* Around here, this process has the nickname of “Organized Chaos”

                                                        References

Teague, H. & Google Gemini LLM, (2026). Curriculum design launch checklist. 10-Rep Learning Edublogs. https://4oops.edublogs.org/?p=10242&preview=true

     While the purpose of Gap Analysis and Needs Assessment sounds similar. These two Curriculum diagnostic instruments are oftenmistakenly treasted as identical or confused with each others However, they serve two distinct purposes in Curriculum Design, Evaluation, and Redesign.

The Core Difference

• Needs Assessment (The “What” and “Why”): This is the broad, exploratory phase.
  The Needs Assessment displays the whole picture—Students, Setting, and Subject Matter.
  The Needs Assessment identifies what is currently happening, and why it is happening.
  It helps Curriculum professionals identify the actual educational needs before a curriculum is
  conceptualized, sourced, and purchased.
• Gap Analysis (The “How much” and “Where”): This is a specific tool often used within a
  Needs Assessment or an Environmental Scan. A Gap Analysis is a targeted, data-driven comparison
  between current performance metrics, desired standards, and why a gap exists (Point A to Point B).
  Needs Assessment are used in pre-planning and design of foundational curriculum frameworks
  and institutional initiatives.  In contrast Gap Analysis is the precision tool Faculty, Teachers,
  and Instructional Designers utilize to refine the broader goals of curriculum for the needs of their Learners.

Why Needs Assessments Dominate Curriculum Design In Beginning Stages

     Curriculum development frameworks (like ADDIE or the Tyler Rationale) almost always indicate that a Needs Assessment as the first step for a few key reasons:

• Holistic Scope: Curriculum design is not just about fixing a deficit (which is what a gap analysis excels at); it’s about alignment, values, stakeholders, and future-proofing. A Needs Assessment gathers input from faculty, students, community members, and industry standards.
• Problem Identification vs. Problem Solving: An assumption of Gap Analysis is that Curriculum Professionals already know what they are measuring. A Needs Assessment helps Curriculum Professionals discover new or hidden factors—such as a shift in Student demographics, a need for digital literacy, or a cultural mismatch in instructional delivery—that a standard metric comparison might miss.

 
Figure 1. Uses of Gap Analysis vs. Needs Assessment

     Most Educators and School Districts do not create and design curriculum. Most Educators and School Districts
modify purchased curriculum to fit the needs of their Students, Faculty, Staff, Administration, and/or the District Community.

Figure 2. Gap Analysis & Needs Assessment Features by Helen Teague

APA Citation for this post: 
Teague, H. (2026). Gap Analysis and Needs Assessment – Design Tools in the Curriculum Design and Evaluation Process. 10-Rep Learning. Edublogs. https://4oops.edublogs.org/2026/05/27/ga_na_teague/

Teague & Deepai.org, 2026

Mike Sellers was an award-winning game designer & Professor best known as the co-creator & lead designer of Meridian 59 (1996), which is widely recognized as the first 3D massively multiplayer online role-playing game (MMORPG).

Full Quote featured by Professor Mark(Danger)Chen: https://markdangerchen.net/2014/02/23/a-new-definition-for-games/

Image Source: Teague, H and Deepai.org (2026). [Large Language Model.] Deepai image generator prompt, “Please Generate a word cloud in origami design using beige tones with the word games and game repeated”  http://DeepAI.org

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1. Flexibility and Scheduling ~ Asynchronous curriculum development allows team members to work around competing professional and personal demands. (Dissanayeke et al., 2024) The design flexibility “increased the capacity of staff to fit marking and student queries around their schedules,” which is especially valuable for distributed teams working across different time zones and locations.

2. Enhanced Documentation and Institutional Memory (Rudiyanto et al., 2026) ~ Asynchronous collaboration “documents feedback and accelerates the cycle of improvement,” creating a natural paper trail that improves institutional knowledge transfer. This documented record becomes invaluable when team members rotate or when programs need to reference previous curriculum iterations and design rationales.

3. Deeper Reflection and Equitable Decision Making (Teague, 2026) ~ Asynchronous work allows team members to engage in deeper reflection before contributing their ideas. Rather than thinking on their feet during synchronous meetings, curriculum developers can thoughtfully consider design choices, review previous feedback, and construct more considered responses to curriculum challenges. Decisions are then based on careful analysis rather than impulse, prioritizing fairness and the specific needs of all team participants.

4. Improved Accessibility and Broader Participation  (Kaur et al., 2025) ~ By removing geographical constraints and time pressures, asynchronous formats invite “broader participation including casual and early-career educators who are often left out of traditional professional development opportunities. The asynchronous format also allows for deeper, repeated exploration of teaching materials, leading to more thoughtful reflection.”

5. Support for Diverse Thinking Styles (Radzi et al., 2023) ~Asynchronous collaboration accommodates different cognitive styles when the framework includes “individual asynchronous activities” paired with collaborative synchronous components, allowing people who think better independently or who need more processing time to contribute fully to curriculum design.

6. Scalability and Cost Efficiency (Kwak et al., 2025) ~ Asynchronous approaches support “scalable virtual IPE curricula” by eliminating the need for all participants to be present simultaneously, reducing infrastructure costs, scheduling conflicts, and technological demands associated with synchronous video conferencing—particularly valuable for large, dispersed teams.

7. Promotes Iterative Design and Refinement ~Asynchronous curriculum work encourages deliberate, iterative refinement of educational materials. Rather than making quick decisions in real-time meetings, asynchronous approaches allow designers to propose ideas, receive feedback over time, implement revisions, and re-circulate for further input, resulting in more thoroughly vetted curriculum (Anyinam & Coffey, 2025; Severino, et al., 2021).

8. Leverages Distributed Expertise (Dissanayeke et al., 2024) ~Asynchronous work allows curriculum teams to benefit from specialized expertise by enabling team members to “contribute their particular knowledge and perspective when they have focused time,” while “ensuring that learnings from the design process could be widely disseminated.”

9. Broader Perspectives and Contributions from Diverse Perspectives (Teague, 2025) ~ Asychronous curriculum teams with subject matter experts (SMEs) look at a curricular topic, skill, problem, or project  through multiple “lenses” rather than a single point of view, and using different educational experiences, pedagogical perspectives, cultural backgrounds, and skill sets to create better, more innovative solutions.

                                                                               References

Dissanayeke, S. R., Lewis, R., & Swindells, S. (2024). Designing an innovative digital group work assignment to foster employability: an adaptable hybrid approach for the COVID-19 pandemic and beyond. Open Learning: The Journal of Open, Distance and e-Learning, 39(2), 132–149. https://doi.org/10.1080/02680513.2024.2307623

Kaur, R., Bridgewater, A., & Harmon, J. (2025). Collaborative reflection in online education. ASCILITE Publications. https://doi.org/10.65106/apubs.2025.2768

Kwak, J., Young, V., El-Assad, L., Duah Oppong, K., Silverman, S., & Aguirre, A. (2025). Dementia-Capable Workforce: Outcomes of a Scalable IPE Dementia Curriculum for Health Profession Students. Innovation in Aging, 9(Supplement_2), https://doi.org/10.1093/geroni/igaf122.4094

Radzi, S., Tan, J. S., Rajalingam, P., Cleland, J., & Mogali, S. R. (2025). Developing and Testing a Framework for Learning Online Collaborative Creativity in Medical Education: Cross-Sectional Study. JMIR Formative Research, 9(1), https://doi.org/10.2196/50912 https://formative.jmir.org/2025/1/e50912

Rudiyanto, M., Harsono, & Muhibbin, A. (2026). Reframing collaborative leadership as context-sensitive praxis: Pedagogical innovation in EFL higher education in Indonesia.Theory and Practice in Language Studies, (16), 3, p. 889-898, https://doi.org/10.17507/tpls.1603.19

Teague, Generated with DeepAI.org

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     The critical thinking churn of both assessment and written artifacts can become repetitively mundane for both faculty and their students. As undergraduate and graduate students confront the reading and writing demands of course work, there is a temptation to use shortcuts which tamper with authentic writing, critical thinking, concept acquisition, and personal transparency with their teachers. Sometimes the problem is not the AI use ~ it is the avoidance of personal reflection and the prioritization of time for critical thinking. Many papers, especially in graduate courses, require students to connect philosophy, policy, or research to their own teaching and learning.  AI is unable to do this work with authenticity. Students who outsource the critical thinking churn and accountability work skip the actual intellectual mental and reflective exercise the assignments are designed to create. The shortcut practice of using AI shortcuts occurs even when faculty build a fair and transparent AI policy.

     A new complicating factor for students who use of artificial affordances in place of their authentic voice is a new characteristic of AI usage known as ‘Double Flag’ Attribution Flip is alerting on university detechtion software checking for plagiarism and AI usage.

AI Match and ‘Double Flag’ Attribution Flip:
      In an interesting new development, when students reuse AI generated text in other assignments, there is a resulting higher attribution percentage. When the ‘source’ text being quoted was also AI-generated, the Copyleaks report will flag it as a misattribution or ‘source match.’ Essentially, you cannot ‘own’ an AI output by quoting it. Quoting a machine, for example AI, and labeling the resulting text as your own present or previous writing is misleading (Campbellsville University Libguides, 2026; Library and Learning Center, 2026) and objectively goes against most course requirements for an authentic human voice (Sharpe, 2025; Tufts University, 2026).

     However, if that earlier work was AI-generated, the AI-generated content creates a technical “double flag” in the attribution software such as TurnItIn and Copyleaks (De Amicis, 2026). The system recognizes the underlying machine patterns in the text (Campbellsville University Libguides, 2026) and can flag as both AI and traditional plagiarism. 

As a connecting reference, here are general AI tips and ideas from my recent AI presentation for the LOPES conference.

                                                                  References

Note: Post originally published April 21, 2025. Updated April 16, 2026 with updated resources and references.

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We celebrate the successful splash down of the Artemis II Orion capsule Friday night!

Photo shared by Beth ODell

Context of the Quote:

• Mission: Artemis II, which concluded with a splashdown of the Orion capsule in the Pacific Ocean at 5:07pm, Pacific Time.
• Significance: Acting NASA administrator Sean Duffy announced the selection of Kshatriya as associate administrator in a statement on September 3, 2025. Kshatriya’s quote was meant to honor the welders at Michoud, technicians at Kennedy Space Center, and Engineers who built and prepared the Orion spacecraft and SLS rocket.
• Supporting Quote: “The path to the lunar surface is open, but the work ahead is greater than the work behind us,” Kshatriya added, looking forward to the future Artemis III mission. 
• In Your Classroom: Consider presenting and discussing this quote with your students.
• STEAM curriculum options: Using your favorite Search Engine. Here is one link with STEAM-Artemis resource options- https://duckduckgo.com/?q=STEAM+curriculum+for+Artemis+II&t=iphone&ia=web

                                                                               References

Edwards, B. (2026, April 10). Artemis II astronauts splash down after NASA moon flyby. Florida Today. https://www.floridatoday.com/story/tech/science/space/2026/04/10/artemis-ii-astronauts-splash-down-after-nasas-mission-around-the-moon/89524026007/

Archived Link: https://web.archive.org/web/20260411212343/https://www.floridatoday.com/story/tech/science/space/2026/04/10/artemis-ii-astronauts-splash-down-after-nasas-mission-around-the-moon/89524026007/

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     Our course addresses the American Educational Philosophies. Connections to Primary Sources and an American historical continuum adds an extra layer of contextual understanding for American educational philosophies.

Primary Sources – 1^st Textbook Printed in America – The New England Primer
     The New England Primer was published and used in American schools from 1690-1930. Prior to the New England Primer, in the 17th century, the schoolbooks in use had been Bibles brought over from England. The New England Primer was the 1st textbook printed in America The New England Primer was first published between 1687 and 1690 by printer Benjamin Harris (Library of Congress, 2025).

Note: Teague photo: The New England Primer, Library of Congress Reading Room

Additional Foundational Primary Sources – George Washington’s Farewell Address (1796) and the Northwest Ordinance (1787/1789).

     George Washington’s Farewell Address (1796), 230 years ago emphasized the importance of education, specifically in the context of fostering a virtuous, informed citizenry and promoting institutions for knowledge. President Washington viewed widespread education and public enlightenment as essential supports for the stability of a republic

     The passage of the Northwest Ordinance of 1787  (reapproved in 1789 after the adoption of the U.S. Constitution) communicated the Founder’s vision for establishing  American public education for all young people. The Northwest Ordinance mandated that, because “”Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged” “religion, morality, and knowledge” were necessary for good government, “schools and the means of education shall forever be encouraged,” (Article 3) and set aside land for schools in new territories                                                                               

American Educational Perennialism

     American Educational Perennialism is a teacher-centered, conservative philosophy focusing on teaching enduring, universal truths and principles that have lasted for centuries. (Please note that as a Proper Noun, the words American Educational Perennialism are capitalized.) It emphasizes a liberal arts curriculum based on “Great Books,” developing rational thought and critical thinking over vocational training, with teachers acting as authoritative guides in structured classrooms. Although some reading materials (and AI) indicate the 1930’s as the time frame for American educational Perennialism, please observe a caution not to silo each theory during each week. Critical Thinkers for American educational Perennialism, Robert Hutchins, Mortimer Adler, and William Bennett wrote and published through the 1980’s. There continues to be interest in American Educational Perennialism as a main catalyst for teaching and learning.

     The current voyage of Artemis II to the dark side of the moon happily coincides with our accelerated course timeline and the enduring value characteristic of American Educational Perennialism.  An example of Perennialism’s emphasis on enduring, universal truths and principles can be heard in the 1962 speech by President John F. Kennedy which set the foundation starting point for Moon exploration.

Here is the famous clip from President Kennedy’s 1962 speech (John F. Kennedy Library Foundation, 2020).

A link to the full speech (Rice University, 2019) is included in the References list.
Here is the Transcript link for President Kennedy’s full speech: https://www.rev.com/transcripts/john-f-kennedy-jfk-moon-speech-transcript-we-choose-to-go-to-the-moon.

Looking forward to this continued learning in this historic time!
~Dr. Teague

                                                                                     References

Black, D.W. (2021). The American right to education: The Northwest Ordinance, Reconstruction, and the current challenge. Poverty and Race Research Action Council. https://www.prrac.org/the-american-right-to-education-the-northwest-ordinance-reconstruction-and-the-current-challenge/

John F. Kennedy Library Foundation (2020). Archive Clip: JFK at Rice University, Sept. 12, 1962 – “We choose to go to the Moon.” [Video.] YouTube. https://www.youtube.com/watch?v=iQV9CAJWlVY

Library of Congress (2021). George Washington’s Farewell Address: Primary documents in American History research guide. https://guides.loc.gov/washington-farewell-address

Library of Congress (2025). American History: “The New England Primer.” [Video.]. Loc.gov. https://www.loc.gov/item/video-11166/

NASA (2026, April 6). NASA’s Artemis II Crew Flies Around the Moon (Official Broadcast). [Video.] YouTube. https://www.youtube.com/watch?v=z-j1uxBmis0

Rev.com (2025). John F. Kennedy (JFK) Moon Speech Transcript: “We Choose to Go to the Moon.” https://www.rev.com/transcripts/john-f-kennedy-jfk-moon-speech-transcript-we-choose-to-go-to-the-moon

Rice University (2019). “Why go to the moon?” – John F. Kennedy at Rice University. [Video.] YouTube. https://www.youtube.com/watch?v=QXqlziZV63k

(citation for this post): Teague, H. (2026). Connecting Concepts of American Educational Philosophies: Perennalism. [Blog post.]. Edublogs. https://4oops.edublogs.org/2026/04/06/connecting-concepts-of-american-educational-philosophies-perennialism/

That was maybe the fourth most interesting line on her resume. Christina Koch grew up in North Carolina, earned three degrees from NC State, and her first real job was building deep-space instruments at NASA.
Then she left for Antarctica and spent three and a half years bouncing between the Arctic and Antarctic as a research scientist, including a full winter at the South Pole base. Winter at the South Pole means going months without sunlight or fresh food, with a crew of about 50 people and no way out until flights resume. While she was at the South Pole, she also joined the glacier search-and-rescue team.

After returning from the South Pole, she went to Johns Hopkins and built instruments for two NASA missions (one of them is still orbiting Jupiter right now). Christina Koch figured out how to start a tiny vacuum pump that NASA designed for a future Mars rover. Johns Hopkins nominated it for their Invention of the Year in 2009. Then she went back to the field. More time in Antarctica and a stretch up in Greenland. A government research station in northern Alaska, near the top of the world. Then she ran another one in American Samoa, near the equator. In 2013, NASA selected her from 6,300 applicants. Eight people got in. Her first space mission was supposed to be a normal rotation on the International Space Station, but NASA extended it. She ended up staying 328 straight days and orbiting Earth 5,248 times, covering about 139 million miles (roughly 291 round trips to the Moon). Up there, she ran over 210 experiments, including tests of cancer drugs in zero gravity and 3D printers that can build structures close to human tissue. Six spacewalks, 42 hours floating outside the station. She learned Russian for the training. She flies supersonic jets. Right now, Koch is on Artemis II, heading for a flyby behind the far side of the Moon. The crew launched on April 1 and is on track to travel about 252,000 miles from Earth, which would break the all-time human distance record of 248,655 miles set by Apollo 13 in 1970. That record has stood for 56 years, and it was set during a disaster that nearly killed the crew. Fred Haise, one of the Apollo 13 astronauts, is 92 now. He told Koch: “I heard you’re going to break our record.” Nobody had left Earth’s neighborhood since December 1972. Koch and her three crewmates are the first in 53 years, and they are coming home at about 25,000 mph. That is faster than any crewed spacecraft has ever come back through the atmosphere.

Image Source: https://x.com/anishmoonka/status/2040192369002184966?s=43&t=WPc6_-lleO_FubhB07bVhA

Teague and DeepAI

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DRAFT Versionhttps://claude.ai/public/artifacts/5c273c64-ef41-4118-9528-4b1f07e3281bFull Serve Gas Stations in the US

“Participatory Action Research (PAR) is an approach to inquiry that centers those most impacted by the phenomena under investigation, and focuses on using co-produced knowledge for action to improve local conditions.” ~Binet, et al., 2025

Image: Teague, Generated with DeepAI.org

References

Binet, A., Gavin, V., Abreu, D., Baty, C., Chengerei, M., Genty, J., Justice, W., Tepoz Mendez, A., Roderigues, G., Underhill, D. and Schreck, K.S., (2025). ‘Together We Know a Lot’: A reflective case study of social learning through Participatory Action Research. Planning Theory & Practice, 26(5), p. 702-719.

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“Young people must break machines to learn how to use them; get another made!” ~ English scientist Henry Cavendish (1731–1810), as quoted in Biographical Memoir of Henry Cavendish by the French naturalist and zoologist Georges Cuvier.

Photo generated by DeepAI, Deepai.org

Henry Cavendish is the scientist who is 1798 effectively “weighed” the Earth — without leaving his laboratory. Cavendish reportedly made this remark when he was informed that a young man had broken one of his expensive and valuable scientific instruments. Despite being famously shy and reclusive, this quote reflects a surprisingly pragmatic view of scientific education—that the cost of broken equipment was a necessary investment in the learning process of the next generation. Breaking, making, and tinkering would continue to influence Learning through the theoretical endeavors of Seymour Papert, Kolb, and Seimens. 

                                      References

Cuvier, G. (1828). Biographical memoir of Henry Cavendish. The Edinburgh New Philosophical Journal. p.222.

and https://en.wikiquote.org/wiki/Henry_Cavendish

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     In 1798, a scientist effectively “weighed” the Earth — without leaving his laboratory. The English scientist Henry Cavendish designed an incredibly sensitive experiment. Inside a quiet wooden shed, he hung a horizontal rod from a very thin wire. Two small lead spheres were attached to the ends of the rod. Nearby, he placed two much larger lead balls. Because of gravity, the large spheres slightly pulled the smaller ones. The force was extremely tiny — so small that the rod twisted by only a minute fraction of a degree. Yet that tiny twist held a big secret. By carefully measuring this small movement, Cavendish determined the strength of the gravitational attraction between objects. From this, scientists could calculate the mass of the entire Earth. His estimate was remarkably close. Cavendish calculated Earth’s mass to be about 6 × 10²⁴ kilograms, while modern measurements give 5.97 × 10²⁴ kilograms. Sometimes the biggest discoveries come from noticing and measuring the smallest forces.

     What Cavendish performed was one of the most elegant examples of inference and Engineering Design Processes in scientific history.  Cavendish didn’t literally “weigh” the Earth; he solved for a missing variable in a universal equation.

Here is how measuring those tiny lead spheres revealed the mass of the entire planet:

The Inverse Relationship: Newton’s Law of Universal Gravitation states that the force of gravity depends on two things: the masses of the objects and the distance between them.

The Earth’s Pull:  Cavendish already knew how hard the Earth pulled on an object – that was just an object’s weight.

The Missing Link: What Cavendish did not know was the “constant”- exactly how much gravitational force (G) a specific amount of mass exerts.

Scaling the Experiment: By using small lead spheres in a controlled environment, Cavendish created a “miniature version” of gravity. Because he knew the exact mass of the lead balls and the distance between them, he could measure the tiny force they exerted on each other (the “twist”). This allowed Cavendish to calculate the Gravitational Constant (G).

 The “Aha!” Moment: Once Cavendish knew the value of G, the Earth became just another object in the equation. Cavendish knew the radius of the Earth (distance). He knew the force Earth exerted on objects at its surface (weight). By plugging the newly discovered G into the formula, the Mass of the Earth was the only unknown left to solve. 

 Why Lead? Cavendish used lead because it is incredibly dense. To measure such a weak force, he needed as much mass as possible packed into a small volume to maximize the gravitational “tug” while keeping the equipment small enough to fit in his shed. Essentially, by measuring how two hand-sized balls moved, Cavendish found the “density” of the universe’s glue, which allowed him to “weigh” anything from a mountain to a planet.

Here is a link to a short video depicting how the Cavendish experiment worked~ https://x.com/zackdfilms1/status/2031023230492786907 

How-Focused Support: Using Science to Support Questions

How-focused Supporting Question (STEM): How can the EDP process and the Scientific Method used by Cavendish serve as another example that you might share with your Mentee?

or 

How-focused Supporting Question (Other Subjects): How might the experiences of Cavendish serve as a helpful example that you might share with your Peer Teachers and/or your Students for either subject-matter or Social Emotional Learning (SEL) support?

                                                               References

Teague, H. (2026, March 9). Using how-focused examples from science to support students and teachers ~ Henry Cavendish. Edublogs. https://4oops.edublogs.org/2026/03/12/howfocusedsteam_cavendish/
Adapted from an X post. 

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Today, the Weekend Ed. Quote is from AI, specifically Google Gemini! This is a first for this blog!
After a conversation on assessment and mentoring, Google Gemini provided this quotable gem:

“True mentorship isn’t about providing every answer; it’s about asking the one question that turns a student’s gaze away from the rubric and toward their own potential as a practitioner.” ~ Google Gemini AI (2026)

Thank you, Google Gemini, for your contribution to the Weekend Ed. Quote! #FirstAI_EdQuote

                                                          References

Google. (2026). Gemini (March 2026 version) [Large language model]. gemini.google.com

“The quote and specific pedagogical questions in this piece were developed in collaboration with Google Gemini (2026). All AI-generated suggestions were reviewed, refined, and verified by the author for professional accuracy.”

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Image generated by DeepAI from Ben Franklin quote

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Top Current Multimodal AI Models (2026)
     This chart compilation of information by Ethan Mollick (2025) and four AI models (Arena Intelligence AI (2026); Google Gemini (2026); LiveBench (2026); and VellumAI (2026) represents the leading frontier AI models based on recent benchmarks and releases.

Figure 1: Top Current AI Models (2026)

Top Current AI Models. Note. Image generated using the prompt “[Please render a Chart of current AI models]” by Google Gemini, 2026, https://gemini.google.com

Figure 1
Top Current AI Models. Note. Image generated using the prompt “[Please render a Chart of current AI models]” by Google Gemini, 2026, https://gemini.google.com

Here is a wordless, Loom video scroll of the full comparison webpage by VellumAI (2026). According to VellumAI, this data will refresh every six months so you may want to return to the link in the late summer. Please pause the video as needed and consider full-screen for best viewing.

LLM Leaderboard Vellum AI, Mollick and more: Wordless video,Teague, 2026.

                                                            References

Arena Intelligence (2026). Leaderboard Overview. https://huggingface.co/spaces/lmarena-ai/arena-leaderboard#:~:text=Table_title:%20Text%20Table_content:%20header:%20%7C%20Rank%20%7C,%7C%20Model:%20grok%2D4.1%2Dthinking%20%7C%20Score:%201475%20%7C

Google. (2026). Gemini (Feb 25 version) [Large language model]. https://gemini.google.com/

LiveBench (2026, January 8). Leaderboard. https://livebench.ai/#:~:text=Table_content:%20header:%20%7C%20Model%20%7C%20Organization%20%7C,Organization:%20Google%20%7C%20Coding%20Average:%2067.50%20%7C

Mollick, E. (2025, January 26 ). Which AI to use now: An updated opinionated guide (Updated Again 2/15). One Useful Thing. [Blog Post.] https://www.oneusefulthing.org/p/which-ai-to-use-now-an-updated-opinionated

Teague, H. (2026). LLM Leaderboard Vellum AI, Mollick and more: Wordless video February 2026.  [Video.]  Loom. https://www.loom.com/share/f052a43ec8ba49da8dc978b100bae3b2

Vellum AI, (2025). LLM Leaderboard, 2025. https://www.vellum.ai/llm-leaderboard

#Friendofrubythewonderdog

Every challenge, struggle, and disappointment in life has a transformative purpose for the Leader who is willing to face and embrace it.
~Todd Gongwer

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• • Environmental/Physical: School, location, and classroom design.
  • Learner Characteristics: Age, gender, culture, and developmental stage.
  • Instructional/Pedagogical: Teaching methods, available resources, and curriculum.

I am so grateful to Edublogs for maintaining the special creative relationship with its bloggers.

      Digital paranoia has caused me to re-record, save, and re-upload the original mp4 file. Here is the re-recorded, re-save, and reposted file. 
 

This video is based on the Kafka story, which is reposted at this link https://epicureanglobalexchange.com/kafka-lost-doll-little-girl/

It is also uploaded to my Vimeo account: https://vimeo.com/701846169

~~~

Special thanks to Jennifer Brown, Jazzi Spencer, Linda McCrary-Chavez, and Richard Nesbit.
Original post and video at this link: https://4oops.edublogs.org/2020/03/09/teaguestory1/

                                                               References

Chef Charlie (2020). Kafka, the Lost Doll and the Little Girl. https://epicureanglobalexchange.com/kafka-lost-doll-little-girl/

In elementary school, hand Students a crayon before you had them a Chromebook. ~Dr. Brad Johnson

More Weekend Ed. Quotes

#GCUTEC544 #GCUTEC595 #GCUTEC516
#CUNE604, #CUNE605 #CUNE603

     Dr. West provided significant contributions to mathematical modeling of the shape of the Earth and her work on the development of satellite geodesy models which were later incorporated into the Global Positioning System (GPS).[1]

     Dr. West also participated in an award-winning study that proved the regularity of Pluto‘s motion relative to Neptune. 

     At age 70 years, Dr. West completed her Ph.D. in Public Administration through Distance Learning. 

Dr. Gladys West – October 27, 1930 – January 17, 2026 (aged 95)

Read more about the work and innovations of Dr. Gladys West from the Library of Congress at this link: https://findingaids.loc.gov/repositories/19/resources/6417   

#STEM

More Weekend Ed. Quotes

#GCUTEC544 #GCUTEC595 #GCUTEC516
#CUNE604, #CUNE605 #CUNE603