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The digital platform has already strolled seductively onto campus wearing a lanyard. If we want to preserve universities as places where truth and qua…

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The tools are not the problem; their governance is. Plumbing is wonderful; we just do not want it running the city council. Digital platforms carry messages and store work; they should not decide what a good message is or what good work looks like. The difference is subtle in code and obvious in outcome: does the platform report to the curriculum, or does the curriculum adapt to the platform’s reporting features?

and

Use platforms to remove friction in relation to logistics – registration, deadlines, submission – and conserve friction where it produces learning – argument, practice, revision. In this sense, fairness requires difficulty: it gives every student a chance to acquire what cannot be bought as a service.

We offer uniquely designed mismatched socks, designed in Canada and ethically made in Italy. Support our Canadian small business and add a playful touch to your wardrobe. Explore our vibrant collection and find your perfect pair of fun, high-quality socks today.

Claude Code skill that removes signs of AI-generated writing from text - blader/humanizer

A plugin for Claude that uses the wikipedia “smells like AI” page to teach Claude how to generate text that gets around that…

This is a list of writing and formatting conventions typical of AI chatbots such as ChatGPT, with real examples taken from Wikipedia articles and drafts. It is a field guide to help detect undisclosed AI-generated content on Wikipedia: while some of the signs may be broadly applicable, some may not apply in a non-Wikipedia context. Not all text featuring these indicators is AI-generated, as the large language models that power AI chatbots are trained on human writing, including the writing of Wikipedia editors.

This seems problematic - they say that wikipedia submissions that focus on notability and media are obvious signs of AI writing, but wikipedia edits require both notability and references to media…

Talent for Tomorrow provides a framework to guide people-related decisions and actions across the university so they are consistent, intentional, and future-focused.

The Two Loops Theory of organizational change is a model of change that tries to describe nonlinear emergent processes of change within complex organizations. It is a model inspired by looking at the growth and decline cycle of living systems.

Margaret Wheatley & Deborah Frieze from The Berkana Institute first pointed to this model in their paper entitled “Using Emergence to Take Social Innovation to Scale.” Frieze and Wheatley demonstrated a key dynamic at the heart of every organization transformation, how “as one system culminates and starts to collapse, isolated alternatives slowly begin to arise and give way to the new.”

This study examined Canadian undergraduates’ perspectives on GenAI as a learning support across three phases of the lecture cycle: before, during, and after class. Using a mixed-format survey (N = 296), we analyzed 118 student-written responses through Mayring’s qualitative content analysis and mapped themes onto Zimmerman’s model of Self-Regulated Learning (SRL). Results indicate that students see GenAI as a versatile cognitive partner—supporting preparation before lectures, engagement and clarification during, and review and assignment help afterward. Students also expressed critical concerns about overreliance, accuracy, academic integrity, and data privacy, which align with vulnerabilities in SRL processes such as self-control, self-evaluation, and help-seeking

Resilience isn’t built by avoiding failure.

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Failure is going to happen. Collapse, however, is optional.

Postsecondary institutions increasingly recognize the importance of designing educational experiences that reflect students’ diverse identities and life experiences. As online course enrollment continues to rise, it becomes crucial to address how course design can effectively support this diverse student population. Traditional course designs often fail to accommodate the broad spectrum of student backgrounds, resulting in barriers to success and inclusion. In response to this gap, we propose a framework for online course design that prioritizes inclusivity, flexibility, and ethical considerations. This three-layer framework systematically integrates Universal Design for Learning principles with academic integrity values and Indigenous academic integrity principles, providing educators with practical guidance to create ethical and supportive online learning environments that address learner agency while maintaining academic standards.

Since July 2020, ASU’s University Technology Office has embarked on a journey to become a more agile and antifragile organization. This internal digital transformation has been given the moniker “UTO 2.1” (for 2021!), and together we have shaped the organization into a rapidly reconfigurable and entrepreneurial model that better meets the needs of our community. 

The SAMR model needs a second axis to account for AI’s diverse impacts on learning, emphasizing both positive and negative outcomes.

Since 2016, humanity has added 2.7 billion people to the internet.[2] Nearly three billion new potential readers, learners, contributors. In that same period, our page views declined. Not stagnated. Declined. The world has never been more online, and yet, fewer and fewer people are using our projects.

Many post-secondary institutions have implemented students-as-partners frameworks to redefine traditional educational practices and value students as co-creators of knowledge. The aim of this study was to investigate the degree to which students are working as partners and co-creators of knowledge with faculty and staff, rather than replicating traditional hierarchies. We undertook a multi-methods study consisting of a secondary analysis and a survey of one cohort of the student-as-partners program at McMaster University, as well as qualitative interviews. In the responses, we found that some language practices replicated traditional hierarchies, which was reflected in the degree to which partners contributed intellectually to the work undertaken. However, we also found that meaningful shifts in practices occurred over the course of working collaboratively to foster more equitable partnerships. We found that faculty and staff bore the responsibility of sharing power with student partners, but the blurring of professional and personal boundaries complicated the ethics of partnership.

Imagining SoTL: Selections from the Banff Symposium, an open access publication, stems from the annual Symposium for Scholarship of Teaching and Learning (SoTL), hosted by Mount Royal University’s Institute for SoTL.

Lessons learned from 14 years of engineering at Google, focusing on what truly matters beyond just writing great code.

They’re not bad lessons - and many translate outside of Google to other kinds of work/projects/teams.

Most problems aren’t individual failures, they’re system failures

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The more you pay attention to the broader system, the more obvious these patterns become. You start noticing the upstream decisions behind downstream problems. You recognize the behaviors you used to interpret as performance issues for what they really are: responses to the structure around them. And you gain a whole new set of levers to make the team better that have nothing to do with pushing harder on individuals.

This paper aims to address research gaps around third party data flows in education by investigating governance practices in higher education with respect to learning management system (LMS) ecosystems. The authors answer the following research questions: how are LMS and plugins/learning tools interoperability (LTI) governed at higher education institutions? Who is responsible for data governance activities around LMS? What is the current state of governance over LMS? What is the current state of governance over LMS plugins, LTI, etc.? What governance issues are unresolved in this domain? How are issues of privacy and governance regarding LMS and plugins/LTIs documented or communicated to the public and/or community members?

A connector for Claude Desktop to read and search an Obsidian vault. - smithery-ai/mcp-obsidian

Think about the essential capacities in your life & work. These can be most anything - the capacity to treat patients, or build houses, or host community talking circles. Now think about the need for that capacity. The number of patients, the people who need housing, the need for holding space.

How do we talk about teaching and learning in higher education, and what it means to be an effective university educator?

The NWT’s Aurora College suspended in-person and online classes for the week of January 5-9 after a cyber attack over the holidays. Various systems are down.

People who see themselves as leaders often step into leadership roles — but are they any good at it?

(a reading for our next TI Supervisors meeting)

TestDisk is a free and open source data recovery software tool designed to recover lost partition and unerase deleted files.

works on the command line, and can recover deleted photos from a DJI Neo drone, for example.