Abstract: Design of Learning Environments in the Age of AI - What to Keep and What to Leave Behind?
Generative AI is transforming higher education at a pace that forces us to rethink more than just assessment. It challenges what we teach (curriculum), how we teach (pedagogy), and even what it means to know (epistemology).
The presentation focuses on pedagogy—specifically, how to design learning environments that preserve the best of our traditions while embracing the opportunities AI brings. I will argue that this disruption is our chance to revive Humboldt’s vision of uniting research and teaching, using AI to make scientific education accessible to all students—not just future researchers.
Drawing on examples from collaborative and project-based learning in Australian universities, I will show how AI can be woven into authentic inquiry and problem-solving.
Finally, I will explore a profound shift already underway: from learning design for students to learning design by students. Framed through research on self-regulation and epistemic aptitudes, this shift invites us to reconsider our role as educators.
The session will close with concrete suggestions for what to preserve, what to adapt, and what to let go in the AI era.
About Peter Reimann
Peter Reimann is Professor at the School of Education and Social Work, The University of Sydney, Australia and co-director of the Centre for Research on Learning and Innovation (CRLI).
His primary research areas has been cognitive learning research with a focus on educational computing, multimedia-based and knowledge-based learning environments, e-learning, and the development of evaluation and assessment methods for the effectiveness of computer-based technologies. Current research activities comprise, among other issues: the analysis of individual and group problem solving/learning processes and possible support by means of ICT; and, analysis of the use of mobile IT in informal learning settings.
Contact information
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