This article argues that colleges do not simply need more AI products, but better-integrated AI experiences that fit real teaching and learning workflows.
Field notes: Teaching and learning in Moodle LMS 5.1
This article focuses on what Moodle 5.1 changes mean for course design, teaching purpose, AI use at the course/activity level, and the everyday learning experience.
https://moodle.com/news/field-notes-teaching-and-learning-in-moodle-lms-5-1/…
Putting Edtech Guidance to Work in the Classroom
This EdSurge article looks at how broad edtech guidance can be translated into practical classroom decisions about when technology helps learning and when it does not.
https://www.edsurge.com/news/putting-edtech-guidance-to-work-in-the-classroom…
PAAIR Challenge Conversation: What Do AI Glasses Mean for Learning and Assessment?
A thought-provoking discussion on how AI wearables may challenge assessment, accessibility, attention, and the boundaries of acceptable technology use in learning.
https://teaching-community.monash.edu/what-do-ai-glasses-mean-for-learning-and-assessment/…
Make AI Literacy a Foundational Element of Your Course Design
This article makes the case for embedding AI literacy directly into course design so that students learn to use AI critically, ethically, and meaningfully.
https://www.timeshighereducation.com/campus/make-ai-literacy-foundational-element-your-course-design…
Three Shifts in Course Design to Update Pedagogies for the AI Era
A practical piece arguing that course design should move toward uncertainty, critical AI partnership, and real-world problem ownership rather than simple answer production.
https://www.timeshighereducation.com/campus/three-shifts-course-design-update-pedagogies-ai-era…
With Education Technology, Engagement Is Not the Same as Learning
This APA report is a timely reminder that clicks, screen time, and platform engagement should not be confused with meaningful learning outcomes.
https://www.apa.org/news/press/releases/2026/09/education-technology-engagement…
Generative AI as a Didactic-Pedagogical Mediator: Rethinking Human Roles and Pedagogical Design in Higher Education
This research article frames generative AI not as a replacement for teaching, but as a pedagogical mediator that can reshape instructional design, agency, and learning roles.
https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1856839/full…
Scaling Experiential Learning with AI: Texas A&M Collaborates with Dell Technologies
A useful case study on how AI can help scale experiential learning by giving students more authentic practice and faculty more structured support.
The Agentic Professor: Exploring GenAI-Supported Futures in Higher Education
This article explores how AI agents could support teaching, student questioning, assessment, and course design while keeping educators in pedagogical control.
AI in the Classroom: Lessons from the Field
Stanford researchers showcase practical examples of AI in education, including teacher feedback systems, student-created AI learning activities and approaches to developing information literacy.
Three Shifts in Course Design to Update Pedagogies for the AI Era
The article proposes redesigning courses around ambiguity, interdisciplinary problem-solving and student judgement — skills increasingly important when AI can handle predictable academic tasks.
Make AI Literacy a Foundational Element of Your Course Design
University of Florida educators argue that AI literacy should be intentionally incorporated into course design rather than treated as an optional technical skill, with emphasis on ethical and critical use.
The Dependency Trap: Student Over-Reliance on Generative AI in Higher Education
A new systematic review examines why students become overly dependent on generative AI and the potential consequences for learning, critical thinking and academic development.
Design Learning Experiences Students Cannot Outsource to AI
Rather than trying to prevent AI use, educators can design learning around prediction, discussion, judgement, revision and retrieval — cognitive processes that students still need to perform themselves.
https://www.timeshighereducation.com/campus/design-learning-experiences-students-cannot-outsource-ai…