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A.I.: Anticipating Impact of Educational Governance
It was my pleasure last week to deliver a mini-workshop at the Independent Schools of New Zealand Annual Conference in Auckland. Intended to be more dialogue than monologue, I’m not sure if it landed quite where I had hoped. It is an exciting time to be thinking about educational governance and my key message was…
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Authenticity: honest authors, being human
I briefly had a form up on my website for people to be able to contact me if they wanted to use any of my visualisations, visuals of theory in practice. I had to take it down because ‘people’ proved incapable of reading the text above it which clearly stated it’s purpose. They insisted on…
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Plagiarism: desperately in need of redefinition in the age of generative AI.
The vernacular definition of plagiarism is often “passing off someone else’s work as your own” or more fully, in the University of Oxford maternal guidance, “Presenting work or ideas from another source as your own, with or without consent of the original author, by incorporating it into your work without full acknowledgement.” This later definition…
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New Issue: Journal of Open, Flexible and Distance Learning (JOFDL) Vol 22(2)
It is my privilege to serve alongside Alison Fields as co-editor of the Journal of Open, Flexible and Distance Learning, an international high-quality peer-reviewed academic journal. I also have a piece in this issue entitled ‘Definitions of the Terms Open, Distance, and Flexible in the Context of Formal and Non-Formal Learning‘. Issue 26 (2) of…
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Book on Writing Good Learning Outcomes
Introducing a short guide entitled: “Writing Good Learning Outcomes and Objectives”, aimed at enhancing the learner experience through effective course design. Available at https://amazon.com/dp/0473657929 The book has sections on the function and purpose of intended learning outcomes as well as guidance on how to write them with validation in mind. Sections explore the use of…
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Empower Learners for the Age of AI: a reflection
During the Empower Learners for the Age of AI (ELAI) conference earlier in December 2022, it became apparent to me personally that not only does Artificial intelligence (AI) have the potential to revolutionize the field of education, but that it already is. But beyond the hype and enthusiasm there are enormous strategic policy decisions to…
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Free Online CPD Course on Learning Outcomes (until 14th January 2023)
Have you got some time for professional development over the holiday period? Or do you have colleagues or design teams working on course designs over the holiday period? Anyone who has ever tried to assess or teach to poorly learning outcomes, and then tried to defend their practices or results, will tell you that getting…
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The Metaverse explained for university leaders: opportunities and decisions ahead (4/4)
Who should universities watch? The question is to what extent universities feel the need to step into the developmental space around XR technologies, and who should they be watching. Which evolutionary pathways will win out is unknown. Meta/Facebook has brand identification with the Metaverse concept in its advocacy of VR. Given the serious trust issues…
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The Metaverse explained for university leaders: challenges for universities ahead (3/4)
Press coverage of recent cryptocurrency disruptions and the significant staff reductions at Twitter and Meta is giving pause for thought amongst investors and futurists, as well as university leaders considering the future of the Metaverse. The fact that you may feel like you cannot keep up with the news is understandable. The collapse of the…
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Metaverse explained for University Leaders: What is currently possible within the Metaverse? 2/4
I am not selling anything here. That should be self-evident given that my answer to the question “what is currently possible within the Metaverse?” is, not much. I could even suggest nothing, because ‘it’ doesn’t exist yet, certainly in the form it aspires to. What we have instead are partial experiences, glimpses into the promise…
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