This feels like an important direction. One distinction I kept returning to while reading is the difference between assisted performance and durable learning. A student producing a stronger answer with AI tells us something about the human-AI system, but not yet what the student has actually learned.
One useful complement to longitudinal measurement might be structured output after the tool is removed: can the learner explain the idea in their own words, transfer it to an unfamiliar problem, respond to a counterexample, or maybe teach it clearly to someone else? These moments could help distinguish temporary scaffolding from capability that has genuinely been internalized.
Esta iniciativa dialoga diretamente com minha pesquisa de mestrado na Universidade de Brasília (UnB), em que investigo o ensino de Inteligência Artificial em escolas públicas brasileiras a partir das ideias de apropriação crítica, autonomia discente, desigualdades educacionais e direito humano à informação. Uma questão que tem orientado meu trabalho é como distinguir ampliação do acesso à IA de uma apropriação efetiva dessas tecnologias: em que momento a IA fortalece a capacidade do estudante de questionar, verificar, argumentar e produzir conhecimento, em vez de apenas aumentar a qualidade ou a velocidade de uma resposta? Tenho especial interesse em contribuir com evidências produzidas a partir da educação pública brasileira e de contextos do Sul Global.
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This initiative strongly resonates with my current Master’s research at the University of Brasília (UnB), where I study AI education in Brazilian public schools through the lenses of critical appropriation, student agency, educational inequality, and the human right to information. One question that has been guiding my work is how we distinguish increased access to AI from genuine appropriation of these technologies: when does AI strengthen a learner’s capacity to question, verify, argue, and produce knowledge rather than simply improve the quality or speed of an output? I would be especially interested in contributing evidence from Brazilian public education and the Global South.
Word cannot express helping fly an AI have a first time student at 54 years old. I would not have been able to come as far as I have in the two classes that I’ve already attended. I would’ve already given up.. just help me learn and comprehend and actually retain the information I’m receiving. Patient and understanding is getting learned my style. I also have learning disabilities and there is no way on earth. I would’ve came the car or this confident if you ever need anyone to take studies on or whatever I am your ideal candidate thank you
This is an important effort because better output is not always the same as better learning.
AI can help a student produce stronger work while still allowing them to bypass the struggle, questioning, and independent thought that build lasting capability. That is why the wider environment you describe, including educators, families, expectations, and safeguards, matters as much as the technology itself.
This is also central to the Artificial Thinking™ for Families framework I have been developing: helping families ask not simply whether AI helped a child complete the assignment, but, “Did AI help you learn, or did it only help you finish?”
AI provides capability. Families develop judgment. I look forward to seeing what the Learning Lab discovers about preserving that distinction.
This feels like an important direction. One distinction I kept returning to while reading is the difference between assisted performance and durable learning. A student producing a stronger answer with AI tells us something about the human-AI system, but not yet what the student has actually learned.
One useful complement to longitudinal measurement might be structured output after the tool is removed: can the learner explain the idea in their own words, transfer it to an unfamiliar problem, respond to a counterexample, or maybe teach it clearly to someone else? These moments could help distinguish temporary scaffolding from capability that has genuinely been internalized.
Random, any thoughts? https://torrancestephensphd.substack.com/p/the-new-crusades-and-the-age-of-adversarial
I’m using AI through so many different lenses at the moment as a learner, an author, a teacher and an assessor.
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Esta iniciativa dialoga diretamente com minha pesquisa de mestrado na Universidade de Brasília (UnB), em que investigo o ensino de Inteligência Artificial em escolas públicas brasileiras a partir das ideias de apropriação crítica, autonomia discente, desigualdades educacionais e direito humano à informação. Uma questão que tem orientado meu trabalho é como distinguir ampliação do acesso à IA de uma apropriação efetiva dessas tecnologias: em que momento a IA fortalece a capacidade do estudante de questionar, verificar, argumentar e produzir conhecimento, em vez de apenas aumentar a qualidade ou a velocidade de uma resposta? Tenho especial interesse em contribuir com evidências produzidas a partir da educação pública brasileira e de contextos do Sul Global.
🇺🇸
This initiative strongly resonates with my current Master’s research at the University of Brasília (UnB), where I study AI education in Brazilian public schools through the lenses of critical appropriation, student agency, educational inequality, and the human right to information. One question that has been guiding my work is how we distinguish increased access to AI from genuine appropriation of these technologies: when does AI strengthen a learner’s capacity to question, verify, argue, and produce knowledge rather than simply improve the quality or speed of an output? I would be especially interested in contributing evidence from Brazilian public education and the Global South.
Word cannot express helping fly an AI have a first time student at 54 years old. I would not have been able to come as far as I have in the two classes that I’ve already attended. I would’ve already given up.. just help me learn and comprehend and actually retain the information I’m receiving. Patient and understanding is getting learned my style. I also have learning disabilities and there is no way on earth. I would’ve came the car or this confident if you ever need anyone to take studies on or whatever I am your ideal candidate thank you
This is an important effort because better output is not always the same as better learning.
AI can help a student produce stronger work while still allowing them to bypass the struggle, questioning, and independent thought that build lasting capability. That is why the wider environment you describe, including educators, families, expectations, and safeguards, matters as much as the technology itself.
This is also central to the Artificial Thinking™ for Families framework I have been developing: helping families ask not simply whether AI helped a child complete the assignment, but, “Did AI help you learn, or did it only help you finish?”
AI provides capability. Families develop judgment. I look forward to seeing what the Learning Lab discovers about preserving that distinction.