AI Conversations: The Thinkers Who Shape Our Vision at LCS

This article is part of an ongoing series exploring how Lakefield College School is integrating artificial intelligence into learning. From innovative tools to ethical discussions, we offer a transparent look at AI's role in authentic, personalized education.

Curious about who shapes our thinking on AI at LCS? Three key voices consistently help us navigate classroom innovation while keeping student learning at the center. Here's a look at the thinkers whose progressive outlook on AI supports us in staying ahead in this fast moving field.

 

Through his Learning on Purpose Substack, Eric Hudson advocates for learning environments that prioritize the human skills AI cannot replicate: empathy, ethical reasoning, and creative problem-solving. As a facilitator for the LCS Summer AI Institute and a mentor to our staff AI committee, Hudson has guided faculty-led projects that explore AI's potential within our classrooms.

His approach reminds us that technology should deepen, not replace, human connection. His framework supports students in developing fluency with new technologies while also strengthening the critical thinking and ethical discernment that will remain essential, no matter how AI evolves.

Ethan Mollick, a professor at Wharton, has become one of the most cited voices in our faculty AI conversations. His One Useful Thing Substack and book Co-Intelligence laid the groundwork for many of the foundational discussions at LCS in the last year.

Mollick has a unique ability to communicate the speed of AI development through concrete examples. He highlights new capabilities in AI image generation and trials AI agents to perform complex reasoning tasks. More than just a commentator, he models experimentation. Mollick argues that if we want to prepare students for a world with AI, we must invite these systems into our work and learn what they can (and can't) do. He reminds us that the AI of today is the worst it will ever be; an invitation to lead rather than follow in shaping how these tools are used.

While we've previously detailed the Two-Lane Approach to assessment developed at the University of Sydney, their broader body of work continues to influence how we design innovative "Lane 2" assessments at LCS. These resources offer concrete advice for creating tasks that embrace AI while immersing students in authentic contexts.

The University of Sydney's framework shifts assessment focus toward the student's thought process, requiring reflection on when and why they engaged AI tools throughout their learning journey. This approach aligns with our belief that the most valuable assessments mirror real-world applications, helping students develop digital literacy skills essential for their futures.

We invite you to explore these thinkers' work and join us for our monthly parent Zoom call on May 6 where we will answer questions about how AI is being used in classrooms at Lakefield. In the meantime, take a look at the thinking that's inspiring us. These ideas aren't just interesting—they're shaping the way we teach, assess, and imagine what learning can be at LCS.