Learning Experience Design

“Learning ecosystems begin with people.” — Getting Smart

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

“Learning ecosystems begin with people.” — Getting Smart

ASU/GSV Summit

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

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

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

Also from Getting Smart:

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

Also see:

Dr. Ian Kelleher’s introduction to his paper here on LinkedIn

What the Future of Learning Looks Like in the Era of AI [U of M’s Center for Academic Innovation]

On 04/15/2026, in 21st century, 24x7x365 access, apprenticeships, Artificial Intelligence/Agents/LLMs/and Related, collaboration, colleges, communities of practice, community colleges, corporate / business world, credentialing, emerging technologies, experimentation, faculty/staff, future of higher education, game-changing environment, higher education, ideas, innovation, instructional design, intelligent systems, internships, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, lifelong learning, Michigan, real-world assignments, student-related, teaching & learning, United States, universities, workplace, by Daniel Christian

What the Future of Learning Looks Like in the Era of AI — from the Center for Academic Innovation at the University of Michigan, by Sean Corp

AI & the Future of Learning Summit brings industry, education leaders together to discuss higher education’s opportunity to lead, what students need, and what partnerships are possible

As artificial intelligence rapidly reshapes the nature of work and learning, speakers at the University of Michigan’s AI & the Future of Learning Summit delivered a clear message: higher education must take a leading role in defining what comes next.

One CEO of a leading educational technology company put it like this: “The only bad thing would be universities standing still.”

Universities must embrace their roles as providers of continuous, lifelong learning that evolves alongside technological change.

…
This shift is already affecting early-career pathways. Employers are placing greater emphasis on experience, while traditional entry-level roles are becoming less accessible. There is often a gap between what a credential represents and the expectations of employers.

That gap is particularly evident in access to internships. Chris Parrish, co-founder and president of Podium, noted that millions of students compete for a limited number of internships each year, making it increasingly difficult to gain the experience employers demand.

“If you miss out on an internship, you’re twice as likely to be unemployed,” Parrish said.

The Course Is Dying as the Unit of Learning. Here’s why, and what’s replacing It [Hardman]

On 04/07/2026, in adult learning, corporate / business world, corporate universities / corporate training, emerging technologies, ideas, instructional design, intelligent systems, learning, learning agents, learning ecosystem, Learning Experience Design, productivity / tips and tricks, training / L&D, UK, workplace, by Daniel Christian

The Course Is Dying as the Unit of Learning — from drphilippahardman.substack.com by Dr Philippa Hardman
Here’s why, and what’s replacing It

What the Bleeding Edge Looks like in Practice
So what does “the new stack” actually look like when organisations lean into this? Here are four real patterns already in play.

Engineering: from engine courses to in-workflow AI coaching.
Product development: from courses to craft-specific agents.
Compliance: from annual course to nudge systems.|
Enablement systems, not catalogues.

…

The quest to build a better AI tutor [Barshay]

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

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

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

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

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

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

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

The Most Obvious Fix in Education — from michelleweise.substack.com by Michelle Weise
The No-Brainer Nobody’s Doing

We know what better learning looks like. We have known for a while.

Real problems. Real roles. Built-in conflict. Conditions that simulate the messiness of actual work. Reflection that asks not just what did you do but who are you becoming? These are not radical ideas. They are not untested theories. The research is clear, employers are asking for exactly this, and students consistently report that the closest they got to real work was the most valuable part of their education.

So why aren’t universities doing more of it?

That is the question worth sitting with — because the gap between what we know and what we do is not a knowledge problem. It is a design problem, an incentive problem, and if we’re being candid, a courage problem.

Because in the meantime, learners are paying the price. They graduate credentialed but untested. They enter labor markets that want proof of performance and experience, not transcripts. They lack the networks, the exposure, and the scar tissue that comes from navigating real work.

Also relevant, see:

The Apprenticeship (R)Evolution — from insidehighered.com by Sara Weissman and Colleen Flaherty
Once synonymous with hard hats and tool belts, apprenticeships are branching into health care, artificial intelligence, business services, advanced manufacturing and more.

Such programs also challenge stereotypes about apprenticeships—namely that they’re only in construction, an earn-and-learn catchall for traditionally apprenticeable occupations such as bricklayer, plumber, carpenter and electrician. In integrating robotics, automation, machining and logistics, the manufacturing development program is a bridge to understanding how apprenticeships are evolving to support some of the nation’s fastest-growing industries. These include advanced manufacturing, but also health care, information technology and other business services.

Hidden in Plain Sight: How Microschools Can Unlock the Power of Public Libraries [Blassingame & Flynn]

On 03/25/2026, in education, education reform, engagement / engaging students, learning, learning ecosystem, Learning Experience Design, learning hubs & pods & microschooling, learning spaces, library / librarians, parents/guardians, society, student-related, teachers, United States, youth, by Daniel Christian

Hidden in Plain Sight: How Microschools Can Unlock the Power of Public Libraries — from microschoolingcenter.org by Tiffany Blassingame & Erin Flynn

The Library as a Learning Campus
Many microschool founders are wrestling with the same core challenge: how do you provide students with enriching, hands-on experiences when you’re working with a small team and a lean budget? Erin’s answer is deceptively simple — walk through the library’s front door.

Modern public libraries are far more than book repositories. Most educators walk past an entire ecosystem of free resources without realizing what’s available. Need printing, computers, or digital tools? Libraries offer them at little or no cost. Looking for hands-on science programming? Many branches host makerspaces and science stations built for exactly that kind of exploration. Need a space to hold a small class, workshop, or seminar? Bookable collaboration rooms are often just a phone call away.

Beyond the physical infrastructure, libraries frequently offer life skills programming — resume writing, financial literacy, job readiness — that can support the families surrounding a microschool, not just its students. And in some branches, social workers are embedded on site, providing the kind of wraparound support that few microschools could ever access on their own.

Libraries are also deeply invested in expanding their community reach. A microschool brings exactly the kind of engaged, mission-driven partnership that many branches are actively seeking. The relationship benefits both sides from day one.

The AI-based learning platform of the future will be constantly doing this

On 03/24/2026, in 21st century, 24x7x365 access, analytics, Artificial Intelligence/Agents/LLMs/and Related, business, career development, change, cloud-based computing / apps / other cloud-related, Daniel S. Christian, data related items, education technology, emerging technologies, future, game-changing environment, generational differences, global / globalization, ideas, innovation, instructional design, intelligent systems, intelligent tutoring, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, lifelong learning, more voice more choice more control, personalized/customized learning, platforms, reinvent, skills, society, student-related, surviving, tools, United States, workplace, by Daniel Christian

From DSC:
I have been proposing that the AI-based learning platform of the future will be constantly doing this — every single day. It will know what the in-demand skills are — at any given moment in time. It will then be able to direct you to resources that will help you gain those skills. Though in my vision, the system is querying actual/open job descriptions, not analyzing learning data from enterprise learners. Perhaps I should add that to the vision.

Coursera’s Job Skills Report 2026: Top skills for your students — from coursera.org

The Job Skills Report 2026 analyzes learning data from more than 6 million enterprise learners to identify the future job skills organizations need most. It’s designed for HR and L&D leaders; data, IT, and software & product development leaders; higher education administrators; and government agencies seeking actionable insights on workforce skills trends and AI-driven transformation.
…
Drawing on data from 6 million enterprise learners across nearly 7,000 organizations, the Job Skills Report 2026 guides you through the skills reshaping the global economy. This year’s analysis spans Data, IT, and Software & Product Development—and the Generative AI skills becoming essential for every role.

Is the eLearning authoring tool dead? [Milloway & Slade]

On 03/24/2026, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence/Agents/LLMs/and Related, communities of practice, content development, aggregation, repositories, corporate / business world, human-computer interaction (HCI), ideas, innovation, instructional design, Learning Experience Design, platforms, productivity / tips and tricks, programming, tools, trends, vendors, by Daniel Christian

Is the eLearning authoring tool dead? — from linkedin.com by Melissa Milloway & Tim Slade

…which links to the video below:

“Agentic AI isn’t coming for training programs. It’s coming for the trainers who can’t adapt.” [Martin] + other items re: AI in our learning ecosystems

On 03/23/2026, in Artificial Intelligence/Agents/LLMs/and Related, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, ethics, experimentation, future, game-changing environment, human-computer interaction (HCI), innovation, instructional design, intelligent systems, intelligent tutoring, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, morals/values, platforms, productivity / tips and tricks, tools, training / L&D, UK, universities, vendors, workplace, by Daniel Christian

Here is Chris Martin’s posting on LinkedIn.com:

Here is Dominik Mate Kovacs’ posting on LinkedIn.com:

The AI ‘hivemind’: Why so many student essays sound alike — from hechingerreport.org by Jill Barshay
A study of more than 70 large language models found similar answers to brainstorming and creative writing prompts

The answers were frequently indistinguishable across different models by different companies that have different architectures and use different training data. The metaphors, imagery, word choices, sentence structures — even punctuation — often converged. Jiang’s team called this phenomenon “inter-model homogeneity” and quantified the overlaps and similarities. To drive the point home, Jiang titled her paper, the “Artificial Hivemind.” The study won a best paper award at the annual conference on Neural Information Processing Systems in December 2025, one of the premier gatherings for AI research.

AI Has No Moral Compass. Do You? — from michelleweise.substack.com by Michelle Weise & Dana Walsh
Why the Age of AI Demands We Take Character Formation Seriously

Here’s something to chew on:

Anthropic, the company behind Claude — a chatbot used by 30 million users per month — has exactly one person (whom we know of) working on AI ethics. One. A young Scottish philosopher is doing the vital work of training a large language model to discern right from wrong.

I don’t say this to shame Anthropic. In fact, Anthropic appears to be the only company (that we know of) being explicit about the moral foundations and reasoning of its chatbot. Hundreds of millions of users worldwide are leveraging tools from other LLMs that do not appear to have an explicit moral compass being cultivated from within.

I raise this because this is yet another example of where we are: extraordinary technical power advancing without an equally strong moral infrastructure to support it.

Why do we keep producing people who are skilled but not wise?

Across the divide: reimagining faculty-staff collaboration in higher education — from timeshighereducation.com by Saskia van de Gevel
Academic units do best when they harness different viewpoints – from field scientists and curriculum designers to extension professionals – to drive innovation and relevance. Saskia van de Gevel offers proactive advice

Universities are not sustained by individual leaders or isolated units. They are sustained by teams of people who bring different kinds of expertise to a shared mission. When faculty and professional staff collaborate as genuine partners – aligned around outcomes, clear about roles and committed to mutual respect – institutions become more resilient, innovative and effective.

Also from timeshighereducation.com, see:

The five levels of learning designer support — from timeshighereducation.com by Daniel Searson
Learning designers and academics may have different expectations when it comes to collaborating on course design. Here’s how a five-point scale can help
Harness the power of your university librarian in the age of information chaos — from timeshighereducation.com by Ben Meunier
Find out how to tap the mine of knowledge your university library has, for trustworthy research sources, data expertise and information literacy advice
How employability teams can strengthen academic programmes — from timeshighereducation.com by Hanene Duprat
Working like recruitment partners, rather than just career advisers, can help align teaching with industry needs, writes Hanene Duprat
Excerpts:

Again, we don’t send them 200 CVs. We might send 20, but they’re meticulously shortlisted. The employer saves time, the student feels they are being taken seriously and trust builds quickly on both sides.

And because we work closely with employers, we learn something universities often struggle to find out early enough: what the market is asking for now.

What academics need to know: we can’t do this without you
If I could say one thing to academic colleagues anywhere, it’s that employability can’t sit next to the curriculum. It has to live with it.

The benefits of engaging third space practitioners in curriculum development — from timeshighereducation.com by Steve Briggs
Third space practitioners are often overlooked in the curriculum development process, to everyone’s detriment. Here’s a look at the viewpoints they can offer and how to engage them better
Teaching deaf, deafblind and hard-of-hearing students: practical steps that benefit everyone — from timeshighereducation.com by Annelies Kusters
When educators design communication to work across multiple modes from the outset, classrooms become more accessible – and more effective – for everyone, says Annelies Kusters

Check out some of the features an AI-powered LMS provides you with!

On 03/23/2026, in 21st century, 24x7x365 access, adult learning, analytics, Artificial Intelligence/Agents/LLMs/and Related, assessment, business, career development, cloud-based computing / apps / other cloud-related, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, educational games / serious games, emerging technologies, ideas, innovation, instructional design, intelligent systems, intelligent tutoring, languages and translation, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, lifelong learning, platforms, skills, training / L&D, United States, workplace, by Daniel Christian

Here is Pradnya’s posting out on LinkedIn.com:

From DSC…note these excerpts from Pradnya’s posting:

I’m not manually assigning 400 people anymore ? They’re actually taking relevant courses now
Shows me the data ? Suggests courses to fix it ? I look like a strategic genius
Completion rates up 34% ? Nobody’s “stuck” anymore

Pradnya links to a page out at ParadisoSolutions.com. Check out some of the functionality this AI-powered system provides:

Also from Pradnya, see this posting:

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

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

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

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

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

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

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

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

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

Ideas on setting up excellent seating plans, using trauma-informed practices, & reducing cognitive load [edutopia.org]

On 03/13/2026, in attention, education, experimentation, graphics, ideas, K-12 related, learning, learning ecosystem, Learning Experience Design, learning spaces, learning theories, multimedia, pedagogy, strategy, student-related, teachers, by Daniel Christian

An Unconventional Seating Plan Designed to Benefit Focus and Learning — from edutopia.org by Tyler Rablin
After years of search and experimentation, this teacher finally hit on a room layout that allowed for efficient shifting between whole class, small group, and independent work.

I used to be an obsessive classroom rearranger—every six weeks or so I would find myself looking for a new desk arrangement that would improve some aspect of our work in the room. So when I finally found a desk arrangement that I didn’t want to change for the rest of the year, I knew I was on to something good.

The idea started developing when I stumbled across an article about an Australian classroom arrangement based on three “archetypal learning spaces”: campfires, caves, and watering holes. Essentially, the idea is that students need a physical space to work independently (a cave), spaces to gather informally (campfires), and a space to gather as a whole to learn from an expert (the watering hole).

Using Trauma-Informed Practices in Early Elementary Classrooms — from edutopia.org by Emily Barbour
Small changes in language and classroom routines can increase connection and improve learning for young students.

Trauma-informed practices invite a shift from reactive to proactive systems. To design classrooms that are grounded in safety and care, teachers need to embed predictability, co-regulation, and relationship-building into daily routines. Seemingly small changes like morning choice, intentional language, and shared commitments can transform the environmental conditions for students to properly regulate, feel connected, and fully access learning.

Replacing Morning Work With Morning Choice
The largest positive shift in my classroom culture occurred when I replaced traditional morning work with morning choice bins. When I began our day with worksheets, it felt like I started each day with an uphill battle. The mornings began with redirecting behavior instead of building meaningful relationships.

Reducing the Cognitive Load of Math Tasks With Strategy Cards — from edutopia.org by Katherine Efremkin
When students create a visual resource to scaffold problem-solving, they can approach independent work with more confidence and focused attention.

All three of these areas of the brain need to be activated and work together in order for a student to be successful with independent math work. To help ensure that students are able to successfully shift between their problem-solving ability, thinking, and actions to attack different parts of a problem, I teach students to create strategy cards.

These cards help reduce the cognitive load, enabling students not only to become more successful and independent within their arithmetic work, but also to dive deeper into the conceptual understanding of math concepts.

How to Get Consistent, On-Brand Course Images from Any AI Image Tool — from drphilippahardman.substack.com by Dr. Philippa Hardman
A 3-step workflow that works every time — whatever AI tool you’re using

Most designers try to describe their way to an image. That’s the wrong approach. The goal is to show the tool the world it should be working in, then give it the minimum it needs to place your subject inside that world.

Every long, over-specified prompt is a sign that your visual inputs aren’t doing enough work.

The fix is an 3-step process which gives you superpowers in AI image generation…

How AI Could Transform, or Replace, the LMS — from futureupodcast.com by Jeff Selingo, Michael Horn, and Matthew Pittinsky

Tuesday, March 10, 2026 – For 30 years now, colleges have relied on the Learning Management System, or LMS, as a key portal for professors and students to teach and learn. It’s a tool that has helped colleges adapt to online learning and bring digital tools to classroom teaching. But generative AI seems poised to disrupt the LMS. And it’s unclear whether the LMS will evolve—or be replaced altogether. For this episode, Jeff and Michael talk with a pioneer of the technology, Matthew Pittinsky, about the lessons of past moments of tech disruption like the smartphone and cloud computing and about what could be different this time. This episode is made with support from Ascendium Education Group.

Gemini, Explained — from wondertools.substack.com by Jeremy Caplan
5 features worth your time — tested and compared

Google’s AI, Gemini, has quickly become one of the AI tools I rely on most. It builds dashboards and creates remarkable infographics. It spins out comprehensive research reports in minutes that would once have taken days to assemble.

It’s improving every month. On March 13, Google announced Ask Maps, so you can query Gemini about things like “Which nearby tennis courts are open with lights so I can play tonight?” On March 10, Gemini added new integrations to build, summarize, and analyze your Google Docs, Sheets, and Slides.

In today’s post below: catch up on the Gemini features worth your time, candid comparisons with other AI tools, and answers to the questions I hear most.

How we’re reimagining Maps with Gemini — from blog.google
Ask Maps answers your real-world questions with a conversation, and Immersive Navigation makes your route more intuitive.

Today, Google Maps is fundamentally changing what a map can do. By bringing together the world’s freshest map with our most capable Gemini models, we’re transforming exploration into a simple conversation and making driving more intuitive than ever with our biggest navigation upgrade in over a decade.

Ask anything about any place
We’re introducing Ask Maps, a new conversational experience that answers complex, real-world questions a map could never answer before. Now you can ask for things like, “My phone is dying — where can I charge it without having to wait in a long line for coffee?” or “Is there a public tennis court with lights on that I can play at tonight?” Previously, finding this information meant lots of research and sifting through reviews. But now, you can just tap the “Ask Maps” button and get your questions answered conversationally, with a customized map to help you visualize your options.

Learning Ecosystems

The Course Is Dying as the Unit of Learning. Here’s why, and what’s replacing It [Hardman]

Across the divide: reimagining faculty-staff collaboration in higher education [van de Gevel]; plus several other items from timeshighereducation.com

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