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PROFESSIONAL LEARNING CATALOG
Browse published courses and clearly labeled catalog directions. Available, in-development, and planned offerings remain visibly distinct so the catalog never implies a credential that Logos cannot yet issue.
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Education & Learning · Courses
CATALOG TAXONOMY
Only Education & Learning contains published courses today. The broader structure guides responsible expansion.
Use, build, and govern contemporary technology with practical evidence and accountable judgment.
Available nowDesign learning, assessment, and educational practice that make reasoning and growth visible.
PlannedEvaluate evidence, surface assumptions, weigh alternatives, and explain consequential decisions.
PlannedLead with clarity, communicate across differences, and make professional judgment inspectable.
PlannedBuild transferable capabilities through authentic work, reflection, and portfolio-ready evidence.
PROGRAM HIERARCHY
Names describe the scope of the learning and evidence. Issuance still requires the published policy for the specific program.
Focused learning experiences with defined outcomes, application, and completion requirements.
MicrocredentialsAssessed demonstrations of a specific, professionally relevant capability.
Professional CertificatesCoherent programs combining multiple capabilities and independently reviewed evidence.
Professional CredentialsLarger, governed programs integrating multiple certificates, substantial practice, and a capstone or portfolio review.
AVAILABLE NOW · 9 COURSES
The former Faculty Edition catalog is preserved here as a focused higher-education collection.
3 COURSES · HIGHER EDUCATION
Build clear, fair, philosophically grounded, and human-accountable approaches to AI-supported teaching, assessment, and academic practice.
Each published course has its own reviewed-completion pathway.
3 COURSES · HIGHER EDUCATION
Design learning activities, discussions, and rubrics that make meaningful reasoning and application visible.
Each published course has its own reviewed-completion pathway.
3 COURSES · HIGHER EDUCATION
Strengthen questioning, access, asynchronous learning, and accountable decisions in higher education.
Each published course has its own reviewed-completion pathway.
HIGHER EDUCATION COLLECTION
Build clear, fair, philosophically grounded, and human-accountable approaches to AI-supported teaching, assessment, and academic practice.
Version 1.0.0
A philosophy-grounded pathway for analyzing consequential AI decisions through competing ethical frameworks, justice and power, epistemic responsibility, human agency, objections, and revision.
Version 1.0.0
A reviewed, evidence-grounded pathway for evaluating and governing AI-supported teaching and assessment while preserving human authority, validity, privacy, accessibility, and learner agency.
Version 1.0.0
A reviewed pathway for replacing detector-centered academic-integrity practices with transparent expectations, evidence-centered assessment, proportionate review, learner explanation, and accountable human judgment.
HIGHER EDUCATION COLLECTION
Design learning activities, discussions, and rubrics that make meaningful reasoning and application visible.
Version 1.0.0
A reviewed pathway for designing assessment that preserves valid evidence of learning when generative AI can assist with planning, drafting, revision, and production.
Version 1.0.0
A reviewed pathway for designing rubrics that evaluate demonstrated reasoning, disciplinary judgment, and revision rather than format-following, word counts, or task completion alone.
Version 1.0.0
A reviewed pathway for replacing reply-count discussion routines with purposeful asynchronous dialogue that develops reasoning, social presence, and visible evidence of learning.
HIGHER EDUCATION COLLECTION
Strengthen questioning, access, asynchronous learning, and accountable decisions in higher education.
Version 1.0.0
A source-grounded professional learning pathway for designing Socratic prompts that help learners clarify claims, examine reasons, respond to objections, and revise ethical judgments.
Version 1.0.0
A reviewed pathway for applying accessibility, Universal Design for Learning, and inclusive course-design principles to asynchronous higher education.
Version 1.0.0
A reviewed pathway for using ethical frameworks, stakeholder analysis, evidence, objections, and revision to make and defend difficult instructional and institutional decisions.
PUBLISHING MODEL
Research, source curation, competencies, instruction, assessment, independent review, version control, credential governance, and public claims remain inspectable and separately approved.