{"691368":{"#nid":"691368","#data":{"type":"news","title":"Defining Learning in the Age of AI","body":[{"value":"\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EConversations about artificial intelligence in education are unfolding across Georgia Tech, influencing classroom experiences, shaping student behavior, and raising important questions about the future of learning.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003ETo address those questions, Provost Raheem Beyah convened the Committee on AI Instruction and Education, bringing together faculty, staff, and students to help inform how the Institute can lead in the age of AI. The committee aimed to equip instructors and students with the strategies, tools, and judgment needed to use AI responsibly and effectively.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EDuring the College of Lifetime Learning symposium, \u003Cem\u003ESkilling, Upskilling, and Reskilling in the Age of AI\u003C\/em\u003E, committee members shared perspectives from their subcommittee work. Together, their insights highlighted how Georgia Tech is exploring ways to enhance learning with AI while preserving the critical thinking and human judgment that define a Georgia Tech education.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003E\u003Cstrong\u003EAI\u0027s Role in Teaching and Learning\u003C\/strong\u003E\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EFaculty perspectives on AI vary widely. Some remain cautious, while others are experimenting with new approaches tailored to their disciplines.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003E\u0022It goes all the way from some saying, \u0027over my dead body,\u0027 to others who are really embracing it,\u0022 said Matthieu Bloch, associate dean for Academic Affairs in the College of Engineering and leader of the AI for Teaching and Learning subcommittee. \u0022We\u0027re not a monolithic group, and that means we\u0027ll move forward with very different perspectives on what AI can do, both for good and for bad.\u0022\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EThose differences often reflect what faculty teach, how they teach it, and how AI is reshaping the skills their courses are designed to develop.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EStudents, meanwhile, are already integrating AI into their daily learning.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003E\u0022Georgia Tech students often have a large language model open during lecture,\u0022 said computer science major Rocio Perales Valdes, who led the student subcommittee. \u0022If they don\u0027t quite catch something, they\u0027ll ask it questions in real time.\u0022\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EBut that convenience also prompts reflection. Many students, she said, are actively considering when AI supports learning and when it might undermine it.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003E\u003Cstrong\u003ESupporting Teaching in a Changing Environment\u003C\/strong\u003E\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003ETo help faculty navigate this rapidly evolving landscape, David Joyner, interim vice provost for AI in Education, is leading a curricular task force developing a classroom AI playbook. The resource will document instructional approaches, highlight effective practices, and help instructors adapt strategies to their own learning environments.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EThat effort complements initiatives across the Institute, including faculty fellowships and projects focused on designing AI-supported learning experiences.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EIn the coming months, access to the virtual teaching assistant Jill Watson will expand to more courses. In the College of Lifetime Learning, researchers are studying and piloting an AI tutor designed to support learning, critical thinking, and problem-solving. Other projects are exploring how AI chatbots can use Socratic questioning, hints, and feedback to support formative assessment; how AI-enhanced learning analytics tools can improve student outcomes; and how AI-based leadership assessments and AI-assisted courses can expand educational opportunities.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EEfforts such as the Bill Kent Family Foundation AI Fellowship further demonstrate Georgia Tech\u0027s commitment to thoughtfully integrating AI into education. The 2025 cohort supported faculty members from the Colleges of Computing, Engineering, Design, and Sciences in developing student-centered AI tools for classroom use.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EInsights from external partners reinforce that direction. Employers value Georgia Tech graduates not only for their familiarity with AI, but also for their ability to apply it thoughtfully in real-world settings.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003E\u0022They believe our graduates will understand AI and know how to use it effectively,\u0022 said \u0026nbsp;Lizanne DeStefano, a professor in the School of Psychological and Brain Sciences,\u0026nbsp;who led the AI Outside Georgia Tech subcommittee\u0027s work.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EAt the same time, DeStefano said, organizations are turning to Georgia Tech for guidance on AI adoption, including frameworks, policies, and implementation strategies. Bloch, DeStefano, and Joyner agree that the Institute needs a clear framework for evaluating learning in the age of AI, one that defines what distinguishes a Georgia Tech education.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EJoyner emphasized the importance of balancing immediate action with long-term planning, so current students graduate prepared for a changing workforce.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003E\u0022Our value has never been in the content we teach students, but in the learning experience we give them as they learn that content,\u0022 he said. \u0022Building something cool doesn\u0027t change as the tools you use improve, whether that\u0027s hammers, nails, code, or AI.\u0022\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EBloch said preparing students for the workplace requires a shift in how they approach AI.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003E\u0022We should let them use AI in a learning environment where they are mentally engaged, analyzing critically, and applying thoughtfully,\u0022 he said. \u0022That helps them continue growing after they leave college.\u0022\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EBoth Bloch and Joyner emphasized that students must learn how to evaluate prompts, assess responses, and apply sound judgment as they develop expertise in their fields. DeStefano added that educational institutions must continue cultivating leaders who ask their own questions and pursue their own answers, using AI as a tool rather than a substitute for thinking.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EPerales Valdes emphasized what makes education meaningful.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003E\u0022We need to ensure that students have access to trusted experts in whatever field they want to pursue and that they develop enough agency to want to learn,\u0022 she said. \u0022Getting information with AI is easy, but engaging with it and making it your own is still part of the learning you do as a human.\u0022\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003E\u003Cstrong\u003EExpanding Access and Opportunity\u003C\/strong\u003E\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EThe conversation extends beyond campus.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EDeStefano emphasized the importance of addressing gaps in K-12 access to AI education, noting that policies and practices vary widely among school districts. Without early exposure to AI tools and concepts, students may arrive at college with significantly different levels of preparation.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EJoyner highlighted AI\u0027s potential to expand access to education by helping students build foundational knowledge, identify learning gaps, and navigate academic challenges. Realizing that potential, however, requires intentional design that avoids reinforcing existing inequities.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EFrom a student perspective,\u0026nbsp;Valdes believes Georgia Tech can also help develop approaches for evaluating AI use while preserving originality, creativity, and pride in one\u0027s work.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EAcross the committee\u0027s work, a common theme\u0026nbsp;emerged: The value of a Georgia Tech education lies not in access to information, but in how students learn to question, apply, and refine that information.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cp lang=\u0022EN-US\u0022\u003EIn the age of AI, the educational experience may be evolving, but its purpose remains the same: preparing students to think critically, act intentionally, and use powerful tools without losing sight of their own judgment.\u0026nbsp;\u003C\/p\u003E\u003C\/div\u003E","summary":"","format":"limited_html"}],"field_subtitle":"","field_summary":[{"value":"\u003Cdiv\u003EGeorgia Tech is exploring how AI can enhance learning while preserving the critical thinking and judgment that define the educational experience.\u003C\/div\u003E","format":"limited_html"}],"field_summary_sentence":[{"value":"Georgia Tech is exploring how AI can enhance learning while preserving the critical thinking and judgment that define the educational experience."}],"uid":"33969","created_gmt":"2026-07-30 21:37:38","changed_gmt":"2026-08-03 18:44:59","author":"ymrv3","boilerplate_text":"","field_publication":"","field_article_url":"","location":"Atlanta, GA","dateline":{"date":"2026-08-03T00:00:00-04:00","iso_date":"2026-08-03T00:00:00-04:00","tz":"America\/New_York"},"extras":[],"hg_media":{"680733":{"id":"680733","type":"image","title":"StayOfAIPanel-2026.jpg","body":null,"created":"1785447468","gmt_created":"2026-07-30 21:37:48","changed":"1785447468","gmt_changed":"2026-07-30 21:37:48","alt":"Five panelists seated on stage during the State of AI discussion.","file":{"fid":"265040","name":"StayOfAIPanel-2026.jpg","image_path":"\/sites\/default\/files\/2026\/07\/30\/StayOfAIPanel-2026.jpg","image_full_path":"http:\/\/hg.gatech.edu\/\/sites\/default\/files\/2026\/07\/30\/StayOfAIPanel-2026.jpg","mime":"image\/jpeg","size":2875278,"path_740":"http:\/\/hg.gatech.edu\/sites\/default\/files\/styles\/740xx_scale\/public\/2026\/07\/30\/StayOfAIPanel-2026.jpg?itok=S4jNjw3c"}}},"media_ids":["680733"],"groups":[{"id":"660375","name":"Lifetime Learning"}],"categories":[{"id":"194606","name":"Artificial Intelligence"},{"id":"42911","name":"Education"},{"id":"132","name":"Institute Leadership"}],"keywords":[{"id":"193860","name":"Artifical Intelligence"},{"id":"10363","name":"critical thinking"},{"id":"194394","name":"AI in Education"}],"core_research_areas":[],"news_room_topics":[],"event_categories":[],"invited_audience":[],"affiliations":[],"classification":[],"areas_of_expertise":[],"news_and_recent_appearances":[],"phone":[],"contact":[{"value":"\u003Cp\u003E\u003Ca href=\u0022mailto:ymrv3@gatech.edu\u0022\u003EYelena M. Rivera-Vale\u003C\/a\u003E\u003Cbr\u003ECommunications Program Manager\u003Cbr\u003ECollege of Lifetime Learning\u003C\/p\u003E","format":"limited_html"}],"email":[],"slides":[],"orientation":[],"userdata":""}}}