Have you ever posed a question to a classroom full of students, leaving the recommended moment of silence to await responses, only to realize no one seems to have heard the question? It’s no secret to seasoned instructors that learner attention spans are getting shorter.
AI can assist in nearly any teaching task, saving educators many hours of work while improving instruction via features such as personalized tutoring and interactive learning material. A teacher can use a general-purpose AI platform like ChatGPT, Google Gemini, or MS Copilot to create much
Teaching in fast-moving fields with real cases presents three persistent problems. First, the news cycle moves more rapidly than any course can adapt. Second, such as in cybersecurity, real incidents involve confidential details, ongoing litigation, or charged political contexts that derail objective analysis. When you
Not that long ago, if you wanted to find a flight, you needed to call each airline and talk to a representative about the options. Then the internet came along, and sites like Expedia provided a one-stop shop to find all the flights between designated
Here are some selected highlights from my long history of using educational technology:
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The flipped classroom has become something of a buzzword in higher education, often praised as a silver bullet for engagement and learning. Walk through any teaching conference, and you’ll find sessions promising that simply moving content delivery online will transform your courses. But having experimented
The integration of generative AI into education is an exciting opportunity to transform how we learn and teach. I embraced this potential by introducing an assignment using Google’s Notebook LM. Unlike other AI tools, Notebook LM lets users upload their own resources—articles, videos, even YouTube
Why do students come to class? We may hope it’s for the love of learning, because of our inspirational teaching, or because they know it will help them get jobs or live happier lives in the long run. Of course, these are not the common
Learning management systems (LMSs) are, on one level, another space—beyond the classroom—to “interface” with students, both cognitively and metacognitively. They are spaces, as Merriam-Webster defines the noun interface, where “independent and often unrelated systems meet and act on or communicate with each other”—a function that
