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Critical and practical work on AI, educational sovereignty, teaching, learning, and institutional responsibility.
The modern internet is aging, and the cracks are showing. For nearly three decades, we have built online spaces rooted in structures that, while groundbreaking at the time, now struggle to serve the ways we live, work, and learn today.
Last week, I had the privilege of presenting the closing keynote at the International Meeting on Educational Innovation and STEM Teaching hosted by Instituto Tecnológico de Buenos Aires, Argentina, where I shared my perspectives on the urgent need to rebuild higher education from the ground up and on the importance of pre active leadership.
The integration of artificial intelligence into educational settings is rapidly transforming the landscape of teaching and learning. As AI becomes more common in schools, strong policies are needed to use it effectively and ethically.
This morning, the Royal Swedish Academy of Sciences awarded Daron Acemoglu, Simon Johnson, and James A. Robinson with the 2024 Nobel Prize in Economic Sciences.
David Wiley’s recent post at Improving Learning got me thinking about the rise of “generative OER” for content creation and customization and how AI is reshaping educational content. He also touches on the idea of “open prompts” and “open weights” as emerging forms of OER, enabling users to adapt content for specific needs.
In recent talks in Argentina, Spain, and Colombia, I delved into the competencies essential for “knowmads” in the age of artificial intelligence (AI). This transformative era requires a shift in how educators approach teaching and learning, and it’s critical to understand what this means for teachers today.
This article examines how artificial intelligence is changing the skills and competencies people need. It distinguishes capabilities likely to be affected by generative AI from those that remain essential for future learning and work.
This article examines how generative AI and other technologies may automate large portions of people’s work. It considers what this inflection point means for education, skills, and human agency.
Over the past decades, I’ve explored the evolving landscape of learning and work in the 21st century. The imminent arrival of Artificial General Intelligence (AGI) is a pivotal moment in this journey, marking a transition from the theoretical to the very real and imminent.
After decades of wondering if calculators, phones, or Wikipedia have a place in schools, the next target is obviously generative AI.
As reported in The Verge, Quizlet, came up with AI features to assist students using their tools. The notion sounds compelling, right?
Manifesto 15, conceptualized in 2015, is a forward-thinking document outlining a vision for the future of education. It proposes a shift from traditional, rigid, and standardized educational models to flexible, learner-centered, and experience-driven paradigms that embrace change, encourage lifelong learning, and foster creativity.
