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
To micro or not to micro?
I've been tinkering away at a post on micro-credentials for a couple of months now, primarily as a means to consolidate what I am learning about and discussing regarding emerging models of educational provision. My plan was to write this up as a form of guide or overview to support a shared understanding before workshops … Continue reading To micro or not to micro?
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
The art of placemaking for online learning
[…] what seems to have happened is that we have simply lost the art of placemaking; or, put another way, we have lost the simple art of placemaking. We are good at putting up buildings but we are bad at making places.’ (Hunt 2000) Since the onset of the pandemic the building has become a … Continue reading The art of placemaking for online learning