A Card Deck For Educators: Human-Centered Learning in the Age of GenAI
Carter Moulton
Hi folks,
I wanted to share a project I've been working on that might resonate with folks here who are thinking through AI's role in education and how we can shift from avoidance and policing toward co-creation and critical engagement with our students.
Analog Inspiration is a 48-card deck designed to spark new conversations between educators and students. Each card pairs a human concept, value, or skill (e.g. "trust," "curiosity," or "agency") with practical ideas for integrating AI in ways that center that concept in the classroom. Some cards are instructor-facing; some are student-facing. I designed the card deck to be a part of the conversation about teaching and AI, to encourage teachers to gather together and hold insightful discussions about what makes teaching and learning a worthwhile human endeavor.
The cards work solo for brainstorming or (ideally) with peers and students for deeper conversations about what we're trying to preserve and cultivate in our learning environments. I'm doing a limited run of 100 physical decks (US Shipping only for now), plus digital versions and a free Google Sheet with 47 activity ideas. More info at http://analoginspiration.ai.
Would love to hear thoughts from anyone who's been navigating similar questions about genAI and education. One of my big concerns is the loss of relationships and belonging as we move toward screen-facilitated feedback and ever-scaled class sizes, so hopefully the deck can bring folks together to wrestle with these questions in community.
Best,
Carter
Carter Moulton
Loscocco, Karyn
Karyn Loscocco (she/her)
Professor, Dept. of Sociology
Affiliate Faculty, Dept. of Women’s, Gender & Sexuality Studies
Arts & Sciences 321, University at Albany
1400 Washington Ave
Albany NY 12222
Author of Race & Work: Persistent Inequality (Polity Press)
Loscocco, Karyn
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Peter Felten
Peter Felten
Executive Director, Center for Engaged Learning
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Cynthia Korpan
Expanding peer observation of teaching and learning through cross-institutional collaboration
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research: The use of a self-study methodological approach to teaching documentation
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Ihas, Dijana
Dear Karyn,
I usually don’t respond to IsoTLE exchanges—simply due to time—but this one caught my attention. In music, which is my discipline, we speak and write a great deal about “pedagogy,” and over time I’ve come to realize that there are subtle but important distinctions between education, pedagogy, and teaching. These distinctions already become apparent in the etymologies of the terms.
I recently wrote the following paragraph on this topic:
The term education derives from the Latin educare, meaning “to lead out” or “to draw forth,” suggesting the development of inherent abilities. Pedagogy, from the Greek paidagōgía, literally “the act of leading a child,” refers to the guided and structured process through which learning is directed. Teaching, rooted in the Old English tǣcan, meaning “to show” or “to point out,” emphasizes demonstration and the practical transmission of knowledge. Together, these etymologies distinguish education as cultivation, pedagogy as guidance, and teaching as demonstration.
Because of this, when I see the term “pedagogy” used in IsoTLE messages, I sometimes find myself wondering which aspect is being referenced: drawing out, guiding the student, or making learning accessible. I offer this simply as a clarification of thinking.
Wishing you all the best,
Dijana Ihas