What Will AI Transparency Mean for Schools?
The European Union’s AI Act is beginning to turn […]
From Learner Agency to Civic Agency: The limits of the “human in the loop”
I have written before about the importance of agency […]
Open-Source AI or Open Weights? Why the Difference Matters for Education
I am often asked about the difference between open-source […]
The First Rung in the AI Economy: What Should Universities Prepare Graduates For?
Universities UK’s new Future Jobs Roadmap arrives at an […]
PISA 2025: What the New Results Tell Us – and What They Cannot
The latest results from the OECD’s Programme for International […]
The Bender Rule: Pushing back against AI hype
If you can think back to the news five […]
Changing the Curriculum for an Uncertain AI Future
Two recent contributions to the discussion of AI and […]
Open Source AI Is Becoming Infrastructure – but Words Matter
I have been arguing for some time that open AI matters. Not because every model should be treated as risk-free, and not because openness magically solves questions of bias, safety, energy use or power. It matters because AI is becoming part of the basic infrastructure through which organisations work, learn and communicate. If that infrastructure is controlled by a small number of companies, accessed only as a rented service and governed through terms that can change without notice, then users have little real agency. That is why a recent interview with Raffi Krikorian, Mozilla’s chief technology officer, caught my attention. […]
Assessment in the Age of AI: Detection Is Not a Pedagogy
Many people in higher education remain understandably confused about how to manage assessment in the time of AI. The problem is not going away. Students are already using generative tools in varied, everyday ways: to interpret rubrics, plan work, structure arguments, obtain feedback before submission, make notes, revise, rehearse presentations and support accessibility. Jisc’s 2025 report also records students using AI for drafting and research support, while some avoid it altogether because they are unsure whether any use will be regarded as cheating (Attwell, S. 2025). This is an important starting point. We are not dealing with a simple division […]
