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During the March 27, 2026 meeting, Instructional Innovation Fellows examined approaches to ensuring student access to all proposed course material, even with limited in-class time, and considered how AI can be integrated into language learning.

Animation Specialist Koby Leff and Manager of Faculty Development Joan Giovannini explore the growing role of generative AI in higher education, particularly in the creation of instructional videos. They argue for the irreplaceable value of human creativity and pedagogical intent; while AI tools promise efficiency and convenience, they cannot replicate the nuanced storytelling, emotional connection, and instructional design that faculty bring to their teaching.

This video essay emphasizes that video production is not merely a technical task but a communicative process rooted in human connection

The IVCN met up again on Feb. 17th to begin their second semester of discussing video content creation and best practices. In this session, contributors laid out goals for the Spring semester, discussed project management and the benefits of a digital “whiteboard” to move projects from concepts to deliverables.

I am passionate about writing, especially academic writing. Imagine my chagrin in Spring 2024 when I achieved a longtime dream of teaching a college course a little more than a year after the groundbreaking release of ChatGPT 3.5.

Navigating the implications of recent digital innovations can be enough to make a newbie college instructor throw their hands up in defeat. As a lecturer teaching in Developmental Disabilities and Human Services, the landscape of teaching has been transformed by shifting norms of attention and the rise of AI. 

Instructional Innovation Fellows share a commitment to students’ sense of safety, motivation, and belonging. During the February 13, 2026 meeting, Fellows discussed career education, un-grading, and social-emotional learning in higher education 

What the Text is About:  In part one of this series of video essay recommendations, we focused on simple, informational videos. The presenter’s tone and personality always help to retain our attention, but the star of the show is the educational content, not the presenter.

In part two, we’ll explore an alternate possibility: videos where the presenter takes center stage and their personal relationship to the content matters most to the audience. These videos are more immersive than the initial examples; their creators break the standard lecture format until the audience loses the self-conscious

What the Text is About: In this final part of the series, we explore how graphics and animations can serve not just to up the entertainment value of our videos and save us the trouble of recording ourselves, but also help our students grasp complex concepts. Animated videos like these often make their way even into synchronous, in-person classes because their capabilities have no chalkboard parallel.

This text explores how educators can more intentionally cultivate creative problem solving through collaborative learning in higher education. As students navigate a fast‑changing job market and the rapidly expanding influence of AI, they are increasingly asked to work in groups, tackle open‑ended challenges, and make sense of complex issues together.

In Cultivate Creative Thinking for the Future of Work, Puccio and Szalay (2025) draws on Ruth Noller’s formula for creativity and FourSight Model to introduce six strategies that help learners develop and practice team‑based creative problem

How many times have you seen "click here," "read more," or a full URL as a link on a webpage? While common, these links create unnecessary barriers for students. Users have to read the text around these links to find out the link’s destination and purpose. Especially for those using screen readers, reading the surrounding text adds friction. Descriptive links remove that friction and make course content easier to navigate for everyone.