This recent research paper examines a course-specific AI support system designed to give students immediate, contextual help without replacing instructors.
The Uneven Impact of Generative AI on Student Learning: Examining the Roles of Reliance, Evaluation Literacy, and Course Policy in AI-related Courses
This study explores why students benefit from AI unevenly, highlighting the importance of evaluation literacy, course policy, and how early reliance shapes learning.
Integrating Flipped Learning and Generative AI for Practice-Based Design Education: Evidence from a Knit Yarn Design Course
This paper presents a pedagogical model combining flipped learning, AI-assisted visual prototyping, formative checks, and studio feedback in a design course.
Understanding How Educators Configure GenAI Support for Open-Ended Learning
This research article looks at how educators want to configure AI systems for open-ended learning, including personalization, disclosure, learner data, and teacher control.
AI Discussions — Moodle Community
A recent Moodle community space where educators and developers are discussing AI in Moodle, including teaching use cases, boundaries, and responsible implementation.
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.
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.
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…
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…
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…
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…
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/…
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…
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/…
Higher Education Does Not Need More AI Tools but Better AI Experiences
This article argues that colleges do not simply need more AI products, but better-integrated AI experiences that fit real teaching and learning workflows.