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| The group who met to discuss The Science of Learning Meets AI by Todd Zakrajsek and our own Lew Ludwig (MATH) reported that they took away a lot of practical suggestions and strategies. One participant wrote that “the book was very helpful in creating various on-ramps so that novices and experts (or skeptics and enthusiasts) all found useful ideas.”
Hanada Al-Masri (ML/Arabic) was kind enough to write up a few of her specific takeaways: Before reading this book, I was hesitant to discuss the use of AI with my students. I simply did not feel ready for that conversation, so I adopted a course policy that did not permit the use of AI on assignments. After reading and discussing the book with a group of colleagues this summer, however, my perspective began to shift. Rather than asking simply whether students should or should not use AI, I started thinking more intentionally about learning in the age of AI: What do I want my students to learn, and when—if at all—might AI support those learning goals? This semester, I decided to help my students become more aware of their own learning and thinking processes by adopting the GenAI Engagement Scale (Ludwig and Zakrajsek 24), a tool that encourages students to reflect on how and why they use AI for a particular assignment. Instead of prohibiting AI altogether, I now allow students—if they choose—to use it in limited and purposeful ways, such as brainstorming ideas or serving as a learning mentor. The goal is not simply to teach students how to use AI, but to help them make thoughtful decisions about when, why, and how to use it in ways that support rather than replace their own learning. |