The 2024 Lawdragon 100 Leading AI & Legal Tech Advisors — from lawdragon.com by Katrina Dewey

These librarians, entrepreneurs, lawyers and technologists built the world where artificial intelligence threatens to upend life and law as we know it – and are now at the forefront of the battles raging within.

To create this first-of-its-kind guide, we cast a wide net with dozens of leaders in this area, took submissions, consulted with some of the most esteemed gurus in legal tech. We also researched the cases most likely to have the biggest impact on AI, unearthing the dozen or so top trial lawyers tapped to lead the battles. Many of them bring copyright or IP backgrounds and more than a few are Bay Area based. Those denoted with an asterisk are members of our Hall of Fame.
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Free Legal Research Startup descrybe.ai Now Has AI Summaries of All State Supreme and Appellate Opinions — from lawnext.com by Bob Ambrogi

descrybe.ai, a year-old legal research startup focused on using artificial intelligence to provide free and easy access to court opinions, has completed its goal of creating AI-generated summaries of all available state supreme and appellate court opinions from throughout the United States.

descrybe.ai describes its mission as democratizing access to legal information and leveling the playing field in legal research, particularly for smaller-firm lawyers, journalists, and members of the public.


 

Wander into This Miraculous Miniature Library with Thousands of Books Made Entirely by Hand — from thisiscolossal.com by Jackie Andres and Tomas Mayer

 

A future-facing minister, a young inventor and a shared vision: An AI tutor for every student — from news.microsoft.com by Chris Welsch

The Ministry of Education and Pativada see what has become known as the U.A.E. AI Tutor as a way to provide students with 24/7 assistance as well as help level the playing field for those families who cannot afford a private tutor. At the same time, the AI Tutor would be an aid to teachers, they say. “We see it as a tool that will support our teachers,” says Aljughaiman. “This is a supplement to classroom learning.”

If everything goes according to plan, every student in the United Arab Emirates’ school system will have a personal AI tutor – that fits in their pockets.

It’s a story that involves an element of coincidence, a forward-looking education minister and a tech team led by a chief executive officer who still lives at home with his parents.

In February 2023, the U.A.E.’s education minister, His Excellency Dr. Ahmad Belhoul Al Falasi, announced that the ministry was embracing AI technology and pursuing the idea of an AI tutor to help Emirati students succeed. And he also announced that the speech he presented had been written by ChatGPT. “We should not demonize AI,” he said at the time.



Fostering deep learning in humans and amplifying our intelligence in an AI World — from stefanbauschard.substack.com by Stefan Bauschard
A free 288-page report on advancements in AI and related technology, their effects on education, and our practical support for AI-amplified human deep learning

Six weeks ago, Dr. Sabba Quidwai and I accidentally stumbled upon an idea to compare the deep learning revolution in computer science to the mostly lacking deep learning efforts in education (Mehta & Fine). I started writing, and as these things often go with me, I thought there were many other things that would be useful to think through and for educators to know, and we ended up with this 288-page report.

***

Here’s an abstract from that report:

This report looks at the growing gap between the attention paid to the development of intelligence in machines and humans. While computer scientists have made great strides in developing human intelligence capacities in machines using deep learning technologies, including the abilities of machines to learn on their own, a significant part of the education system has not kept up with developing the intelligence capabilities in people that will enable them to succeed in the 21st century. Instead of fully embracing pedagogical methods that place primary emphasis on promoting collaboration, critical thinking, communication, creativity, and self-learning through experiential, interdisciplinary approaches grounded in human deep learning and combined with current technologies, a substantial portion of the educational system continues to heavily rely on traditional instructional methods and goals. These methods and goals prioritize knowledge acquisition and organization, areas in which machines already perform substantially better than people.

Also from Stefan Bauschard, see:

  • Debating in the World of AI
    Performative assessment, learning to collaborate with humans and machines, and developing special human qualities

13 Nuggets of AI Wisdom for Higher Education Leaders — from jeppestricker.substack.com by Jeppe Klitgaard Stricker
Actionable AI Guidance for Higher Education Leaders

Incentivize faculty AI innovation with AI. 

Invest in people first, then technology. 

On teaching, learning, and assessment. AI has captured the attention of all institutional stakeholders. Capitalize to reimagine pedagogy and evaluation. Rethink lectures, examinations, and assignments to align with workforce needs. Consider incorporating Problem-Based Learning, building portfolios and proof of work, and conducting oral exams. And use AI to provide individualized support and assess real-world skills.

Actively engage students.


Some thoughts from George Siemens re: AI:

Sensemaking, AI, and Learning (SAIL), a regular look at how AI is impacting learning.

Our education system has a uni-dimensional focus: learning things. Of course, we say we care about developing the whole learner, but the metrics that matter (grade, transcripts) that underpin the education system are largely focused on teaching students things that have long been Google-able but are now increasingly doable by AI. Developments in AI matters in ways that calls into question large parts of what happens in our universities. This is not a statement that people don’t need to learn core concepts and skills. My point is that the fulcrum of learning has shifted. Knowing things will continue to matter less and less going forward as AI improves its capabilities. We’ll need to start intentionally developing broader and broader attributes of learners: metacognition, wellness, affect, social engagement, etc. Education will continue to shift toward human skills and away from primary assessment of knowledge gains disconnected from skills and practice and ways of being.


AI, the Next Chapter for College Librarians — from insidehighered.com by Lauren Coffey
Librarians have lived through the disruptions of fax machines, websites and Wikipedia, and now they are bracing to do it again as artificial intelligence tools go mainstream: “Maybe it’s our time to shine.”

A few months after ChatGPT launched last fall, faculty and students at Northwestern University had many questions about the building wave of new artificial intelligence tools. So they turned to a familiar source of help: the library.

“At the time it was seen as a research and citation problem, so that led them to us,” said Michelle Guittar, head of instruction and curriculum support at Northwestern University Libraries.

In response, Guittar, along with librarian Jeanette Moss, created a landing page in April, “Using AI Tools in Your Research.” At the time, the university itself had yet to put together a comprehensive resource page.


From Dr. Nick Jackson’s recent post on LinkedIn: 

Last night the Digitech team of junior and senior teachers from Scotch College Adelaide showcased their 2023 experiments, innovation, successes and failures with technology in education. Accompanied by Student digital leaders, we saw the following:

  •  AI used for languagelearning where avatars can help with accents
  • Motioncapture suits being used in mediastudies
  • AI used in assessment and automatic grading of work
  • AR used in designtechnology
  • VR used for immersive Junior school experiences
  • A teacher’s AI toolkit that has changed teaching practice and workflow
  • AR and the EyeJack app used by students to create dynamic art work
  • VR use in careers education in Senior school
  • How ethics around AI is taught to Junior school students from Year 1
  • Experiments with MyStudyWorks

Almost an Agent: What GPTs can do — from oneusefulthing.org by Ethan Mollick

What would a real AI agent look like? A simple agent that writes academic papers would, after being given a dataset and a field of study, read about how to compose a good paper, analyze the data, conduct a literature review, generate hypotheses, test them, and then write up the results, all without intervention. You put in a request, you get a Word document that contains a draft of an academic paper.

A process kind of like this one:


What I Learned From an Experiment to Apply Generative AI to My Data Course — from edsurge.com by Wendy Castillo

As an educator, I have a duty to remain informed about the latest developments in generative AI, not only to ensure learning is happening, but to stay on top of what tools exist, what benefits and limitations they have, and most importantly, how students might be using them.

However, it’s also important to acknowledge that the quality of work produced by students now requires higher expectations and potential adjustments to grading practices. The baseline is no longer zero, it is AI. And the upper limit of what humans can achieve with these new capabilities remains an unknown frontier.


Artificial Intelligence in Higher Education: Trick or Treat? — from tytonpartners.com by Kristen Fox and Catherine Shaw
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Two components of AI -- generative AI and predictive AI

 

Snøhetta breaks ground on Charlotte library with “translucent prow” — from dezeen.com by Ellen Eberhardt

The library is five storeys with a warped, glass facade

 

Don’t Be Fooled: How You Can Master Media Literacy in the Digital Age — from youtube.com by Professor Sue Ellen Christian

During this special keynote presentation, Western Michigan University (WMU) professor Sue Ellen Christian speaks about the importance of media literacy for all ages and how we can help educate our friends and families about media literacy principles. Hosted by the Grand Rapids Public Library and GRTV, a program of the Grand Rapids Community Media Center. Special thanks to the Grand Rapids Public Library Foundation for their support of this program.

Excerpts:

Media Literacy is the ability to access, analyze, evaluate, and create media in a variety of forms. Center for Media Literacy

5 things to do when confronted with concerns about content.


Also relevant/see:

Kalamazoo Valley Museum’s newest exhibit teaches community about media literacy — from mlive.com by Gabi Broekema

 

Building Pre-K Students’ Skills to Codesign the Classroom — from edutopia.org by Sarika S. Gupta
In order to help ensure that young students’ needs are met, it’s important to seek feedback about their learning experiences.

VIEW CHILDREN AS ACTIVE LEADERS IN THEIR LEARNING
I was co-teaching in an inclusive preschool classroom 20 years ago when I led my first professional development workshop (the project approach). The aim was to show teachers that children could co-construct their learning experiences when they were invited to do so. Two groundbreaking Reggio Emilia books came to mind—Shoe and Meter and Everything Has a Shadow Except Ants. These inspirational books were part of a series published in collaboration with the Italian Ministry of Education called “The Unheard Voice of Children.”

The series recognized children as active leaders of their learning and endeavored to document the process of learning through children’s learning experiences.

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

Let Kids Make Decisions — from edutopia.org by Sean Cassel
An overreliance on rules can backfire. Instead, teachers can focus on providing students with choices and teaching good decision-making skills.

I’ve deeply thought about that last part over the course of my career: Let kids make decisions. Twenty years later, I am a high school administrator tasked with enforcing rules every day. Let me be clear: Schools need rules to function, but they don’t have to be the focus. My school focuses on allowing students to make choices: It is a centerpiece of how we operate. And although kids don’t always make the right choices, often enough they do. An overreliance on rules, in either a classroom or an entire school, can limit the ability of students to grow and develop their decision-making skills.

Using Free Edtech Tools to Get to Know Your New Middle and High School Students — from edutopia.org by Matthew X. Joseph
Older students can use these tools to introduce themselves to their teachers and each other—even before school starts.

From DSC:
Some nice ideas and tools listed here to start developing relationships even before the first day of school.

An Intentional Approach to Improving Your Teaching Practice — from edutopia.org by Marcus Luther
By selecting one area for growth, collecting resources, and connecting with others, teachers can make meaningful improvements in the classroom.

Last summer, my focus was improving the level of inquiry in my classroom. I describe my process below, which transfers to any area or topic on which you might hope to focus your own professional learning.

Setting Up Libraries to Be the Best Space in School — from edutopia.org by Paige Tutt
We took a peek inside school libraries across America to see how librarians are reframing the space to support students’ social, emotional, and creative growth—while still prioritizing excellent reads.

The recently renovated library—now known as the Learning Commons—is a bright, spacious multipurpose hub within the school. There are bistro tables where kids can work together; comfortable and flexible seating; a makerspace where students can explore activities like sewing and jewelry making; an audio recording and production studio; and a video production studio where kids can create TikToks or YouTube videos using their phones or school-issued laptops. It’s a far cry from the space it used to be—an attendance sheet from 2008 tracked just 21 students signing into the library one day.

 

The Evolution of Public Libraries — from designinglibraries.org.uk by Ayub Khan
Designing Libraries Director, Ayub Khan, looks at the evolution of public libraries – and the implications for library design

Reinvention
Public libraries have always adapted and reinvented themselves to the changing needs and preferences of their users – and they continue to do so. Books and reading remain central to what libraries do but – it’s a bit of a cliché to say so – they are not just about books nowadays. They are social places at the centre of their communities.

Having worked on the initial design concepts for the new Library of Birmingham, earlier in my career, I know books were only part of the plans. When I started out as a librarian around 75% of library spaces were for books and 25% for other activities and events. Now it’s the other way round.

 

AI for Education Webinars — from youtube.com by Tom Barrett and others

AI for education -- a webinar series by Tom Barrett and company


Post-AI Assessment Design — from drphilippahardman.substack.com by Dr. Philippa Hardman
A simple, three-step guide on how to design assessments in a post-AI world

Excerpt:

Step 1: Write Inquiry-Based Objectives
Inquiry-based objectives focus not just on the acquisition of knowledge but also on the development of skills and behaviours, like critical thinking, problem-solving, collaboration and research skills.

They do this by requiring learners not just to recall or “describe back” concepts that are delivered via text, lecture or video. Instead, inquiry-based objectives require learners to construct their own understanding through the process of investigation, analysis and questioning.

Step 1 -- Write Inquiry-Based Objectives

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Massive Disruption Now: What AI Means for Students, Educators, Administrators and Accreditation Boards
— from stefanbauschard.substack.com by Stefan Bauschard; via Will Richardson on LinkedIn
The choices many colleges and universities make regarding AI over the next 9 months will determine if they survive. The same may be true for schools.

Excerpts:

Just for a minute, consider how education would change if the following were true

  • AIs “hallucinated” less than humans
  • AIs could write in our own voices
  • AIs could accurately do math
  • AIs understood the unique academic (and eventually developmental) needs of each student and adapt instruction to that student
  • AIs could teach anything any student wanted or need to know any time of day or night
  • AIs could do this at a fraction of the cost of a human teacher or professor

Fall 2026 is three years away. Do you have a three year plan? Perhaps you should scrap it and write a new one (or at least realize that your current one cannot survive). If you run an academic institution in 2026 the same way you ran it in 2022, you might as well run it like you would have in 1920.  If you run an academic institution in 2030 (or any year when AI surpasses human intelligence) the same way you ran it in 2022, you might as well run it like you would have in 1820.  AIs will become more intelligent than us, perhaps in 10-20 years (LeCun), though there could be unanticipated breakthroughs that lower the time frame to a few years or less (Benjio); it’s just a question of when, not “if.”


On one creative use of AI — from aiandacademia.substack.com by Bryan Alexander
A new practice with pedagogical possibilities

Excerpt:

Look at those material items again. The voiceover? Written by an AI and turned into audio by software. The images? Created by human prompts in Midjourney. The music is, I think, human created. And the idea came from a discussion between a human and an AI?

How might this play out in a college or university class?

Imagine assignments which require students to craft such a video. Start from film, media studies, or computer science classes. Students work through a process:


Generative Textbooks — from opencontent.org by David Wiley

Excerpt (emphasis DSC):

I continue to try to imagine ways generative AI can impact teaching and learning, including learning materials like textbooks. Earlier this week I started wondering – what if, in the future, educators didn’t write textbooks at all? What if, instead, we only wrote structured collections of highly crafted prompts? Instead of reading a static textbook in a linear fashion, the learner would use the prompts to interact with a large language model. These prompts could help learners ask for things like:

  • overviews and in-depth explanations of specific topics in a specific sequence,
  • examples that the learner finds personally relevant and interesting,
  • interactive practice – including open-ended exercises – with immediate, corrective feedback,
  • the structure of the relationships between ideas and concepts,
  • etc.

Also relevant/see:


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Generating The Future of Education with AI — from aixeducation.com

AI in Education -- An online-based conference taking place on August 5-6, 2023

Designed for K12 and Higher-Ed Educators & Administrators, this conference aims to provide a platform for educators, administrators, AI experts, students, parents, and EdTech leaders to discuss the impact of AI on education, address current challenges and potentials, share their perspectives and experiences, and explore innovative solutions. A special emphasis will be placed on including students’ voices in the conversation, highlighting their unique experiences and insights as the primary beneficiaries of these educational transformations.


How Teachers Are Using ChatGPT in Class — from edweek.org by Larry Ferlazzo

Excerpt:

The use of generative AI in K-12 settings is complex and still in its infancy. We need to consider how these tools can enhance student creativity, improve writing skills, and be transparent with students about how generative AI works so they can better understand its limitations. As with any new tech, our students will be exposed to it, and it is our task as educators to help them navigate this new territory as well-informed, curious explorers.


Japan emphasizes students’ comprehension of AI in new school guidelines — from japantimes.co.jp by Karin Kaneko; via The Rundown

Excerpt:

The education ministry has emphasized the need for students to understand artificial intelligence in new guidelines released Tuesday, setting out how generative AI can be integrated into schools and the precautions needed to address associated risks.

Students should comprehend the characteristics of AI, including its advantages and disadvantages, with the latter including personal information leakages and copyright infringement, before they use it, according to the guidelines. They explicitly state that passing off reports, essays or any other works produced by AI as one’s own is inappropriate.


AI’s Teachable Moment: How ChatGPT Is Transforming the Classroom — from cnet.com by Mark Serrels
Teachers and students are already harnessing the power of AI, with an eye toward the future.

Excerpt:

Thanks to the rapid development of artificial intelligence tools like Dall-E and ChatGPT, my brother-in-law has been wrestling with low-level anxiety: Is it a good idea to steer his son down this path when AI threatens to devalue the work of creatives? Will there be a job for someone with that skill set in 10 years? He’s unsure. But instead of burying his head in the sand, he’s doing what any tech-savvy parent would do: He’s teaching his son how to use AI.

In recent months the family has picked up subscriptions to AI services. Now, in addition to drawing and sculpting and making movies and video games, my nephew is creating the monsters of his dreams with Midjourney, a generative AI tool that uses language prompts to produce images.


The AI Dictionary for Educators — from blog.profjim.com

To bridge this knowledge gap, I decided to make a quick little dictionary of AI terms specifically tailored for educators worldwide. Initially created for my own benefit, I’ve reworked my own AI Dictionary for Educators and expanded it to help my fellow teachers embrace the advancements AI brings to education.


7 Strategies to Prepare Educators to Teach With AI — from edweek.org by Lauraine Langreo; NOTE: Behind paywall


 

In Finland, the Future of Learning Has Arrived — Just Not Where You Think — from samchaltain.substack.com by Sam Chaltain
It turns out the “Finnish Miracle” is more (and less) miraculous than you think . . .

But whereas Finland’s schools are still characterized by a culture of teaching, Oodi stands as a beacon of learning — self-organizing, emergent, and overflowing with the life force of its inhabitants.
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From DSC:
As the above got me to thinking about learning spaces, here’s another somewhat relevant item from Steelcase:


Addendum on 6/6/23:
Also relevant to the first item in this posting, see:

Looking for Miracles in the Wrong Places — from nataliewexler.substack.com by Natalie Wexler
An “edutourist” in Finland finds the ideal school, but it isn’t a school at all.

Counterpoint/excerpt:

It sounds appealing, but any country following that route is not only likely to find itself at the bottom of the PISA heap. It’s also likely to do a profound disservice to many of its children, particularly those from less highly educated families, who depend on teachers to impart information they don’t already have and to systematically build their knowledge.

Of course it’s possible for explicit, teacher-directed instruction to be soul-crushing for students. But it certainly doesn’t have to be, and there’s no indication from Mr. X’s account that the students in the schools he visited felt their experience was oppressive. When teachers get good training—of the kind apparently provided in Finland—they know how to engage students in the content they’re teaching and guide them to think about it deeply and analytically.

That’s not oppressive. In fact, it’s the key to enabling students to reach their full potential. In that sense, it’s liberating.

 

Introducing Teach AI — Empowering educators to teach w/ AI & about AI [ISTE & many others]


Teach AI -- Empowering educators to teach with AI and about AI


Also relevant/see:

 

The Librarian: Can we prompt ChatGPT to generate reliable references? — from drphilippahardman.substack.com by Dr. Philippa Hardman

Lessons Learned

  • Always assume that ChatGPT is wrong until you prove otherwise.
  • Validate everything (and require your students to validate everything too).
  • Google Scholar is a great tool for validating ChatGPT outputs rapidly.
  • The prompt works better when you provide a subject area, e.g. visual anthropology, and then a sub-topic, e.g. film making.
  • Ignore ChatGPT’s links – validate by searching for titles & authors, not URLs.
  • Use intentional repetition, e.g. of Google Scholar, to focus ChatGPT’s attention.
  • Be aware: ChatGPT’s outputs end at 2021. You need to fill in the blanks since then.
 

From DSC:
Let’s put together a nationwide campaign that would provide a website — or a series of websites if an agreement can’t be reached amongst the individual states — about learning how to learn. In business, there’s a “direct-to-consumer” approach. Well, we could provide a “direct-to-learner” approach — from cradle to grave. Seeing as how everyone is now required to be a lifelong learner, such a campaign would have enormous benefits to all of the United States. This campaign would be located in airports, subway stations, train stations, on billboards along major highways, in libraries, and in many more locations.

We could focus on things such as:

  • Quizzing yourself / retrieval practice
  • Spaced retrieval
  • Interleaving
  • Elaboration
  • Chunking
  • Cognitive load
  • Learning by doing (active learning)
  • Journaling
  • The growth mindset
  • Metacognition (thinking about one’s thinking)
  • Highlighting doesn’t equal learning
  • There is deeper learning in the struggle
  • …and more.

A learn how to learn campaign covering airports, billboards, subways, train stations, highways, and more

 

A learn how to learn campaign covering airports, billboards, subways, train stations, highways, and more

 

A learn how to learn campaign covering airports, billboards, subways, train stations, highways, and more

 

A learn how to learn campaign covering airports, billboards, subways, train stations, highways, and more


NOTE:
The URL I’m using above doesn’t exist, at least not at the time of this posting.
But I’m proposing that it should exist.


A group of institutions, organizations, and individuals could contribute to this. For example The Learning Scientists, Daniel Willingham, Donald Clark, James Lang, Derek Bruff, The Learning Agency Lab, Robert Talbert, Pooja Agarwal and Patrice Bain, Eva Keffenheim, Benedict Carey, Ken Bain, and many others.

Perhaps there could be:

  • discussion forums to provide for social interaction/learning
  • scheduled/upcoming webinars
  • how to apply the latest evidence-based research in the classroom
  • link(s) to learning-related platforms and/or resources
 

Some example components of a learning ecosystem [Christian]

A learning ecosystem is composed of people, tools, technologies, content, processes, culture, strategies, and any other resource that helps one learn. Learning ecosystems can be at an individual level as well as at an organizational level.

Some example components:

  • Subject Matter Experts (SMEs) such as faculty, staff, teachers, trainers, parents, coaches, directors, and others
  • Fellow employees
  • L&D/Training professionals
  • Managers
  • Instructional Designers
  • Librarians
  • Consultants
  • Types of learning
    • Active learning
    • Adult learning
    • PreK-12 education
    • Training/corporate learning
    • Vocational learning
    • Experiential learning
    • Competency-based learning
    • Self-directed learning (i.e., heutagogy)
    • Mobile learning
    • Online learning
    • Face-to-face-based learning
    • Hybrid/blended learning
    • Hyflex-based learning
    • Game-based learning
    • XR-based learning (AR, MR, and VR)
    • Informal learning
    • Formal learning
    • Lifelong learning
    • Microlearning
    • Personalized/customized learning
    • Play-based learning
  • Cloud-based learning apps
  • Coaching & mentoring
  • Peer feedback
  • Job aids/performance tools and other on-demand content
  • Websites
  • Conferences
  • Professional development
  • Professional organizations
  • Social networking
  • Social media – Twitter, LinkedIn, Facebook/Meta, other
  • Communities of practice
  • Artificial Intelligence (AI) — including ChatGPT, learning agents, learner profiles, 
  • LMS/CMS/Learning Experience Platforms
  • Tutorials
  • Videos — including on YouTube, Vimeo, other
  • Job-aids
  • E-learning-based resources
  • Books, digital textbooks, journals, and manuals
  • Enterprise social networks/tools
  • RSS feeds and blogging
  • Podcasts/vodcasts
  • Videoconferencing/audio-conferencing/virtual meetings
  • Capturing and sharing content
  • Tagging/rating/curating content
  • Decision support tools
  • Getting feedback
  • Webinars
  • In-person workshops
  • Discussion boards/forums
  • Chat/IM
  • VOIP
  • Online-based resources (periodicals, journals, magazines, newspapers, and others)
  • Learning spaces
  • Learning hubs
  • Learning preferences
  • Learning theories
  • Microschools
  • MOOCs
  • Open courseware
  • Portals
  • Wikis
  • Wikipedia
  • Slideshare
  • TED talks
  • …and many more components.

These people, tools, technologies, etc. are constantly morphing — as well as coming and going in and out of our lives.

 

 

From DSC:
I’m very proud of our sister Sue Ellen — who worked hard to bring this idea/vision/exhibit to reality.

Sue Ellen Christian


Kalamazoo Valley Museum explores media & its messages — from woodtv.com by Jessica Jurczak

Excerpt:

GRAND RAPIDS, Mich. (WOOD) – We are constantly on the lookout for fun ideas that also involve learning and one of our go-to spots is the Kalamazoo Valley Museum! There’s a big exhibition there now called “Wonder Media: Ask the Questions!” As we all know, we’re bombarded everyday with messages from all types of media: TV, movies, social media and this exhibit encourages us to stop and evaluate some of those messages. The Kalamazoo Valley Museum also has a planetarium, and vast science and history galleries and today, we’re taking you inside!

 

The New Library at Magdalene College by Niall McLaughlin Architects wins 2022 Stirling Prize — from dezeen.com by Lizzie Crook

 

 

Lessons From Higher Education To Guide Office Design — from allwork.space
The design successes and struggles of colleges and universities provide useful insight for organizations planning space for hybrid and coworking offices.

 
© 2024 | Daniel Christian