The Moment a Student Realizes AI Is Wrong
It usually starts with confidence. A student submits a response that is well written, structured, and clear. The language is polished. The argument flows. At first glance, everything looks correct. […]
Tag: Critical Thinking
AI Isn’t the Enemy: Teaching Critical Thinking in the Age of ChatGPT
AI is already in the classroom. Students are using tools like ChatGPT to summarize readings, generate ideas, and draft responses. Some institutions are trying to restrict it. Others are experimenting […]
Why Students Trust AI Too Quickly (And How to Change That)
Students do not approach AI with skepticism. They approach it with trust. When a tool produces answers that are clear, structured, and immediate, it feels reliable. For many students, AI […]
How to Build AI Literacy in Higher Education
AI literacy in higher education refers to the ability to evaluate, verify, and critically engage with AI-generated content. As tools such as ChatGPT become widely used in academic settings, students […]
How to Teach Students to Detect AI Hallucinations
Students can learn to detect AI hallucinations when they are given structured opportunities to evaluate and verify AI-generated content. Teaching this skill requires more than explaining that AI can be […]
Why Learning Suffers Without Engagement — Even With AI
AI has made it easier than ever for students to move quickly. Summaries appear instantly.Drafts sound polished.Assignments get completed faster than ever before. But across campuses, we’re seeing a familiar […]
What the Age of AI Is Teaching Us About Student Reading
AI is everywhere in higher education right now. From writing assistants to automated feedback, the tools are evolving quickly—and instructors are understandably asking what this shift means for how students […]
Liquid Margins 27: Opening Books: Social Annotation and OER
Join a conversation centered around open pedagogy and the relationship between social annotation and open educational resources (OER) with Robin DeRosa, Monica Brown, Emily Ragan, and Addie Clark.
Indiana University Launches Large-Scale Research Project on Social Annotation
Indiana University and Hypothesis announce a large-scale, multi-year research study exploring how social annotation impacts undergraduate reading and writing in different English courses.