Peer coaching before writing may reduce AI shortcuts
A guest post describes using ungrading and peer coaching to deepen student thinking and make ChatGPT shortcuts less tempting.
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Public readings arranged by original publication date. People and institutions use explicit mappings; article sources remain in their details.
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The global conversation on AI in education is shifting. Where does it leave Australian higher education?
Lodge reflects on learning, governance and the limits of chatbot-era reform after Digital Learning Week.
Must Children Keep Acquiring More Abilities in the AI Era? (translated title)
Educator Zhang Shuling questions defining children’s worth through an ever-expanding list of abilities AI cannot yet perform. Useful capacities matter, but do not exhaust the purpose of education.
What Should We Teach Children When AI Can Do So Much? (translated title)
Liu reports on a program at Kaohsiung Girls’ Senior High School in Taiwan emphasizing problem selection, collaboration, AI-supported making and explaining concepts to other learners.
The Overhang
Mollick argues that expertise, breadth, taste and agency help people use AI capabilities. His experiments invite a question: how do learners acquire the knowledge and judgment needed to direct and evaluate increasingly capable tools?
Varying Retrieval Practice to Promote Transfer of Learning
Sumeracki explains Butler et al.’s (2017) experiments contrasting repeated and varied application during retrieval practice. Her account invites asking whether an AI activity makes students retrieve, explain and apply concepts across contexts.
Reading Across Fields and Working with AI: A Course Retrospective — Shishufeng EP29
The second retrospective describes AI-built demonstrations and source navigation, while exposing the limits of keyword retrieval.
Don’t Throw Ed Tech Babies Out With the Bathwater
Teacher workload, student thinking, product evidence and family communication are treated separately.
Motivation, Themes and Practice: A Course Retrospective — Shishufeng EP28
Chongqing and participant Mizai revisit how a music course found its themes and used live demonstrations.
What if transferable skills don’t exist?
A deliberately strong argument locates reasoning and problem-solving in domain knowledge.
AI-Aware Online Math Teaching with Jessica Bernards
Rich learning support alongside high-stakes proctoring.
Is This a Good Use of the Technology? Is It a Good Use of Your Brain?
Furze proposes two contextual questions: is this a good use of the technology, and of the learner’s own thinking? He examines accessibility, outsourcing and assessment, questioning whether fixed categories capture individual needs.
Students should only use AI for things they already know how to do well.
The proposed restriction concerns independent general-purpose AI use, not all instructional software.
How Alpha School Teaches Writing
The critique asks whether interest-driven writing loses opportunities to consolidate curriculum knowledge.
Finding Sources in the AI Era — Shishufeng EP27
Hanyang and Liushou discuss moving from an unfamiliar topic to a syllabus, search terms and original sources.
Enduring Methods for an Emerging Medium: The Generative AI Studio
Laura Zarrow describes a studio course using critique and timed design exercises to develop judgment through making.
Reading In An Age Of Thinking Machines
A documented design experiment with open uncertainties.
Generative AI Can Harm Teaching
A recent working paper examines the tension between teacher productivity and student experience.
What if We Accidentally Outsource the Real Work to AI?
Automation can alter the practice behind an artifact.
Analog Is Having a Moment. But Is It Sustainable?
Testing the costs and access limits of analog responses.
What Is Understanding? — Shishufeng EP23
Chongqing uses Hinton’s account of understanding to question what learners lose when AI explanations become too smooth.
Integrating Generative AI Into University Coursework Assessments – a Student Perspective
Medical-science students see value in critiquing AI but resist universal AI integration.
Assuring quality learning in a gen AI-integrated future: adaptive capabilities
TEQSA’s commissioned report connects adaptive capabilities with disciplinary knowledge and learning-process evidence. It proposes process-focused assessment and support for student judgment, agency and self-regulation.
Just an Exam — Shishufeng EP22
Hanyang and Chongqing use university choices to question the idea that one decision fixes an entire life path.
Why personalising education based on student interests doesn’t work
Performance-based adaptation is distinguished from rewriting every topic around a learner’s interests.
Is AI feedback true but useless?
A large redrafting project makes uptake of feedback visible while leaving learning unresolved.
Choosing to Stay Human
Mollick considers how convenient AI defaults can bypass the effort through which people develop valued abilities.
Teaching Friends to Use AI — Shishufeng EP9
The hosts find that tacit knowledge about files, versions and structure often explains beginners’ difficulties.
Understanding the Evidence Base on AI in K-12 Education
A Stanford review identified 20 higher-quality causal studies within over 800 K12 AI papers available by October 2025. Assisted performance and unaided learning diverge; long-term, equity and wellbeing evidence remains limited.
In-Class Writing with James Seitz
Protected writing time, with candid design reversals.
Education in the AI Era Should Foster Independent Thought and Lived Growth
Li Zhengtao argues that educational purposes should shape technology, protecting students’ own thinking and lived learning.
Is Relying on AI Cognitive “Offloading” or “Outsourcing”?
Outlines illustrate a distinction between external memory support and delegating the thinking itself.
Alison Gopnik on Childhood Learning, AI as a Cultural Technology, and Rethinking Nature vs. Nurture
Gopnik connects exploration, apprenticeship and AI literacy in an interview that preserves disagreement about machine reasoning.
Can LLMs be personal tutors?
Question quality, accuracy, alternatives and persistence matter beyond fluent explanations.
AI tutoring can safely and effectively support students: An exploratory RCT in UK classrooms
An exploratory 165-student trial retains message-by-message human supervision and uncertain transfer estimates.
Supporting Appropriate Student Use of AI
GeoAI connects AI-use boundaries to disciplinary goals: help with statistical concepts does not mean outsourcing climate-data interpretation. It suggests staged assignments, reflection and checked practice, with privacy and copyright considerations.
GIFT-AI: teaching the game and leveling the field
A 34-student course report centered on feedback comparison.
Education isn’t working
The essay distinguishes productive work from the practice needed to become an expert.
Getting the most out of AI feedback
Student-facing strategies, including a failure of flattery.
How ChatGPT Might Inadvertently Improve Student Thinking
Willingham describes conferencing as a way to retain and inspect writing-related thinking.
Against “Brain Damage”
Mollick challenges sensational interpretations of AI studies and examines learning, idea generation and writing practices.
Generative AI without guardrails can harm learning: Evidence from high school mathematics
A mathematics RCT directly separates assisted performance from subsequent unaided assessment.
From Chalkboards to Chatbots: Evaluating the Impact of Generative AI on Learning Outcomes in Nigeria
A teacher-supported six-week programme improved paper-test outcomes, with important attrition and design caveats.
Experience embracing genAI in an engineering computations course: What went wrong and what next
Barba candidly describes a course chatbot and autograder enabling answer-seeking shortcuts.
Peer and AI Review + Reflection (PAIRR): A human-centered approach to formative assessment
A mixed-methods study of experience and judgment.
Do Students Who Rely on ChatGPT “Benefit”?
Wexler challenges interpreting better submitted prose as improved writing ability.
What to do about artificial intelligence now: Examining the real impact on learning
Lodge calls for evidence about learning mechanisms beyond uptake and perceived usefulness.
Reading in the Age of Social Media (and AI)
Reading habits are also an educator’s problem.
AI as Design Accelerator with Ryan Wetzel
Scaffolding collaboration through roles and playtesting.
Teaching with AI in Technical Courses with Jingjing Li
Independent modeling before AI-supported extension.
The Writing Effect
Writing’s retrieval and elaboration benefits must be balanced against novice cognitive load.
Emotionally Enriched Feedback via Generative AI
A randomised feedback experiment separates improved perceptions from no detected improvement in work quality.
Post-apocalyptic Education
This 2024 essay distinguishes confidence in AI detection from the illusion that completed homework means learning.
Historical reference: AI-Generated Summaries Are a Problem—for Authors and Society as a Whole
An author’s inspection of generated book companions reveals losses beyond factual accuracy.
No One is Talking About AI’s Impact on Reading
Earlier classic: reading assistance versus reading replacement.
Andy Matuschak — The reason most learning tools fail
Matuschak distinguishes forgetting from never understanding, and discusses questioning, memory and fading scaffolds. The interview offers a lens for AI tools: do they help learners notice confusion and act, or mainly ease consumption?