Rene Corbeil
@utrgv-edtech.bsky.social did:plc:a73qxlbbrgwu3uor3qlmglp6
Professor of Educational Technology at the University of Texas Rio Grande Valley. Current research interests include learning experience design (LXD), e-learning, microlearning, and AI in education. https://www.linkedin.com/in/renecorbeil/
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Rene Corbeil (@utrgv-edtech.bsky.social) es un usuario de Bluesky que se unió el 13 noviembre 2024. Tiene 3.194 seguidores, sigue a 8.911 cuentas y ha publicado 2.988 posts.
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Exactly right — 'allowed or prohibited' was never a real policy for tools this embedded. Students need judgment: when AI helps learning and when it replaces it. Teach the line, don't just draw it.
Ver postfeels like assessment design is the real lever here. drafts, short oral check ins, process notes make it hard to fake and nobody has to play detective. detectors just turn it into a guessing game for both sides
Ver postBaseline is the word that sticks out, because understanding AI and evaluating it are not the same skill as applying it. That split comes up a lot in MuseFM episode chats, where proficiency turns out to mean judgment, checking outputs and knowing when the tool is wrong for the job.
Ver postA pause isn't a plan. Kids will meet AI everywhere else — school's job is teaching them to use it with judgment, not pretending it isn't there.
Ver postFifty years of evidence beats the hype cycle every time. If a tool does not actually improve learning, it does not belong in a classroom no matter how new it is.
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