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| 1 | +- [Designing an Aligned Generative AI Course Policy: An Equitable and Transparent Learner-Centered Approach | International Journal of Designs for Learning](https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/41058) |
| 2 | + - [[Course policy]], [[Artificial intelligence in education]] |
| 3 | +- [Boys and girls tend to use different strategies to solve math problems, new research shows](https://www.psypost.org/boys-and-girls-tend-to-use-different-strategies-to-solve-math-problems-new-research-shows/) |
| 4 | + - [[Mathematics education]], [[Problem solving]] |
| 5 | +- [How to Run Local AI in 2026: Private, Low-Cost, Step-by-Step - Geeky Gadgets](https://www.geeky-gadgets.com/home-pc-ai-guide/) |
| 6 | + - [[Local AI]] |
| 7 | +- [Emergence Of AI Personas As Simulated Therapists And Synthetic Patients For Psychotherapy Training And Research](https://www.forbes.com/sites/lanceeliot/2026/01/15/emergence-of-ai-personas-as-simulated-therapists-and-synthetic-patients-for-psychotherapy-training-and-research/) |
| 8 | + - [[Persona]], [[Therapy]], [[Simulation]], [[Medical education]], [[Artificial intelligence in education]] |
| 9 | +- [#6 – The Learning Loop: Real-Time Feedback Strategies – Another Think Coming](https://mguhlin.org/2026/01/13/the-learning-loop-6-real-time-feedback-strategies/) |
| 10 | + - [[Student engagement]], [[Polling]], [[Classroom response system]], [[Feedback]], [[PowerPoint]], [[Interactive lecture]], [[Active learning]], [[Jigsaw]], [[Google slides]], [[Exit ticket]], [[Minute paper]], [[Artificial intelligence in education]], [[Scenario-based learning]], [[Metacognition]] |
| 11 | +- [Power of Metacognition in AI Use – Another Think Coming](https://mguhlin.org/2026/01/09/power-of-metacognition/) |
| 12 | + - [[Metacognition]], [[Creativity]], [[Artificial intelligence in the workplace]], [[Artificial intelligence in education]] |
| 13 | + - [Why AI Boosts Creativity for Some Employees but Not Others](https://hbr.org/2026/01/why-ai-boosts-creativity-for-some-employees-but-not-others) |
| 14 | +- [Effects of Reward Strategies in Gamified Learning on Academic Performance: A Systematic Review - ScienceDirect](https://www.sciencedirect.com/science/article/pii/S1747938X26000059?dgcid=raven_sd_aip_email) |
| 15 | + - [[Gamification]], [[Reward]], [[Autonomy]], [[performance]], [[Achievement]], [[Systematic review]], [[Class participation]] |
| 16 | +- [deepclause/deepclause-desktop: DeepClause Desktop App](https://github.com/deepclause/deepclause-desktop) |
| 17 | + - [[AI agents]], [[Deep research]], [[Logic]], [[Neurosymbolic AI]], [[Prolog]] |
| 18 | +- [Facets of Prolog](https://www.metalevel.at/prolog/facets) |
| 19 | + - [[Prolog]], [[Logic]], [[Programming language]] |
| 20 | + - [My Gripes with Prolog | Hacker News](https://news.ycombinator.com/item?id=46641348) |
| 21 | + - [Picat](https://picat-lang.org/) |
| 22 | +- [Eleven Things I Wish Educators Understood About AI and What it Means for "Education"](https://stefanbauschard.substack.com/p/eleven-things-i-wish-educators-understood) |
| 23 | + - [[Artificial intelligence in education]], [[Cheating]], [[Higher education reform]], [[Process tracking]], [[Rigor]], [[Student agency]], [[Uncertainty]], [[Inductive learning]] |
| 24 | + - >The professors and teachers who are thriving are those who’ve recognized that their value was never in content delivery—it was in mentorship, intellectual modeling, and creating conditions for genuine inquiry. |
| 25 | + - >Foundational skills often remain valuable not because of what they produce but because of what they develop: understanding, judgment, the ability to direct and evaluate AI effectively. |
| 26 | + - >an argument for a different kind of rigor: the rigor of learning to navigate genuine uncertainty, to participate in democratic deliberation about the future, to construct meaning rather than simply absorb it. If education is only about preparing students for work, it will fail them. They need preparation for life in a world we cannot fully imagine—and the agency to shape that world rather than simply be shaped by it. |
| 27 | +- [Coaching a ChatGPT Project – Another Think Coming](https://mguhlin.org/2026/01/13/coaching-a-chatgpt-project/) |
| 28 | + - [[Concept map]], [[Infographic]], [[Image generation]], [[Artificial intelligence in education]], [[Embodied learning]] |
| 29 | +- [[2506.08872v1] Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task](https://arxiv.org/abs/2506.08872v1) |
| 30 | + - [[Essay]], [[Cognitive offloading]], [[Artificial intelligence in education]] |
| 31 | + - [MIT Study Shows Assigning Essays Triggers Student "Brain Rot"](https://stefanbauschard.substack.com/p/mit-study-shows-assigning-essays) |
| 32 | +- [[2508.14442] Detecting Reading-Induced Confusion Using EEG and Eye Tracking](https://arxiv.org/abs/2508.14442) |
| 33 | + - [[Reading]], [[Confusion]], [[Eye tracking]] |
| 34 | +- [Understanding the complexity of centers for teaching and learning: introducing a four-dimensional model | Higher Education | Springer Nature Link](https://link.springer.com/article/10.1007/s10734-025-01399-y) |
| 35 | + - [[Center for teaching and learning]] |
| 36 | +- [The Science of Motivation: Interview with Sarah Rose Cavanagh – OneHE](https://onehe.org/resources/the-science-of-motivation-interview-with-sarah-rose-cavanagh/) |
| 37 | + - [[Student motivation]], [[Appreciative inquiry]], [[Deficit-based approach]], [[Feedback]], [[Wise feedback]], [[Strengths-based approach]], [[Video feedback]], [[Peer assessment]] |
| 38 | + - [Appreciative Inquiry (AI)-Based Feedback – OneHE](https://onehe.org/activities/appreciative-inquiry-ai-based-feedback/) |
| 39 | +- [Full article: Utilizing appreciative inquiry in educational development](https://www.tandfonline.com/doi/full/10.1080/09650792.2025.2577993#abstract) |
| 40 | + - [[Appreciative inquiry]], [[Educational development]], [[Faculty-student interaction]] |
| 41 | +- [Transformation of Online Teaching Practices through Implementation of Appreciative Inquiry EJ1043165.pdf](https://files.eric.ed.gov/fulltext/EJ1043165.pdf) |
| 42 | + - [[Appreciative inquiry]], [[Online teaching]] |
| 43 | +- [Appreciative Inquiry: An Integrative Review of Studies in Three Disciplines - Hyerim Cho, Alexandre Ardichvili, 2024](https://journals.sagepub.com/doi/10.1177/15344843241256156) |
| 44 | + - [[Appreciative inquiry]], [[Health education]], [[Management training]] |
| 45 | +- [Supporting an organizational change process with appreciative inquiry - Mather - 2023 - New Directions for Student Services - Wiley Online Library](https://onlinelibrary.wiley.com/doi/full/10.1002/ss.20499) |
| 46 | + - [[Appreciative inquiry]], [[Change Management]], [[Student support]] |
| 47 | +- [Principles of Appreciative Inquiry - The Center For Appreciative Inquiry](https://centerforappreciativeinquiry.net/more-on-ai/principles-of-appreciative-inquiry/) |
| 48 | + - [[Appreciative inquiry]] |
| 49 | + - [What is Appreciative Inquiry (AI)? - The Center For Appreciative Inquiry](https://centerforappreciativeinquiry.net/resources/what-is-appreciative-inquiry-ai/) |
| 50 | +- [Growing from Experience: Appreciative Inquiry-Based Faculty Development to Support Blended Learning | Springer Nature Link](https://link.springer.com/chapter/10.1007/978-981-97-9388-4_10) |
| 51 | + - [[Appreciative inquiry]], [[Educational development]], [[Blended learning]], [[Strengths-based approach]] |
| 52 | +- [From Bare Metal to Containers: A Developer's Guide to Execution Environments](https://buildsoftwaresystems.com/post/guide-to-execution-environments/) |
| 53 | + - [[Sandbox]], [[Webassembly]] |
| 54 | +- [Introduction - PRQL language book](https://prql-lang.org/book/) |
| 55 | + - [[SQL]], [[Compiler]] |
| 56 | +- [Malloy](https://www.malloydata.dev/) |
| 57 | + - [[Dashboard]], [[Data analysis]] |
| 58 | +- [Digest #183: The Importance of Belonging for Student Success](https://www.learningscientists.org/blog/2026/1/15/digest-183) |
| 59 | + - [[Sense of belonging]] |
| 60 | +- [The Science of Motivation](https://www.learningscientists.org/blog/2025/6/5-1) |
| 61 | + - [[Student motivation]], [[Self-determination theory]] |
| 62 | +- |
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