When AI Helps, When It Harms: Reading the Evidence on Student Learning takes educators through what peer-reviewed studies show about AI in learning settings. Where it produces measurable gains, where unguarded use harms learning, and why performance during practice is a poor signal of learning. Participants leave with a working vocabulary (cognitive offloading, desirable difficulties, performance vs. learning), the ability to evaluate vendor and media claims against evidence, and a redesigned AI-involved task or policy for their own context.
Number of Units: 1.0 graduate level extension credit in semester hours
Who Should Attend: This course provides continuing education for education professionals that are interested in leveraging AI to enhance teaching and learning experiences. This includes K-12 educators, instructional designers and educational technologists.
Course Materials: No textbook requirement.
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