Learning Experience Design

“21 Super-Powered AI Use Cases for Learning Design” [Hardman] + AI-powered experiences built for teaching and learning from Microsoft

On 10/15/2025, in adult learning, Artificial Intelligence/Agents/LLMs/and Related, assessment, bots, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, education, education technology, emerging technologies, experimentation, faculty/staff, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), 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, learning hubs & pods & microschooling, learning preferences, microlearning, personalized/customized learning, platforms, productivity / tips and tricks, society, student-related, teachers, teaching & learning, teaching online, technologies for your home, tools, training / L&D, trends, United States, universities, user experience (UX), vendors, workplace, by Daniel Christian

The above posting on LinkedIn then links to this document

Designing Microsoft 365 Copilot to empower educators, students, and staff — from microsoft.com by Deirdre Quarnstrom

While over 80% of respondents in the 2025 AI in Education Report have already used AI for school, we believe there are significant opportunities to design AI that can better serve each of their needs and broaden access to the latest innovation.¹

That’s why today [10/15/25], we’re announcing AI-powered experiences built for teaching and learning at no additional cost, new integrations in Microsoft 365 apps and Learning Management Systems, and an academic offering for Microsoft 365 Copilot.

Introducing AI-powered teaching and learning
Empowering educators with Teach

We’re introducing Teach to help streamline class prep and adapt AI to support educators’ teaching expertise with intuitive and customizable features. In one place, educators can easily access AI-powered teaching tools to create lesson plans, draft materials like quizzes and rubrics, and quickly make modifications to language, reading level, length, difficulty, alignment to relevant standards, and more.

Why Co-Teaching Will Be A Hot New Trend In Higher Education — from forbes.com by Brandon Busteed

When it comes to innovation in higher education, most bets are being placed on technology platforms and AI. But the innovation students, faculty and industry need most can be found in a much more human dimension: co-teaching. And specifically, a certain kind of co-teaching – between industry experts and educators.

While higher education has largely embraced the value of interdisciplinary teaching across different majors or fields of study, it has yet to embrace the value of co-teaching between industry and academia. Examples of co-teaching through industry-education collaborations are rare and underutilized across today’s higher ed landscape. But they may be the most valuable and relevant way to prepare students for success. And leveraging these collaborations can help institutions struggling to satisfy unfulfilled student demand for immersive work experiences such as internships.

From DSC:
It’s along these lines that I think that ADJUNCT faculty members should be highly sought after and paid much better — as the up-to-date knowledge and experience they bring into the classroom is very valuable. They should have equal say in terms of curriculum/programs and in the way a college or university is run.

10 Tips from Smart Teaching Stronger Learning — from Pooja K. Agarwal, Ph.D.

Per Dr. Pooja Agarwal:

Download my “cheat sheet” of a teaching tip from each chapter
Download a PDF of the book introduction
Download my list of 2 additional readings per chapter for your book club, faculty learning community, and courses
Smart Teaching Stronger Learning: Practical Tips From 10 Cognitive Scientists — by Dr. Shana K. Carpenter

Combining two strategies—spacing and retrieval practice—is key to success in learning, says Shana Carpenter.

On a somewhat related note (i.e., for Instructional Designers, teachers, faculty members, T&L staff members), also see:

Fresh Approaches to Instructional Design — from edutopia.org by Sara Furnival
An educator with 20-plus years of experience on crafting creative and energizing lessons.

“A new L&D operating system for the AI Era?” [Hardman] + other items re: AI in our learning ecosystems

On 10/13/2025, in 21st century, 24x7x365 access, adjunct faculty, adult learning, animation, Artificial Intelligence/Agents/LLMs/and Related, assessment, bots, business, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, creativity, credentialing, digital audio, digital learning, digital storytelling, digital video, education, education technology, educational games / serious games, emerging technologies, engagement / engaging students, experimentation, faculty/staff, future of higher education, game-changing environment, generational differences, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, interactivity, K-12 related, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, liberal arts, lifelong learning, pedagogy, personalized/customized learning, productivity / tips and tricks, professional development, skills, story, storytelling, student-related, teachers, teaching & learning, teaching online, technologies for your home, training / L&D, trends, United States, universities, vendors, vision/possibilities, workplace, writing, youth, by Daniel Christian

From 70/20/10 to 90/10 — from drphilippahardman.substack.com by Dr Philippa Hardman
A new L&D operating system for the AI Era?

This week I want to share a hypothesis I’m increasingly convinced of: that we are entering an age of the 90/10 model of L&D.

90/10 is a model where roughly 90% of “training” is delivered by AI coaches as daily performance support, and 10% of training is dedicated to developing complex and critical skills via high-touch, human-led learning experiences.

Proponents of 90/10 argue that the model isn’t about learning less, but about learning smarter by defining all jobs to be done as one of the following:

Delegate (the dead skills): Tasks that can be offloaded to AI.
Co-Create (the 90%): Tasks which well-defined AI agents can augment and help humans to perform optimally.
Facilitate (the 10%): Tasks which require high-touch, human-led learning to develop.

So if AI at work is now both real and material, the natural question for L&D is: how do we design for it? The short answer is to stop treating learning as an event and start treating it as a system.

My daughter’s generation expects to learn with AI, not pretend it doesn’t exist, because they know employers expect AI fluency and because AI will be ever-present in their adult lives.

— Jenny Maxell

The above quote was taken from this posting.

Unlocking Young Minds: How Gamified AI Learning Tools Inspire Fun, Personalized, and Powerful Education for Children in 2025 — from techgenyz.com by Sreyashi Bhattacharya

Table of Contents

Highlight

Gamified AI Learning Tools personalize education by adapting the difficulty and content to each child’s pace, fostering confidence and mastery.
Engaging & Fun: Gamified elements like quests, badges, and stories keep children motivated and enthusiastic.
Safe & Inclusive: Attention to equity, privacy, and cultural context ensures responsible and accessible learning.

How to test GenAI’s impact on learning — from timeshighereducation.com by Thibault Schrepel
Rather than speculate on GenAI’s promise or peril, Thibault Schrepel suggests simple teaching experiments to uncover its actual effects

Generative AI in higher education is a source of both fear and hype. Some predict the end of memory, others a revolution in personalised learning. My two-year classroom experiment points to a more modest reality: Artificial intelligence (AI) changes some skills, leaves others untouched and forces us to rethink the balance.

This indicates that the way forward is to test, not speculate. My results may not match yours, and that is precisely the point. Here are simple activities any teacher can use to see what AI really does in their own classroom.

4. Turn AI into a Socratic partner
Instead of being the sole interrogator, let AI play the role of tutor, client or judge. Have students use AI to question them, simulate cross-examination or push back on weak arguments. New “study modes” now built into several foundation models make this kind of tutoring easy to set up. Professors with more technical skills can go further, design their own GPTs or fine-tuned models trained on course content and let students interact directly with them. The point is the practice it creates. Students learn that questioning a machine is part of learning to think like a professional.

Assessment tasks that support human skills — from timeshighereducation.com by Amir Ghapanchi and Afrooz Purarjomandlangrudi
Assignments that focus on exploration, analysis and authenticity offer a road map for university assessment that incorporates AI while retaining its rigour and human elements

Rethinking traditional formats

1. From essay to exploration
When ChatGPT can generate competent academic essays in seconds, the traditional format’s dominance looks less secure as an assessment task. The future lies in moving from essays as knowledge reproduction to assessments that emphasise exploration and curation. Instead of asking students to write about a topic, challenge them to use artificial intelligence to explore multiple perspectives, compare outputs and critically evaluate what emerges.

Example: A management student asks an AI tool to generate several risk plans, then critiques the AI’s assumptions and identifies missing risks.

What your students are thinking about artificial intelligence — from timeshighereducation.com by Florencia Moore and Agostina Arbia
GenAI has been quickly adopted by students, but the consequences of using it as a shortcut could be grave. A study into how students think about and use GenAI offers insights into how teaching might adapt

However, when asked how AI negatively impacts their academic development, 29 per cent noted a “weakening or deterioration of intellectual abilities due to AI overuse”. The main concern cited was the loss of “mental exercise” and soft skills such as writing, creativity and reasoning.

The boundary between the human and the artificial does not seem so easy to draw, but as the poet Antonio Machado once said: “Traveller, there is no path; the path is made by walking.”

Jelly Beans for Grapes: How AI Can Erode Students’ Creativity — from edsurge.com by Thomas David Moore

There is nothing new about students trying to get one over on their teachers — there are probably cuneiform tablets about it — but when students use AI to generate what Shannon Vallor, philosopher of technology at the University of Edinburgh, calls a “truth-shaped word collage,” they are not only gaslighting the people trying to teach them, they are gaslighting themselves. In the words of Tulane professor Stan Oklobdzija, asking a computer to write an essay for you is the equivalent of “going to the gym and having robots lift the weights for you.”

Deloitte will make Claude available to 470,000 people across its global network — from anthropic.com

As part of the collaboration, Deloitte will establish a Claude Center of Excellence with trained specialists who will develop implementation frameworks, share leading practices across deployments, and provide ongoing technical support to create the systems needed to move AI pilots to production at scale. The collaboration represents Anthropic’s largest enterprise AI deployment to date, available to more than 470,000 Deloitte people.

Deloitte and Anthropic are co-creating a formal certification program to train and certify 15,000 of its professionals on Claude. These practitioners will help support Claude implementations across Deloitte’s network and Deloitte’s internal AI transformation efforts.

How AI Agents are finally delivering on the promise of Everboarding: driving retention when it counts most — from premierconstructionnews.com

Everboarding flips this model. Rather than ending after orientation, everboarding provides ongoing, role-specific training and support throughout the employee journey. It adapts to evolving responsibilities, reinforces standards, and helps workers grow into new roles. For high-turnover, high-pressure environments like retail, it’s a practical solution to a persistent challenge.

AI agents will be instrumental in the success of everboarding initiatives; they can provide a much more tailored training and development process for each individual employee, keeping track of which training modules may need to be completed, or where staff members need or want to develop further. This personalisation helps staff to feel not only more satisfied with their current role, but also guides them on the right path to progress in their individual careers.

Digital frontline apps are also ideal for everboarding. They offer bite-sized training that staff can complete anytime, whether during quiet moments on shift or in real time on the job, all accessible from their mobile devices.

TeachLM: insights from a new LLM fine-tuned for teaching & learning — from drphilippahardman.substack.com by Dr Philippa Hardman
Six key takeaways, including what the research tells us about how well AI performs as an instructional designer

As I and many others have pointed out in recent months, LLMs are great assistants but very ineffective teachers. Despite the rise of “educational LLMs” with specialised modes (e.g. Anthropic’s Learning Mode, OpenAI’s Study Mode, Google’s Guided Learning) AI typically eliminates the productive struggle, open exploration and natural dialogue that are fundamental to learning.

This week, Polygence, in collaboration with Stanford University researcher Prof Dora Demszky. published a first-of-its-kind research on a new model — TeachLM — built to address this gap.

In this week’s blog post, I deep dive what the research found and share the six key findings — including reflections on how well TeachLM performs on instructional design.

The Dangers of using AI to Grade — from marcwatkins.substack.com by Marc Watkins
Nobody Learns, Nobody Gains

AI as an assessment tool represents an existential threat to education because no matter how you try and establish guardrails or best practices around how it is employed, using the technology in place of an educator ultimately cedes human judgment to a machine-based process. It also devalues the entire enterprise of education and creates a situation where the only way universities can add value to education is by further eliminating costly human labor.

For me, the purpose of higher education is about human development, critical thinking, and the transformative experience of having your ideas taken seriously by another human being. That’s not something we should be in a rush to outsource to a machine.

Making Retrieval Practice a Classroom Routine [edutopia.org]

On 10/06/2025, in education, ideas, instructional design, learning, Learning Experience Design, learning theories, memory, pedagogy, student-related, teachers, teaching & learning, United States, by Daniel Christian

Making Retrieval Practice a Classroom Routine — from edutopia.org
By regularly working in activities that get students to recall content they’ve learned in the past and apply it, teachers can ensure deeper understanding.

Also see:

The Teaching Tips section out at RetrievalPractice.org
Retrieval practice is a simple research-based teaching strategy that dramatically raises students’ grades. When students retrieve and bring information to mind, this mental challenge produces durable long-term learning. Easy learning leads to easy forgetting. Stop cramming, reviewing, and re-teaching. Instead, simply ask students what they remember. No prep, no grading, just powerful teaching. The science of learning exists. It’s time to unleash it.

What’s happening with AI in L&D? Well, here it is — the 2025 edition. [Vinauskaite & Taylor]

On 10/01/2025, in adult learning, Artificial Intelligence/Agents/LLMs/and Related, business, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, emerging technologies, experimentation, innovation, instructional design, intelligent systems, intelligent tutoring, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, multimedia, Natural Language Processing (NLP), productivity / tips and tricks, skills, tools, training / L&D, United States, user experience (UX), vendors, vision/possibilities, workplace, by Daniel Christian

7 Teaching Practices that Nurture Student Voice [Gonzalez]

On 10/01/2025, in education, education reform, experimentation, face-to-face, ideas, instructional design, K-12 related, leadership, learning, learning ecosystem, Learning Experience Design, more voice more choice more control, strategy, student-related, teachers, United States, by Daniel Christian

7 Teaching Practices that Nurture Student Voice — from cultofpedagogy.com by Jennifer Gonzalez

In our efforts to improve school, especially in the United States, student voice has really gotten lost. We focus on test scores, top-down curriculum, and measures of success that never quite get to the humanity of our students. Not only have these efforts not succeeded in raising test scores (Schwartz, 2025), they haven’t given us much satisfaction in other ways, either: In a recent survey, nearly half of educators reported that student behavior was worse than before the pandemic, and that number had grown since teachers were surveyed just two years earlier (Stephens, 2025).

Although there are most certainly individual schools where great things are happening, too many schools are still missing the mark. Too many schools keep trying to address these problems without hearing from the very people who are impacted most: the students.

But there is another way. Four years ago, I started talking a lot about a new book I’d read called Street Data.

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

U.S. Law Schools Make AI Training Mandatory as Technology Becomes Core Legal Skill — from jdjournal.com by Fatima E

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.

Beyond the Classroom & LMS: How AI Coaching is Transforming Corporate Learning — from by Dr Philippa Hardman
What a new HBR study tells about the changing nature of workplace L&D

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.
…
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.

…which links to:

Beyond Tool or Threat: GenAI and the Challenge It Poses to Higher Education — from er.educause.edu by Adam Maksl, Anne Leftwich, Justin Hodgson and Kevin Jones

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.
…
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.

At This Rural Microschool, Students Will Study With AI and Run an Airbnb — from edsurge.com by Daniel Mollenkamp

Over the past decade, microschools — experimental small schools that often have mixed-age classrooms — have expanded.
…
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.

Are We Ready for the AI University? An AI in Higher Education Webinar with Dr. Scott Latham

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?

What today’s students really want — and what that means for higher ed — from highereddive.com by Ellucian

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.

Agentic AI & the New Era of Corporate Learning [Warner], Aibrary, + other items re: AI in our learning ecosystems

On 09/23/2025, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence/Agents/LLMs/and Related, bots, business, corporate / business world, corporate universities / corporate training, digital learning, emerging technologies, experimentation, heutagogy, human-computer interaction (HCI), innovation, instructional design, intelligent systems, intelligent tutoring, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, lifelong learning, microlearning, Microsoft, mobile learning, new media literacies, online learning, online media, online tutoring, personalized/customized learning, platforms, podcasting, policy, simulations, student-related, teaching & learning, tools, training / L&D, United States, using teams, vendors, by Daniel Christian

Agentic AI and the New Era of Corporate Learning for 2026 — from hrmorning.com by Carol Warner

That gap creates compliance risk and wasted investment. It leaves HR leaders with a critical question: How do you measure and validate real learning when AI is doing the work for employees?

Designing Training That AI Can’t Fake
Employees often find static slide decks and multiple-choice quizzes tedious, while AI can breeze through them. If employees would rather let AI take training for them, it’s a red flag about the content itself.

One of the biggest risks with agentic AI is disengagement. When AI can complete a task for employees, their incentive to engage disappears unless they understand why the skill matters, Rashid explains. Personalization and context are critical. Training should clearly connect to what employees value most – career mobility, advancement, and staying relevant in a fast-changing market.

Nearly half of executives believe today’s skills will expire within two years, making continuous learning essential for job security and growth. To make training engaging, Rashid recommends:

Delivering content in formats employees already consume – short videos, mobile-first modules, interactive simulations, or micro-podcasts that fit naturally into workflows. For frontline workers, this might mean replacing traditional desktop training with mobile content that integrates into their workday.
Aligning learning with tangible outcomes, like career opportunities or new responsibilities.
Layering in recognition, such as digital badges, leaderboards, or team shout-outs, to reinforce motivation and progress

Microsoft 365 Copilot AI agents reach a new milestone — is teamwork about to change? — from windowscentral.comby Adam Hales
Microsoft expands Copilot with collaborative agents in Teams, SharePoint and more to boost productivity and reshape teamwork.

Microsoft is pitching a recent shift of AI agents in Microsoft Teams as more than just smarter assistance. Instead, these agents are built to behave like human teammates inside familiar apps such as Teams, SharePoint, and Viva Engage. They can set up meeting agendas, keep files in order, and even step in to guide community discussions when things drift off track.
…
Unlike tools such as ChatGPT or Claude, which mostly wait for prompts, Microsoft’s agents are designed to take initiative. They can chase up unfinished work, highlight items that still need decisions, and keep projects moving forward. By drawing on Microsoft Graph, they also bring in the right files, past decisions, and context to make their suggestions more useful.

Chris Dede’s comments on LinkedIn re: Aibrary

As an advisor to Aibrary, I am impressed with their educational philosophy, which is based both on theory and on empirical research findings. Aibrary is an innovative approach to self-directed learning that complements academic resources. Expanding our historic conceptions of books, libraries, and lifelong learning to new models enabled by emerging technologies is central to empowering all of us to shape our future.
.

Also see:

Aibrary.ai

Why AI literacy must come before policy — from timeshighereducation.com by Kathryn MacCallum and David Parsons
When developing rules and guidelines around the uses of artificial intelligence, the first question to ask is whether the university policymakers and staff responsible for implementing them truly understand how learners can meet the expectations they set

Literacy first, guidelines second, policy third
For students to respond appropriately to policies, they need to be given supportive guidelines that enact these policies. Further, to apply these guidelines, they need a level of AI literacy that gives them the knowledge, skills and understanding required to support responsible use of AI. Therefore, if we want AI to enhance education rather than undermine it, we must build literacy first, then create supportive guidelines. Good policy can then follow.

AI training becomes mandatory at more US law schools — from reuters.com by Karen Sloan and Sara Merken

Sept 22 (Reuters) – At orientation last month, 375 new Fordham Law students were handed two summaries of rapper Drake’s defamation lawsuit against his rival Kendrick Lamar’s record label — one written by a law professor, the other by ChatGPT.

The students guessed which was which, then dissected the artificial intelligence chatbot’s version for accuracy and nuance, finding that it included some irrelevant facts.

The exercise was part of the first-ever AI session for incoming students at the Manhattan law school, one of at least eight law schools now incorporating AI training for first-year students in orientation, legal research and writing courses, or through mandatory standalone classes.

Changes in the L&D / Corporate Learning World [as seen in article by Josh Bersin]

On 09/20/2025, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence/Agents/LLMs/and Related, bots, business, cloud-based computing / apps / other cloud-related, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, elearning, emerging technologies, experimentation, Google, human-computer interaction (HCI), innovation, instructional design, intelligent systems, intelligent tutoring, learning, learning agents, learning ecosystem, Learning Experience Design, microlearning, Microsoft, Open AI, platforms, productivity / tips and tricks, strategy, tools, training / L&D, trends, United States, workplace, by Daniel Christian

Workday Acquires Sana To Transform Its Learning Platform And Much More— from joshbersin.com by Josh Bersin

Well now, as the corporate learning market shifts to AI, (read the details in our study “The Revolution in Corporate Learning” ), Workday can jump ahead. This is because the $400 billion corporate training market is moving quickly to an AI-Native dynamic content approach (witness OpenAI’s launch of in-line learning in its chatbot). We’re just finishing a year-long study of this space and our detailed report and maturity model will be out in Q4.
.

.
With Sana, and a few other AI-native vendors (Uplimit, Arist, Disperz, Docebo), companies can upload audios, videos, documents, and even interviews with experts and the system build learning programs in minutes. We use Sana for Galileo Learn (our AI-powered learning academy for Leadership and HR), and we now have 750+ courses and can build new programs in days instead of months.

And there’s more; this type of system gives every employee a personalized, chat-based experience to learn.

ChatGPT: the world’s most influential teacher [Hardman]

On 09/20/2025, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence/Agents/LLMs/and Related, assessment, bots, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, corporate / business world, corporate universities / corporate training, digital learning, education, education technology, emerging technologies, faculty/staff, future, future of higher education, game-changing environment, generational differences, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), instructional design, intelligent systems, intelligent tutoring, internet, IT in HE, K-12 related, law schools, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, learning theories, liberal arts, library / librarians, lifelong learning, memory, metacognition / metacognitive skills, Open AI, pedagogy, personalized/customized learning, platforms, productivity / tips and tricks, society, student-related, teachers, teaching & learning, technologies for your home, tools, training / L&D, trends, United States, universities, vendors, web-based collaboration, by Daniel Christian

ChatGPT: the world’s most influential teacher — from drphilippahardman.substack.com by Dr. Philippa Hardman; emphasis DSC
New research shows that millions of us are “learning with AI” every week: what does this mean for how (and how well) humans learn?

This week, an important piece of research landed that confirms the gravity of AI’s role in the learning process. The TLDR is that learning is now a mainstream use case for ChatGPT; around 10.2% of all ChatGPT messages (that’s ~2BN messages sent by over 7 million users per week) are requests for help with learning.

The research shows that about 10.2% of all messages are tutoring/teaching, and within the “Practical Guidance” category, tutoring is 36%. “Asking” interactions are growing faster than “Doing” and are rated higher quality by users. Younger people contribute a huge share of messages, and growth is fastest in low- and middle-income countries (How People Use ChatGPT, 2025).

If AI is already acting as a global tutor, the question isn’t “will people learn with AI?”—they already are. The real question we need to ask is: what does great learning actually look like, and how should AI evolve to support it? That’s where decades of learning science help us separate “feels like learning” from “actually gaining new knowledge and skills”.

Let’s dive in.

Digital Accessibility with Amy Lomellini — from intentionalteaching.buzzsprout.com by Derek Bruff

In this episode, we explore why digital accessibility can be so important to the student experience. My guest is Amy Lomellini, director of accessibility at Anthology, the company that makes the learning management system Blackboard. Amy teaches educational technology as an adjunct at Boise State University, and she facilitates courses on digital accessibility for the Online Learning Consortium. In our conversation, we talk about the importance of digital accessibility to students, moving away from the traditional disclosure-accommodation paradigm, AI as an assistive technology, and lots more.

“Provosts Are a ‘Release Valve’ for Campus Controversy” [Whitford] + a variety of items re: higher education in general

On 09/19/2025, in adjunct faculty, apprenticeships, business, business side of he, career development, change, changing business models, collaboration, colleges, community colleges, corporate / business world, cost of getting a degree, faculty/staff, funding / grants, future of higher education, game-changing environment, generational differences, higher education, ideas, innovation, instructional design, leadership, learning ecosystem, Learning Experience Design, liberal arts, pace of change, parents/guardians, participation, pedagogy, real-world assignments, reinvent, skills, student-related, teaching & learning, traditional / tradition, trends, United States, universities, vision/possibilities, workplace, by Daniel Christian

Provosts Are a ‘Release Valve’ for Campus Controversy — from insidehighered.com by Emma Whitford
According to former Western Michigan provost Julian Vasquez Heilig, provosts are stuck driving change with few, if any, allies, while simultaneously playing crisis manager for the university.

After two years, he stepped down, and he now serves as a professor of educational leadership, research and technology at Western Michigan. His frustrations with the provost role had less to do with Western Michigan and more to do with how the job is designed, he explained. “Each person sees the provost a little differently. The faculty see the provost as administration, although, honestly, around the table at the cabinet, the provost is probably the only faculty member,” Heilig said. “The trustees—they see the provost as a middle manager below the president, and the president sees [the provost] as a buffer from issues that are arising.”

Inside Higher Ed sat down with Heilig to talk about the provost job and all he’s learned about the role through years of education leadership research, conversations with colleagues and his own experience.

Brandeis University launches a new vision for American higher education, reinventing liberal arts and emphasizing career development — from brandeis.edu

Levine unveiled “The Brandeis Plan to Reinvent the Liberal Arts,” a sweeping redesign of academic structures, curricula, degree programs, teaching methods, career education, and student support systems. Developed in close partnership with Brandeis faculty, the plan responds to a rapidly shifting landscape in which the demands on higher education are evolving at unprecedented speed in a global, digital economy.

“We are living through a time of extraordinary change across technology, the economy, and society,” Levine said. “Today’s students need more than knowledge. They need the skills, experiences, and confidence to lead in a world we cannot yet predict. We are advancing a new model. We need reinvention. And that’s exactly what Brandeis is establishing.”

The Brandeis Plan transforms the student experience by integrating career preparation into every stage of a student’s education, requiring internships or apprenticeships, sustaining career counseling, and implementing a core curriculum built around the skills that employers value most. The plan also reimagines teaching. It will be more experiential and practical, and introduce new ways to measure and showcase student learning and growth over time.

Tuition Tracker from the Hechinger Report

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