It's Webinar Season

With The Norton Guide to AI-Aware Teaching coming out this summer, I've started lining up a few webinar appearances to help get the word out about the book. Here are three coming up in the next two months, all of which are free to attend.

​Cutting through the AI Noise: Claims about Learning, Cognition, and Critical Thinking​
April 22, 2026, 11am Central, hosted by Alchemy

Conversations about AI in education often swing between extremes, from claims that it is “rotting brains” to promises of effortless transformation. This webinar takes a practical, research-informed look at a central reality: generative AI can extend students’ abilities, but it cannot replace the effortful work that supports durable learning.

(I'm working with Brett Christie from Alchemy, and I really like how interactive this webinar will be! He and I share a disdain for webinars where the text chat is turned off.)

​Teaching in the Age of AI: 6 Practical Ways Video Transforms Learning​
May 7, 2026, 11am Central, hosted by Panopto

We will explore how interactive video can support forms of teaching and assessment that are more resilient to AI, while also creating space for more transparent and intentional use of it. This includes approaches that make student thinking more visible and invite reflection on how AI is shaping learning in real time.

(I've had fun thinking through the intersection of AI-aware teaching and both student- and instructor-created videos. And I really like the insight Panopto's Ian Paice is bringing to that Venn diagram.)

​Social Learning Amplified: Live with Annette Vee, Marc Watkins, and Derek Bruff​
May 14, 2026, 12pm Central, hosted by Perusall

As part of Perusall Exchange 2026, Eric ("peer instruction") Mazur will interview me and my Norton Guide to AI-Aware Teaching co-authors for a live recording of Perusall's Social Learning Amplified podcast. This will be our first public appearance together! That is, unless John Kane posts our interview on the Tea for Teaching podcast before then. (We're recording that one in a couple of weeks.

Related: I'm starting to book speaking engagements for the fall, so if you're interested in having me to come to your campus to talk to faculty and other instructors about AI-aware teaching, now is a good time to reach out. See my speaking page for details.

AI Transparency Statements

A key piece of AI-aware teaching, as we've framed it in the book, is understanding what our students think about generative AI and how they use it (or avoid it) in their studies. One way to go about that is to engage students in more open and honest conversations about generative AI. That can be challenging, particularly if your campus has a fraught history with academic integrity (either before or after the advent of generative AI), since students can be reluctant to share their AI use if they worry about being brought up on honor code charges.

My University of Virginia colleague Kim Acquaviva has a tool for opening up these conversations with her nursing students, an AI transparency statement that I have shared many times in my workshops on AI and teaching. I finally got around to asking Kim if we could share her statement on the UVA Teaching Hub, and she was happy to do so. And that means that now I can share it with you, dear newsletter readers! Below is a screenshot of the statement to give a sense of it. You can access the actual statement (in PDF or Word format) here on the Teaching Hub.

Kim routinely asks her students to complete this transparency statement as part of their assignments. There's a lot in the document, but the structure is actually pretty simple. Students indicate the portions of their work (brainstorming, outlining, editing, researching, visualizing, and so on) where they used AI, and they indicate which AI tools they used. Disclosing the use of AI is becoming a norm in many fields, and the statement provides students a simple way to do so.

The transparency statement also communicates to students that Kim is okay with them using generative AI in the course--something that students don't always believe when instructors tell them, given the discourse around AI and academic integrity. And the statement provides Kim with useful information about her students' learning. She told me last fall that a lot of her students reported using AI for outline creation. That concerned her, because she felt they should be able to engage in that step of the assignment without help from AI. As a result, she added more support and scaffolding around outline creation to her courses.

Thanks to Kim for sharing her AI transparency statement. She told me she's glad for other instructors to use and adapt it, which is why the Word version is available on the Teaching Hub site.

How do you ask students to disclose their AI use on assignments? Do you use a form or statement like Kim does? And how do you foster open and honest conversations with students about AI? I'd love to hear your experiences.

Thanks for reading

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