What does it mean to prepare people for a future that keeps changing? On Infinite Stream, I talk with educators, librarians, and people exploring what new technologies make possible.
These conversations live alongside From AI Literacy to AI Fluency. Some begin in a classroom or library. Others look toward the next version of the internet. They return to many of the questions in the book: how do we learn, who gets to participate, and what is worth building?
All seven published episodes, newest first. Listen here or open an episode in Apple Podcasts.
Teaching · Institutional change
44:57
Peter Shea
AI integration at Middlesex Community College
Why AI Transformation Is a Human Problem
Peter and I talk about the people behind institutional change: their anxieties, familiar teaching practices, and reasons to try something new. We explore writing feedback, assessment, workforce learning, and the divide between people who can use AI effectively and those who cannot.
The Intelligent University imagines an institution that changes with its students. This conversation brings that ambition back to the work of helping colleagues begin. The Intelligence Gap asks who gets the access and encouragement to take part.
AI learning and community engagement at the University of Baltimore
The Messy Middle of AI Adoption
What does a university need beyond a collection of AI workshops? Jessica and I discuss building an AI center around the needs of faculty, staff, students, and the surrounding community. The conversation moves from assessing readiness to breaking down silos and making AI education serve a public purpose.
AI Corps and Building the Imagination Lab ask how AI learning can reach beyond the people already seeking it out. Jessica’s work offers a practical companion to that question: listen to a community, build opportunities to learn, and examine whether they help.
David and I explore the accelerating capabilities of AI, what people can do with these tools, and the social and ethical questions that follow. We also consider the cost of access and the possibility that people will experience this transition very differently.
Read this alongside The Superintelligence Race and The Intelligence Gap. Both essays ask how educators and librarians can prepare people for powerful systems while paying attention to who benefits. This June 2025 conversation captures expectations at that moment; its forecasts are part of the discussion, not settled outcomes.
Scott and I discuss whether universities can adapt quickly enough to AI. Starting with his essay “Are You Ready for the AI University?,” we explore curriculum, assessment, administrative work, and the risk of a widening gap between institutions with different resources.
The Intelligent University takes up the same institutional question: what would change if a university treated AI as a reason to rethink education? The Intelligence Gap brings that question down to the opportunities available to individual students.
Cortney and I look beyond the familiar screen to explore spatial computing, AI, translation, and more personalized digital experiences. We also talk about critical thinking, echo chambers, and what these changes might mean for work and everyday life.
The Future of Creativity asks what happens when more people can give their ideas a form others can experience. This conversation extends that question into immersive spaces. What Is Worth Building? brings it back to purpose: who is the experience for, and what does it make possible?
AI educator and e-learning developer at University of Arizona Libraries
Generative AI Sparks New Library Frontiers
Nicole and I explore how libraries can help people understand and use generative AI. We discuss equitable access, approachable learning resources, and the challenge of teaching a technology that keeps changing. Critical evaluation and continued learning run through the conversation.
Trusted Guides asks what librarians need to offer beyond a static introduction to AI. Building the Imagination Lab carries that work into a place where learners can experiment. Nicole’s approach helps connect the teaching resources to the people who use them.
Chris and I discuss preparing students for a world shaped by AI, including Drake’s early work on AI education. We explore the combination of technical knowledge, creativity, critical thinking, and human skills students need, as well as the importance of learning across disciplines.
The Next Chapter asks how libraries can help students navigate the intelligence age. My Adventures in Teaching AI Fluency explores a response through making: students develop their judgment as they turn an idea into something another person can use.
Choose a conversation that speaks to something you care about. Read the related essay. Then bring one question to a colleague, try one idea with your students, or make something small enough to share. That is where listening becomes part of your own AI fluency.
