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The Adaptive Enterprise: AI, Learning, and the Work of Making Sense
Jane Bozarth, ATD, 2026/05/04

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This article blends a bunch of things together. Let me tease them out. The first is the main point, that "AI is an amplifier, not a driver." We've been seeing this a lot; the human who needs the work done is the driver. "Judgment still requires context; context still requires experience." This isn't strickly true (context can come from anywhere) but human experience is the part of context AI cannot provide on its own. "Design experiences that build relationships as well as skills." Right. But do we need this? "Facilitate the conversations that support shared interpretation." This is based on the idea that "the center of the framework is human meaning-making." In other words, "meaning still emerges through human conversation and reflection." But (in my view) the task here isn't 'making meaning'. Anyhow, these are all blended together in what eventually becomes a word salad. 

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Claude Code's Limits Are Generous. The Problem Is Your Setup.
Paweł Huryn, The Product Compass, 2026/05/04

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This is the first part of a paid article but there's more than enough here to justify reading the free segment. I'm noting it here mostly for my own purposes. I found it after seeing an algorithm-recommended LinkedIn post that referenced some of the approaches but did not link to actual code; it turns out that the content was lifted word for word from this article without attribution. It's a list of methods people can use to optimize their Claude usage so their requests don't consume so much computer time and token use. It looks like good stuff. I use the cheapest possible Claude plan so this will help a lot. Maybe.

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Beyond Cognitive Load Theory
The Education Contrarian, 2026/05/04

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This article offers a much-needed corrective to the application of cognitive load theory in education, based on a paper on the same subject by the author and colleagues. "The core concern is not that CLT is totally wrong or irrelevant, but that it is radically incomplete, and that treating it as a general theory of education distorts both pedagogy and teacher understanding." In particular, "Children are not fragile information processors waiting to be protected from difficulty. They are unusually exploratory, socially attuned, and cognitively plastic... We propose treating learning as a dynamic interaction between cognitive, emotional, social, and self-regulatory processes, unfolding across development." That's actually about as far from cognitive load theory as you could get, but it's accurate.

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