Chris Creighton

I feel that if there’s paper talks about an instrument then it should provide said instrument within it. I typically won’t use those instruments if they’re secret.

I’ll hunt it down when I get back in the office! That’s hilarious and absolutely tracks for kids.

The quote made me immediately hunt this down in our library. The whole section is absolutely wonderful!

I think both are dismissing the whole endeavor from either side. Like a ungraded going “grades aren’t the purpose of education so everyone gets an A - worry about your work in the course.” And someone dismissing the grades as credentials ridiculing the removal of a differentiated credential.

Oh not quite. I’ve had numerous people say “just give all your students an A and be done with it” both seriously and jokingly.

“Just give everyone an A” is the classic I hear.

Since tomorrow is Labor Day and school is in session, I'd like to argue (again) that teaching about GenAI should include discussion of the extractive, exploitative labor conditions that make the technology possible. 🧵

The Center for Grading Reform has a bunch of STEM ones:

centerforgradingreform.org/resources/

Asao Inoue also has a bunch of labor-based grading contracts on his webpage and writings.

This from @tressiemcphd.bsky.social hit me over the head like a mallet of truth. This is the thing. This is what I’ve been trying to warn people about perfectly crystallized. www.nytimes.com/2025/08/12/o...

Are you seeing more Monarchs this year? My family in the Detroit area have identified 55 eggs on their milkweed!

From Fanboying To Thinking - My Journey With EdTech — Civics of Technology **OUR CONFERENCE IS THIS WEEK** Join Us on July 31 & Aug 1 Are you registered yet? If not, use this link . On Wednesday (July 30) you’ll receive instructions on how to access the conferenc...

I resonate with a lot in this thoughtful reflection from @tommullaney.bsky.social on his journey from self-proclaimed edtech fanboy to his "consideration of the gap between promises about technology and the often unpleasant reality." And I appreciate all the links to critical (ed)tech resources!

See this is why 2nd monitors are a workplace requirement.

I’m naming that one pippin on vibes.

Art is inefficient. Care is inefficient. Joy is inefficient. Humanity is inefficient. Don't let them take that away.

Definitely will! It’ll be interesting that’s for sure. I have found the “why does this course exits?” answer of “because the next course exists and needs it” to be unmotivating to students. It’s disconnected. I could probably rant more…

The assessments and experience in the class would be heavily influenced by such design choices. But it might be worth while.

I’ve been thinking of “what do I want you to take away from this class in 5 years?” as a design element. Often trig gets lost when students leave the stem curriculum. But my thought is, why not help them be able to tutor their family or friends as a takeaway?

Oh this is interesting. I am support to teach uni-level trig again this fall and have been toying with standards-based techniques with getting students involved with the pedagogy (teach each other). I might use some of your framing but blend in the transparent pedagogy.

I like to ask “when was the last time you touched a tree?” 🌲

Lovely to see this piece linking my work with that of Charles Taylor, Joseph Stiglitz, Elinor Ostrom and others who challenge our failing model of liberalism, one that enables the private enclosure of public goods and the resulting collapse of our civic virtues and capabilities for common life.

To me, we don’t throw out the evidence, even isolated evidence, that growth mindset is beneficial. So I’m like-minded with the evidence of issues with LLM usage in learning. I do understand it’s not black and white.

Even things like growth mindset become muddy in active environments. It wouldn’t surprise me if this was too. It’s all the research together that ought to be considered.

I mean they were trying to isolate the LLM variable to add to the volumes of literature on AI. I put this in the box of “isolated to try and identify root causes” without saying much for practitioners other than “hey! There’s some nuance here! We sure about this?”

I just randomly throw in a i-> -i automorphism in my calculations to keep people on their toes.

It is also a mechanized term that I draw caution to. People are not machines though much of our educational system would have you believe it.

Pedagogical failing of our institutions and assessments that often check-boxes “critical thinking” to some semi-arbitrary standard/rubric. Too often in STEM courses.

Going the other way: too unstructured, particularly for collab grading systems. Too much freedom, choice, and agency can also induce choice paralysis and poor self-regulation for new student practitioners. I’ve been advocating for structured flexibility and the power of default choices.

It’d definitely make you very pope-ular with the audience!

Welcome! You are invited to join a meeting: Future Trends Forum: The Present Professor. After registering, you will receive a confirmation email about joining the meeting. How can faculty be more fully present when teaching? This week the Future Trends Forum is delighted to host the author of a new book on the topic, Liz Norell, Associate Director of Instructional Suppo...

I'm excited to join @edufuturist.bsky.social on the Future Trends Forum this Thursday (May 8) at 2:00 pm ET to talk about my book, The Present Professor: Authenticty and Transformational Teaching. Please join us! (It'll also be available afterward on YouTube.) georgetown.zoom.us/meeting/regi...