‘Being to Learn’ Rather Than ‘Learning to Be’: Shifting Thinking About Authentic Assessment

This thought-provoking article challenges traditional approaches to authentic assessment, encouraging educators to rethink how real-world activities help students develop professional identities and meaningful learning experiences.

https://www.facultyfocus.com/articles/educational-assessment/being-to-learn-rather-than-learning-to-be-shifting-thinking-about-authentic-assessment/…

Why AI in Education Is Four Things, Not One

Many higher education institutions treat artificial intelligence (AI) in education as a single category. A four-layer framework helps institutional leaders distinguish AI adoption from AI readiness and identify gaps in AI policies and investments, including limited support for profession-specific AI …

Mechanistic Indicators of Understanding in Large Language Models

Recent research in mechanistic interpretability suggests that LLMs can develop different levels of understanding, conceptual, factual, and principle-based, rather than simply imitate language patterns. Although these mechanisms differ from human cognition, they challenge the idea that AI lacks genuine understanding …