This recent research paper examines a course-specific AI support system designed to give students immediate, contextual help without replacing instructors.
Trapped in Someone Else’s Imagination: Students on AI, Choice, and the Futures We Deserve
Written from a student perspective, this article raises important questions about agency, equity, fear, and choice in AI-mediated education.
Does it Matter Which AI You Choose?
This practical article compares how different AI models may support learners differently, especially in tutoring, multilingual contexts, explanation style, and reliability.
https://teachonline.ca/tools-trends/articles/does-it-matter-which-ai-you-choose/…
From Laptop Bans to New Tech Courses, US Law Schools Grapple with AI
This piece shows how law schools are rethinking classroom technology, AI policies, exams, and professional preparation in response to generative AI.
How Higher Ed Institutions Can Control AI Spending Without Curbing Innovation
This article discusses how universities can give faculty and students access to AI tools while managing cost, data privacy, and institutional guardrails.
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.
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.