What can today’s “learning machines” teach us about accessible art education? How might thinking-making with algorithms, computational tools, artificial intelligence(s), and machine learning protocols reorient questions of accessibility in art education? What can today’s “learning machines” teach us about thinking, intelligence, artificiality, embodied cognition, techno-human relations, and, ultimately, learning? And, what possibilities, but also limitations, do creative and collective modes of research offer in navigating the questions raised by today’s “learning machines”?