Skip to content

Commit 90f8b38

Browse files
edtechdevedtechdev
committed
update
1 parent 2102879 commit 90f8b38

9 files changed

Lines changed: 186 additions & 34 deletions

File tree

‎journals/2023_04_27.md‎

Lines changed: 1 addition & 1 deletion
Original file line numberDiff line numberDiff line change
@@ -1,7 +1,7 @@
11
- [HuggingChat](https://huggingface.co/chat/)
22
- [[Open assistant]], [[Open source]], [[LLM]]
33
- [Making Sense of Generative Learning | SpringerLink](https://link.springer.com/article/10.1007/s10648-023-09769-7)
4-
- [[Learning]], [[Explanation]], [[Generation effect]], [[Visualizations]], [[Multimedia learning]], [[Embodied learning]]
4+
- [[Learning]], [[Explanation]], [[Generative learning]], [[Visualizations]], [[Multimedia learning]], [[Embodied learning]], [[Enactive learning]], [[Transfer of learning]], [[Self-explanation]], [[ICAP framework]]
55
- [Transformers from Scratch](https://e2eml.school/transformers.html)
66
- [[LLM]], [[Transformer]]
77
- [Transformer in 5 minutes – Blue Season – Mostly data science stuff](https://blue-season.github.io/transformer-in-5-minutes/)

‎journals/2025_10_31.md‎

Lines changed: 73 additions & 0 deletions
Original file line numberDiff line numberDiff line change
@@ -0,0 +1,73 @@
1+
- [I Built the Same App 10 Times: Evaluating Frameworks for Mobile Performance | Loren Stewart](https://www.lorenstew.art/blog/10-kanban-boards)
2+
- [[Web development]], [[React]], [[svelte]]
3+
- [I built the same app 10 times: Evaluating frameworks for mobile performance | Hacker News](https://news.ycombinator.com/item?id=45729437)
4+
- [Please stop using AI browsers](https://www.xda-developers.com/please-stop-using-ai-browsers/)
5+
- [[Browser AI]], [[AI agents]], [[Cybersecurity]], [[Privacy]]
6+
- >There is also a broader data concern with AI browsers: many rely on cloud-based LLM APIs to function. This means that page content or user prompts are sent to remote servers for processing. If users feed sensitive internal documents or personal data to the browser's AI, that data could reside on an external server and potentially be logged or used to further train models (unless opt-out mechanisms are in place).
7+
- [ChatGPT's Atlas: The Browser That's Anti-Web - Anil Dash](https://www.anildash.com//2025/10/22/atlas-anti-web-browser/)
8+
- [AWS to Bare Metal Two Years Later: Answering Your Toughest Questions About Leaving AWS](https://oneuptime.com/blog/post/2025-10-29-aws-to-bare-metal-two-years-later/view)
9+
- [[AWS]], [[Hosting]], [[DevOps]]
10+
- [GenAI Image Showdown](https://genai-showdown.specr.net/image-editing)
11+
- [[Image editor]], [[Photo editing]], [[Image generation]]
12+
- [The Smol Training Playbook: The Secrets to Building World-Class LLMs - a Hugging Face Space by HuggingFaceTB](https://huggingface.co/spaces/HuggingFaceTB/smol-training-playbook)
13+
- [[LLM training]], [[huggingface]]
14+
- [Building Multiagent Workflows With Microsoft AutoGen - The New Stack](https://thenewstack.io/building-multiagent-workflows-with-microsoft-autogen/?_hsmi=387679859)
15+
- [[autogen]], [[AI agents]]
16+
- [Experimental evidence of the effects of large language models versus web search on depth of learning | PNAS Nexus | Oxford Academic](https://academic.oup.com/pnasnexus/article/4/10/pgaf316/8303888?login=false)
17+
- [[Summary]], [[Search engine]], [[Generative learning]], [[Artificial intelligence in education]]
18+
- [Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students | International Journal of STEM Education | Full Text](https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-021-00307-x)
19+
- [[Student motivation]], [[Mathematics education]], [[Measure]], [[Instrument]], [[Math anxiety]], [[Metacognition]], [[Test anxiety]], [[Self-efficacy]], [[Intrinsic motivation]], [[Motivation]]
20+
- [Using transparent whiteboards to boost learning from online STEM lectures - 1-s2.0-S0360131518300393-am.pdf](https://pdf.sciencedirectassets.com/271849/1-s2.0-S0360131518X00025/1-s2.0-S0360131518300393/am.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEEkaCXVzLWVhc3QtMSJIMEYCIQCKW0LGTdY8L9vDlpCiPttg0Y6TExzZTBY2FJKDvZBC%2BgIhAIBynzbyQ%2BC7vhuFCW7yXXdNd5ZeiOmAAR%2BfQ8QAac09KrIFCBIQBRoMMDU5MDAzNTQ2ODY1IgwL4hKCb2b%2BldNi854qjwW4DYUO5P68F01YBblISKm8N2k4cIf7K6doqqZFMCxLV5dAgLlgW2B%2BpYGDJeu7mMWFfq73T4a05sYl3Zgdzpu94eA01qFbyjBGeuReetCLBZmUDC3b6ccEXhVAVMzMg6ER%2FbwX6l6yxpOv1TDhHTXVeqd8usdZIOz3Tc%2BjXiJSIq9oJx9Hjiuoe%2FM0297fyhuJ58mIhgwZPV1bFvvitXw2Xagae5oOt4%2FWiifjTWYDAQSyRQmeV9wPkvcpG50QRlHvsk0bm6CvIwZ7LVNt7hM6xVYhJ2y28FC7y5nriE%2BG2d9u65JO%2FkupDq1wAVql1bRvNNk4P0W07KpffiFMMud42IKp5ghxcd9F9VdSoIowSqPeIzuvDycESRwAjVIuQzJQmouXA87ABGcKGK73n%2FaRx2C%2F6Cr%2FC9ks%2BNyCf3mf9LVojEmHqEKtiPGFBBfqWR01Ks7emg%2FmZRphqkVtGf9gYgQkx1hixL7sEGPUDxkoYO%2Bv6P5pL9Zw6OuSoMzVHqAEMlutV4ljiwJGpQ4jJkdpW4TcKrviwmYxGU5WDUu2rAWe%2BBP4FOjMo0g04YlM0lS3Syo065yqnbcYeyp7UCJPr2D89gJvXSpKjPSEJWr7Hce%2FClcAb6uDF3D3VEhLqUr8EHoqAm2ZqUusb8TyHI6oyg4cD%2F7yTVtWbjFJfclBummm7rdAmM9%2FR%2Fac4W5B26jFbf2Yqf8XdBKH7O1%2BMSSsJaKnHq8riedXvQLz%2F2m2Rh9N5l0YYe1Ke4%2BI2edVnfeC7hXJCXQvi%2BaSwzNOBmYIe%2FZ6j6B%2BwTmAJBjTKOf3jM5U5FbtB5Mg6Sg5UVaRSle44vzaeBtCFqFidd5hXjE04X5Z1EO%2BhbD4wkzuTriBMOfjkcgGOrABT1xhpRpRi%2F0mMmDN7lEXukF%2FFT%2FkxAU52bVXoK%2Frz50ucDZLANi3Dut2va4kATBHWSPdxsclV2Ny3MM7RvRBT71GIigR4MtOn5zqA3%2FrOsbX50UrbWlULe3GA7dc6PRhDIInNvIbM3haHMApFmDt3z86xlvhKCxPv6uW9mEXxU%2Fn7%2FbwzyaALNmkPpf%2FFWduGWUXxrxUnav%2FQZKMlLvx1qptlm5nvKTaCYWzLrL%2Ba2g%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20251031T091041Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYVGF4DJZT%2F20251031%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=8cf3216f3ab5587c9e877d69060e258eea759ea18e5d6d33e0d107b465364547&hash=fb769437bed6a0f85abdf35ea8898b2e30f3406d1209aa51ad7cfbf59b45eeb9&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0360131518300393&tid=pdf-98e6b4b6-1a40-44ee-972a-995bb01f5ac0&sid=7e8a7cff8762d04fc3694a71e0c09c7d0959gxrqa&type=client)
21+
- [[Lightboard]], [[Digital whiteboard]], [[Drawing]], [[STEM education]], [[Gesture]], [[Lecture]]
22+
- [The case for embodied instruction: The instructor as a source of attentional and social cues in video lectures. 2020-91562-001.pdf](https://psycnet.apa.org/manuscript/2020-91562-001.pdf)
23+
- [[Embodied learning]], [[Video]], [[Lightboard]], [[Drawing]], [[Gesture]], [[Lecture]], [[Generative learning]], [[Attention]]
24+
- [Instructors’ presence in instructional videos: A systematic review | Education and Information Technologies](https://link.springer.com/article/10.1007/s10639-022-11532-4)
25+
- [[Teaching presence]], [[Video]], [[Systematic review]]
26+
- [Role of Gesturing Onscreen Instructors in Video Lectures: A Set of Three-level Meta-analyses on the Embodiment Effect | Educational Psychology Review](https://link.springer.com/article/10.1007/s10648-024-09910-0)
27+
- [[Gesture]], [[Video]], [[Lecture]]
28+
- [Short Videos, or Long Videos? A Study on the Ideal Video Length in Online Learning](https://ieeexplore.ieee.org/abstract/document/9491115)
29+
- [[Video length]], [[Engineering education]]
30+
- [Frontiers | Why don’t students draw when learning from science texts?](https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1365202/full)
31+
- [[Drawing]], [[Science education]], [[Note-taking]], [[Generative learning]], [[Textbook]]
32+
- [“My drawing is quite different!” Drawbacks of comparing generative drawings to instructional visuals - 1-s2.0-S0361476X24000225-am.pdf](https://pdf.sciencedirectassets.com/272424/1-s2.0-S0361476X24X00028/1-s2.0-S0361476X24000225/am.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEEkaCXVzLWVhc3QtMSJHMEUCIQCongcevNmmJzMTIILLvSN47itB9ifR9RA8ayIITUFGlwIgQdHFdzY3tnBoO3YjUY6c%2BoSmlEMVgi4QAq88JBoE7K0qsgUIEhAFGgwwNTkwMDM1NDY4NjUiDBwEBEyJb0pEZ9te%2BCqPBZKGayfsA3%2Fz07w10dFyMe4UcK6wYhu5r0J%2FPqUzkSG%2FJdAALj4ptwbQA9UQzgXLQZwORTjpQ7HgenHj6ayyk%2BvmVRJiUCuGmtZxozI87AUshoN%2FQvwIPvWpeeI0%2BKsnVQ29L7uIlWLmh9hrxfMm6P9i1PW%2Fbn0sSx0tW9wDL0E%2F6X7HENu%2FDFNuYcqjqrqoc7bteG%2F4SnlDbxN%2BpGhAmJU7p9KkdzhGSIsSh43A2m0bkTJDSClTHycTTJ%2FG6qwclhmj3ZUhPOcMMkm40%2FXND7o%2BH74gDAcn5S55ChFBf5DJE8qbaju9HT4HbTL2Pr0eH4%2Bpg%2FhhwCawTYKKlnYSAnT0b4exRC2B21xwNA%2FkG1F%2FJccX9UoRnvaKerOIeTk5WItCcaQBGlEjxY5UVHTqHkVamcSSDuQm4OS2SoZRl1o2q0GUAE2%2FM131BQQb6e8x7NHJpWU4ZSPiOmYtbu34mJSzfe037ZN3lOQXxt3r0ASlWsuZOuvm%2BfKK%2Frb88WH%2FGVR58BquCF5WjOi5FPIQCcSwWoo972CDAWFo%2FU%2FE2ulQual77CuBrmupWKDZ%2FzG%2B%2BychfexEprx6KgPozcHIPBOdUi5vFbBNig9lYzM5sFL2E6b55X65EFvGbfP9PdeEweKdTvwj2JyLrnSysI6aGXjPzAvsormKXhgnJii%2BKiI2d5hE%2Fii1iiAjthlfMQ6YK75gxe79EZsFwG4Tg3r9%2BdIezhHOI3p1E4GtEv81XFZkDtDK9q16%2FqqqpV597yWs3PHK9VmDYL1QrYO0MWmGCv4v6kmgYpgodbCmiKYylQh%2FcJdGV2IyXWZENoDihIdaseaA3dUaoSI8TC8ZpUciccSpYjLOBXQFvJFlJjNL%2BuEwxu6RyAY6sQHj87Ch8%2F1e5bCpvvTW%2FW6vDRZWpSo8%2F%2Fhu3pnFolHOdW6wVKz43NrOrHqEaRIXWCak3ICOR7PiNHif9L1ns6ODRYO%2Fi8UBrRZSptV%2Ff%2BiPuU3h3G7jrD0Sq06WXwRfJJOopxcDC%2F1Wc7%2BWdJGvfQkjY%2BPZTSTG0glyJ09P1Ki41DAKmsRJpLmjL1HdT7yJn24h%2BvpkFDJ4ZvuFGawUmZl0P8xI%2FTVm%2FK1zMkzMWkqp6hM%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20251031T093722Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYY5ZHYML3%2F20251031%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=1b44304876770cc9d642a55310373f8433479f3c2b954d53c41e462f7f1f35de&hash=b01a1535e9f1031a2a081f4c4b946fa2bdf86f6741e2a72458c719a603dd02bb&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0361476X24000225&tid=pdf-3c8f6aac-3665-4eef-9ef3-91e62c0f42b2&sid=7e8a7cff8762d04fc3694a71e0c09c7d0959gxrqa&type=client)
33+
- [Research Avenues Supporting Embodied Cognition in Learning and Instruction | Educational Psychology Review](https://link.springer.com/article/10.1007/s10648-024-09847-4)
34+
- [[Embodied cognition]], [[Embodied learning]], [[Gesture]], [[Systematic review]], [[Social learning]]
35+
- >When making human movements, the research avenues explaining the learning benefits due to these movements are physical activity, generative learning, and offloaded cognition. When observing human movements, the avenues researching these phenomena are specialized processor and signaling. Lastly, the research avenue social cognition is integral to both making and observing human movements.
36+
- [Castro-Alonso: Research avenues supporting embodied... - Google Scholar](https://scholar.google.com/scholar?cites=138571412639288023&as_sdt=40005&sciodt=0,10&hl=en)
37+
- [Learning by Doing or Doing Without Learning? The Potentials and Challenges of Activity-Based Learning | Educational Psychology Review](https://link.springer.com/article/10.1007/s10648-024-09869-y)
38+
- [[Active learning]], [[Drawing]], [[Embodied learning]]
39+
- >Elaborate activities, such as letting learners generate drawings, can quickly evolve to secondary tasks in their own right
40+
- [The synergy of embodied cognition and cognitive load theory for optimized learning | Nature Human Behaviour](https://www.nature.com/articles/s41562-025-02152-2)
41+
- [[Embodied cognition]], [[Cognitive load theory]]
42+
- [Some do's and don'ts of Educational Videos - ScienceDirect](https://www.sciencedirect.com/science/article/pii/S0959475224002044)
43+
- [[Video]], [[Educational Psychology]]
44+
- [The affordances and constraints of mathematics tutoring in immersive, collaborative, and dynamic virtual reality environments | Virtual Reality](https://link.springer.com/article/10.1007/s10055-025-01122-3)
45+
- [[Virtual reality]], [[Mathematics education]], [[Tutoring]], [[Gesture]], [[Simulation]], [[Intelligent tutoring system]]
46+
- [Frontiers | The effect of embodied learning on students’ learning performance: A meta-analysis](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1658797/full)
47+
- [[Embodied learning]], [[Achievement]], [[Meta-analysis]]
48+
- [The more your body is engaged, the better your learning will be: comparing different degrees of embodiment on learning, cognitive load, and intrinsic motivation: Educational Psychology: Vol 0, No 0](https://www.tandfonline.com/doi/abs/10.1080/01443410.2025.2561031)
49+
- [[Embodied learning]], [[Intrinsic motivation]], [[Cognitive load theory]], [[Science education]]
50+
- >high embodiment led to optimised retention and transfer, reduced intrinsic cognitive load, and enhanced germane load and intrinsic motivation compared to no embodiment
51+
- [Effectiveness of embodied learning on learning performance: A meta-analysis based on the cognitive load theory perspective - ScienceDirect](https://www.sciencedirect.com/science/article/abs/pii/S1041608024001572)
52+
- [[Embodied learning]], [[Meta-analysis]], [[Cognitive load theory]]
53+
- [Embodied learning: introducing a taxonomy based on bodily engagement and task integration | Cognitive Research: Principles and Implications](https://link.springer.com/article/10.1186/s41235-018-0092-9)
54+
- [[Embodied learning]], [[taxonomy]], [[Engagement]]
55+
- [A Dual-Process Framework for Understanding How Physical Activity Enhances Academic Performance Through Domain-General and Domain-Specific Executive Functions | Educational Psychology Review](https://link.springer.com/article/10.1007/s10648-025-10049-9)
56+
- [[Executive function]], [[Physical activity]], [[Embodied cognition]], [[Embodied learning]]
57+
- [Grounded and embodied mathematical cognition: Promoting mathematical insight and proof using action and language | Cognitive Research: Principles and Implications](https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-016-0040-5)
58+
- [[Mathematics education]], [[Embodied cognition]], [[proof]]
59+
- [Full article: Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions](https://www.tandfonline.com/doi/full/10.1080/15391523.2020.1747757)
60+
- [[Personalized learning]]
61+
- [Personalizing Algebra to Students’ Individual Interests in an Intelligent Tutoring System: Moderators of Impact | International Journal of Artificial Intelligence in Education](https://link.springer.com/article/10.1007/s40593-018-0168-1)
62+
- [[Personalized learning]], [[Mathematics education]], [[Intelligent tutoring system]]
63+
- [Solve It With Code](https://solve.it.com/)
64+
- [[Problem solving]], [[Code generation]], [[IDE]], [[Literate programming]], [[Computational notebook]]
65+
- https://youtu.be/bxDDLMe6KuU?si=LIdiNc0RKcOF0lYH
66+
- https://youtu.be/bxDDLMe6KuU?si=UpyC45XNMi0KmyzW
67+
- [How to Solve It - Wikipedia](https://en.wikipedia.org/wiki/How_to_Solve_It)
68+
- [Launching Solveit, the antidote to AI fatigue – Answer.AI](https://www.answer.ai/posts/2025-10-01-solveit-full.html)
69+
- [SolveIt Showcase](https://solveit-project-showcase.pla.sh/)
70+
- [microsoft/agent-lightning: The absolute trainer to light up AI agents.](https://github.com/microsoft/agent-lightning)
71+
- [[AI agents]], [[LLM training]], [[Reinforcement learning]], [[Microsoft]]
72+
- [We discovered an approach to train any AI agent with RL, with (almost) zero code changes. : r/LocalLLaMA](https://www.reddit.com/r/LocalLLaMA/comments/1m9m670/we_discovered_an_approach_to_train_any_ai_agent/)
73+
-

‎journals/2025_11_01.md‎

Lines changed: 12 additions & 0 deletions
Original file line numberDiff line numberDiff line change
@@ -0,0 +1,12 @@
1+
- [Stop Citing AI](https://stopcitingai.com/)
2+
- [[Citation]], [[Bias in algorithms]], [[Artificial intelligence Ethics]], [[Hallucination]]
3+
- [ML Systems Textbook](https://www.mlsysbook.ai/)
4+
- [[Machine Learning]], [[Ebook]], [[LLM training]]
5+
- [[2508.13962] Learning to Use AI for Learning: How Can We Effectively Teach and Measure Prompting Literacy for K-12 Students?](https://arxiv.org/abs/2508.13962)
6+
- [[AI literacy]], [[Prompt engineering]], [[Secondary education]], [[Auto-grading]], [[Elaborated feedback]]
7+
- [STEMLEAD – An AI-Integrated Webtool for Scalable Personalized Learning - Learning & Technology Library (LearnTechLib)](https://www.learntechlib.org/primary/p/2128569/)
8+
- [[Personalized learning]], [[Intelligent tutoring system]], [[Biology education]]
9+
- [STEMLEAD – STEMLEAD](https://projects.vrac.iastate.edu/stemlead/)
10+
- [Explore Community Apps - Playlab](https://www.playlab.ai/explore)
11+
- [[Artificial intelligence in education]]
12+
-

‎journals/2025_11_02.md‎

Lines changed: 38 additions & 0 deletions
Original file line numberDiff line numberDiff line change
@@ -0,0 +1,38 @@
1+
- [Study concludes cybersecurity training doesn’t work | KPBS Public Media](https://www.kpbs.org/news/science-technology/2025/10/31/study-concludes-cybersecurity-training-doesnt-work)
2+
- [[Cybersecurity]], [[Training]], [[Evaluating educational development]], [[Compliance]]
3+
- [Cybersecurity Training Programs Don’t Prevent Employees from Falling for Phishing Scams](https://today.ucsd.edu/story/cybersecurity-training-programs-dont-prevent-employees-from-falling-for-phishing-scams)
4+
- [Patterns, correlates, and reduction of homework copying | Phys. Rev. ST Phys. Educ. Res.](https://journals.aps.org/prper/abstract/10.1103/PhysRevSTPER.6.010104)
5+
- [[Homework copying]], [[Physics education]], [[Grades]], [[Achievement]], [[DFWI rate]]
6+
- [Homework copying can turn As into Cs, Bs into Ds | MIT News | Massachusetts Institute of Technology](https://news.mit.edu/2010/homework-copying-0318#:~:text=The%20group%20investigated%20the%20effect,ability%20in%20math%20and%20physics)
7+
- [Ethical and Responsible Use of AI for Students | CSU AI Commons](https://genai.calstate.edu/communities/students/ethical-and-responsible-use-ai)
8+
- [[AI literacy]], [[Artificial intelligence Ethics]], [[Microcredential]]
9+
- [Students | CSU AI Commons](https://genai.calstate.edu/communities/students)
10+
- [Academic dishonesty when doing homework: How digital technologies are put to bad use in secondary schools | Education and Information Technologies](https://link.springer.com/article/10.1007/s10639-022-11225-y#:~:text=and%20attitudes%20toward%20ICT%20on,of%20the%20total%20variance)
11+
- [[Homework]], [[Homework copying]], [[Cheating]], [[Secondary education]], [[Grades]], [[Achievement]], [[Reading]]
12+
- [Studies Shed Light on How Cheating Impedes Learning](https://www.edweek.org/teaching-learning/studies-shed-light-on-how-cheating-impedes-learning/2011/03#:~:text=Emerging%20evidence%20suggests%20students%20who,up%20for%20future%20academic%20failure)
13+
- [[Cheating]], [[Illusion of knowledge]], [[Achievement]], [[Grades]], [[Homework copying]], [[Plagiarism]]
14+
- >more than 80 percent of the respondents said they had copied homework, more than one-third had plagiarized an Internet document for a class assignmen
15+
- [What drives workplace learning: a systematic review of key antecedents | Journal of Workplace Learning | Emerald Publishing](https://www.emerald.com/jwl/article/37/9/90/1300632/What-drives-workplace-learning-a-systematic-review)
16+
- [[Workplace learning]], [[Systematic review]], [[Motivation]], [[Self-efficacy]]
17+
- [Toward Obsolescence — And AI Won’t Be the Cause, Just the Accelerant](https://substack.com/home/post/p-176735241?trk=feed_main-feed-card_feed-article-content)
18+
- [[Artificial intelligence in education]], [[Higher education reform]], [[Higher education policy]], [[Trust]]
19+
- >AI has simply exposed how much of the existing model is already hollow:
20+
Lectures that students skip—and no one notices.
21+
Assigned readings that no student completes—because nothing depends on them.
22+
Essays that do not demand serious research or critical thinking.
23+
Teaching reduced to content delivery—the one thing AI automates flawlessly.
24+
- [NotebookLM adds custom goals, upgrades performance](https://blog.google/technology/google-labs/notebooklm-custom-personas-engine-upgrade/?trk=feed_main-feed-card_feed-article-content)
25+
- [[NotebookLM]]
26+
- [AI Whisperer: A Microcourse in Crafting Prompts](https://www.usf.edu/innovative-education/usf-microcredentials/a-microcourse-in-crafting-prompts.aspx)
27+
- [[Microcredential]], [[Research tools]], [[Artificial intelligence in education]]
28+
- [Interactive Math Lessons That Drive Student Thinking | Magma Math](https://www.magmamath.com/)
29+
- [[Mathematics education]], [[handwriting]], [[Visual understanding]], [[Artificial intelligence in education]], [[Educational Technology]]
30+
- [Snorkl | Instant Feedback on Student Thinking](https://snorkl.app/)
31+
- [[Automatic feedback]], [[handwriting]], [[Mathematics education]], [[Artificial intelligence in education]], [[Educational Technology]], [[Speech recognition]]
32+
- [NCTM AI Comments | LinkedIn](https://www.linkedin.com/feed/update/urn:li:activity:7386494331425071104)
33+
- [[Mathematics education]], [[Artificial intelligence in education]]
34+
- [AI Tutor and Feedback | Class Companion](https://classcompanion.com/)
35+
- [[Artificial intelligence in education]], [[Automatic feedback]], [[Educational Technology]], [[Language learning]]
36+
- [New prompt injection papers: Agents Rule of Two and The Attacker Moves Second](https://simonwillison.net/2025/Nov/2/new-prompt-injection-papers/)
37+
- [[Prompt engineering]], [[Cybersecurity]]
38+
-

0 commit comments

Comments
 (0)