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Some Reflections on Learning and AI in 2025
Earlier this year, a question was posed to me – one that lodged itself under my skin, not because it was profound, but because it disappointed me. “Should learning be easy or hard?” I’ve never been one for deceptively simplistic binaries. To me, this question revealed something important: a conceptual flattening of what learning feels Read more
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Walking the Talk, Reflecting, and the Beginnings of AiTLAS
I haven’t blogged this term – not out of a lack of ideas, but because Term 4 in Queensland operates on fast-forward. For my international readers, Term 4 represents the end of our school year. Term 4 for me felt like an eight-week sprint to the end of the school year. The first two weeks Read more
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From Levels to Learning: Rethinking AI Assessment in History Departments
How do we meaningfully design assessment of and for learning when the presence of AI tools fundamentally changes the game? Earlier this term, I was invited to present to a group of school curriculum leaders who are preparing to reimagine assessment for the 2026 school year. The timing is both exciting and daunting. These leaders Read more
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On Bubbles and Burners: Teaching for Cognitive Friction in the Age of AI
We’re entering a moment in education where the learning process itself is up for renegotiation. With generative AI now accessible to every student with a keypad, the temptation is real: skip the hard part, avoid the struggle, bypass the friction. Tools like Gemini, ChatGPT and Claude are fluent, persuasive, and increasingly responsive — so, the Read more
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Healing History: A Student’s Phrase and the Purpose of Difficult Pasts
A student’s wisdom from within our class yarning circle “History isn’t just about what happened. It’s about what we do with it.” We talk a lot about AI in education right now – and yes, I use it in my planning, research, and even in drafting reflections like this one. But for all its convenience Read more
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The Strawman Problem: What the binaries of the EI vs Inquiry Debate Get Wrong
There’s something brittle about education’s recurrent discourse around Explicit Instruction (EI) and Inquiry. For all the energy it generates, the debate feels stale – locked in false binaries and riddled with misrepresentations. Lately, I’ve been returning to the work of Sweller, Dreyfus, and especially John Dewey, trying to find a more honest, rigorous way forward. Read more
© 2025 Vince Wall
Disrupted History 