The Teaching, Learning, and Innovation Podcast

A n episode created by NotebookLM from a paper entitled Thinking—Fast, Slow, and Artificial: How AI is Reshaping Human Reasoning and the Rise of Cognitive Surrender.This is a pre-print paper hosted by The Wharton School.

An episode Jeff Galbraith created by uploading some of his materials he shares with students to NotebookLM. If focuses on a strategy for using AI as a tool for learning rather than for replacing learning activities.

A quick how-to for disabling editing, copying, and printing of PDF files in Moodle.

The third part of the long episode in which we reflect on the importance of the article to our work at GCC.

The third part of the long episode in which we answer research question #4

The third part of the long episode in which we answer research question #3.

The third part of the long episode in which we answer research question #2.

Part 2 of the long episode in which we answer the first research question.

Our 27-minute episode broken into smaller segments. this is the first section.

In June 2025, a pre-print article was released by a group of scholars working at MIT (and other universities). The article investigated the effects of LLM (ChatPGT) and search engines on adults' abilities to write essays. The article has been the focus of much chatter social media and other sites of interest to educators. In this episode, Catherine Gees, Gary Ackerman, and Jeff Gabraith describe and analyze the article.

The script of this podcast was generated from a blog post about John Dewey and reflections on his philosophies in an age of AI.

In this episode, which was generated by AI, is based on a blog post about Retrieval-Augmented Generation which is one way we generate text (and other media) in AI systems.

A strategy to help students become more independent

Problems are a terrific motivator of students learning.

Worked examples are an excellent way to demonstrate skill to students.

In this episode, Gary describes prequestining, a quick method for getting students reading for ereadings, lectures, or other activities.

Posing a fundamental question about human intelligence and artificial intelligence.

This episode introduces concepts maps as method of helping students visualize complex concepts or processes.

Learning is a process, this episode suggests how we can use AI as a tool to help us be effective learners.

Despite what many think, humans cannot focus on more than one task at a time. Her a quick rationale for avoiding it when you study.

Here why feedback helps you to learn and how you can give yourself and others good feedback.

Dr. Ackerman gives a rationale for participating in discussions and suggests some strategies for how to improve your participation.

There are two types of questions, according to Dr. Ackerman, and he has recommendations on how to use AI to answer both.

The AI we use us based in predictability. This podcast suggests a way to play with the predicability in the models.

AI can generate questions based on text you upload.

AI can help you improve you writing.

A brief look at how emotions affect learning.

Suggestions for faculty in integrating critical thinking into their courses.

Try this method of having students read a collection of articles (or parts of a chapter) together. Research suggests this is an effective method!

Artificial Intelligence for Learning: Ideas for Using AI to Help You as a StudentPreviewing what you are going to study can be as valuable as reviewing it. Check out a suggestion for how to prepare for class... in addition to doing the reading!

Artificial Intelligence for Learning: Ideas for Using AI to Help You as a StudentTell AI what you learned today as a method of reviewing.

Young-In Kim from the GCC library stops in to talk about the annual Student Symposium. Have a listen to understand what this event is and how you can participate.

Gary introduces Moodle to new faculty.

This episode introduces a Moodle lesson on online course design.

An episode on studying directed towards students.

I is greater than C is greater than A is greater than PKeep this relationship in mind when you are planning course, units, and lessons. The paper referenced is:Chi, M., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement and active learning outcomes. Educational Psychologist, 47, 177-188.You can find a copy here:https://dunkin.eeb.ucsc.edu/images/documents/The_ICAP_Framework_Linking_Cognitive_Engagement_to_Active_Learning_Outcomes.pdf

Gary Ackerman summarizes principles of multimedia design. Follow the rules to create effective presentations and videos.

A few suggestions for students on how to approach reading assignments.

A quick podcast giving a rationale for doing the readings before you arrive in class. Hey faculty, feel free to point your students to it.

In this episode, Gary Ackerman suggests we abandon the idea of learning styles, but keep the practice of using lots of different ways to interaction with material in our classrooms.

Dr. Gary Ackerman gives a brief rationale for using annotation in online courses. At GCC, faculty can use either:hypothes.isPerusall

On this episode of the TL&I Podcast, Dr. Ackerman sits down with intrepid professor of business at GCC, Jeffery Galbraith, about generative AI in education. Jeff talks about concerns he sees with the technology, as well as the positive changes it could mean for the education and business world. Created and hosted by Gary AckermanProduced by Alex Audette in the Multimedia Studios at Greenfield Community College in Franklin County, MA

On this inaugural episode of the TL&I show, Dr. Ackerman sits down with Alyssa Arnell, professor of history at Greenfield Community College, to discuss her encouraging students to use educational technology for her class projects. Appropriately enough, the pair spend most of their time discussing – what else? – podcasts in education, particularly their utility as an easy way to incorporate technology into group work. Created and hosted by Dr. Gary AckermanProduced by Alex Audette in the Multimedia Studios at Greenfield Community College in Franklin County, MA