• Microsoft EVP complains about being inundated by AI slop

• What happens when tech firms ratchet up the prices on digital services universities depend on?

• Fortressing up for the coming storm

• Where do our questions go? Organisational strategy needs to treat practical challenges as an epistemic resource

• How are incoming undergraduates using generative AI?

• How likely is it that enterprise AI will erode professional autonomy?

• The political economy of (digital) pedagogy

• Enterprise AI risks breaking the fragile ecosystem within universities

• Is public trust in higher education rapidly collapsing?

• If you try to speed run AI diffusion in higher education you actually damage AI integration

• 📚Assessment, Learning and Institutional Capacity: an evidence resource to accompany The AI Crisis in Higher Education

• Copilot and enterprise AI in universities: a reading list

• Low tech, no tech pedagogy to protect foundational knowledge from cognitive outsourcing

• The two phases of the AI and assessment integrity literature

• 📣 My new book The AI Crisis in Higher Education: A Strategic Proposal is now out open access

• The risks of integrating AI too rapidly into higher education

• New paper – Still emerging: understanding Generative AI use in Higher Education

• Why AI vendors are targeting public institutions

• What are the judgements which students are making as they use AI?

• How will universities ration internal access to LLMs?

• Why prompting should not be our focus when teaching students about AI

• Do we need a horizon scanning infrastructure for AI in higher education?

• 2 x 3 year lectureships in our team at the University of Manchester

• AI in higher education is going to get worse before it gets better

• Chatbots vs inline automation and their respective implications for students

• The OU Framework for the Learning and Teaching of Critical AI Literacy Skills

• Using small LLMs in teaching and learning

• Claude 5’s assessment of the short and medium term future of UK higher education

• What impact is the AI crisis having on public perception of a degree’s value?

• How is metacognitive laziness with AI mediated by groups?

• The ethical reasoning of students about AI is an untapped resource

• Helping students out of AI-spirals

• What are the conditions which make it possible to learn with AI?

• Generative AI and metacognitive laziness

• Generational hostility to AI

• The three structural trends shaping the AI crisis in higher education

• What do we mean when we talk about a scaffold for learning?

• The second wave of the AI and assessment crisis

• What is the problem to which cognitive outsourcing is the solution?

• We need structural changes to assessment rather than discursive changes

• There is no solution to the AI and assessment problem

• What does it mean for students to use AI in active rather than passive ways?

• What do staff need to be ready for AI integration? 

• Constructive alignment and AI-integration into teaching and learning

• The pedagogical risks of generative AI: the problem of cognitive outsourcing

• The platitudes about generative AI in higher education are getting tedious

• The core challenge about generative AI which universities are still largely ignoring

• UCU’s 10 principles for AI

• AI in HE: What the hell is going on?

• Guerrilla Prompting: teaching students to use LLMs with intellectual agency

• LLMs as a form of self-defence against bureaucratic platformisation

• Why do I need to go to school if I have ChatGPT?

• Calendar fragility in hybrid workplaces

• 📣 Join the AI Commons

• Universities need to begin grappling with the psychoanalytical complexity of how students are relating to LLMs

• Have LLMs destroyed essay mills?

• 📣 CfP: Artificial Intelligence in Higher Education: Balancing Equity, Access, and Innovation

• What do we mean by responsible AI? A panel discussion

• 🦾 Ten propositions about generative AI in higher education

• Teacher agency and generative artificial intelligence: teaching in higher education as a responsive, cultural activity

• The two tier future of LLM-infused higher education

• Has there been any improvement in AI detectors over the last 12 months? A GPT 5 Pro literature review

• 👾 Three Years On: Generative AI at University of Manchester

• CfP: Social Media for Learning in Higher Education Conference

• Universities have already been transformed by generative AI

• New paper – ‘Views expressed here are my own and not those of the university’: social media policies in UK higher education institutions

• What are Reform UK’s policies for higher education?

• Where did Python come from?

• Certified AI-Free Skills and Knowledge: doing all work in person, offline and on paper

• Three modes of working with LLMs in higher education

• Why generative AI guidance for students needs to be embedded in departments

• The gap between student GenAI use and the support students are offered

• Are UK universities ready to cope with generative AI in the 25/26 academic year?

• A relational sociology of large language models in education

• Generative AI and the emergency remote scholarship of the Covid-19 pandemic

• A depressing fable about how ChatGPT is corroding trust in scholarship

• How would workplace learning work if there’s an LLM driven removal of entry level jobs?

• How are students using Generative AI in UK universities?

• What if universities no longer existed?

• An agenda for repurposing AI in higher education

• An example of what an academic AI disclaimer could look like

• The allure of LLMs as professional support at a time of crisis within higher education

• How the GAI Assessment Debate Has Led Us in the Wrong Direction

• The Ethical Grey Areas of Machine Writing in Higher Education

• The origin of the phrase publish or perish

• Call for Book Proposals: University Reimagined

• CfP: The New Urgency: The Use(lessness) of Theories in Educational Research

• Call for papers: Peer Review in the Age of Large Language Models

• The rebranding of University of Bolton

• Manchester/Salford Critical Ed Tech Network Event, February 19th 12pm-2pm

• Artificial Intelligence and Social Theory in Education, Jan 24th in Bath/online

• The coming wave of AI-driven automation in UK higher education

• Interview with Inside Higher Education about AI text books

• Gert Biesta on the three purposes of education

• On being realistic with students about platformisation

• The dizzying scale of malpractice by behavioural scientists in business schools

• Liberal conspiracism and the parts of the psyche that media literacy training doesn’t touch

• Why were deep fakes so much less influential in this year’s elections than I expected?

• Marking or Grading in the Age of AI: What Every Educator Needs to Know

• 7 myths about Generative AI in education