{"id":96931,"date":"2025-10-13T14:20:47","date_gmt":"2025-10-13T18:20:47","guid":{"rendered":"https:\/\/danielschristian.com\/learning-ecosystems\/?p=96931"},"modified":"2025-10-13T16:44:59","modified_gmt":"2025-10-13T20:44:59","slug":"a-new-ld-operating-system-for-the-ai-era-hardman-other-items-re-ai-in-our-learning-ecosystems","status":"publish","type":"post","link":"https:\/\/danielschristian.com\/learning-ecosystems\/2025\/10\/13\/a-new-ld-operating-system-for-the-ai-era-hardman-other-items-re-ai-in-our-learning-ecosystems\/","title":{"rendered":"&#8220;A new L&#038;D operating system for the AI Era?&#8221; [Hardman] + other items re: AI in our learning ecosystems"},"content":{"rendered":"<p><strong><a href=\"https:\/\/drphilippahardman.substack.com\/p\/from-702010-to-9010\" target=\"_blank\" rel=\"noopener\">From 70\/20\/10 to 90\/10<\/a> <\/strong>&#8212; from drphilippahardman.substack.com by Dr Philippa Hardman<br \/>\n<em><strong>A new L&amp;D operating system for the AI Era?<\/strong><\/em><\/p>\n<p>This week I want to share a hypothesis I\u2019m increasingly convinced of: that we are entering an age of the 90\/10 model of L&amp;D.<\/p>\n<p>90\/10 is a model where roughly 90% of \u201ctraining\u201d 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.<\/p>\n<p>Proponents of 90\/10 argue that the model isn\u2019t about learning\u00a0<em>less<\/em>, but about learning smarter by defining all jobs to be done as one of the following:<\/p>\n<ul>\n<li><strong>Delegate (the dead skills):<\/strong>\u00a0Tasks that can be offloaded to AI.<\/li>\n<li><strong>Co-Create (the 90%):<\/strong>\u00a0Tasks which well-defined AI agents can augment and help humans to perform optimally.<\/li>\n<li><strong>Facilitate (the 10%):<\/strong>\u00a0Tasks which require high-touch, human-led learning to develop.<\/li>\n<\/ul>\n<blockquote><p><span style=\"color: #ff6600;\"><strong>So if AI at work is now both real and material, the natural question for L&amp;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.<\/strong><\/span><\/p><\/blockquote>\n<hr \/>\n<hr \/>\n<blockquote><p><span style=\"color: #ff6600;\"><strong>My daughter&#8217;s generation expects to learn with AI, not pretend it doesn&#8217;t exist, because they know employers expect AI fluency and because AI will be ever-present in their adult lives.<\/strong><\/span><\/p>\n<p style=\"text-align: right;\"><span style=\"color: #ff6600;\">&#8212; Jenny Maxell<\/span><\/p>\n<\/blockquote>\n<p><em><span style=\"color: #800000;\">The above quote was taken from<\/span><\/em> <a href=\"https:\/\/www.linkedin.com\/posts\/jennymaxwell1_as-my-teenage-daughter-approaches-college-activity-7372323089805664256-BCrM?utm_source=share&amp;utm_medium=member_desktop&amp;rcm=ACoAAAHSQ2kBfElT_TLATvS_bcdFygMCtJ8a8Iw\" target=\"_blank\" rel=\"noopener\"><strong>this posting.<\/strong><\/a><\/p>\n<p><iframe loading=\"lazy\" title=\"Embedded post\" src=\"https:\/\/www.linkedin.com\/embed\/feed\/update\/urn:li:share:7372323087679270913?collapsed=1\" width=\"504\" height=\"657\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<hr \/>\n<p><a href=\"https:\/\/techgenyz.com\/gamified-ai-learning-tools\/\" target=\"_blank\" rel=\"noopener\"><strong>Unlocking Young Minds: How Gamified AI Learning Tools Inspire Fun, Personalized, and Powerful Education for Children in 2025<\/strong><\/a> &#8212; from techgenyz.com by Sreyashi Bhattacharya<\/p>\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\"><strong>Table of Contents<\/strong><\/p>\n<\/div>\n<ul>\n<li><a href=\"https:\/\/techgenyz.com\/gamified-ai-learning-tools\/#Highlight\">Highlight<\/a><\/li>\n<li><a href=\"https:\/\/techgenyz.com\/gamified-ai-learning-tools\/#Gamified_AI_Learning_Tools_The_Future_of_Fun_and_Personalized_Education\">Gamified AI Learning Tools: The Future of Fun and Personalized Education<\/a><\/li>\n<li><a href=\"https:\/\/techgenyz.com\/gamified-ai-learning-tools\/#Key_Features_of_Gamified_AI_Learning_Tools\">Key Features of Gamified AI Learning Tools:<\/a><\/li>\n<li><a href=\"https:\/\/techgenyz.com\/gamified-ai-learning-tools\/#Advantages_of_Gamified_AI_in_Education\">Advantages of Gamified AI in Education<\/a><\/li>\n<li><a href=\"https:\/\/techgenyz.com\/gamified-ai-learning-tools\/#Challenges_and_Concerns_with_Gamified_AI_Tools\">Challenges and Concerns with Gamified AI Tools<\/a><\/li>\n<li><a href=\"https:\/\/techgenyz.com\/gamified-ai-learning-tools\/#Emerging_Trends_in_AI_Gamification_for_Learning\">Emerging Trends in AI + Gamification for Learning<\/a><\/li>\n<li><a href=\"https:\/\/techgenyz.com\/gamified-ai-learning-tools\/#Real-World_Case_Study_AI_Games_for_Learning_Math\">Real-World Case Study: AI Games for Learning Math<\/a><\/li>\n<li><a href=\"https:\/\/techgenyz.com\/gamified-ai-learning-tools\/#Conclusion_The_Future_of_Gamified_AI_in_Education\">Conclusion: The Future of Gamified AI in Education<\/a><\/li>\n<\/ul>\n<p class=\"wp-block-heading\"><strong>Highlight<\/strong><\/p>\n<ul class=\"wp-block-list\">\n<li>Gamified AI Learning Tools personalize education by adapting the difficulty and content to each child\u2019s pace, fostering confidence and mastery.<\/li>\n<li>Engaging &amp; Fun: Gamified elements like quests, badges, and stories keep children motivated and enthusiastic.<\/li>\n<li>Safe &amp; Inclusive: Attention to equity, privacy, and cultural context ensures responsible and accessible learning.<\/li>\n<\/ul>\n<hr \/>\n<p><a href=\"https:\/\/www.timeshighereducation.com\/campus\/how-test-genais-impact-learning\" target=\"_blank\" rel=\"noopener\"><strong>How to test GenAI\u2019s impact on learning<\/strong><\/a>\u00a0&#8212; from\u00a0timeshighereducation.com by Thibault Schrepel<br \/>\n<em>Rather than speculate on GenAI\u2019s promise or peril, Thibault Schrepel suggests simple teaching experiments to uncover its actual effects<\/em><\/p>\n<p style=\"padding-left: 40px;\">Generative AI in higher education\u00a0is a source of both fear and hype. Some predict the end of memory, others a revolution in personalised learning. My\u00a0two-year classroom experiment\u00a0points to a more modest reality: Artificial intelligence (AI) changes some skills, leaves others untouched and forces us to rethink the balance.<\/p>\n<p style=\"padding-left: 40px;\">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.<\/p>\n<blockquote><p><span style=\"color: #ff6600;\"><strong>4. Turn AI into a Socratic partner<\/strong><\/span><br \/>\n<span style=\"color: #ff6600;\">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 \u201cstudy modes\u201d now built into several foundation models make this kind of tutoring\u00a0easy 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.<\/span><\/p><\/blockquote>\n<hr \/>\n<p><a href=\"https:\/\/www.timeshighereducation.com\/campus\/assessment-tasks-support-human-skills\" target=\"_blank\" rel=\"noopener\"><strong>Assessment tasks that support human skills<\/strong><\/a> &#8212; from timeshighereducation.com by Amir Ghapanchi and Afrooz Purarjomandlangrudi<br \/>\n<em>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<\/em><\/p>\n<p><strong><span lang=\"EN-AU\">Rethinking traditional formats<\/span><\/strong><\/p>\n<p style=\"padding-left: 40px;\"><span lang=\"EN-AU\"><strong>1. From essay to exploration\u00a0<\/strong><br \/>\n<\/span><span lang=\"EN-AU\">When ChatGPT can generate competent academic essays in seconds, the traditional format\u2019s dominance looks less secure as an assessment task. The future lies in moving from\u00a0<\/span><a href=\"https:\/\/www.timeshighereducation.com\/campus\/dont-be-sorry-just-declare-it-safeguarding-integrity-essay\" data-mz=\"\"><span lang=\"EN-AU\">essays as knowledge reproduction<\/span><\/a><span lang=\"EN-AU\">\u00a0to 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.<\/span><\/p>\n<p style=\"padding-left: 40px;\"><span lang=\"EN-AU\"><strong>Example:<\/strong>\u00a0A management student asks an AI tool to generate several risk plans, then critiques the AI\u2019s assumptions and identifies missing risks.<\/span><\/p>\n<hr \/>\n<p><a href=\"https:\/\/www.timeshighereducation.com\/campus\/what-your-students-are-thinking-about-artificial-intelligence\" target=\"_blank\" rel=\"noopener\"><strong>What your students are thinking about artificial intelligence<\/strong><\/a> &#8212; from\u00a0timeshighereducation.com by Florencia Moore and Agostina Arbia<br \/>\n<em>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<\/em><\/p>\n<p style=\"padding-left: 40px;\">However, when asked how AI negatively impacts their academic development, 29 per cent noted a \u201cweakening or deterioration of intellectual abilities due to AI overuse\u201d. The main concern cited was the loss of \u201cmental exercise\u201d and soft skills such as writing, creativity and reasoning.<\/p>\n<blockquote><p><span style=\"color: #ff6600;\"><strong>The boundary between the human and the artificial does not seem so easy to draw, but as the poet Antonio\u00a0Machado once said: \u201cTraveller, there is no path; the path is made by walking.\u201d<\/strong><\/span><\/p><\/blockquote>\n<hr \/>\n<p><a href=\"https:\/\/www.edsurge.com\/news\/2025-09-08-jelly-beans-for-grapes-how-ai-can-erode-students-creativity\" target=\"_blank\" rel=\"noopener\"><strong>Jelly Beans for Grapes: How AI Can Erode Students\u2019 Creativity<\/strong><\/a> &#8212; from edsurge.com by\u00a0Thomas David Moore<\/p>\n<p style=\"padding-left: 40px;\">There is nothing new about students trying to get one over on their teachers \u2014 there are probably cuneiform tablets about it \u2014 but when students use AI to generate what\u00a0Shannon Vallor, philosopher of technology at the University of Edinburgh, calls a \u201ctruth-shaped word collage,\u201d they are not only gaslighting the people trying to teach them, they are gaslighting themselves. In the\u00a0words\u00a0of Tulane professor Stan Oklobdzija, asking a computer to write an essay for you is the equivalent of \u201cgoing to the gym and having robots lift the weights for you.\u201d<\/p>\n<hr \/>\n<p><a href=\"https:\/\/www.anthropic.com\/news\/deloitte-anthropic-partnership\" target=\"_blank\" rel=\"noopener\"><strong>Deloitte will make Claude available to 470,000 people across its global network<\/strong><\/a>\u00a0&#8212; from anthropic.com<\/p>\n<p style=\"padding-left: 40px;\">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&#8217;s largest enterprise AI deployment to date, available to more than 470,000 Deloitte people.<\/p>\n<p style=\"padding-left: 40px;\">Deloitte and Anthropic are co-creating a formal certification program to\u00a0train and certify 15,000 of its professionals\u00a0on Claude. These practitioners will help support Claude implementations across Deloitte&#8217;s network and Deloitte\u2019s internal AI transformation efforts.<\/p>\n<hr \/>\n<p><a href=\"https:\/\/premierconstructionnews.com\/2025\/10\/08\/how-ai-agents-are-finally-delivering-on-the-promise-of-everboarding-driving-retention-when-it-counts-most\/\" target=\"_blank\" rel=\"noopener\"><strong>How AI Agents are finally delivering on the promise of Everboarding: driving retention when it counts most<\/strong><\/a> &#8212; from premierconstructionnews.com<\/p>\n<p style=\"padding-left: 40px;\"><strong>Everboarding flips this model.<\/strong> 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\u2019s a practical solution to a persistent challenge.<\/p>\n<blockquote><p><span style=\"color: #ff6600;\"><strong>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.<\/strong><\/span><\/p>\n<p><span style=\"color: #ff6600;\"><strong>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.<\/strong><\/span><\/p><\/blockquote>\n<hr \/>\n<p><a href=\"https:\/\/drphilippahardman.substack.com\/p\/teachlm-insights-from-a-new-llm-fine\" target=\"_blank\" rel=\"noopener\"><strong>TeachLM: insights from a new LLM fine-tuned for teaching &amp; learning<\/strong><\/a> &#8212; from drphilippahardman.substack.com by Dr Philippa Hardman<br \/>\n<em>Six key takeaways, including what the research tells us about how well AI performs as an instructional designer<\/em><\/p>\n<p style=\"padding-left: 40px;\">As I and many others have pointed out in recent months, LLMs are great assistants but very ineffective teachers. Despite the rise of \u201ceducational LLMs\u201d with specialised modes (e.g. Anthropic\u2019s Learning Mode, OpenAI\u2019s Study Mode, Google\u2019s Guided Learning) AI typically eliminates the productive struggle, open exploration and natural dialogue that are fundamental to learning.<\/p>\n<p style=\"padding-left: 40px;\">This week,\u00a0<a href=\"https:\/\/www.linkedin.com\/company\/polygence\/\" rel=\"\">Polygence<\/a>, in collaboration with Stanford University researcher Prof\u00a0<a href=\"https:\/\/www.linkedin.com\/in\/dorottya-dora-demszky-43b1b362\/\" rel=\"\">Dora Demszky<\/a>. published\u00a0<a href=\"https:\/\/arxiv.org\/pdf\/2510.05087\" rel=\"\">a first-of-its-kind research<\/a>\u00a0on a new model \u2014 TeachLM \u2014 built to address this gap.<\/p>\n<p style=\"padding-left: 40px;\">In this week\u2019s blog post, I deep dive what the research found and share the six key findings \u2014 including reflections on how well TeachLM performs on instructional design.<\/p>\n<hr \/>\n<p><a href=\"https:\/\/marcwatkins.substack.com\/p\/the-dangers-of-using-ai-to-grade?\" target=\"_blank\" rel=\"noopener\"><strong>The Dangers of using AI to Grade<\/strong><\/a> &#8212; from marcwatkins.substack.com by Marc Watkins<br \/>\n<em>Nobody Learns, Nobody Gains<\/em><\/p>\n<p style=\"padding-left: 40px;\">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.<\/p>\n<blockquote><p><span style=\"color: #ff6600;\"><strong>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\u2019s not something we should be in a rush to outsource to a machine.<\/strong><\/span><\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"<p>From 70\/20\/10 to 90\/10 &#8212; from drphilippahardman.substack.com by Dr Philippa Hardman A new L&amp;D operating system for the AI Era? This week I want to share a hypothesis I\u2019m increasingly convinced of: that we are entering an age of the 90\/10 model of L&amp;D. 90\/10 is a model where roughly 90% of \u201ctraining\u201d is delivered [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[113,329,322,374,388,356,68,817,387,115,498,302,260,112,200,271,823,8,286,18,9,343,32,215,210,141,533,71,36,35,178,3,391,419,180,119,482,124,276,46,102,17,7,838,510,559,228,87,79,15,173,69,196,269,855,155,157,66,89,50,188,40,118,206,321,214,367,11,299,90,445],"tags":[],"class_list":["post-96931","post","type-post","status-publish","format-standard","hentry","category-21st-century","category-24x7x365-access","category-adjunct-faculty","category-adult-learning","category-animation","category-artificial-intelligence-agents-llms-and-related","category-assessment","category-bots","category-business","category-colleges","category-communities-of-practice","category-community-colleges","category-content-development-aggregation-repositories","category-corporate-business-world","category-corporate-universities","category-creativity","category-credentialing","category-digital-audio","category-digital-learning","category-digital-storytelling","category-digital-video","category-education","category-education-technology","category-educational-games-serious-games","category-emerging-technologies","category-engagement-engaging-students","category-experimentation","category-faculty-staff","category-future-of-higher-education","category-game-changing-environment","category-generational-differences","category-higher-education","category-human-computer-interaction-hci","category-ideas-teaching","category-innovation","category-instructional-design","category-intelligent-systems","category-intelligent-tutoring","category-interactivity","category-k-12-related","category-learning","category-learning-agents","category-learning-ecosystem","category-learning-experience-design","category-learning-from-the-living-class-room","category-learning-hubs","category-learning-preferences","category-learning-spaces","category-liberal-arts","category-lifelong-learning","category-pedagogy","category-personalizedcustomized-learning","category-productivity-tips-and-tricks","category-professional-development","category-skills","category-story","category-storytelling","category-student-related","category-teachers","category-teaching-learning","category-teaching-online","category-technologies-for-your-home","category-training-corporate-universities","category-trends","category-united-states","category-universities","category-vendors","category-vision-possibilities","category-workplace","category-englishwriting","category-youth"],"_links":{"self":[{"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts\/96931","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/comments?post=96931"}],"version-history":[{"count":20,"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts\/96931\/revisions"}],"predecessor-version":[{"id":97034,"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts\/96931\/revisions\/97034"}],"wp:attachment":[{"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/media?parent=96931"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/categories?post=96931"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/tags?post=96931"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}