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Building educational expertise in complex contexts
What kinds of expertise do educators need in relation to a context of widely-available GenAI? In thinking about this, I returned to some pre-ChatGPT work that I was…
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There are no tools
There are no tools. Tools are passive, neutral. They can be picked up and put down, used to achieve human goals without changing the user (the user might…
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Bloomin’ GenAI: Program-level negotiation of unit-level learning outcomes and assessment parameters
The first part of that title is as gratuitous as the second part is boring. Sorry about that. I was chatting to colleagues yesterday about learning outcomes, Bloom’s…
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HE as a collegial, collaborative sector: thoughts from 2 AI events
Last week, I went to Sydney, where I was part of two events about AI in education, both of which were exemplary in terms of the constructive and…
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If you love your methods, let them go
When designing assessment, it’s problematic to focus too much on technology or to hold on too tightly to particular methods. Assessment methods such as viva voce, pen and…
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Expanding the unit of analysis of learning
Rather than getting bogged down in discussions about ChatGPT-proofing assessment, detecting AI in student work, or having students acknowledge how they have used it in their assignments, can…
