It's Academic

The development and capabilities of AI continue to grow faster than many of us can keep up. One new feature that I’ve found particularly startling is “agentic AI”. What sets agentic AI apart from a simple chat AI tool is its ability to actually complete tasks on its own. For example, you might ask an agentic AI to go to an online retailer and place a copy an item you specify into your cart. Asking the AI to “buy the best rated air conditioner on Walmart.com” and the it can actually manipulate your browser to do this. While this example doesn’t impact higher education much, it’s also possible to ask agentic AI to complete every quiz or discussion post in an online class. The student doesn’t even have to interact with the class in any way. I’ve tested this using an agentic AI browser called Comet Browser. With simple prompts on a chat window that loads on the right hand side of a browser the user can watch as the AI manipulates websites. The chat window even explains the process the AI is going through as it works.

Here is a video taken by a college professor demonstrating Comet Browser at work.

Tools like this will have a huge, almost entirely negative, impact on higher education. Any graded library content posted in an online class will be compromised as tools like these become more common. Academia will have to ask itself if graded online assignments are just a wasted exercise that proves nothing about student learning. The only possible solutions being proctored in person work or online proctoring tools.

Update – The new ADA rules have been delayed to 2027 for most institutions. More details can be found on the Federal Register website.

Like many librarians, I have been steadily working at updating our digital materials to comply with the new ADA rules. The more I work at this, the more I learn, and so I thought I would share what I’ve found. Hopefully, this helps your efforts at making accessible content.

• Create accessible templates for common documents that you create. For example, an accessible template for creating subject guides or handouts could save you a lot of time.
• Keep instructional videos short. Not only does this make it more likely for students to watch them, it also makes it easier to edit any closed captions.
• Practice using Adobe Acrobat Pro to make PDF files accessible. Fillable forms are especially difficult. I would recommend moving to Microsoft Forms if possible. Web based files are generally more accessible.
• There is some discussion about whether emails need to meet accessibility rules. My library is taking the approach that large group emails, for example, to all faculty or all students, should be made accessible. Making emails accessible isn’t particularly hard.
• Contact all the vendors you work with to confirm they are accessible. If they are not, you may need to switch products or explore possible accessibility exceptions. Database PDF files and their accessibility are a serious concern at my library.
• Inventory your digital content and decide if you need all the files you have posted. This is a great chance to delete anything that isn’t needed, which leaves you less content to manage.
• Historic materials that you might have in a special collection appear to be exempt from the new rules. I would recommend libraries review the exceptions to be sure this applies to your content.
• The WAVE accessibility evaluation tool is great for evaluating any webpages your library manages.
• Microsoft offers several PowerPoint templates that are designed to be accessible. Make sure to use these when creating any PowerPoints you intend to post for students. Be sure not to change the template so that you don’t impair the accessibility.

Those are just a few things I’ve learned over the last few months. If you have questions, contact me at akirby@pennhighalndse.edu

By Alex Kirby