Educators are always looking for ways to make learning more engaging and accessible. Thinglink is an interactive media platform that allows instructors to turn visual content into clickable interactive experiences. By adding “hot spots,” instructors can embed text, audio, video, or links to web resources.
AI has opened a world of new opportunities for student learning. I have discussed how instructors can easily add interactions to their learning material, tutors to their classroom, and digital laboratory simulations that allow students to test how a process changes with different inputs. But
During a recent interview for a longitudinal study on undergraduate writing and learning that I am conducting at my school, one student described a course he was currently taking with a professor he admired deeply. He spoke warmly about the instructor’s passion, clarity, and care
Large language models can explain concepts, summarize readings, and even generate practice problems. But developing professional expertise—the kind of strategic thinking, judgment, and problem-solving that distinguishes novices from experts—requires more than content delivery. It requires coaching. When we wanted to give students more access to
Faculty and institutions are using AI to create educational material and tutors that help students learn the material. These are text-based interactions. But AI can also build digital simulations that allow students to experiment with different variables to learn how they affect processes. This ability
Higher education has come to understand that AI is akin to the computer and the internet, a new technology that students will need to know how to use in the future. The problem, though, is that most instructors don’t know how students will use AI
Creativity scholars Kaufman and Glăveanu (2019) argue that “like love or happiness, creativity is everywhere and nowhere in academia” (p. 27). They make this claim within the context of scholarship, stating that while everyone has an opinion, creativity can be difficult to define and categorize.
Picture this: You spend hours crafting a midterm exam that could provide valuable learning opportunities. Students get their exams back early in the course, leaving them plenty of time to improve before the final. Yet when you look at final exam results, you see that
We often hear faculty complain that students are not reading the course material. Studies consistently report low rates of reading compliance across disciplines, with students citing time pressures, unclear purpose, perceived irrelevance, and weak accountability structures as reasons for skipping assigned materials (Hoeft, 2012; Brost
Every teacher knows the challenge: Students complete homework at 9:00 p.m., get stuck, and have to wait until the next day’s class for help. By then, you’re facing a mountain of assignments that all show the same misconception.
