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Wednesday, June 24, 2026

About the Event With information—and generative tools—always at their fingertips, today’s students risk "cognitive off-loading," or outsourcing everything from critical thinking to basic recall to external devices. As educators, how do we pivot from punishing this behavior to designing around it? This webinar moves past the AI panic to focus on practical, evidence-based instructional design. We will explore how to restructure assignments, assessments, and classroom discussions to place a premium on unique human cognition. Join us to discover how you can design learning experiences that motivate students to engage, think deeply, and reclaim ownership of their own intellectual growth. About the Participants Dr. James Basham, University of Kansas (Guest) Dr. James BashamJames D. Basham, Ph. D., is a Professor in the Department of Special Education at the University of Kansas. His research is focused on developing future-ready learning environments that are beneficial and meaningful for all learners, especially those with disabilities. His research focuses on how the design and innovative technologies, including Artificial Intelligence (AI) and Universal Design for Learning (UDL), impact human progress. He has received and managed over $30 million in externally funded research and technical assistance projects, including the Center for Innovation, Design, and Digital Learning (CIDDL). He is well-published, has given hundreds of talks, and serves on various national and international boards for journals, companies, and educational organizations. Dr. Elisabeth Bauer, University of Augsburg (Guest) Dr. Elizabeth BauerDr. Elisabeth Bauer is Assistant Professor in the Learning Analytics group at the University of Augsburg. Her research is situated at the intersection of educational psychology, learning sciences, AI in education, and learning analytics. A central focus of her work is on AI-enhanced learning, especially on how AI can be integrated into educational settings to support cognitive engagement and effective learning. Within this area, she has conducted several empirical studies on automated, adaptive, and AI-supported feedback in digital learning environments, including studies in higher education and teacher education contexts. Her work investigates how feedback can support learners’ reasoning under different learner, task, and contextual conditions. Her work also addresses the development of complex professional skills, particularly diagnostic reasoning in teacher education. In this context, she examines how simulation-based learning environments can help pre-service teachers analyze classroom situations, integrate evidence, and develop well-founded professional judgments. Her work combines theory-driven perspectives on cognition, motivation, and self-regulated learning with process-oriented methods and experimental approaches. A central aim of her research is to identify which forms of instructional support are effective, for whom, and under which conditions, and to contribute to the design of educational technologies that are both data-informed and pedagogically meaningful. Anil Hurkadli (Host) Anil HurkadliAnil B. Hurkadli's experience sits at the intersection of policy and practice. Prior to working with the Google for Education team, Anil served at the U.S. Department of Education as Acting Deputy Director for the Office of Educational Technology and Chief of Staff for the Office of Planning, Evaluation, and Policy Development. His role included shaping guidance on AI’s use in educational settings and advising the Education Secretary and other senior agency officials on issues related to emerging technologies and digital equity. In addition to his education policy experience, Anil taught at the University of Minnesota's Hubert H. Humphrey School of Public Affairs and Harvard University's Kennedy School of Government and coached educators at the primary, secondary, and post-secondary levels. Anil was also the Senior Vice President of Community Impact with the Saint Paul and Minnesota Foundation; in that role, he managed philanthropic partnerships with city, county, and state governments to implement innovative policy solutions. He previously worked with the Thrivent Foundation, Teach For America, and Minneapolis Public Schools. Anil holds degrees from Northwestern University, the University of Minnesota, and Harvard University. This event will be recorded and the link to the recording and text recap will be posted as a comment to this post.

11 attendees

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Wednesday, August 5, 2026

About the Event As artificial intelligence reshapes the educational landscape, universities face a difficult tension. On one hand, institutions must provide clear, cohesive guidance to maintain academic integrity and protect the value of a degree. On the other, the cornerstone of higher education is academic freedom—the right of individual professors to determine the pedagogy, tools, and philosophy that best suit their discipline. This 45-minute webinar tackles this delicate balancing act head-on. We will discuss how academic leaders and faculty senates can establish flexible, institution-wide frameworks that protect and support students without micromanaging the classroom. Join us to explore collaborative models of governance that empower instructors to innovate with AI on their own terms while maintaining shared institutional standards. About the Participants TBA (Guests) Zac Chase (Host) Zac Chase, M.A., M.Ed.Zac Chase, M.A., M.Ed., is the Global Lead of Scaled Programming for Google for Education. He served as a digital equity advisor for the U.S. Department of Education, where he led the development of the 2024 National Educational Technology Plan. He has also worked as a classroom teacher, adjunct instructor, and a school & district administrator. Chase’s publications include the 2024 and 2016 National Educational Technology Plans, “Future Ready Learning: Reimagining the Role of Technology in Education," and “School 2.0: Building the Schools We Need.” He holds a master’s degree in education policy and management from Harvard Graduate School of Education, a master’s degree in curriculum and instruction from Nova Southeastern University, and a bachelor of arts degree in English and secondary education from Illinois State University.

18 attending

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