Designing for the Thinking We Can't Outsource
AI has not diminished the importance of learning. It has clarified what learning has always been about: not simply producing answers, but developing judgment. As AI becomes a permanent partner in education, the central question is not what students can automate, but what kinds of thinking they still need to practice for themselves.
Start With One Assignment, Not Your Entire Course
AI has exposed a challenge that may have existed long before generative AI: a completed assignment is not necessarily the same thing as evidence of learning. Rather than redesigning an entire course, faculty can begin with a single assignment and ask a simple question: What evidence of learning am I actually looking for? Small changes that make student thinking more visible can often have a surprisingly large impact.