Category: #AIinEd

With the explosion in newsletters, I could easily spend all day just reading the latest outpourings. One I particularly like is the innovatively named Paul Kugman by Paul Krugman. As wikipedia explains he was a columnist for The New York Times from 2000 to 2024.[7] In 2008, Krugman was the sole winner of the Nobel Memorial Prize in Economic Sciences for his contributions to new trade theory and new economic geography. It seems he left the New York Times in a dispute over content – he wanted to write a series about trade tariffs which the didn’t think was interesting! […]

There are seemingly endless calls for papers for journals these days. And most of them are pretty bland and boring. But not this one. Its great! “University as Infrastructure” to be published in Culture Machine:”Universities have become increasingly dependent on a proliferation of outsourced services, database providers and information management systems, with spiraling costs across the sector as a whole. From virtual learning environments, digital attendance systems, human resources software, booking platforms, data repositories, and online teaching platforms to the basic provision of email and server space, much of the infrastructure of the contemporary marketised university is outsourced to big […]

AI in education has long been dominated by massive, resource-hungry language models—the kind that require data centres to function and corporate budgets to access. But this may be about to change. Small Language Models (SLMs) are emerging that can be focused on educational technology, offering AI that’s affordable, adaptable, and most importantly accountable to the communities using it. Education has long been a paradox – a system meant to equalize opportunity yet frequently full of inequities. Traditional AI tools, built for scale, often amplify these divides. A high school in Oslo can tap into GPT-4 for essay feedback, while a […]

Its fairly obvious that scepticism about the benefit of Generative AI in education is growing. And yesterday a surprising name, Ethan Mollick, added his voice to the list. Mollick is a researcher in entrepreneurship and innovation, and how to teach people to become more effective leaders and innovators. But he is better known for his more recent work on AI, and especially how it affects education and work. Through his newsletter, One Useful Thing, he has led the way in prompt engineering for education and has generally been an cheerleader for the potential of Generative AI. But yesterday, in an […]

Over the past few months, Pontydysgu have been leading research into the uses and potential of AI in adult migrant education, the AI Cookbook team carried out an extensive literature review and fieldwork.We have now published the research alongside an AI Engagement Methodology for Migrant education. The AI Engagement Methodology for Migrant Education presents a 5 phase approach to integrating Artificial Intelligence technologies into educational programs supporting migrant and refugee learners. This methodology emerges from the recognition that migrant learners face unique challenges that require specialised, culturally sensitive, and ethically grounded educational interventions enhanced by AI technologies. The literature review […]

So many of the newsletters about AI are based on the intersection of technology and business. So it came as welcome relief to find an edition of AI Supremacy talking about AI, psychology, relationships, adaptation, coping and our self-regulation to live more fulfilling lives as individuals. The edition is based on work by Natalia Cote-Munoz of the Newsletter Artificial Inquiry. Natalia says: “The future of human-AI collaboration is being written right now—not in Silicon Valley conference rooms, but in the daily workflows of neurodivergent people who’ve discovered something remarkable: AI tools designed for general use can remove barriers that traditional […]

Get any group of teachers together and ask them their main concern about AI and the answer will be assessment. Its not really surprising since education systems have built their reputations on the value of assessments, however weak traditional exam systems have been. But of course in vocational education and training in most countries there has been change, with moves towards outcome based curriculum leading to more practical real world assessment exercises. This doesn’t mean vocational teachers don’t have the same concerns over AI and assessment, especially when it comes to assessment of more formal academic learning. In the UK, […]