eSchool News
JULY 8, 2025
The five-paragraph essay, specifically, is a structure that hinders authentic composing because it doesn’t allow for the “associative leaps” between ideas that come about in less constrained writing. By recognizing these common composer types, composition instructors can develop a flexible design for their instruction.
Faculty Focus
JULY 8, 2025
I don’t think every instructor needs to be an AI expert, but I do think we’re doing our students a disservice if we’re not teaching them how to be AI Whisperers, a concept I gleaned from Ethan Mollick’s 2024 book, Co-Intelligence. As you approach this aspect of instruction, take heart.
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Faculty Focus
JULY 8, 2025
I don’t think every instructor needs to be an AI expert, but I do think we’re doing our students a disservice if we’re not teaching them how to be AI Whisperers, a concept I gleaned from Ethan Mollick’s 2024 book, Co-Intelligence. As you approach this aspect of instruction, take heart.
Cal Matters
JUNE 26, 2025
Why would students write anything themselves, instructors wondered, if a chatbot could do it for them? Indeed, many students have taken the bait, if not to write entire essays, then certainly to draft an outline, refine their ideas or clean up their writing before submitting it. billion as of June 2025. I trust you.
Faculty Focus
JUNE 1, 2025
At the same time, COVID-19 forced many seasoned instructors to grapple with assessing their students, making alternative assessment more mainstream. I came to alternative assessment alongside many other instructors as COVID-19 forced seasoned instructors to grapple with assessment policies.
k12
JULY 10, 2025
Creative Expression of Learning: Not every child shines through essays or multiple-choice tests—and that’s okay. With the right tools and a little preparedness, you can partner with instructors to create a sense of community as strong as a physical classroom’s. Ready to start increasing engagement in online learning?
Faculty Focus
JUNE 29, 2025
Without the constant need to defend or assert one’s ego (our preferences and aversions), the instructor’s attention can open to what is happening in the room or on the screen. Students become not coerced performers of outcomes, but a voluntary community, engaged with the instructor in shared learning. In *Collected Essays* (Ed.).
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