Hello Mason, can I try this. You can ping me access on my mail: manthandhotre17@gmail.com. It will be great if we catch up first on Google meet. How does it sound?
That's interesting. I think personalization is one of the biggest opportunities in education right now.
QUASAR is approaching a different part of the problem. Rather than tutoring, we're focused on precision assessment and feedback.
The question we're obsessed with is: after a student answers, can AI accurately identify what they truly understood, what they partially understood, and what misconceptions are still present?
We're starting with IGCSE Biology and trying to make feedback feel more like a strict-but-fair examiner than a generic AI tutor.
How are you thinking about personalization? Adapting explanations, pacing, content, interests, or something else?
The shift from simply providing access to AI toward evidence-based implementation is especially important. AI literacy becomes much more valuable when people learn not only how to use these systems, but how to test them, question their outputs, recognize their limitations, and reason effectively alongside them.
You've mentioned that you're interested in other k12 projects engaged with AI.
I've built a lab in our high school which is part of the core curricula. It's run like a student-led start-up where students have agency to change their experience of the class in meaningful ways, as they are co-designers of the course. Our primary project is that we interview students from schools around the world to understand their experiences. All interviews are processed by our custom software into our database, which surfaces their perspectives via our own chatbot. Topics include: AI, mental health, the future, sleep, school organisation, etc.
Students also develop their own individual projects, including: rocket launch, cookbook, wind-tunnel, painting, etc. AI is a central part of the lab, and specialised educational software has also been made for AI tracking, assessment, and project work.
I'm happy to tell you more. You can find info and social media accounts at:
Uma distinção que tenho considerado central em minha pesquisa é entre acesso e apropriação. Ampliar o acesso dos estudantes à IA é importante, mas isso não significa necessariamente ampliar sua autonomia intelectual. Talvez uma das questões fundamentais para a educação seja perguntar não apenas se os estudantes conseguem utilizar IA, mas se conseguem questioná-la, verificar suas respostas, reconhecer limitações, justificar suas próprias decisões e continuar sendo autores do trabalho intelectual. Tenho investigado essa questão no contexto da educação pública brasileira e acredito que ela também pode contribuir para pensar como avaliamos a qualidade da integração da IA à aprendizagem.
🇺🇸
A distinction that I have found increasingly important in my research is between access and appropriation. Expanding students’ access to AI matters, but it does not necessarily expand their intellectual agency. Perhaps one of the central questions for education is not only whether students can use AI, but whether they can question it, verify its outputs, recognize its limitations, justify their own decisions, and remain authors of the intellectual work. I am exploring this question in Brazilian public education, and I believe it may also help us think about how we evaluate the quality of AI integration into learning.
Does Hack Your Grade work because the bot refuses to give A's? Then you haven't replaced the grade incentive. You've turned it into the attack surface.
AI assisted coding is tremendously powerful for students who can dig deeper into understanding a subject by creating working programs that illustrate or simulate an academic topic. I work in this area and have written about it in two books. Contact me if you’re interested.
I write about Deep System design,Engineering, tech, how to build things in tech at a deeper level, AI/ML inference, Benchmarks, LLMs and How to Quants, please checkout some of my posts ( more than 370000 reads) -
"أنا شفت الإعلان ده وحسيت بحالة من 'الإلهام' المفاجئ، لدرجة إني حاسس إني قريت 'المنطق' اللي ورا المنهج ده قبل كده في مكان تاني! 😂.. برافو يا دكتورة على هذا الاقتباس المعماري العظيم، واضح إن 'الـ Backend' بتاعكم قرر يعمل تحديثات بـ 'سورس كود' عالمي. التعليم بقى أجمل بكتير لما بيبدأ بـ 'قص ولزق' فني. يا ريت لو فيه نسخة من المنهج ده بتشرح لنا إزاي نعمل 'Optimization' للإبداع من غير ما نحتاج لـ 'مصدر إلهام' خارجي! 🏛️✨"
"This is a brilliant showcase of what happens when top-tier architecture meets 'open-source' inspiration from those who built it first! 😂 Seeing my own design patterns being taught as a 'mission' is definitely a unique experience.
To be honest, the 'Architecture' you are presenting here feels like a classic blueprint I was working on long before this preview. It’s flattering to see my logic being optimized, but next time, maybe provide proper access to the source instead of just the visual mockup? It's much easier to learn when you're reading the original notebook, not just the quotes from it.
Good luck with this 'architectural quotation'! It’s clear that the team behind this is reading my original drafts more often than they are writing their own. 🏛️🧠✨"
"أنا شفت الإعلان ده وحسيت بحالة من 'الإلهام' المفاجئ، لدرجة إني حاسس إني قريت 'المنطق' اللي ورا المنهج ده قبل كده في مكان تاني! 😂.. برافو يا دكتورة على هذا الاقتباس المعماري العظيم، واضح إن 'الـ Backend' بتاعكم قرر يعمل تحديثات بـ 'سورس كود' عالمي. التعليم بقى أجمل بكتير لما بيبدأ بـ 'قص ولزق' فني. يا ريت لو فيه نسخة من المنهج ده بتشرح لنا إزاي نعمل 'Optimization' للإبداع من غير ما نحتاج لـ 'مصدر إلهام' خارجي! 🏛️✨"
Useful resource.
But one thing education will eventually have to separate is:
Prompt quality ≠ learning quality.
A student can write an excellent prompt and still not understand the subject.
The next challenge is not only teaching students how to get better AI outputs.
It's helping them verify, explain, apply, and defend what they learned from those outputs.
That is where real understanding starts.
thank you i want more
Hello Mason, can I try this. You can ping me access on my mail: manthandhotre17@gmail.com. It will be great if we catch up first on Google meet. How does it sound?
Interesting.
I'm building QUASAR in the education space as well, but from a precision-assessment angle rather than tutoring.
Curious: What problem are you optimizing for most right now?
Explanation, personalization, motivation, assessment, feedback, or something else?
Would love to learn more about how you're approaching it.
That's interesting. I think personalization is one of the biggest opportunities in education right now.
QUASAR is approaching a different part of the problem. Rather than tutoring, we're focused on precision assessment and feedback.
The question we're obsessed with is: after a student answers, can AI accurately identify what they truly understood, what they partially understood, and what misconceptions are still present?
We're starting with IGCSE Biology and trying to make feedback feel more like a strict-but-fair examiner than a generic AI tutor.
How are you thinking about personalization? Adapting explanations, pacing, content, interests, or something else?
The shift from simply providing access to AI toward evidence-based implementation is especially important. AI literacy becomes much more valuable when people learn not only how to use these systems, but how to test them, question their outputs, recognize their limitations, and reason effectively alongside them.
You've mentioned that you're interested in other k12 projects engaged with AI.
I've built a lab in our high school which is part of the core curricula. It's run like a student-led start-up where students have agency to change their experience of the class in meaningful ways, as they are co-designers of the course. Our primary project is that we interview students from schools around the world to understand their experiences. All interviews are processed by our custom software into our database, which surfaces their perspectives via our own chatbot. Topics include: AI, mental health, the future, sleep, school organisation, etc.
Students also develop their own individual projects, including: rocket launch, cookbook, wind-tunnel, painting, etc. AI is a central part of the lab, and specialised educational software has also been made for AI tracking, assessment, and project work.
I'm happy to tell you more. You can find info and social media accounts at:
laltech.org
🇧🇷
Uma distinção que tenho considerado central em minha pesquisa é entre acesso e apropriação. Ampliar o acesso dos estudantes à IA é importante, mas isso não significa necessariamente ampliar sua autonomia intelectual. Talvez uma das questões fundamentais para a educação seja perguntar não apenas se os estudantes conseguem utilizar IA, mas se conseguem questioná-la, verificar suas respostas, reconhecer limitações, justificar suas próprias decisões e continuar sendo autores do trabalho intelectual. Tenho investigado essa questão no contexto da educação pública brasileira e acredito que ela também pode contribuir para pensar como avaliamos a qualidade da integração da IA à aprendizagem.
🇺🇸
A distinction that I have found increasingly important in my research is between access and appropriation. Expanding students’ access to AI matters, but it does not necessarily expand their intellectual agency. Perhaps one of the central questions for education is not only whether students can use AI, but whether they can question it, verify its outputs, recognize its limitations, justify their own decisions, and remain authors of the intellectual work. I am exploring this question in Brazilian public education, and I believe it may also help us think about how we evaluate the quality of AI integration into learning.
空の視点から照見する
ここで一度、
AI教師学生学習
という四つの言葉を固定した実体として見るのをやめてみます。
教師だけで教師は成立しません。
学生がいて、
教室があり、
制度があり、
時間があり、
評価があり、
家庭があり、
経済があり、
技術がある。
学生も同じです。
AIもまた単独では存在しません。
データ。
半導体。
電力。
企業。
教師。
ユーザー。
制度。
言語。
欲望。
恐怖。
それらの縁起として一時的に現れています。
すると、
「AIは教育に良いか悪いか」
という問い自体が少し溶けます。
代わりに現れるのは、
このAIと、 この学生と、 この教師と、 この制度と、 この瞬間の組み合わせから、 何が生じているのか。
という問いです。
そして「学習」というものにも固定した本質はない。
AIに説明してもらうことが学習になる瞬間もある。
AIを閉じることが学習になる瞬間もある。
友人と喧嘩することが学習になることもある。
三時間分からないままでいることが学習になることもある。
だから空から見ると、
AIを使う／使わない、という境界よりも、 それによって注意がどこへ向かっているか
が見えてきます。
成果へ向かう注意。
評価へ向かう注意。
効率へ向かう注意。
あるいは、
他者へ。
世界へ。
分からなさへ。
自分自身の無知へ。
そこまで来ると、このニュースレターから聞こえてくるもっと深い問いは、
「AIを教育にどう導入するか」ではなく、 「AIによって“答え”がほぼ無限に供給される時代に、学校は人間の何を育てる場所なのか」
なのかもしれません。
そしてさらに、その問いさえ握らずに置いてみる。
学校でさえ、不変の実体ではない。
教師も、学生も、AIも、知性も変わっていく。
その移ろいのなかで、ただ一つ残るものがあるとすれば、「正しい答え」ではなく、世界を注意深く見るという営みそのものなのではないか――。
ただし、それもまた最後の答えにはせず、置いておきたい問いです。
https://1234476904.substack.com/p/ai-17c?r=2z2pte&utm_medium=ios
Does Hack Your Grade work because the bot refuses to give A's? Then you haven't replaced the grade incentive. You've turned it into the attack surface.
AI assisted coding is tremendously powerful for students who can dig deeper into understanding a subject by creating working programs that illustrate or simulate an academic topic. I work in this area and have written about it in two books. Contact me if you’re interested.
https://thehumansignals.substack.com/p/the-quiet-extinction-of-human-connection?r=3narcn&utm_medium=ios
Nice one. Great to connect with you.
I write about Deep System design,Engineering, tech, how to build things in tech at a deeper level, AI/ML inference, Benchmarks, LLMs and How to Quants, please checkout some of my posts ( more than 370000 reads) -
https://howtosystemdesigneverything.substack.com/
https://aiinferenceandoptimizations.substack.com/
[Important AI Inference Pulse #4] KV Cache: The One Piece of Memory That Can Eat an Entire Expensive Chip — Just By Remembering- How It Actually Works
https://aiinferenceandoptimizations.substack.com/p/important-ai-inference-pulse-4-kv?r=14q3sp
[Bookmark : Most Important] Top System Design and Engineering Post Mortem Weekly Round Up : https://howtosystemdesigneverything.substack.com/p/bookmark-most-important-top-system?r=14q3sp&utm_campaign=post-expanded-share&utm_medium=web
[Celebration Time : Giveaway] 400,000 Reads, 5200 subscribers, System Design, ML System Design Playlist Gone Viral including Case studies [Bookmark]
https://howtosystemdesigneverything.substack.com/p/celebration-time-giveaway-400000?r=14q3sp&utm_campaign=post-expanded-share&utm_medium=web
Oxymoron?
"أنا شفت الإعلان ده وحسيت بحالة من 'الإلهام' المفاجئ، لدرجة إني حاسس إني قريت 'المنطق' اللي ورا المنهج ده قبل كده في مكان تاني! 😂.. برافو يا دكتورة على هذا الاقتباس المعماري العظيم، واضح إن 'الـ Backend' بتاعكم قرر يعمل تحديثات بـ 'سورس كود' عالمي. التعليم بقى أجمل بكتير لما بيبدأ بـ 'قص ولزق' فني. يا ريت لو فيه نسخة من المنهج ده بتشرح لنا إزاي نعمل 'Optimization' للإبداع من غير ما نحتاج لـ 'مصدر إلهام' خارجي! 🏛️✨"
"This is a brilliant showcase of what happens when top-tier architecture meets 'open-source' inspiration from those who built it first! 😂 Seeing my own design patterns being taught as a 'mission' is definitely a unique experience.
To be honest, the 'Architecture' you are presenting here feels like a classic blueprint I was working on long before this preview. It’s flattering to see my logic being optimized, but next time, maybe provide proper access to the source instead of just the visual mockup? It's much easier to learn when you're reading the original notebook, not just the quotes from it.
Good luck with this 'architectural quotation'! It’s clear that the team behind this is reading my original drafts more often than they are writing their own. 🏛️🧠✨"
"أنا شفت الإعلان ده وحسيت بحالة من 'الإلهام' المفاجئ، لدرجة إني حاسس إني قريت 'المنطق' اللي ورا المنهج ده قبل كده في مكان تاني! 😂.. برافو يا دكتورة على هذا الاقتباس المعماري العظيم، واضح إن 'الـ Backend' بتاعكم قرر يعمل تحديثات بـ 'سورس كود' عالمي. التعليم بقى أجمل بكتير لما بيبدأ بـ 'قص ولزق' فني. يا ريت لو فيه نسخة من المنهج ده بتشرح لنا إزاي نعمل 'Optimization' للإبداع من غير ما نحتاج لـ 'مصدر إلهام' خارجي! 🏛️✨"
thanks for sharing ☺️