[ { "key": "YRKPMEIL", "version": 6873, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/YRKPMEIL", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/YRKPMEIL", "type": "text/html" } }, "meta": { "creatorSummary": "Khlaif et al.", "parsedDate": "2025-02-02", "numChildren": 1 }, "data": { "key": "YRKPMEIL", "version": 6873, "itemType": "journalArticle", "title": "Redesigning Assessments for AI-Enhanced Learning: A Framework for Educators in the Generative AI Era", "creators": [ { "creatorType": "author", "firstName": "Zuheir N.", "lastName": "Khlaif" }, { "creatorType": "author", "firstName": "Wejdan Awadallah", "lastName": "Alkouk" }, { "creatorType": "author", "firstName": "Nisreen", "lastName": "Salama" }, { "creatorType": "author", "firstName": "Belal", "lastName": "Abu Eideh" } ], "abstractNote": "The emergence of generative artificial intelligence (Gen AI) in education offers both opportunities and challenges, particularly in the context of student assessment. This study examines faculty members’ motivations to redesign assessments for their courses in the Gen AI era and introduces a framework for this purpose. A qualitative methodology was employed, gathering data through semi-structured interviews and focus groups, along with examples of redesigned assessments. Sixty-one faculty members participated in the study, and the data were analyzed using both deductive and inductive thematic approaches. Key motivations for redesigning assessments included maintaining academic integrity, preparing learners for future careers, adapting to technological advancements, and aligning with institutional policies. However, the study also highlighted significant challenges, such as the need for professional development and addressing equity and accessibility concerns. The findings identified various innovative assessment approaches tailored to the requirements of the Gen AI era. Based on these insights, the study developed a conceptual framework titled “Against, Avoid, Adopt, and Explore”. Future research is needed to validate this framework and further refine its application in educational contexts.", "publicationTitle": "Education Sciences", "publisher": "Multidisciplinary Digital Publishing Institute", "place": "", "date": "2025-02-02", "volume": "15", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "174", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.3390/educsci15020174", "citationKey": "", "url": "https://www.mdpi.com/2227-7102/15/2/174", "accessDate": "2026-05-29T16:21:35Z", "PMID": "", "PMCID": "", "ISSN": "2227-7102", "archive": "", "archiveLocation": "", "shortTitle": "Redesigning Assessments for AI-Enhanced Learning", "language": "en", "libraryCatalog": "www.mdpi.com", "callNumber": "", "rights": "http://creativecommons.org/licenses/by/3.0/", "extra": "", "tags": [ { "tag": "AI-resisted assessment", "type": 1 }, { "tag": "Gen AI", "type": 1 }, { "tag": "STEM", "type": 1 }, { "tag": "assessment", "type": 1 }, { "tag": "human–AI collaboration", "type": 1 }, { "tag": "redesign assessment", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2026-05-29T16:21:35Z", "dateModified": "2026-05-29T16:21:35Z" } }, { "key": "3ABM8B5U", "version": 6863, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/3ABM8B5U", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/3ABM8B5U", "type": "text/html" } }, "meta": { "creatorSummary": "Shroff et al.", "parsedDate": "2021-02-15", "numChildren": 2 }, "data": { "key": "3ABM8B5U", "version": 6863, "itemType": "journalArticle", "title": "Conceptualization, Development and Validation of an Instrument to Measure Learners’ Perceptions of their Active Learning Strategies within an Active Learning Context", "creators": [ { "creatorType": "author", "firstName": "Ronnie H.", "lastName": "Shroff" }, { "creatorType": "author", "firstName": "Fridolin S. T.", "lastName": "Ting" }, { "creatorType": "author", "firstName": "Wai Hung", "lastName": "Lam" }, { "creatorType": "author", "firstName": "Tomasz", "lastName": "Cecot" }, { "creatorType": "author", "firstName": "Jian", "lastName": "Yang" }, { "creatorType": "author", "firstName": "Lap Ki", "lastName": "Chan" } ], "abstractNote": "

This study describes the development and validation of a psychometrically-sound instrument, the Active Learning Strategies Inventory (ALSI), designed to measure learners’ perceptions of their active learning strategies within an active learning context. Active learning encompasses a broad range of pedagogical practices and instructional methods that connect with an individual learner's active learning strategies. In order to fulfill the study's goals, a conceptual framework on learners’ active learning strategies was developed and proposed, drawing upon the research literature on active learning. The development and construct validation of the Active Learning Strategies Inventory (ALSI), based on the conceptual and methodological underpinnings, involved identifying five scales of learners’ active learning strategies: engagement, cognitive processing, orientation to learning, readiness to learn and motivational orientation. An item pool of 20 items was generated following an extensive review of the literature, standardized card sorting procedures including confirmatory factor analysis and scale validation of a pilot (n = 407) survey. The ALSI scale demonstrated strong internal consistency and reliability with a Cronbach's alpha ranging from 0.81 to 0.87. High item loading scores from the factor analysis provided initial support for the instrument's construct validity of the five-factor model. The ALSI scale provides a reliable and valid method for researchers and academicians who wish to measure learners' perceptions of their active learning strategies within an active learning context. Finally, we discuss the implications and address the limitations and directions for future research.

", "publicationTitle": "International Journal of Educational Methodology", "publisher": "", "place": "", "date": "2021-02-15", "volume": "7", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "201-223", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "INT J EDUC METHODOL", "DOI": "10.12973/ijem.7.1.201", "citationKey": "", "url": "https://www.ijem.com/conceptualization-development-and-validation-of-an-instrument-to-measure-learners-perceptions-of-their-active-learning-strategies-within-an-active-learning-context", "accessDate": "2026-04-23T18:02:29Z", "PMID": "", "PMCID": "", "ISSN": "24699632, 24699632", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Semantic Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2026-04-23T18:02:29Z", "dateModified": "2026-04-23T18:02:29Z" } }, { "key": "AHWBRQ3N", "version": 6849, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/AHWBRQ3N", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/AHWBRQ3N", "type": "text/html" } }, "meta": { "creatorSummary": "Dubinsky and Hamid", "parsedDate": "2024-08-01", "numChildren": 1 }, "data": { "key": "AHWBRQ3N", "version": 6849, "itemType": "journalArticle", "title": "The neuroscience of active learning and direct instruction", "creators": [ { "creatorType": "author", "firstName": "Janet M.", "lastName": "Dubinsky" }, { "creatorType": "author", "firstName": "Arif A.", "lastName": "Hamid" } ], "abstractNote": "Throughout the educational system, students experiencing active learning pedagogy perform better and fail less than those taught through direct instruction. Can this be ascribed to differences in learning from a neuroscientific perspective? This review examines mechanistic, neuroscientific evidence that might explain differences in cognitive engagement contributing to learning outcomes between these instructional approaches. In classrooms, direct instruction comprehensively describes academic content, while active learning provides structured opportunities for learners to explore, apply, and manipulate content. Synaptic plasticity and its modulation by arousal or novelty are central to all learning and both approaches. As a form of social learning, direct instruction relies upon working memory. The reinforcement learning circuit, associated agency, curiosity, and peer-to-peer social interactions combine to enhance motivation, improve retention, and build higher-order-thinking skills in active learning environments. When working memory becomes overwhelmed, additionally engaging the reinforcement learning circuit improves retention, providing an explanation for the benefits of active learning. This analysis provides a mechanistic examination of how emerging neuroscience principles might inform pedagogical choices at all educational levels.", "publicationTitle": "Neuroscience & Biobehavioral Reviews", "publisher": "", "place": "", "date": "2024-08-01", "volume": "163", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "105737", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Neuroscience & Biobehavioral Reviews", "DOI": "10.1016/j.neubiorev.2024.105737", "citationKey": "", "url": "https://www.sciencedirect.com/science/article/pii/S0149763424002069", "accessDate": "2026-04-21T17:36:24Z", "PMID": "", "PMCID": "", "ISSN": "0149-7634", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Agency", "type": 1 }, { "tag": "Cognitive control", "type": 1 }, { "tag": "Intrinsic reward", "type": 1 }, { "tag": "Motivation", "type": 1 }, { "tag": "Neurobiology of learning and memory", "type": 1 }, { "tag": "Neuroeducation", "type": 1 }, { "tag": "Reinforcement learning", "type": 1 }, { "tag": "Science of learning", "type": 1 }, { "tag": "Structure learning", "type": 1 }, { "tag": "Student-centered learning", "type": 1 }, { "tag": "Teacher-centered learning", "type": 1 }, { "tag": "Working memory", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2026-04-21T17:36:24Z", "dateModified": "2026-04-21T17:36:24Z" } }, { "key": "IEJDFZKS", "version": 6847, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/IEJDFZKS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/IEJDFZKS", "type": "text/html" } }, "meta": { "creatorSummary": "Stockard et al.", "parsedDate": "2018-08-01", "numChildren": 1 }, "data": { "key": "IEJDFZKS", "version": 6847, "itemType": "journalArticle", "title": "The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research", "creators": [ { "creatorType": "author", "firstName": "Jean", "lastName": "Stockard" }, { "creatorType": "author", "firstName": "Timothy W.", "lastName": "Wood" }, { "creatorType": "author", "firstName": "Cristy", "lastName": "Coughlin" }, { "creatorType": "author", "firstName": "Caitlin", "lastName": "Rasplica Khoury" } ], "abstractNote": "Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students.", "publicationTitle": "Review of Educational Research", "publisher": "American Educational Research Association", "place": "", "date": "2018-08-01", "volume": "88", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "479-507", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.3102/0034654317751919", "citationKey": "", "url": "https://doi.org/10.3102/0034654317751919", "accessDate": "2026-04-21T17:36:11Z", "PMID": "", "PMCID": "", "ISSN": "0034-6543", "archive": "", "archiveLocation": "", "shortTitle": "The Effectiveness of Direct Instruction Curricula", "language": "EN", "libraryCatalog": "SAGE Journals", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2026-04-21T17:36:11Z", "dateModified": "2026-04-21T17:36:11Z" } }, { "key": "4SBEEWFL", "version": 6843, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/4SBEEWFL", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/4SBEEWFL", "type": "text/html" } }, "meta": { "creatorSummary": "Hierholzer", "parsedDate": "2025-10-23", "numChildren": 1 }, "data": { "key": "4SBEEWFL", "version": 6843, "itemType": "blogPost", "title": "Using Bloom’s Taxonomy to understand AI Adoption in Higher Education", "creators": [ { "creatorType": "author", "firstName": "Natalya", "lastName": "Hierholzer" } ], "abstractNote": "Faculty and staff in higher education face uncertainty about appropriate AI use in academic settings, particularly whether student AI use supports or hinders learning. This uncertainty reveals a fundamental question: how can institutions integrate AI to enhance learning while preserving educational integrity? Current experiences illustrate this tension between AI’s benefits and potential drawbacks. While some […]", "blogTitle": "Online Learning Consortium", "websiteType": "", "date": "2025-10-23T20:02:12+00:00", "DOI": "", "citationKey": "", "url": "https://onlinelearningconsortium.org/olc-insights/2025/10/blooms-for-ai-adoption/", "accessDate": "2026-04-21T16:20:42Z", "ISSN": "", "shortTitle": "", "language": "en-US", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2026-04-21T16:20:42Z", "dateModified": "2026-04-21T16:20:42Z" } }, { "key": "8S3D37K5", "version": 6835, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/8S3D37K5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/8S3D37K5", "type": "text/html" } }, "meta": { "creatorSummary": "Perkins et al.", "parsedDate": "2024-04-19", "numChildren": 2 }, "data": { "key": "8S3D37K5", "version": 6835, "itemType": "journalArticle", "title": "The AI Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment", "creators": [ { "creatorType": "author", "firstName": "Mike", "lastName": "Perkins" }, { "creatorType": "author", "firstName": "Leon", "lastName": "Furze" }, { "creatorType": "author", "firstName": "Jasper", "lastName": "Roe" }, { "creatorType": "author", "firstName": "Jason", "lastName": "MacVaugh" } ], "abstractNote": "Recent developments in Generative Artificial Intelligence (GenAI) have created a paradigm shift in multiple areas of society, and the use of these technologies is likely to become a defining feature of education in coming decades. GenAI offers transformative pedagogical opportunities, while simultaneously posing ethical and academic challenges. Against this backdrop, we outline a practical, simple, and sufficiently comprehensive tool to allow for the integration of GenAI tools into educational assessment: the AI Assessment Scale (AIAS). The AIAS empowers educators to select the appropriate level of GenAI usage in assessments based on the learning outcomes they seek to address. The AIAS offers greater clarity and transparency for students and educators, provides a fair and equitable policy tool for institutions to work with, and offers a nuanced approach which embraces the opportunities of GenAI while recognising that there are instances where such tools may not be pedagogically appropriate or necessary. By adopting a practical, flexible approach that can be implemented quickly, the AIAS can form a much-needed starting point to address the current uncertainty and anxiety regarding GenAI in education. As a secondary objective, we engage with the current literature and advocate for a refocused discourse on GenAI tools in education, one which foregrounds how technologies can help support and enhance teaching and learning, which contrasts with the current focus on GenAI as a facilitator of academic misconduct.", "publicationTitle": "Journal of University Teaching and Learning Practice", "publisher": "", "place": "", "date": "2024-04-19", "volume": "21", "issue": "06", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "JUTLP", "DOI": "10.53761/q3azde36", "citationKey": "", "url": "http://arxiv.org/abs/2312.07086", "accessDate": "2026-04-21T15:59:11Z", "PMID": "", "PMCID": "", "ISSN": "1449-9789, 1449-9789", "archive": "", "archiveLocation": "", "shortTitle": "The AI Assessment Scale (AIAS)", "language": "", "libraryCatalog": "arXiv.org", "callNumber": "", "rights": "", "extra": "arXiv:2312.07086 [cs]", "tags": [ { "tag": "Computer Science - Artificial Intelligence", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2026-04-21T15:59:11Z", "dateModified": "2026-04-21T15:59:11Z" } }, { "key": "7DQY5IYX", "version": 6831, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/7DQY5IYX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/7DQY5IYX", "type": "text/html" } }, "meta": { "creatorSummary": "Chiu", "parsedDate": "2026-01-15", "numChildren": 1 }, "data": { "key": "7DQY5IYX", "version": 6831, "itemType": "journalArticle", "title": "Human-Centric Artificial Intelligence Pedagogy (HCAP) framework developed from TPACK through integration of artificial intelligence literacy and competency", "creators": [ { "creatorType": "author", "firstName": "Thomas K.F.", "lastName": "Chiu" } ], "abstractNote": "The rise of artificial intelligence (AI) in education, particularly generative AI, challenges the sufficiency of the established Technological Pedagogical Content Knowledge (TPACK) framework. AI’s agentic autonomy, epistemic complexities, and ethical dimensions necessitate an evolved model. This study investigates the newly proposed Human-Centric AI Pedagogy (HCAP) framework, designed to address these gaps by integrating five knowledge domains: AI-Technological, AI-Content, AI-Pedagogical, Human-AI Collaborative, and Ethical Knowledge. The research goal was to define the specific knowledge and skills required within these HCAP domains from a teacher's perspective. Utilizing a three-round Delphi method, a panel of 30 teachers from diverse subjects developed a consensus list of essential competencies. The findings identified and refined 25 critical knowledge items, providing a foundational and empirically grounded model for the HCAP framework. These findings offer a concrete roadmap for teacher education, translating a theoretical model into actionable competencies. This study equips educators to transition from merely using AI to strategically orchestrating human-AI collaborative learning, ensuring they can harness AI's potential ethically, critically, and productively. The HCAP and its suggested knowledge serve as a vital tool for developing future-ready teacher training programs and professional development.", "publicationTitle": "Interactive Learning Environments", "publisher": "Routledge", "place": "", "date": "2026-01-15", "volume": "0", "issue": "0", "section": "", "partNumber": "", "partTitle": "", "pages": "1-16", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/10494820.2026.2615818", "citationKey": "", "url": "https://doi.org/10.1080/10494820.2026.2615818", "accessDate": "2026-04-14T18:57:42Z", "PMID": "", "PMCID": "", "ISSN": "1049-4820", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "_eprint: https://doi.org/10.1080/10494820.2026.2615818", "tags": [ { "tag": "Human-centric AI pedagogy (HCAP)", "type": 1 }, { "tag": "TPACK", "type": 1 }, { "tag": "artificial intelligence competency", "type": 1 }, { "tag": "artificial intelligence literacy", "type": 1 }, { "tag": "teacher education", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2026-04-14T18:57:42Z", "dateModified": "2026-04-14T18:57:42Z" } }, { "key": "HISZC7MS", "version": 6829, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/HISZC7MS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/HISZC7MS", "type": "text/html" } }, "meta": { "creatorSummary": "Bertram Gallant and Rettinger", "parsedDate": "2025", "numChildren": 0 }, "data": { "key": "HISZC7MS", "version": 6829, "itemType": "book", "title": "The opposite of cheating: teaching for integrity in the age of AI", "creators": [ { "creatorType": "author", "firstName": "Tricia", "lastName": "Bertram Gallant" }, { "creatorType": "author", "firstName": "David A.", "lastName": "Rettinger" } ], "abstractNote": "\"Outlines workable, implementable measures, backed by research, to help teachers better understand why students cheat and to prevent cheating and enhance learning and integrity by creating classes that center human interactions for students' personal and professional growth\"-- Provided by publisher", "series": "Teaching, engaging, and thriving in higher ed", "seriesNumber": "volume 4", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2025", "publisher": "University of Oklahoma Press", "place": "Norman", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "266", "ISBN": "978-0-8061-9495-0 978-0-8061-9496-7", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "The opposite of cheating", "language": "", "libraryCatalog": "Library of Congress ISBN", "callNumber": "LA227.4 .B4748 2025", "rights": "", "extra": "", "tags": [ { "tag": "Cheating (Education)", "type": 1 }, { "tag": "Education, Higher", "type": 1 }, { "tag": "Educational tests and measurements", "type": 1 }, { "tag": "Evaluation", "type": 1 }, { "tag": "Integrity", "type": 1 }, { "tag": "Learning and scholarship", "type": 1 }, { "tag": "Moral and ethical aspects", "type": 1 }, { "tag": "United States", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2026-03-23T21:02:54Z", "dateModified": "2026-03-23T21:02:54Z" } }, { "key": "T2PA8Q9S", "version": 6825, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/T2PA8Q9S", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/T2PA8Q9S", "type": "text/html" } }, "meta": { "creatorSummary": "Downes and Nunes", "parsedDate": "2014", "numChildren": 1 }, "data": { "key": "T2PA8Q9S", "version": 6825, "itemType": "book", "title": "Big bang disruption: strategy in the age of devastating innovation", "creators": [ { "creatorType": "author", "firstName": "Larry", "lastName": "Downes" }, { "creatorType": "author", "firstName": "Paul", "lastName": "Nunes" } ], "abstractNote": "\"Free navigation apps on smartphones wreaked havoc for the makers of standalone GPS devices. Airbnb and other resource sharing services are undermining hotels. Uber, SideCar and Lyft are reinventing the heavily regulated taxi and limousine industry. These are just a few of hundreds of examples of Big Bang Disruptions-new products and services that enter the market better and cheaper than established products, seemingly overnight. Driven by falling prices for component parts, rapid experimentation with real customers, and the delivery platforms of the Internet and the cloud, they are different in kind from previous generations of innovations. Their frequency is only going to accelerate. Every industry is at risk. Big Bang Disruption presents a radical new framework for this phenomenon. Larry Downes and Paul F. Nunes offer critical insights and strategies companies are using not just to protect themselves but to create and appropriate disruptive innovations for themselves. The authors detail the four stages of big bang innovation and show leaders how to see disruptions headed their way-and take action before it's too late\"-- Provided by publisher", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2014", "publisher": "Portfolio/Penguin", "place": "New York", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "978-0-698-14338-8", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Big bang disruption", "language": "eng", "libraryCatalog": "Open WorldCat", "callNumber": "", "rights": "", "extra": "OCLC: 936331631", "tags": [], "collections": [], "relations": {}, "dateAdded": "2026-02-21T22:37:27Z", "dateModified": "2026-02-21T22:37:27Z" } }, { "key": "U7D59LFB", "version": 6804, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/U7D59LFB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/U7D59LFB", "type": "text/html" } }, "meta": { "creatorSummary": "Lo", "parsedDate": "2023-07-01", "numChildren": 1 }, "data": { "key": "U7D59LFB", "version": 6804, "itemType": "journalArticle", "title": "The CLEAR path: A framework for enhancing information literacy through prompt engineering", "creators": [ { "creatorType": "author", "firstName": "Leo S.", "lastName": "Lo" } ], "abstractNote": "This article introduces the CLEAR Framework for Prompt Engineering, designed to optimize interactions with AI language models like ChatGPT. The framework encompasses five core principles—Concise, Logical, Explicit, Adaptive, and Reflective—that facilitate more effective AI-generated content evaluation and creation. Additionally, the article discusses technical aspects of prompts, such as tokens, temperature, and top-p settings. By integrating the CLEAR Framework into information literacy instruction, academic librarians can empower students with critical thinking skills for the ChatGPT era and adapt to the rapidly evolving AI landscape in higher education.", "publicationTitle": "The Journal of Academic Librarianship", "publisher": "", "place": "", "date": "2023-07-01", "volume": "49", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "102720", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "The Journal of Academic Librarianship", "DOI": "10.1016/j.acalib.2023.102720", "citationKey": "", "url": "https://www.sciencedirect.com/science/article/pii/S0099133323000599", "accessDate": "2026-01-22T22:33:12Z", "PMID": "", "PMCID": "", "ISSN": "0099-1333", "archive": "", "archiveLocation": "", "shortTitle": "The CLEAR path", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2026-01-22T22:33:13Z", "dateModified": "2026-01-22T22:33:13Z" } }, { "key": "H3762TBW", "version": 6795, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/H3762TBW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/H3762TBW", "type": "text/html" } }, "meta": { "creatorSummary": "Sailer et al.", "parsedDate": "2024-05-01", "numChildren": 2 }, "data": { "key": "H3762TBW", "version": 6795, "itemType": "journalArticle", "title": "Learning activities in technology-enhanced learning: A systematic review of meta-analyses and second-order meta-analysis in higher education", "creators": [ { "creatorType": "author", "firstName": "Michael", "lastName": "Sailer" }, { "creatorType": "author", "firstName": "Rebecca", "lastName": "Maier" }, { "creatorType": "author", "firstName": "Sonja", "lastName": "Berger" }, { "creatorType": "author", "firstName": "Tamara", "lastName": "Kastorff" }, { "creatorType": "author", "firstName": "Karsten", "lastName": "Stegmann" } ], "abstractNote": "Models such as ICAP hypothesize that effects of technology-enhanced learning (TEL) are mediated by the learning activity that is facilitated by technology. In this systematic review of meta-analyses and second-order meta-analysis, we examined effects of instruction with versus without digital technology in higher education while considering students' learning activities in the technology and nontechnology conditions. Based on NES = 45 eligible effects from NMA = 28 meta-analyses (that include Nprimary = 1286 effect sizes from primary studies), our results showed that when digital technology instruction was used as a substitute for nontechnology instruction, there was no substantial change in students' cognitive learning outcomes. However, cognitive learning outcomes improved when the technology provided learning-activity-specific support. Further, digital technologies that offered more advanced learning activities resulted in higher cognitive learning outcomes for students. Our results indicate that effects of TEL are mediated by the learning activity that is facilitated by technology.\nEducational relevance and implications statement\nOur study highlights the relevance of how digital technology is used during learning in higher education. Specifically, our study supports two proposed mechanisms of effective TEL, (a) enhancing the ICAP-level of learning activities and (b) facilitating specific learning activities and underlying cognitive processes through cognitive support. Thus, consideration of students' individual differences in learning activities when learning with digital technologies are crucial and can influence effects in empirical studies as well as meta-analyses. For practice, our results imply that promoting the engagement of all learners in active forms of learning (particularly constructive and interactive learning activities) with the help of digital technologies can foster students' learning in higher education. Additionally, digital technologies incorporating cognitive support (e.g., scaffolding, feedback, sequencing) for specific learning activities and its underlying cognitive processes can foster students' learning.", "publicationTitle": "Learning and Individual Differences", "publisher": "", "place": "", "date": "2024-05-01", "volume": "112", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "102446", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Learning and Individual Differences", "DOI": "10.1016/j.lindif.2024.102446", "citationKey": "", "url": "https://www.sciencedirect.com/science/article/pii/S1041608024000396", "accessDate": "2026-01-22T22:26:32Z", "PMID": "", "PMCID": "", "ISSN": "1041-6080", "archive": "", "archiveLocation": "", "shortTitle": "Learning activities in technology-enhanced learning", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "36 citations (Semantic Scholar/DOI) [2026-01-22]", "tags": [ { "tag": "Cognitive support", "type": 1 }, { "tag": "ICAP", "type": 1 }, { "tag": "Learning activities", "type": 1 }, { "tag": "SAMR", "type": 1 }, { "tag": "Systematic review", "type": 1 }, { "tag": "Technology-enhanced learning", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2026-01-22T22:26:32Z", "dateModified": "2026-01-22T22:26:37Z" } }, { "key": "YMDSKI34", "version": 6818, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/YMDSKI34", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/YMDSKI34", "type": "text/html" } }, "meta": { "creatorSummary": "Elkington and Dickinson", "parsedDate": "2025-01-02", "numChildren": 1 }, "data": { "key": "YMDSKI34", "version": 6818, "itemType": "journalArticle", "title": "Reimagining Higher Education learning spaces: assembling theory, methods, and practice", "creators": [ { "creatorType": "author", "firstName": "Sam", "lastName": "Elkington" }, { "creatorType": "author", "firstName": "Jill", "lastName": "Dickinson" } ], "abstractNote": "", "publicationTitle": "Higher Education Research & Development", "publisher": "Routledge", "place": "", "date": "2025-01-02", "volume": "44", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "8-19", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/07294360.2024.2438587", "citationKey": "", "url": "https://doi.org/10.1080/07294360.2024.2438587", "accessDate": "2025-12-22T18:59:22Z", "PMID": "", "PMCID": "", "ISSN": "0729-4360", "archive": "", "archiveLocation": "", "shortTitle": "Reimagining Higher Education learning spaces", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "_eprint: https://doi.org/10.1080/07294360.2024.2438587", "tags": [], "collections": [], "relations": {}, "dateAdded": "2025-12-22T18:59:22Z", "dateModified": "2025-12-22T18:59:22Z" } }, { "key": "MEQJQPSV", "version": 6818, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/MEQJQPSV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/MEQJQPSV", "type": "text/html" } }, "meta": { "creatorSummary": "Kee et al.", "parsedDate": "2025-02-27", "numChildren": 1 }, "data": { "key": "MEQJQPSV", "version": 6818, "itemType": "journalArticle", "title": "The architecture for synchronous hybrid peer learning using pedagogy-space-technology (PST) framework", "creators": [ { "creatorType": "author", "firstName": "Tris", "lastName": "Kee" }, { "creatorType": "author", "firstName": "Blair", "lastName": "Kuys" }, { "creatorType": "author", "firstName": "Jing", "lastName": "Zhang" } ], "abstractNote": "The paradigm shifts towards synchronous hybrid instruction in higher education, influenced in part by the impact of the post-COVID-19 pandemic and initiatives such as Collaborative Online International Learning (COIL), underscores the need for a comprehensive redesign of digital interactive learning environments. This transformation necessitates the integration of educational technologies and adaptable interior architecture to facilitate a wide range of instructional and learning pedagogies that foster peer learning. Through the utilization of the Pedagogy-Space-Technology (PST) Framework, this study aims to explore the challenges inherent in reconfiguring the “architecture” of synchronous hybrid learning (SHL) environments to promote technology-enhanced collaborative peer learning experiences. Data were gathered from academics at ten higher education institutions, collecting 134 survey responses and outcomes of utilizing a new patented technology of a SHL Console. By examining three key factors of pedagogy, space, and technology, this study investigates the challenges and opportunities associated with facilitating peer learning with new technology. The empirical findings underscore that the integration of interactive educational technology, innovation in pedagogical development, and institutional re-thinking of the architecture of the learning environment are pivotal to effectively promoting peer learning. By offering some recommendations on the re-design of the SHL environment, educators and higher education institutions can create a more engaging, inclusive, and collaborative peer learning experience for students, ultimately promoting academic success and personal growth.", "publicationTitle": "Education and Information Technologies", "publisher": "Springer", "place": "", "date": "2025-02-27", "volume": "30", "issue": "12", "section": "", "partNumber": "", "partTitle": "", "pages": "16375-16405", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s10639-025-13435-6", "citationKey": "", "url": "https://link.springer.com/article/10.1007/s10639-025-13435-6", "accessDate": "2025-12-22T18:58:10Z", "PMID": "", "PMCID": "", "ISSN": "1573-7608", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "En", "libraryCatalog": "link.springer.com", "callNumber": "", "rights": "2025 The Author(s)", "extra": "0 citations (Semantic Scholar/DOI) [2025-12-22]", "tags": [], "collections": [], "relations": {}, "dateAdded": "2025-12-22T18:58:10Z", "dateModified": "2025-12-22T18:58:21Z" } }, { "key": "J55HXHR4", "version": 6779, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/J55HXHR4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/J55HXHR4", "type": "text/html" } }, "meta": { "creatorSummary": "de Visser et al.", "parsedDate": "2025-11-29", "numChildren": 2 }, "data": { "key": "J55HXHR4", "version": 6779, "itemType": "preprint", "title": "Why learning with others works: interactivity may not be the answer", "creators": [ { "creatorType": "author", "firstName": "Stan", "lastName": "de Visser" }, { "creatorType": "author", "firstName": "Sarah-Jayne", "lastName": "Blakemore" }, { "creatorType": "author", "firstName": "Antonia", "lastName": "Hamilton" }, { "creatorType": "author", "firstName": "Sara", "lastName": "De Felice" } ], "abstractNote": "Social interaction plays a key role in human learning. De Felice et al. [1] showed that learning during a contingent (live) video call outperforms learning from a pre-recorded video of the same session. However, contingent exchanges – when people are part of a live social context – can vary widely in how interactive they are, that is, in the extent to which interlocutors provide mutual, moment-to-moment feedback. In this preregistered study, we performed a post-hoc analysis of De Felice et al. [1]’s dataset and asked whether the learning benefit is driven by the degree of interactivity between learner and teacher. Interactivity was quantified through behavioural annotation of video calls (n = 49) using an annotation scheme developed for this study. The interactivity score reflected a multimodal dyadic measure of teacher-learner verbal grounding (utterances reflecting understanding), non-verbal grounding (nodding and smiling) and questions. Linear mixed-effects models revealed no relationship between interactivity and performance, suggesting that interactivity may not be necessary to drive the social learning advantage. Learning with others may be beneficial because individuals can interact. The potential to interact may prompt cognitive processes specific to live exchanges, such as mutual prediction, that support learning, even if little interaction actually takes place.", "genre": "", "repository": "PsyArXiv", "archiveID": "cvbqn_v1", "place": "", "date": "2025-11-29", "series": "", "seriesNumber": "", "DOI": "10.31234/osf.io/cvbqn_v1", "citationKey": "", "url": "https://osf.io/preprints/psyarxiv/cvbqn_v1/", "accessDate": "2025-12-22T16:52:57Z", "archive": "", "archiveLocation": "", "shortTitle": "Why learning with others works", "language": "", "libraryCatalog": "OSF Preprints", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "contingency", "type": 1 }, { "tag": "grounding", "type": 1 }, { "tag": "interactivity", "type": 1 }, { "tag": "multi-modal communication", "type": 1 }, { "tag": "social interaction", "type": 1 }, { "tag": "social learning", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2025-12-22T16:52:57Z", "dateModified": "2025-12-22T16:52:57Z" } }, { "key": "SGUQCU7Y", "version": 6817, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/SGUQCU7Y", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/SGUQCU7Y", "type": "text/html" } }, "meta": { "creatorSummary": "Corbin et al.", "parsedDate": "2025", "numChildren": 1 }, "data": { "key": "SGUQCU7Y", "version": 6817, "itemType": "journalArticle", "title": "The wicked problem of AI and assessment", "creators": [ { "creatorType": "author", "firstName": "Thomas", "lastName": "Corbin" }, { "creatorType": "author", "firstName": "Margaret", "lastName": "Bearman" }, { "creatorType": "author", "firstName": "David", "lastName": "Boud" }, { "creatorType": "author", "firstName": "Phillip", "lastName": "Dawson" } ], "abstractNote": "Generative artificial intelligence (GenAI) has created significant assessment challenges in higher education. Universities and teachers have responded to these in various ways, including by way of new policies, revised assessment formats, and technological safeguards. These responses are typically predicated on an assumption that AI in assessment is a problem that can be solved if only the right approach can be found. However, in this paper we argue that GenAI may not be that kind of problem at all. Drawing on interviews with 20 teachers responsible for assessment design within a large Australian University, this paper applies Rittel and Webber framework of wicked problems to analyse educators’ experiences with assessment design in the context of GenAI. Our findings demonstrate that the GenAI-assessment challenge exhibits all ten characteristics of wicked problems. For instance, it resists definitive formulation, offers only better or worse rather than correct solutions, cannot be tested without consequence, and places significant responsibility on decision-makers. In the light of this redefinition of the AI and Assessment problem, we argue that educators require certain institutional permissions – including permission to compromise, diverge, and iterate – to appropriately navigate the assessment challenges they face.", "publicationTitle": "Assessment & Evaluation in Higher Education", "publisher": "SRHE Website", "place": "", "date": "2025", "volume": "0", "issue": "0", "section": "", "partNumber": "", "partTitle": "", "pages": "1-17", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/02602938.2025.2553340", "citationKey": "", "url": "https://doi.org/10.1080/02602938.2025.2553340", "accessDate": "2025-10-23T04:54:21Z", "PMID": "", "PMCID": "", "ISSN": "0260-2938", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "2 citations (Semantic Scholar/DOI) [2025-10-23]\n_eprint: https://doi.org/10.1080/02602938.2025.2553340", "tags": [ { "tag": "GenAI", "type": 1 }, { "tag": "Generative AI", "type": 1 }, { "tag": "assessment", "type": 1 }, { "tag": "educational technology", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2025-10-23T04:54:21Z", "dateModified": "2025-10-27T17:55:50Z" } }, { "key": "NL5C9K78", "version": 6776, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/NL5C9K78", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/NL5C9K78", "type": "text/html" } }, "meta": { "creatorSummary": "Teaching and Academic Programs", "parsedDate": "2025", "numChildren": 0 }, "data": { "key": "NL5C9K78", "version": 6776, "itemType": "document", "title": "Leaning Technologies Ecosystem", "creators": [ { "creatorType": "author", "name": "Teaching and Academic Programs" } ], "abstractNote": "Check out this design designed by TAP Comms.", "type": "", "date": "2025", "publisher": "Teaching and Academic Programs, McGill University", "place": "", "DOI": "", "citationKey": "", "url": "https://teachingkb.mcgill.ca/tlk/technologies", "accessDate": "2025-10-27T17:43:40Z", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2025-10-27T17:43:40Z", "dateModified": "2025-10-27T17:47:52Z" } }, { "key": "F8H46CXQ", "version": 6765, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/F8H46CXQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/F8H46CXQ", "type": "text/html" } }, "meta": { "creatorSummary": "Teaching and Academic Programs", "numChildren": 1 }, "data": { "key": "F8H46CXQ", "version": 6765, "itemType": "webpage", "title": "Get ready: Teaching Checklist", "creators": [ { "creatorType": "author", "name": "Teaching and Academic Programs" } ], "abstractNote": "The Teaching Checklist is a tool to help instructors keep track of teaching tasks, from 6 months before the start of courses through to the end of ...", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "https://teachingkb.mcgill.ca/tlk/get-ready-teaching-checklist", "accessDate": "2025-10-27T03:24:51Z", "shortTitle": "Get ready", "language": "en", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2025-10-27T03:24:51Z", "dateModified": "2025-10-27T03:25:17Z" } }, { "key": "IDTLI86L", "version": 6817, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/IDTLI86L", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/IDTLI86L", "type": "text/html" } }, "meta": { "creatorSummary": "Luo (Jess)", "parsedDate": "2024-07-03", "numChildren": 1 }, "data": { "key": "IDTLI86L", "version": 6817, "itemType": "journalArticle", "title": "A critical review of GenAI policies in higher education assessment: a call to reconsider the “originality” of students’ work", "creators": [ { "creatorType": "author", "firstName": "Jiahui", "lastName": "Luo (Jess)" } ], "abstractNote": "This study offers a critical examination of university policies developed to address recent challenges presented by generative AI (GenAI) to higher education assessment. Drawing on Bacchi’s ‘What’s the problem represented to be’ (WPR) framework, we analysed the GenAI policies of 20 world-leading universities to explore what are considered problems in this AI-mediated assessment landscape and how these problems are represented in policies. Although miscellaneous GenAI-related problems were mentioned in these policies (e.g. reliability of AI-generated outputs, equal access to GenAI), the primary problem represented is that students may not submit original work for assessment. In the current framing, GenAI is often viewed as a type of external assistance separate from the student’s independent efforts and intellectual contribution, thereby undermining the originality of their work. We argue that such problem representation fails to acknowledge how the rise of GenAI further complicates the process of producing original work and what it means by originality in a time when knowledge production becomes increasingly distributed, collaborative and mediated by technology. Therefore, a critical silence in higher education policies concerns the evolving notion of originality in the digital age and a more inclusive approach to address the originality of students’ work is required.", "publicationTitle": "Assessment & Evaluation in Higher Education", "publisher": "SRHE Website", "place": "", "date": "2024-07-03", "volume": "49", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "651-664", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/02602938.2024.2309963", "citationKey": "", "url": "https://doi.org/10.1080/02602938.2024.2309963", "accessDate": "2025-10-23T04:52:13Z", "PMID": "", "PMCID": "", "ISSN": "0260-2938", "archive": "", "archiveLocation": "", "shortTitle": "A critical review of GenAI policies in higher education assessment", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "_eprint: https://doi.org/10.1080/02602938.2024.2309963", "tags": [ { "tag": "ChatGPT", "type": 1 }, { "tag": "Generative AI", "type": 1 }, { "tag": "assessment", "type": 1 }, { "tag": "higher education", "type": 1 }, { "tag": "policy analysis", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2025-10-23T04:52:13Z", "dateModified": "2025-10-23T04:52:13Z" } }, { "key": "3GMJND6H", "version": 6817, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/3GMJND6H", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/3GMJND6H", "type": "text/html" } }, "meta": { "creatorSummary": "Tai et al.", "parsedDate": "2023-04-03", "numChildren": 1 }, "data": { "key": "3GMJND6H", "version": 6817, "itemType": "journalArticle", "title": "How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis", "creators": [ { "creatorType": "author", "firstName": "Joanna", "lastName": "Tai" }, { "creatorType": "author", "firstName": "Paige", "lastName": "Mahoney" }, { "creatorType": "author", "firstName": "Rola", "lastName": "Ajjawi" }, { "creatorType": "author", "firstName": "Margaret", "lastName": "Bearman" }, { "creatorType": "author", "firstName": "Joanne", "lastName": "Dargusch" }, { "creatorType": "author", "firstName": "Mary", "lastName": "Dracup" }, { "creatorType": "author", "firstName": "Lois", "lastName": "Harris" } ], "abstractNote": "As a form of assessment, examinations are designed to determine whether students have met learning outcomes. However, students with disabilities report avoiding examinations, selecting units of study where the assessments align with their strengths. To ensure examinations do not contribute to the systematic exclusion of students with disabilities, it is important to explore their experiences. In this paper, we use a sociomaterial frame to analyse how examination arrangements construct inclusion in examinations. Interviews with 40 students were conducted across two universities. Inclusion or exclusion was variably constituted for students through emergent combinations of social and material arrangements. Covid-19 pandemic related social distancing related changes such as shifting examinations online, using technology, increasing time limits and moving to open-book examinations contributed to increased inclusion for most students, who were able to use familiar equipment in spaces they had adapted to their own needs. Staff acceptance and implementation of access requirements and assessment flexibility also contributed. While the attitudes and actions of staff involved in examinations can facilitate inclusion, reducing the need for adjustments through assessment design is important. This requires consideration of how time, technology, equipment and materials contribute to inclusion or exclusion, which may have benefits for many students.", "publicationTitle": "Assessment & Evaluation in Higher Education", "publisher": "SRHE Website", "place": "", "date": "2023-04-03", "volume": "48", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "390-402", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/02602938.2022.2077910", "citationKey": "", "url": "https://doi.org/10.1080/02602938.2022.2077910", "accessDate": "2025-10-23T04:51:49Z", "PMID": "", "PMCID": "", "ISSN": "0260-2938", "archive": "", "archiveLocation": "", "shortTitle": "How are examinations inclusive for students with disabilities in higher education?", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "27 citations (Semantic Scholar/DOI) [2025-10-23]\n_eprint: https://doi.org/10.1080/02602938.2022.2077910", "tags": [ { "tag": "Assessment design", "type": 1 }, { "tag": "inclusion", "type": 1 }, { "tag": "reasonable adjustments", "type": 1 }, { "tag": "sociomaterial", "type": 1 }, { "tag": "students with disabilities", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2025-10-23T04:51:49Z", "dateModified": "2025-10-23T04:51:53Z" } }, { "key": "69HKGXGH", "version": 6817, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/69HKGXGH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/69HKGXGH", "type": "text/html" } }, "meta": { "creatorSummary": "Newton and Draper", "parsedDate": "2025-01-02", "numChildren": 1 }, "data": { "key": "69HKGXGH", "version": 6817, "itemType": "journalArticle", "title": "Widespread use of summative online unsupervised remote (SOUR) examinations in UK higher education: ethical and quality assurance implications", "creators": [ { "creatorType": "author", "firstName": "Philip M.", "lastName": "Newton" }, { "creatorType": "author", "firstName": "Michael J.", "lastName": "Draper" } ], "abstractNote": "The use of summative online unsupervised remote (SOUR) examinations is associated with high levels of cheating, which increased further during the COVID lockdown. New generative AI chatbots have added further concern, since they can answer exam questions to a very high level. However, it is currently unclear how common these unsupervised examinations are. A Freedom of Information request methodology was used to determine whether universities in the United Kingdom used SOUR examinations in the 23/24 academic year. Extensive use of these examinations was found with minimal plans to reduce them for future years. Policies for the security of SOUR examinations often put students in the paradoxical position of being required to work under ‘examination conditions’ remotely, but with no attempt by the university to administer those conditions. This situation raises questions over the validity of SOUR examinations as an assessment format and the quality assurance of degree awards that include these assessments.", "publicationTitle": "Quality in Higher Education", "publisher": "SRHE Website", "place": "", "date": "2025-01-02", "volume": "31", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "127-141", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/13538322.2025.2521174", "citationKey": "", "url": "https://doi.org/10.1080/13538322.2025.2521174", "accessDate": "2025-10-23T04:51:25Z", "PMID": "", "PMCID": "", "ISSN": "1353-8322", "archive": "", "archiveLocation": "", "shortTitle": "Widespread use of summative online unsupervised remote (SOUR) examinations in UK higher education", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "_eprint: https://doi.org/10.1080/13538322.2025.2521174", "tags": [ { "tag": "ChatGPT", "type": 1 }, { "tag": "academic integrity", "type": 1 }, { "tag": "cheating", "type": 1 }, { "tag": "quality assurance", "type": 1 }, { "tag": "validity", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2025-10-23T04:51:25Z", "dateModified": "2025-10-23T04:51:25Z" } }, { "key": "YGA6XR6Z", "version": 6744, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/YGA6XR6Z", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/YGA6XR6Z", "type": "text/html" } }, "meta": { "creatorSummary": "Borgman and Groth", "parsedDate": "2025-04-30", "numChildren": 2 }, "data": { "key": "YGA6XR6Z", "version": 6744, "itemType": "journalArticle", "title": "From Data Creator to Data Reuser: Distance Matters", "creators": [ { "creatorType": "author", "firstName": "Christine L.", "lastName": "Borgman" }, { "creatorType": "author", "firstName": "Paul T.", "lastName": "Groth" } ], "abstractNote": "Sharing research data is necessary, but not sufficient, for data reuse. Open science policies focus more heavily on data sharing than on reuse, yet both are complex, labor-intensive, expensive, and require infrastructure investments by multiple stakeholders. The value of data reuse lies in relationships between creators and reusers. By addressing knowledge exchange, rather than mere transactions between stakeholders, investments in data management and knowledge infrastructures can be made more wisely. Drawing upon empirical studies of data sharing and reuse, we develop the metaphor of distance between data creator and data reuser, identifying six dimensions of distance that influence the ability to transfer knowledge effectively: domain, methods, collaboration, curation, purposes, and time and temporality. We explore how social and socio-technical aspects of these dimensions may decrease -- or increase -- distances to be traversed between creators and reusers. Our theoretical framing of the distance between data creators and prospective reusers leads to recommendations to four categories of stakeholders on how to make data sharing and reuse more effective: data creators, data reusers, data archivists, and funding agencies. 'It takes a village' to share research data -- and a village to reuse data. Our aim is to provoke new research questions, new research, and new investments in effective and efficient circulation of research data; and to identify criteria for investments at each stage of data and research life cycles.", "publicationTitle": "Harvard Data Science Review", "publisher": "", "place": "", "date": "2025-04-30", "volume": "7", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1162/99608f92.35d32cfc", "citationKey": "", "url": "http://arxiv.org/abs/2402.07926", "accessDate": "2025-10-21T17:42:08Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "From Data Creator to Data Reuser", "language": "", "libraryCatalog": "arXiv.org", "callNumber": "", "rights": "", "extra": "10 citations (Semantic Scholar/DOI) [2025-10-21]\narXiv:2402.07926 [cs]", "tags": [ { "tag": "Computer Science - Computers and Society", "type": 1 }, { "tag": "Computer Science - Digital Libraries", "type": 1 }, { "tag": "Computer Science - Human-Computer Interaction", "type": 1 }, { "tag": "Computer Science - Information Retrieval", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2025-10-21T17:42:08Z", "dateModified": "2025-10-21T17:42:13Z" } }, { "key": "GT2BADBP", "version": 6817, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/GT2BADBP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/GT2BADBP", "type": "text/html" } }, "meta": { "creatorSummary": "Chalkiadakis et al.", "parsedDate": "2024-11-07", "numChildren": 1 }, "data": { "key": "GT2BADBP", "version": 6817, "itemType": "journalArticle", "title": "Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities", "creators": [ { "creatorType": "author", "firstName": "Angelos", "lastName": "Chalkiadakis" }, { "creatorType": "author", "firstName": "Antonia", "lastName": "Seremetaki" }, { "creatorType": "author", "firstName": "Athanasia", "lastName": "Kanellou" }, { "creatorType": "author", "firstName": "Maria", "lastName": "Kallishi" }, { "creatorType": "author", "firstName": "Anastasia", "lastName": "Morfopoulou" }, { "creatorType": "author", "firstName": "Marina", "lastName": "Moraitaki" }, { "creatorType": "author", "firstName": "Sofia", "lastName": "Mastrokoukou" } ], "abstractNote": "The emergence of Artificial Intelligence (AI) and Virtual Reality (VR) technologies offers transformative potential for the advancement of inclusive education, particularly for students with disabilities. This systematic review critically evaluates the current state of research to assess the impact of AI and VR on enhancing educational accessibility, personalisation and social inclusion in education. AI-driven adaptive systems can dynamically tailor learning experiences to individual needs, while VR offers immersive, multi-sensory environments that promote experiential learning. Despite these advances, the review also identifies significant challenges, including the high cost of implementation, technical barriers and limited teacher readiness, which hinder widespread adoption. Ethical concerns such as privacy and algorithmic bias are cited as key areas that need careful consideration. The findings underscore the urgent need for further empirical research to explore the long-term impact of these technologies and advocate for more equitable access to AI and VR tools in underserved educational settings. Ultimately, the review highlights the importance of integrating AI and VR as part of a broader strategy to foster genuinely inclusive learning environments that align with the goals of the Convention on the Rights of Persons with Disabilities (CRPD).", "publicationTitle": "Education Sciences", "publisher": "Multidisciplinary Digital Publishing Institute", "place": "", "date": "2024-11-07", "volume": "14", "issue": "11", "section": "", "partNumber": "", "partTitle": "", "pages": "1223", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.3390/educsci14111223", "citationKey": "", "url": "https://www.mdpi.com/2227-7102/14/11/1223", "accessDate": "2025-10-21T17:33:55Z", "PMID": "", "PMCID": "", "ISSN": "2227-7102", "archive": "", "archiveLocation": "", "shortTitle": "Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion", "language": "en", "libraryCatalog": "www.mdpi.com", "callNumber": "", "rights": "http://creativecommons.org/licenses/by/3.0/", "extra": "28 citations (Semantic Scholar/DOI) [2025-10-21]", "tags": [ { "tag": "artificial intelligence", "type": 1 }, { "tag": "assistive technologies", "type": 1 }, { "tag": "students with disabilities", "type": 1 }, { "tag": "systematic review", "type": 1 }, { "tag": "virtual reality", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2025-10-21T17:33:55Z", "dateModified": "2025-10-21T17:33:59Z" } }, { "key": "HESXCK3M", "version": 6817, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/HESXCK3M", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/HESXCK3M", "type": "text/html" } }, "meta": { "creatorSummary": "Bauer et al.", "parsedDate": "2025-04-24", "numChildren": 1 }, "data": { "key": "HESXCK3M", "version": 6817, "itemType": "journalArticle", "title": "Looking Beyond the Hype: Understanding the Effects of AI on Learning", "creators": [ { "creatorType": "author", "firstName": "Elisabeth", "lastName": "Bauer" }, { "creatorType": "author", "firstName": "Samuel", "lastName": "Greiff" }, { "creatorType": "author", "firstName": "Arthur C.", "lastName": "Graesser" }, { "creatorType": "author", "firstName": "Katharina", "lastName": "Scheiter" }, { "creatorType": "author", "firstName": "Michael", "lastName": "Sailer" } ], "abstractNote": "Artificial intelligence (AI) holds significant potential for enhancing student learning. This reflection critically examines the promises and limitations of AI for cognitive learning processes and outcomes, drawing on empirical evidence and theoretical insights from research on AI-enhanced education and digital learning technologies. We critically discuss current publication trends in research on AI-enhanced learning and rather than assuming inherent benefits, we emphasize the role of instructional implementation and the need for systematic investigations that build on insights from existing research on the role of technology in instructional effectiveness. Building on this foundation, we introduce the ISAR model, which differentiates four types of AI effects on learning compared to learning conditions without AI, namely inversion, substitution, augmentation, and redefinition. Specifically, AI can substitute existing instructional approaches while maintaining equivalent instructional functionality, augment instruction by providing additional cognitive learning support, or redefine tasks to foster deep learning processes. However, the implementation of AI must avoid potential inversion effects, such as over-reliance leading to reduced cognitive engagement. Additionally, successful AI integration depends on moderating factors, including students’ AI literacy and educators’ technological and pedagogical skills. Our discussion underscores the need for a systematic and evidence-based approach to AI in education, advocating for rigorous research and informed adoption to maximize its potential while mitigating possible risks.", "publicationTitle": "Educational Psychology Review", "publisher": "Springer", "place": "", "date": "2025-04-24", "volume": "37", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "1-27", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s10648-025-10020-8", "citationKey": "", "url": "https://link.springer.com/article/10.1007/s10648-025-10020-8", "accessDate": "2025-10-21T17:32:43Z", "PMID": "", "PMCID": "", "ISSN": "1573-336X", "archive": "", "archiveLocation": "", "shortTitle": "Looking Beyond the Hype", "language": "En", "libraryCatalog": "link.springer.com", "callNumber": "", "rights": "2025 The Author(s)", "extra": "11 citations (Semantic Scholar/DOI) [2025-10-21]", "tags": [], "collections": [], "relations": {}, "dateAdded": "2025-10-21T17:32:43Z", "dateModified": "2025-10-21T17:32:46Z" } }, { "key": "D7NA4X7U", "version": 6732, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/D7NA4X7U", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/D7NA4X7U", "type": "text/html" } }, "meta": { "creatorSummary": "Imad", "parsedDate": "2021-04-01", "numChildren": 2 }, "data": { "key": "D7NA4X7U", "version": 6732, "itemType": "journalArticle", "title": "Transcending Adversity: Trauma-Informed Educational Development", "creators": [ { "creatorType": "author", "firstName": "Mays", "lastName": "Imad" } ], "abstractNote": "", "publicationTitle": "To Improve the Academy: A Journal of Educational Development", "publisher": "", "place": "", "date": "2021-04-01", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "https://digitalcommons.unl.edu/podimproveacad/853", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Transcending Adversity", "language": "", "libraryCatalog": "COinS", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "⛔ No DOI found", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2025-10-21T17:27:35Z", "dateModified": "2025-10-21T17:27:36Z" } }, { "key": "GWNIZWGI", "version": 6817, "library": { "type": "user", "id": 296915, "name": "adamf", "links": { "alternate": { "href": "https://www.zotero.org/adamf", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/296915/items/GWNIZWGI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/adamf/items/GWNIZWGI", "type": "text/html" } }, "meta": { "creatorSummary": "Imad", "parsedDate": "2022-08-06", "numChildren": 1 }, "data": { "key": "GWNIZWGI", "version": 6817, "itemType": "bookSection", "title": "Our Brains, Emotions, and Learning: Eight Principles of Trauma-Informed Teaching", "creators": [ { "creatorType": "author", "firstName": "Mays", "lastName": "Imad" } ], "abstractNote": "This chapter will examine: (1) the neuroscience of toxic stress and its impact on learning; (2) the principles and practical examples of trauma-informed approaches, whether it's in the classroom or at the institution. This chapter will also underscore how...", "bookTitle": "", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2022-08-06", "publisher": "", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "", "ISBN": "", "DOI": "10.1007/978-3-030-92705-9_3", "citationKey": "", "url": "https://link.springer.com/chapter/10.1007/978-3-030-92705-9_3", "accessDate": "2025-10-21T17:27:18Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Our Brains, Emotions, and Learning", "language": "en", "libraryCatalog": "link.springer.com", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2025-10-21T17:27:18Z", "dateModified": "2025-10-21T17:27:18Z" } } ]