Y uno y el otro al final son lo mismo.

De 7 a 17 (Con la ayuda inestimable de una de mis primeras alumnas, de 18 años, que dirige una de las 3 mesas.

Partidas de 1:30 con D&D. En otros momentos he usado Kids on Bikes.

Si te has vuelto nazi puedes esperar cualquier cosa de mí menos que me mueva un puto milímetro en tu dirección. Aunque me lo pida un neoprogre millonario hipercool con sudadera.

At this point, our intro comp/first-year English course has been so heavily revised, it no longer includes a novel, or "extended reading" of any kind, no "specialized" or "historical" reading, mostly in-class assignments, no research essay...and we are still seeing a 40-50% rate of AI misconduct.

It's only a matter of time before humanities departments will be forced to accept AI-authored assignments, as part of revised university policy to cooperate with these billionaires. It's already happening, and our response needs to be decisive. Because our students' ability to *think* is at stake.

Universities are assembling larger and larger teams to deal with academic integrity issues--mostly focused on AI--while simultaneously holding AI "writing" contests, AI-themed events, "hey, come play with these fun tools!" The messages are so mixed, it's criminal. Because AI is bloated with money.

And I swear, once again, this is not dunking on kids. We are seeing this at all levels--even grad students. AI + social media has had a profound impact on how we think and process our world, and we can't stop to reflect on it, because billionaires keep hurling addictive tech at us.

I don't know how to teach students who hate reading/writing, when reading/writing are the foundations of what I'm supposed to teach. Yes, I engage with audio technologies, digital narratives, cinema, material culture...but it's all forms of reading. I just don't know what they want out of this.

I've never encountered more students who say they hate reading. Students who want to be teachers, writers, or both. I wonder if "hate" means "I have trouble reading," but I also talk with so many students who write in a genre but refuse to read in it. They can't see themselves in relation to others.

It's like they just keep...forgetting? Or they read the instructions and completely disregard them, even knowing that they can't pass the assignment without demonstrating really clear skills (citing material, writing on a course text, etc.). They just...don't do it. And don't seem to care.

I am forever explaining assignments which, to me, feel fairly basic. I do offer some creative options, which need a bit more context. But so many of my students seem unable to follow instructions, even when I return to them multiple times, write them down, or turn them into games or quizzes.

This is not a "students today" post--it's more "this is a new form of dysfunction" that doesn't look exactly like it's been in previous decades. It's more than just "first-year chaos." It's an across-the-board inability to process instructions, engage with longer texts, and *connect* with others.

Me voy a dirigir partidas de rol para 20 niños y niñas en 2 horas.

La mayoría tienen TEA,TDH y otras necesidades educativas.

Gusta tanto que los padres y madres quieren empezar a montar partidas para ellos.

¿Ronaldo el "gordo". Ronaldo el bueno. Ronaldo el mejor 9 que ha existido nunca. Ronaldo el de Ronaldinha en el Rayo femenino de Nueva Rumasa?

No,no me suena.

Ya que te has apalancado aquí al menos recoje los platos.