Ideas have
histories.

Autio, C., Schwartz, R., Dunietz, J., Jain, S., Stanley, M., Tabassi, E., Hall, P., & Roberts, K. (2024). Artificial intelligence risk management framework: Generative artificial intelligence profile (NIST AI 600-1). National Institute of Standards and Technology. https://doi.org/10.6028/NIST.AI.600-1

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Bastani, H., Bastani, O., Sungu, A., Ge, H., Kabakcı, Ö., & Mariman, R. (2025). Generative AI without guardrails can harm learning: Evidence from high school mathematics. Proceedings of the National Academy of Sciences, 122(26), e2422633122. https://doi.org/10.1073/pnas.2422633122

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. https://doi.org/10.1007/BF00138871

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102

Boix Mansilla, V., & Duraising, E. D. (2007). Targeted assessment of students' interdisciplinary work: An empirically grounded framework proposed. The Journal of Higher Education, 78(2), 215–237. https://doi.org/10.1080/00221546.2007.11780874

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189X018001032

CAST. (2024). CAST Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/

Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: A meta-analysis. Review of Educational Research, 90(4), 499–541. https://doi.org/10.3102/0034654320933544

Darvishi, A., Khosravi, H., Sadiq, S., Gašević, D., & Siemens, G. (2024). Impact of AI assistance on student agency. Computers & Education, 210, 104967. https://doi.org/10.1016/j.compedu.2023.104967

Dewey, J. (1938). Experience and education. Macmillan. https://ruby.fgcu.edu/courses/ndemers/colloquium/experienceducationdewey.pdf

Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383. https://doi.org/10.2307/2666999

Harel, I. (2000, Spring). The three Xs. The Education Revolution, (29). https://www.educationrevolution.org/wp-content/uploads/2012/02/AERO_EdRev29.pdf

Harel, I., & Papert, S. (Eds.). (1991). Constructionism: Research reports and essays, 1985–1990. Ablex Publishing Corporation. https://books.google.com/books/about/Constructionism.html?id=2jMNAQAAMAAJ

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368

Hutchins, E. (1995). Cognition in the wild. MIT Press. https://mitpress.mit.edu/9780262581462/cognition-in-the-wild/

Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65–94. https://doi.org/10.1007/BF02299613

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall. https://learningfromexperience.com/research-library/the-process-of-experiential-learning/

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355

Lewis, K. (2003). Measuring transactive memory systems in the field: Scale development and validation. Journal of Applied Psychology, 88(4), 587–604. https://doi.org/10.1037/0021-9010.88.4.587

Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. https://doi.org/10.54675/EWZM9535

Mislan, R. P. (1999). The wonderful world of Windows: An interdisciplinary information system utilizing agent technology to provide a lead-learner in the facilitation of education [Master's capstone thesis/project, Ferris State University]. https://mislan.com/mislan/www/thesis/

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National Research Council. (2001). Knowing what students know: The science and design of educational assessment. The National Academies Press. https://doi.org/10.17226/10019

Rudolph, J. W., Simon, R., Dufresne, R. L., & Raemer, D. B. (2006). There's no such thing as “nonjudgmental” debriefing: A theory and method for debriefing with good judgment. Simulation in Healthcare, 1(1), 49–55. https://doi.org/10.1097/01266021-200600110-00006

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. https://doi.org/10.1007/BF00117714

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books. https://books.google.com/books?id=oYNHAAAAMAAJ

Schwartz, D. L., & Bransford, J. D. (1998). A time for telling. Cognition and Instruction, 16(4), 475–522. https://doi.org/10.1207/s1532690xci1604_4

Simkins, D. (2015). The arts of LARP: Design, literacy, learning and community in live-action role play. McFarland. https://mcfarlandbooks.com/product/the-arts-of-larp/

Soderstrom, N. C., & Bjork, R. A. (2015). Learning versus performance: An integrative review. Perspectives on Psychological Science, 10(2), 176–199. https://doi.org/10.1177/1745691615569000

Stasser, G., & Titus, W. (1985). Pooling of unshared information in group decision making: Biased information sampling during discussion. Journal of Personality and Social Psychology, 48(6), 1467–1478. https://doi.org/10.1037/0022-3514.48.6.1467

Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2(1), 59–89. https://doi.org/10.1207/s1532690xci0201_3

Tanner, K. D. (2013). Structure matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE—Life Sciences Education, 12(3), 322–331. https://doi.org/10.1187/cbe.13-06-0115

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Association for Supervision and Curriculum Development. https://www.ascd.org/books/understanding-by-design-expanded-2nd-edition