iiinova — where your digital self keeps evolving

Jason Gulya @jasongulya.bsky.social · 14/09/2026

Maybe it's just me. But increasingly, I think that working with LLMs -- by which I mean, doing deep work while LLMs invade my work space and the apps I use -- requires learning how to sustain and control my own attention.

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Jason Gulya @jasongulya.bsky.social · 02/09/2026

This semester, I'm adding a section to my course syllabus on the "right to ask" about the process behind products. higherai.substack.com/p/the-right-...

higherai.substack.com

The “Right to Ask” in the Process-Focused Classroom

In this article, I go over a quick addition I made to my course syllabus this semester.

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Jason Gulya @jasongulya.bsky.social · 28/08/2026

Yesterday, I talked to 60 grad students about AI. We talked about how "responsible use" depends on context -- what discipline we're working within, what we are trying to achieve, the ethical standards of our field, etc. That's why we did more learning-scenarios than anything else. (1 is below)

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Reposted by Jason Gulya

Derek Bruff @derekbruff.bsky.social · 13/08/2026

Today on the podcast, I talk with @jasongulya.bsky.social about the ways he has adapted his teaching to respond to AI—and to push back against the transactional nature of higher ed. It’s all about student agency. www.buzzsprout.com/2069949/epis...

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Jason Gulya @jasongulya.bsky.social · 13/07/2026

When it comes to teaching process, who creates the process matters. There are instructor-created, student-created, and co-created processes. And we lump them all together.

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Jason Gulya @jasongulya.bsky.social · 09/07/2026

A couple of weeks ago, I travelled to iHeart Radio in NYC, to talk about AI and education. Here’s the full interview for anyone interested: m.youtube.com/watch?v=pn7q...

m.youtube.com

Experiential Learning in the Age of AI with Jason Gulya

YouTube video by 103.5 KTU

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Jason Gulya @jasongulya.bsky.social · 08/07/2026

One of college’s jobs is to cultivate countercultural cultures — learning communities that push against the trajectories of society in order to throw those trajectories into sharper relief and encourage students to better understand them and how they shape their actions.

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Jason Gulya @jasongulya.bsky.social · 06/07/2026

For me, reading and assessing student work is, above all else, a way to get to know my students and to better understand their cognitive stories. That's why I worry about what happens when we normalize handing off feedback to an AI program. I worry that I won't know my students as well.

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Jason Gulya @jasongulya.bsky.social · 04/07/2026

I'm a big believer of transparency in the classroom, with AI or anything else. But I also think we need to be very careful about how much cognitive and interpretive load this puts on our students.

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Jason Gulya @jasongulya.bsky.social · 03/07/2026

Does grading show what we value? Or does grading degrade what we value? I think a lot of how we approach teaching process and metacognition in an age of automation and convenience comes down to how we approach these questions. And unfortunately, it's possible that the answer is yes to both.

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Reposted by Jason Gulya

Chronicle of Higher Education @chronicle.com · 02/07/2026

AI is upending teaching practices, but professors say administrators remain largely oblivious to how much time faculty members spend redesigning their courses. That and more in our Teaching newsletter. Sign up today. chroni.cl/4eW6wDC

chronicle.com

How AI Is Forcing Professors to Overhaul the Way They Teach

Whether they are AI-proofing courses or incorporating AI into assignments, instructors are spending a lot of time revamping their teaching.

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Jason Gulya @jasongulya.bsky.social · 01/07/2026

It's been such a pleasure being a fellow with Norton and getting to see the framework for AI-aware teaching that Annette Vee, Marc Watkins, and Derek Bruff have been creating.

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Jason Gulya @jasongulya.bsky.social · 26/06/2026

If you ever truly want to see a group of angry, disillusioned educators ... show them what has become of Grammarly. I'm not kidding. If you haven't looked at it recently, I highly recommend taking a look at it.

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Jason Gulya @jasongulya.bsky.social · 26/06/2026

Here’s what I’m thinking about today. I think we need to find ways to highlight the crutches we often rely upon — including traditional grades and plagiarism checkers like TurnItIn — so that we can focus on different accountability measures.

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Jason Gulya @jasongulya.bsky.social · 24/06/2026

Yesterday, my Berkeley students took over an iHeart studio and talked about what advice they would give to professors teaching their courses. One of my students, Bianca, talked about moving away from lectures and creating hands-on experiences that encourage them to grapple and problem-solve.

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Jason Gulya @jasongulya.bsky.social · 24/06/2026

Excited to have this book out in the world. My chapter is on "Inside Out" and other animated film, within the allegorical tradition.

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Jason Gulya @jasongulya.bsky.social · 23/06/2026

Going into NYC today to record for a radio show, talk about AI and education, and meet 2 of my Berkeley students IRL.

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Reposted by Jason Gulya

John Warner @biblioracle.bsky.social · 22/06/2026

If a high school says they value teaching writing, but their teachers have a student load over 100 the school is either lying or operating outside of their stated values. In schools where teachers are given the time and resources to do their work with an appropriate load, learning happens.

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Jason Gulya @jasongulya.bsky.social · 22/06/2026

And here is OpenAI telling me they have a pretty cynical understanding of what “intelligence” is, without explicitly stating it. I can go into ChatGPT and generate an answer to whatever I want. Or I can give them some money and they’ll add some intelligence to it.

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Jason Gulya @jasongulya.bsky.social · 18/06/2026

No... Stanford students are not "selfish" or "stupid" because they walked out on Sundar Pichai. And treating the fact that 3 billion people will (undeniably) benefit from AI isn't backed by ... well ... anything.

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Jason Gulya @jasongulya.bsky.social · 13/06/2026

I write this all the time on student work: “Before we give this a Complete and move on, I want to chat.” Sometimes, I have questions about their process. Or I haven’t really seen evidence of learning. Or I think they may have over-used AI. I don’t think asking for more is unreasonable.

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Jason Gulya @jasongulya.bsky.social · 11/06/2026

Maybe the trick isn’t to offload grading to an AI program, so that we can spend our time on the more human parts of our job… (I see that assumption all the time, in pitches for AI products and AI graders.) Maybe the trick is to make grading more human.

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Jason Gulya @jasongulya.bsky.social · 09/06/2026

In a recent Inside Higher Ed survey, 4% of Chief Technical Officers said that higher ed has been an effective voice, when it comes to AI. 4%… 4%…

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Jason Gulya @jasongulya.bsky.social · 09/06/2026

Come listen to me chat about AI, higher education, and the future of LMSs, on Inside Higher Ed's webinar, on Wednesday: urldefense.com/v3/__https:/...

urldefense.com

Captioning for the deaf and hard of hearing is provided by Ai-Media for all Inside Higher Ed webcasts. Transcripts available upon request.

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Reposted by Jason Gulya

John Warner @biblioracle.bsky.social · 08/06/2026

Personally, I would put the final theory first - the curriculum most students have experienced does not allow them to practice the kind of reading (or writing) expected of them in college. It predates smartphones. Also, I've had an iPhone longer than any of these students and I can still read.

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Jason Gulya @jasongulya.bsky.social · 07/06/2026

The Liberal Arts are all about slowing down, even when society wants us to go faster and faster. That's not a liability. That's extremely valuable.

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Jason Gulya @jasongulya.bsky.social · 05/06/2026

Metacognition isn’t something we can build in isolation. It’s social. It’s about narrative-building and empathy.

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Jason Gulya @jasongulya.bsky.social · 04/06/2026

We need to normalize saying “I’m going to do this myself with no AI, because it looks fun or interesting.” Not everything needs to be about efficiency or outcomes. Sometimes, it can just be about joy.

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Jason Gulya @jasongulya.bsky.social · 01/06/2026

Great conversation with friends, about the value of Liberal Arts in The Age of AI. I argued that our value rests (partially) in our countercultural nature. www.youtube.com/watch?v=AnQG...

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Jason Gulya @jasongulya.bsky.social · 01/06/2026

Setting boundaries is one of the most under-rated skills out there, especially when it comes to working with AI programs.

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Jason Gulya @jasongulya.bsky.social · 27/05/2026

The pope's take on AI, education, and society may become required reading for my students. Personally, I sent it to all of my AI-Powered Communication students on Tuesday, right after the break.

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Jason Gulya @jasongulya.bsky.social · 27/05/2026

I feel like we’re all going to need to teach patience, especially now that we’re surrounded by programs and agents that are designed specifically to test that patience.

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Jason Gulya @jasongulya.bsky.social · 25/05/2026

I’m collecting strategies and perspectives, on teaching process and the transactional model of education. (This is for my book, with University of Oklahoma Press.) Here’s the form, for anyone who wants to share (and potentially be mentioned in the book)! forms.gle/7ZaRm4HBexor...

forms.gle

Teaching Process

This is a form for collecting strategies for a book on process-focused teaching.

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Jason Gulya @jasongulya.bsky.social · 24/05/2026

Just a reminder that one of the greatest achievements in the history of metacognition was the blank page in “Tristram Shandy” (1759-1767). When writing about Shandy being overcome by emotion, the narrator can only represent his consciousness with a blank page.

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Jason Gulya @jasongulya.bsky.social · 23/05/2026

A book I keep coming back to, when I think about teaching process and whether grades get in the way.

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Jason Gulya @jasongulya.bsky.social · 23/05/2026

There is a low-key paradox in teaching metacognition. 1. What scholars call “self-explanation” is pivotal for teaching it. 2. For “self-explanation” to work, the audience must be the person explaining it. Not the teacher. Not an assessor. So, we have to create “off-stage” spaces.

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Jason Gulya @jasongulya.bsky.social · 23/05/2026

Sometimes, when I do a book review, I ask to get paid in books rather than money. These ones are thanks to University of Toronto Press.

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Jason Gulya @jasongulya.bsky.social · 22/05/2026

I cannot tell you how many times the Liberal Arts has saved me. How many times I felt abandoned, alone, or weird and I found solace in someone else who so openly wrestled with the ambiguity of their human condition.

nytimes.com

Video: Opinion | A Defense of a Liberal Arts Education in the Age of A.I.

Making the case for a ‘useless’ education.

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Jason Gulya @jasongulya.bsky.social · 22/05/2026

Personally, I think responding to grade inflation by capping grades like this is a big mistake, and will make colleges even more cut-throat and grade-centered than they already are.

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Jason Gulya @jasongulya.bsky.social · 22/04/2026

“Teach thinking” becomes “think like me” very quickly. That’s why we need to design for cognitive inclusivity. Otherwise, we just swap out one form of compliance for another.

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Jason Gulya @jasongulya.bsky.social · 22/04/2026

One of the benefits of process-focused teaching (which I rarely see talked about) is that it treats concepts like metacognition and academic intrgrity as embedded practices — as considerations at the very moment we’re creating a process, rather than add-ons to consider after a product is created.

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Jason Gulya @jasongulya.bsky.social · 20/04/2026

Here is a conversation I had with some awesome people, about what the human advantage will be (if anything) going forward.

m.youtube.com

Knowledge Is Dead. Here's What Actually Matters Now.

YouTube video by Insight Jam

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Jason Gulya @jasongulya.bsky.social · 14/04/2026

Here's a question I think about a lot. How do we teach process without policing process? (I think there are quite a few answers, in post-process theory and Writing Studies. I think the big question is how we expand/adapt those answers.)

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Jason Gulya @jasongulya.bsky.social · 12/04/2026

Philosopher Donald Schon distinguished between reflection in action and reflection of action. REFLECTION IN ACTION takes place during the creative process. REFLECTION OF ACTION takes place after the creative process. It doesn’t seem difficult, to me, to relate this to The Age of AI.

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Jason Gulya @jasongulya.bsky.social · 11/04/2026

I think we’re going to have a really difficult time teaching process-creation, deep thinking, and metacognition if we don’t serious commit to grade reform.

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Jason Gulya @jasongulya.bsky.social · 11/04/2026

I was interviewed for this The Chronicle of Higher Education report on AI and assessment: lnkd.in/eXrN-FHi I talk about my nagging concern that we’ll use AI to double down on disengaged, “schoolish” education.

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Jason Gulya @jasongulya.bsky.social · 05/04/2026

It’s great to see tech bosses espouse the value of things like “Renaissance learning.” But I do want to emphasize that (1) the Liberal Arts has a long and rich history of doing exactly this kind of thing and (2) we are being gutted at an alarming rate.

forbes.com

Google's Head Of Learning Says AI Can't Solve Education's Real Problem

Ben Gomes spent 21 years building Google Search. Now he argues the most important thing in education is something no algorithm can replicate.

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Jason Gulya @jasongulya.bsky.social · 02/04/2026

What happens when we encourage students to create processes not only with the end-product in mind, but whether that process is helping them develop skills in a cognitively healthy way? This question links process-creation to metacognition.

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