: Generative AI Policy Creation in Higher Education — from er.educause.edu by Esther Brandon, Lance Eaton, Dana Gavin, and Allison Papini

To develop a robust policy for generative artificial intelligence use in higher education, institutional leaders must first create “a room” where diverse perspectives are welcome and included in the process.

Q&A: Artificial Intelligence in Education and What Lies Ahead — from usnews.com by Sarah Wood
Research indicates that AI is becoming an essential skill to learn for students to succeed in the workplace.

Q: How do you expect to see AI embraced more in the future in college and the workplace?
I do believe it’s going to become a permanent fixture for multiple reasons. I think the national security imperative associated with AI as a result of competing against other nations is going to drive a lot of energy and support for AI education. We also see shifts across every field and discipline regarding the usage of AI beyond college. We see this in a broad array of fields, including health care and the field of law. I think it’s here to stay and I think that means we’re going to see AI literacy being taught at most colleges and universities, and more faculty leveraging AI to help improve the quality of their instruction. I feel like we’re just at the beginning of a transition. In fact, I often describe our current moment as the ‘Ask Jeeves’ phase of the growth of AI. There’s a lot of change still ahead of us. AI, for better or worse, it’s here to stay.

AI-Generated Podcasts Outperform Textbooks in Landmark Education Study — form linkedin.com by David Borish

A new study from Drexel University and Google has demonstrated that AI-generated educational podcasts can significantly enhance both student engagement and learning outcomes compared to traditional textbooks. The research, involving 180 college students across the United States, represents one of the first systematic investigations into how artificial intelligence can transform educational content delivery in real-time.

What can we do about generative AI in our teaching? — from linkedin.com by Kristina Peterson

So what can we do?

Interrogate the Process: We can ask ourselves if we I built in enough checkpoints. Steps that can’t be faked. Things like quick writes, question floods, in-person feedback, revision logs.
Reframe AI: We can let students use AI as a partner. We can show them how to prompt better, revise harder, and build from it rather than submit it. Show them the difference between using a tool and being used by one.
Design Assignments for Curiosity, Not Compliance: Even the best of our assignments need to adapt. Mine needs more checkpoints, more reflective questions along the way, more explanation of why my students made the choices they did.

Teachers Are Not OK — from 404media.co by Jason Koebler

The response from teachers and university professors was overwhelming. In my entire career, I’ve rarely gotten so many email responses to a single article, and I have never gotten so many thoughtful and comprehensive responses.

One thing is clear: teachers are not OK.
…
In addition, universities are contracting with companies like Microsoft, Adobe, and Google for digital services, and those companies are constantly pushing their AI tools. So a student might hear “don’t use generative AI” from a prof but then log on to the university’s Microsoft suite, which then suggests using Copilot to sum up readings or help draft writing. It’s inconsistent and confusing.

I am sick to my stomach as I write this because I’ve spent 20 years developing a pedagogy that’s about wrestling with big ideas through writing and discussion, and that whole project has been evaporated by for-profit corporations who built their systems on stolen work. It’s demoralizing.

What could possibly go wrong with AI-based technological systems becoming “independent players?” [Christian]

On 06/04/2025, in Asia, biology, dangers of the status quo, emerging technologies, engineering, entrepreneurship, ethics, experimentation, health, human-computer interaction (HCI), ideas, innovation, morals/values, society, technology (general), the downsides of how people use tech, by Daniel Christian

Scientific breakthrough: artificial blood for all blood groups — from getsuperintel.com by Kim “Chubby” Isenberg
Japan’s universal artificial blood could revolutionize emergency medicine and global healthcare resilience.

They all show that we are on the threshold of a new era – one in which technological systems are no longer just tools, but independent players in medical, cognitive and infrastructural change.
…
This paradigm shift means that AI will no longer be limited to static training data, but will learn through open exploration, similar to biological organisms. This is nothing less than the beginning of an era of autonomous cognition.

From DSC:
While there are some promising developments involving AI these days, we need to look at what the potential downsides might be of AI becoming independent players, don’t you think? Otherwise, what could possibly go wrong?

These parents are ‘unschooling’ their kids. What does that mean? — from usatoday.com by Adrianna Rodriguez

“My goal for them is for them to love learning,” Franco said. “It’s realizing you can educate your child beyond the school model.”

Some parents say their children are thriving in the unschooling environment, fueling their confidence and desire to learn.

But not all students find success in unschooling. Some former students say the lack of structure and accountability can lead to educational neglect if parents don’t have the resources to make it work. Some kids who were unschooled feel they were left unprepared for adulthood and had fewer career opportunities.

What Is ‘Unschooling’ and Why Are More Parents Doing It? — from bckonline.com byTiffany Silva

Unschooling is a growing alternative education movement where children learn through life experiences instead of traditional classroom instruction. As more parents seek personalized and flexible learning paths, unschooling is gaining popularity across the U.S. and here’s what you need to know!

So, just what exactly is unschooling? Well, Unschooling is a form of homeschooling that breaks away from the idea of following a set curriculum. Instead, it centers the child’s interests, passions, and pace.

The belief is that learning doesn’t have to be separate from life because it is life. Unschooling functions on the premise that when kids are given the freedom to explore, they develop deep, authentic understanding and a lifelong love of learning.

“Our education sector urgently needs scalable solutions to help students navigate a disappearing career ladder — and quickly.” [Salisbury]

On 05/31/2025, in Artificial Intelligence/Agents/LLMs/and Related, business, career development, colleges, community colleges, corporate / business world, credentialing, curriculum, education, education reform, education technology, emerging technologies, expectations, experimentation, faculty/staff, future, future of higher education, game-changing environment, generational differences, higher education, online learning, skills, society, student-related, teaching & learning, teaching online, United States, universities, vendors, Virtual Reality (VR) / worlds / learning, workplace, XR - extended reality, youth, by Daniel Christian

Also relevant/see:

Report: 93% of Students Believe Gen AI Training Belongs in Degree Programs — from campustechnology.com by Rhea Kelly

The vast majority of today’s college students — 93% — believe generative AI training should be included in degree programs, according to a recent Coursera report. What’s more, 86% of students consider gen AI the most crucial technical skill for career preparation, prioritizing it above in-demand skills such as data strategy and software development. And 94% agree that microcredentials help build the essential skills they need to achieve career success.

For its Microcredentials Impact Report 2025, Coursera surveyed more than 1,200 learners and 1,000 employers around the globe to better understand the demand for microcredentials and their impact on workforce readiness and hiring trends.

1 in 4 employers say they’ll eliminate degree requirements by year’s end — from hrdive.com by Carolyn Crist
Companies that recently removed degree requirements reported a surge in applications, a more diverse applicant pool and the ability to offer lower salaries.

A quarter of employers surveyed said they will remove bachelor’s degree requirements for some roles by the end of 2025, according to a May 20 report from Resume Templates.

In addition, 7 in 10 hiring managers said their company looks at relevant experience over a bachelor’s degree while making hiring decisions.
…
In the survey of 1,000 hiring managers, 84% of companies that recently removed degree requirements said it has been a successful move. Companies without degree requirements also reported a surge in applications, a more diverse applicant pool and the ability to offer lower salaries.

Why AI literacy is now a core competency in education — from weforum.org by Tanya Milberg

Education systems must go beyond digital literacy and embrace AI literacy as a core educational priority.
A new AI Literacy Framework (AILit) aims to empower learners to navigate an AI-integrated world with confidence and purpose.
Here’s what you need to know about the AILit Framework – and how to get involved in making it a success.

Also from Allison Salisbury, see:

American Microschools: A Sector Analysis 2025 — from microschoolingcenter.org by Don Soifer and Ashley Soifer

Among the report’s findings:

74 percent of microschools have annual tuition and fees at or below $10,000, with 65 percent offering sliding scale tuition and discounts;
Among microschools that track academic growth data of students over time, 81 percent reported between 1 and 2 years of academic gains during one school year;
Children receive letter grades in just 29 percent of microschools, while observation-based reporting, portfolios, and tracking mastery are the most prevalent methods of tracking their impact;
The most important student outcomes for currently-operating microschools are growth in nonacademic learning, children’s happiness in their microschool, skills perceived as needed for future, and academic growth.

“Faculty AI Guides” + “Teachers using AI tools more regularly” + other items re: AI in our learning ecosystems

On 05/27/2025, in Artificial Intelligence/Agents/LLMs/and Related, assessment, Australia, colleges, community colleges, content development, aggregation, repositories, digital learning, digital textbooks, education, education reform, education technology, educational games / serious games, emerging technologies, engagement / engaging students, experimentation, faculty/staff, future, future of higher education, game-changing environment, generational differences, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, informal learning, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, liberal arts, personalized/customized learning, skills, student-related, teachers, teaching & learning, tools, trends, United States, universities, user experience (UX), vendors, vision/possibilities, by Daniel Christian

AI & Schools: 4 Ways Artificial Intelligence Can Help Students — from the74million.org by W. Ian O’Byrne
AI creates potential for more personalized learning

I am a literacy educator and researcher, and here are four ways I believe these kinds of systems can be used to help students learn.

Differentiated instruction
Intelligent textbooks
Improved assessment
Personalized learning

5 Skills Kids (and Adults) Need in an AI World — from oreilly.com by Raffi Krikorian
Hint: Coding Isn’t One of Them

Five Essential Skills Kids Need (More than Coding)
I’m not saying we shouldn’t teach kids to code. It’s a useful skill. But these are the five true foundations that will serve them regardless of how technology evolves.

Loving the journey, not just the destination
Being a question-asker, not just an answer-getter
Trying, failing, and trying differently
Seeing the whole picture
Walking in others’ shoes

The AI moment is now: Are teachers and students ready? — from iblnews.org

Day of AI Australia hosted a panel discussion on 20 May, 2025. Hosted by Dr Sebastian Sequoiah-Grayson (Senior Lecturer in the School of Computer Science and Engineering, UNSW Sydney) with panel members Katie Ford (Industry Executive – Higher Education at Microsoft), Tamara Templeton (Primary School Teacher, Townsville), Sarina Wilson (Teaching and Learning Coordinator – Emerging Technology at NSW Department of Education) and Professor Didar Zowghi (Senior Principal Research Scientist at CSIRO’s Data61).

Teachers using AI tools more regularly, survey finds — from iblnews.org

As many students face criticism and punishment for using artificial intelligence tools like ChatGPT for assignments, new reporting shows that many instructors are increasingly using those same programs.

Addendum on 5/28/25:

A Museum of Real Use: The Field Guide to Effective AI Use — from mikekentz.substack.com by Mike Kentz
Six Educators Annotate Their Real AI Use—and a Method Emerges for Benchmarking the Chats

Our next challenge is to self-analyze and develop meaningful benchmarks for AI use across contexts. This research exhibit aims to take the first major step in that direction.

With the right approach, a transcript becomes something else:

A window into student decision-making
A record of how understanding evolves
A conversation that can be interpreted and assessed
An opportunity to evaluate content understanding

This week, I’m excited to share something that brings that idea into practice.

Over time, I imagine a future where annotated transcripts are collected and curated. Schools and universities could draw from a shared library of real examples—not polished templates, but genuine conversations that show process, reflection, and revision. These transcripts would live not as static samples but as evolving benchmarks.

This Field Guide is the first move in that direction.

“A radically new and different approach to corporate training & professional development.” [Bersin]+ other items re: AI in our LE’s

On 05/22/2025, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence/Agents/LLMs/and Related, career development, changing business models, colleges, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, experimentation, future, game-changing environment, higher education, human-computer interaction (HCI), personalized/customized learning, platforms, productivity / tips and tricks, professional development, skills, tools, traditional / tradition, training / L&D, trends, United States, universities, workplace, by Daniel Christian

Making AI Work: Leadership, Lab, and Crowd — from oneusefulthing.org by Ethan Mollick
A formula for AI in companies

How do we reconcile the first three points with the final one? The answer is that AI use that boosts individual performance does not naturally translate to improving organizational performance. To get organizational gains requires organizational innovation, rethinking incentives, processes, and even the nature of work. But the muscles for organizational innovation inside companies have atrophied. For decades, companies have outsourced this to consultants or enterprise software vendors who develop generalized approaches that address the issues of many companies at once. That won’t work here, at least for a while. Nobody has special information about how to best use AI at your company, or a playbook for how to integrate it into your organization.
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Galileo Learn™ – A Revolutionary Approach To Corporate Learning — from joshbersin.com

Today we are excited to launch Galileo Learn™, a revolutionary new platform for corporate learning and professional development.
…
How do we leverage AI to revolutionize this model, doing away with the dated “publishing” model of training?

The answer is Galileo Learn, a radically new and different approach to corporate training and professional development.
…
What Exactly is Galileo Learn™?
Galileo Learn is an AI-native learning platform which is tightly integrated into the Galileo agent. It takes content in any form (PDF, word, audio, video, SCORM courses, and more) and automatically (with your guidance) builds courses, assessments, learning programs, polls, exercises, simulations, and a variety of other instructional formats.

Designing an Ecosystem of Resources to Foster AI Literacy With Duri Long — from aialoe.org

Centering Public Understanding in AI Education
In a recent talk titled “Designing an Ecosystem of Resources to Foster AI Literacy,” Duri Long, Assistant Professor at Northwestern University, highlighted the growing need for accessible, engaging learning experiences that empower the public to make informed decisions about artificial intelligence. Long emphasized that as AI technologies increasingly influence everyday life, fostering public understanding is not just beneficial—it’s essential. Her work seeks to develop a framework for AI literacy across varying audiences, from middle school students to adult learners and journalists.

A Design-Driven, Multi-Context Approach
Drawing from design research, cognitive science, and the learning sciences, Long presented a range of educational tools aimed at demystifying AI. Her team has created hands-on museum exhibits, such as Data Bites, where learners build physical datasets to explore how computers learn. These interactive experiences, along with web-based tools and support resources, are part of a broader initiative to bridge AI knowledge gaps using the 4As framework: Ask, Adapt, Author, and Analyze. Central to her approach is the belief that familiar, tangible interactions and interfaces reduce intimidation and promote deeper engagement with complex AI concepts.

AI-Powered Lawyering: AI Reasoning Models, Retrieval Augmented Generation, and the Future of Legal Practice
Minnesota Legal Studies Research Paper No. 25-16; March 02, 2025; from papers.ssrn.com by:

Daniel Schwarcz
University of Minnesota Law School

Sam Manning
Centre for the Governance of AI

Patrick Barry
University of Michigan Law School

David R. Cleveland
University of Minnesota Law School

J.J. Prescott
University of Michigan Law School

Beverly Rich
Ogletree Deakins

Abstract

Generative AI is set to transform the legal profession, but its full impact remains uncertain. While AI models like GPT-4 improve the efficiency with which legal work can be completed, they can at times make up cases and “hallucinate” facts, thereby undermining legal judgment, particularly in complex tasks handled by skilled lawyers. This article examines two emerging AI innovations that may mitigate these lingering issues: Retrieval Augmented Generation (RAG), which grounds AI-powered analysis in legal sources, and AI reasoning models, which structure complex reasoning before generating output. We conducted the first randomized controlled trial assessing these technologies, assigning upper-level law students to complete six legal tasks using a RAG-powered legal AI tool (Vincent AI), an AI reasoning model (OpenAI’s o1-preview), or no AI. We find that both AI tools significantly enhanced legal work quality, a marked contrast with previous research examining older large language models like GPT-4. Moreover, we find that these models maintain the efficiency benefits associated with use of older AI technologies. Our findings show that AI assistance significantly boosts productivity in five out of six tested legal tasks, with Vincent yielding statistically significant gains of approximately 38% to 115% and o1-preview increasing productivity by 34% to 140%, with particularly strong effects in complex tasks like drafting persuasive letters and analyzing complaints. Notably, o1-preview improved the analytical depth of participants’ work product but resulted in some hallucinations, whereas Vincent AI-aided participants produced roughly the same amount of hallucinations as participants who did not use AI at all. These findings suggest that integrating domain-specific RAG capabilities with reasoning models could yield synergistic improvements, shaping the next generation of AI-powered legal tools and the future of lawyering more generally.

Guest post: How technological innovation can boost growth — from legaltechnology.com by Caroline Hill

One key change is the growing adoption of technology within legal service providers, and this is transforming the way firms operate and deliver value to clients.

The legal services sector’s digital transformation is gaining momentum, driven both by client expectations as well as the potential for operational efficiency. With the right support, legal firms can innovate through tech adoption and remain competitive to deliver strong client outcomes and long-term growth.

AI Can Do Many Tasks for Lawyers – But Be Careful — from nysba.org by Rebecca Melnitsky

Artificial intelligence can perform several tasks to aid lawyers and save time. But lawyers must be cautious when using this new technology, lest they break confidentiality or violate ethical standards.

The New York State Bar Association hosted a hybrid program discussing AI’s potential and its pitfalls for the legal profession. More than 300 people watched the livestream.

For that reason, Unger suggests using legal AI tools, like LexisNexis AI, Westlaw Edge, and vLex Fastcase, for legal research instead of general generative AI tools. While legal-specific tools still hallucinate, they hallucinate much less. A legal tool will hallucinate 10% to 20% of the time, while a tool like ChatGPT will hallucinate 50% to 80%.

Fresh Voices on Legal Tech with Nikki Shaver — from legaltalknetwork.com by Dennis Kennedy, Tom Mighell, and Nikki Shaver

Determining which legal technology is best for your law firm can seem like a daunting task, so Legaltech Hub does the hard work for you! In another edition of Fresh Voices, Dennis and Tom talk with Nikki Shaver, CEO at Legaltech Hub, about her in-depth knowledge of technology and AI trends. Nikki shares what effective tech strategies should look like for attorneys and recommends innovative tools for maintaining best practices in modern law firms. Learn more at legaltechnologyhub.com.

AI for in-house legal: 2025 predictions — from deloitte.com
Our expectations for AI engagement and adoption in the legal Market over the coming year.

AI will continue to transform in-house legal departments in 2025
As we enter 2025, over two-thirds of organisations plan to increase their Generative AI (GenAI) investments, providing legal teams with significant executive support and resources to further develop this Capabilities. This presents a substantial opportunity for legal departments, particularly as GenAI technology continues to advance at an impressive pace. We make five predictions for AI engagement and adoption in the legal Market over the coming year and beyond.

Navigating The Fine Line: Redefining Legal Advice In The Age Of Tech With Erin Levine And Quinten Steenhuis — from abovethelaw.com by Olga V. Mack
The definition of ‘practicing law’ is outdated and increasingly irrelevant in a tech-driven world. Should the line between legal advice and legal information even exist?

Practical Takeaways for Legal Leaders

Use Aggregated Data: Providing consumers with benchmarks (e.g., “90% of users in your position accepted similar settlements”) empowers them without giving direct legal advice.
Train and Supervise AI Tools: AI works best when it’s trained on reliable, localized data and supervised by legal professionals.
Partner with Courts: As Quinten pointed out, tools built in collaboration with courts often avoid UPL pitfalls. They’re also more likely to gain the trust of both regulators and consumers.
Embrace Transparency: Clear disclaimers like “This is not legal advice” go a long way in building consumer trust and meeting ethical standards.

Google I/O 2025: From research to reality — from blog.google
Here’s how we’re making AI more helpful with Gemini.

Google I/O 2025 LIVE — all the details about Android XR smart glasses, AI Mode, Veo 3, Gemini, Google Beam and more — from tomsguide.com by Philip Michaels
Google’s annual conference goes all in on AI

With a running time of 2 hours, Google I/O 2025 leaned heavily into Gemini and new models that make the assistant work in more places than ever before. Despite focusing the majority of the keynote around Gemini, Google saved its most ambitious and anticipated announcement towards the end with its big Android XR smart glasses reveal.

Shockingly, very little was spent around Android 16. Most of its Android 16 related news, like the redesigned Material 3 Expressive interface, was announced during the Android Show live stream last week — which explains why Google I/O 2025 was such an AI heavy showcase.

That’s because Google carved out most of the keynote to dive deeper into Gemini, its new models, and integrations with other Google services. There’s clearly a lot to unpack, so here’s all the biggest Google I/O 2025 announcements.

Our vision for building a universal AI assistant— from blog.google
We’re extending Gemini to become a world model that can make plans and imagine new experiences by simulating aspects of the world.

Making Gemini a world model is a critical step in developing a new, more general and more useful kind of AI — a universal AI assistant. This is an AI that’s intelligent, understands the context you are in, and that can plan and take action on your behalf, across any device.

By applying LearnLM capabilities, and directly incorporating feedback from experts across the industry, Gemini adheres to the principles of learning science to go beyond just giving you the answer. Instead, Gemini can explain how you get there, helping you untangle even the most complex questions and topics so you can learn more effectively. Our new prompting guide provides sample instructions to see this in action.

Learn in newer, deeper ways with Gemini — from blog.google.com by Ben Gomes
We’re infusing LearnLM directly into Gemini 2.5 — plus more learning news from I/O.

At I/O 2025, we announced that we’re infusing LearnLM directly into Gemini 2.5, which is now the world’s leading model for learning. As detailed in our latest report, Gemini 2.5 Pro outperformed competitors on every category of learning science principles. Educators and pedagogy experts preferred Gemini 2.5 Pro over other offerings across a range of learning scenarios, both for supporting a user’s learning goals and on key principles of good pedagogy.

Gemini gets more personal, proactive and powerful — from blog.google.com by Josh Woodward
It’s your turn to create, learn and explore with an AI assistant that’s starting to understand your world and anticipate your needs.

Here’s what we announced at Google IO:

Gemini Live with camera and screen sharing, is now free on Android and iOS for everyone, so you can point your phone at anything and talk it through.
Imagen 4, our new image generation model, comes built in and is known for its image quality, better text rendering and speed.
Veo 3, our new, state-of-the-art video generation model, comes built in and is the first in the world to have native support for sound effects, background noises and dialogue between characters.
Deep Research and Canvas are getting their biggest updates yet, unlocking new ways to analyze information, create podcasts and vibe code websites and apps.
Gemini is coming to Chrome, so you can ask questions while browsing the web.
Students around the world can easily make interactive quizzes, and college students in the U.S., Brazil, Indonesia, Japan and the UK are eligible for a free school year of the Google AI Pro plan.
Google AI Ultra, a new premium plan, is for the pioneers who want the highest rate limits and early access to new features in the Gemini app.
2.5 Flash has become our new default model, and it blends incredible quality with lightning fast response times.

Fuel your creativity with new generative media models and tools — from by Eli Collins
Introducing Veo 3 and Imagen 4, and a new tool for filmmaking called Flow.

AI in Search: Going beyond information to intelligence
We’re introducing new AI features to make it easier to ask any question in Search.

AI in Search is making it easier to ask Google anything and get a helpful response, with links to the web. That’s why AI Overviews is one of the most successful launches in Search in the past decade. As people use AI Overviews, we see they’re happier with their results, and they search more often. In our biggest markets like the U.S. and India, AI Overviews is driving over 10% increase in usage of Google for the types of queries that show AI Overviews.

This means that once people use AI Overviews, they’re coming to do more of these types of queries, and what’s particularly exciting is how this growth increases over time. And we’re delivering this at the speed people expect of Google Search — AI Overviews delivers the fastest AI responses in the industry.

In this story:

AI Mode in Search
Deep Search
Live capabilities
Agentic capabilities
Shopping
Personal context
Custom charts

Boys Are Struggling in School. What Can Be Done? — from edweek.org by Rick Hess
Scholar Richard Reeves says it’s time to take a hard look at gender equity

Rick: What kinds of strategies do you think would help?

Richard: In education, we should expand the use of male-friendly teaching methods, such as more hands-on and active learning approaches. We should also consider redshirting boys—starting them in school a year later—to account for developmental differences between boys and girls. We should also introduce more male mentors and role models in schools, particularly in elementary education, where male teachers are scarce. In the workforce, apprenticeship and vocational training programs need to be expanded to create pathways into stable employment for young men who may not pursue a four-year degree. Career counseling should also emphasize diverse pathways to ensure that boys who may not thrive in a traditional academic setting still have opportunities for success. Additionally, fatherhood policies should recognize the importance of male engagement in family life, supporting fathers in their role as caregivers and providers.

While on the topic of K12 education, also see:

How Electives Help All Students Succeed — from edutopia.org by Miriam Plotinsky
Giving students a choice of electives increases engagement and allows them to develop skills outside of core academic subjects.

I recently conducted a student focus group on the topic of school attendance. One of the participants, a high school junior who admitted to being frequently late or absent, explained why she still came to school: “I never want to miss Drama. My teacher is awesome. Her class is the reason I show up every day.” As the rest of the focus group chimed in with similar thoughts, I reflected on the power that elective courses hold for students of all ages.

These courses, from jazz band to yoga, cement students’ sense of self not just in their primary and secondary years, but also in their journey toward adulthood. In these tight economic times, schools or districts often slash electives to save money on staffing, which is highly detrimental to student success. Instead, not only should budget cuts be made elsewhere, but also elective offerings should increase to heighten student choice and well-being.

Learners need: More voice. More choice. More control. -- this image was created by Daniel Christian

Learning Ecosystems

What could possibly go wrong with AI-based technological systems becoming “independent players?” [Christian]

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