|
| 1 | +- [Raw Clips Library | Instructional Moves](https://instructionalmoves.gse.harvard.edu/raw-clips-library) |
| 2 | + - [[Lecture]], [[Video]], [[Peer observation]], [[Classroom observation]], [[Lecture capture]] |
| 3 | + - [Search | MIT OpenCourseWare | Free Online Course Materials](https://ocw.mit.edu/search/?f=Lecture%20Videos) |
| 4 | +- [MDST Engine: running GGUF models in your browser](https://mdst.app/blog/mdst_engine_run_gguf_models_in_your_browser) |
| 5 | + - [[Open LLM]], [[Webassembly]], [[Browser AI]], [[WebGPU]] |
| 6 | +- [Hippocampal neurons shift their activity backward in time to anticipate rewards](https://www.psypost.org/hippocampal-neurons-shift-their-activity-backward-in-time-to-anticipate-rewards/) |
| 7 | + - [[Hippocampus]], [[Neuron]], [[Predictive processing]] |
| 8 | +- [Who Should Use GenAI and for What? | Psychology Today](https://www.psychologytoday.com/us/blog/psyched/202602/who-should-use-genai-and-for-what) |
| 9 | + - [[Artificial intelligence in education]], [[Expertise]] |
| 10 | +- [Let’s not patronise Gen Z students | THE Campus Learn, Share, Connect](https://www.timeshighereducation.com/campus/lets-not-patronise-gen-z-students) |
| 11 | + - [[Generation Z students]], [[Learning Design]], [[PowerPoint]], [[Focus group]], [[Seductive details effect]], [[Lecture]], [[Asking questions]] |
| 12 | +- [Higher Ed’s Bullying Problem](https://www.chronicle.com/article/higher-eds-bullying-problem) |
| 13 | + - [[Academic bullying]] |
| 14 | +- [overcuriousity/pdf2epub: Convert PDF files to nicely structured Markdown and EPUB format with intelligent layout detection using AI.](https://github.com/overcuriousity/pdf2epub) |
| 15 | + - [[OCR]], [[PDF]], [[Markdown]], [[Epub]] |
| 16 | +- [Comparisons - Co-op Cloud: Docs](https://docs.coopcloud.tech/intro/comparisons/#maadix) |
| 17 | + - [[Self-hosted application]], [[Hosting]], [[Open source]], [[Server]] |
| 18 | + - [The Co-op Cloud](https://coopcloud.tech/) |
| 19 | +- [Shadow AI Isn't a Threat: It's a Signal -- Campus Technology](https://campustechnology.com/articles/2026/02/04/shadow-ai-isnt-a-threat-its-a-signal.aspx?s=ct_nu_100226&trk=feed_main-feed-card_feed-article-content) |
| 20 | + - [[Shadow IT]], [[Artificial intelligence in education]] |
| 21 | +- [Generative AI offers more, but students revise less: comparing the effects of teacher and AI feedback on student essay revisions | International Journal of Educational Technology in Higher Education | Springer Nature Link](https://link.springer.com/article/10.1186/s41239-026-00579-9?trk=feed_main-feed-card_feed-article-content) |
| 22 | + - [[Essay]], [[Writing]], [[Automatic feedback]], [[Revision]], [[Artificial intelligence in education]] |
| 23 | +- [The real crisis isn’t cheating. It’s mistaking marks for learning.](https://www.linkedin.com/pulse/real-crisis-isnt-cheating-its-mistaking-marks-learning-cath-ellis-tmc7c) |
| 24 | + - [[Cheating]], [[Artificial intelligence in education]], [[AI detection]], [[Assessment]], [[Performativity]] |
| 25 | + - [Reimagining Assessment for a GenAI World: Introducing Western Sydney University’s IA Approach](https://www.linkedin.com/pulse/reimagining-assessment-genai-world-introducing-western-cath-ellis-tyeic/) |
| 26 | + - >Assessing measures the learning a student demonstrates against defined outcomes; assuring is the academic judgement that this learning meets a passable standard for safe progression; and awarding is the institution’s act of conferring credit and qualifications on the advice of that judgement. |
| 27 | + - >The missed opportunity: shifting from “catching cheaters” to “confirming learning” |
| 28 | + - >redesign assessment so the reality is assurance of learning, not merely the appearance of control |
| 29 | + - >WSU’s approach is that we ‘start with stopping’: reducing unnecessary assessment volume and removing tasks that neither inspire nor assure learning. |
| 30 | + - >This old model confuses compliance with capability and marks with mastery. AI did not create that weakness; it revealed it. |
| 31 | +- [Pressbooks Accessibility Review Workflow Prompts for Agentic Browser – Accessibility by Design](https://idaho.pressbooks.pub/aiaccessibility/chapter/23/) |
| 32 | + - [[Pressbooks]], [[Accessibility]], [[Claude]], [[AI agents]] |
| 33 | + - [Accessibility by Design - by Liza Long](https://lizalong.substack.com/p/accessibility-by-design) |
| 34 | +- [AI Agent Detection: Guide to Identifying Autonomous Traffic](https://www.humansecurity.com/learn/blog/ai-agent-signals-traffic-detection/) |
| 35 | + - [[AI agents]], [[AI detection]] |
| 36 | +- [a professional's guide to agentic ai in higher education](https://docs.google.com/document/d/1diBHX6AjHuYfKFT2KT_y6PZk1yGaJhRCC0jBOj5AwM0/edit?tab=t.0#heading=h.fgdlmkxriy3u) |
| 37 | + - [[AI agents]], [[Artificial intelligence in education]] |
| 38 | +- [The social meaning of atproto (by 𝕮) — Semble](https://semble.so/profile/chrisshank.com/collections/3memb5r6q3r2y) |
| 39 | + - [[Bluesky]] |
| 40 | +- [Web Tiles](https://webtil.es/) |
| 41 | + - [[Bluesky]], [[Web components]], [[Sandbox]], [[WebXDC]] |
| 42 | + - [AT Tiles Browser](https://webtil.es/browser/#url=at://did:plc:2cxgdrgtsmrbqnjkwyplmp43/ing.dasl.masl/3mejc55yeb22d) |
| 43 | + - https://bsky.app/profile/robin.berjon.com/post/3mej27i74zk2t |
| 44 | + - [Web Tiles spec](https://dasl.ing/tiles.html) |
| 45 | + - [Custom Apps](https://book.peergos.org/features/apps.html) |
| 46 | +- [webxdc - web apps shared in a chat](https://webxdc.org/) |
| 47 | + - [[WebXDC]], [[Chat]], [[Delta chat]] |
| 48 | +- |
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