A framework for approaching AI and University Assessment

I've been reflecting on my recent blog post ChatGPT and the Future of University Assessment and all the conversations it has sparked. This has helped me to create a high level framework to support discussions I'll be having with university colleagues and students over the coming months. To inspire discussion I've also collected together a … Continue reading A framework for approaching AI and University Assessment

ChatGPT and the Future of University Assessment

Image generated by DALL-E 2 ChatGPT-3 is a state-of-the-art language model developed by OpenAI. It is based on the GPT-3 (Generative Pre-trained Transformer 3) architecture and has been trained on a massive amount of text data. It has the ability to generate human-like text, answer questions, and complete various language-based tasks. It can also perform … Continue reading ChatGPT and the Future of University Assessment

Digital learning, sustainability and rewilding edtech

Until recently my engagement with Education for Sustainable Development (ESD) has largely focused on the 'what we teach' rather than 'how we teach'. However, I have become increasingly aware that environmental issues rarely feature in critical discussions of learning technology or online education. As Neil Selwyn (2021) proposes, positive assumptions do not consider possible futures … Continue reading Digital learning, sustainability and rewilding edtech

THE Campus Live – switching on and off

Last week I took part in a panel session for the Times Higher Education (THE) Campus Live event. The panel was entitled 'Switching on and off: Building student cohesion in a blended world' and discussed topics around continuation of education for students learning in difficult circumstances, 'accommodating' asynchronous learning and ensuring quality of provision. I … Continue reading THE Campus Live – switching on and off