Read and reflect

Read and reflect

by Ephraim Fuks -

  1. I am positive about using AI for instruction and learning.

In instruction, AI contributes to the broader mix of teaching methods. It can help teachers reflect on what to teach, explore innovative ways of teaching, and strengthen more traditional forms of instruction.

In learning, AI can help learners become more fluent and independent in what they need to master. It can provide repetitive practice with immediate feedback and ask reflective, deeper-level questions that strengthen and consolidate learning.

At the same time, I also see the risks: AI may be used by instructors who are insufficiently skilled in applying it effectively, which can waste time and resources for both teachers and learners.

  1. I am positive about using AI for course development.

I am a strong supporter of the 4C/ID model developed by Jeroen van Merriënboer. AI can deliver impressive results when developing task materials for this model, particularly in the fields of law and taxation.

For example, I used Perplexity Pro and was impressed by both the support it provided in formulating effective prompts to produce tasks as well as by the produced tasks themselves.

  1. Instructors and course developers in law and tax are still, to put it mildly, hesitant to use AI.

The more specialized the field, the more AI tends to be ignored. In my experience, highly specialized experts in law and taxation are often not the strongest instructors. The complexity of their field places a heavy cognitive burden on them, leaving little time to focus on developments in instructional design, let alone AI.

One possible way to strengthen their AI expertise for teaching is to encourage them to join professional learning communities where they can interact with peer instructors and fellow legal/tax specialists.

  1. AI-enhanced professional learning communities: A New Era of Personalized Teacher Education
    M. Arefian (2026)

  2. Link to article

This article discusses some ideas that may also be valuable when legal/tax specialists instructors participate in professional learning communities.



Read and reflect

by Dr. Nellie Deutsch -

Hi Ephraim,

It is encouraging to see such a balanced and thoughtful perspective on the role of AI in modern education. Your focus on the 4C/ID model is particularly relevant, as the complexity of designing authentic learning tasks in specialized fields like law and taxation can be immense. AI serves as a powerful partner in breaking down that cognitive load, allowing experts to focus more on the nuances of their field while the technology assists with the structural demands of instructional design.

The potential for AI to foster learner independence through immediate feedback and deeper questioning aligns perfectly with the goals of effective pedagogy. It shifts the role of the instructor from a primary source of information to a facilitator of mastery. This transition is essential for helping students become more fluent and confident in high stakes environments where precision is non negotiable.

Your point regarding the hesitation of subject matter experts is a significant hurdle that many of us face in teacher education. When the subject matter is as dense as taxation or law, the added layer of learning new technology can feel overwhelming. Professional learning communities (PLCs) offer a vital solution here. By participating in these spaces, instructors can move beyond the "risks" of ineffective application and instead find streamlined, peer supported ways to integrate these tools.

Thank you for sharing the reference to the article by M. Arefian. Exploring how AI can personalize teacher education within these communities is a timely and necessary pursuit. It is through these collaborative efforts that we can ensure AI is used to enhance human expertise rather than simply adding to the noise of a busy classroom.