• 📣 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

• 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

• What should you do if your academic publishers asks you to license a monograph for AI training?

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

• Some sociological thoughts on responsible AI

• Predatory journals publishing AI slop in the name of famous academics to confer legitimacy

• Universities have already been transformed by generative AI

• LLMs, thoughts and the thinking of those thoughts

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

• A few thoughts about ChatGPT 5

• The visibility of academics will be shaped through LLMs as much as social media in future

• LLMs become more dangerous as they rapidly get easier to use

• 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 review essay on Generative AI for Academics

• A relational sociology of large language models in education

• Thinking With Machines: How Academics Can Use Generative AI Thoughtfully and Ethically

• 4 reasons why Copilot is a terrible alternative to Claude, ChatGPT or Gemini

• Readwise.io lets you talk to your notes and it’s amazing

• Webinar: Is it possible for academics to use LLMs in a responsible and ethical way?

• The most common use of LLMs in 2025 is therapy/companionship

• The doom loops of generative AI

• An experiment: how to use Claude Opus 4 to help myself say ‘no’ to stuff at work

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

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

• How are students using Generative AI in UK universities?

• Feeding thought shrapnel and fragments to LLMs

• The Prompt Theory: the first genuinely impressive and entertaining AI generated video

• Introducing black pilled Claude 4 Opus

• An agenda for repurposing AI in higher education

• 🖥️ Are you running a reading group on Generative AI for Academics?

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

• How Claude is changing: five observations about Sonnet 3.7

• Another review of Generative AI for Academics

• The Tea Ceremony of Writing: What We Risk Losing with AI

• Four Ways to Use LLMs as a writing partner

• The embodied experience of writing

• LLMs can be used to help us go deeper into creative difficulty

• Machine Writing and the Pleasure of Composition

• Why do I write? The question generative AI implicitly poses to us

• Why it’s not a bad thing for academic writing to be difficult

• Prompting as a literary practice

• What Makes Writing “Academic” in the Age of Generative AI?

• The epistemopathic dimension of writing with LLMs

• Generative AI and the Anxieties of Academic Writing

• Generative AI and the challenge of unbidden thoughts

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

• Academic writing has always been in flux

• The sensory pleasure of academic writing

• We urgently need to talk about the temptations of LLMs for academics

• Generative AI and thriving in creative darkness

• The subtle pleasures of LLM’s psuedo-understanding

• Finding joy in academic writing: understanding the role of the tools we use

• Machine writing and keeping your inner world awake

• How LLMs change the relationship between thinking and writing

• The Objects With Which We Write: The Materiality of Academic Writing in a Digital Age

• The Joy of Academic Writing in the Age of AI

• Using Generative AI for functional rather than expressive writing

• Finding Joy in the Mud: When and How to Use AI in Academic Writing

• Generative AI and the creative confusion of academic writers

• ✍️ How to enjoy writing in spite of the lure of generative AI

• The lure of machine writing and the value of getting stuck

• Apple’s bleak sales pitch for embedding GenAI into iOS

• The Ebb and Flow of Writing: From Struggle to Unconscious Fluency

• Machine writing and the challenge of a joyful reflexivity

• The Ethical Grey Areas of Machine Writing in Higher Education

• Will Claude tell you if your writing is crap? The danger of LLMs for wounded academic writers

• Two reviews of Generative AI for Academics

• Generative AI and the conspiracy to ensure the productivity of certain academics

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

• Purpose building as an intellectual strategy

• Using reasoning models to support theory-building

• The first reviews of Generative AI for Academics have arrived

• A list of interesting Generative AI tools I want to explore

• There are a huge number of Generative AI for Academics courses for sale on Udemy

• Interview with Inside Higher Education about AI text books

• 🎉 Generative AI for Academics is out next week

• Ads and the enshittification of AI

• Writing has so much to give, so much to teach, so many surprises: a dialogue with Claude 3.5 about an incomplete book project

• Automatic writing with image generators

• Generative AI in the charity sector

• Ten arguments about scholarly use of LLMs

• LLMs are rubber ducks that can talk back to you

• A journalist has published GenAI hallucinations about my research in an article

• The Great American Showdown of 2028: Elon Musk vs The Rock

• The lost sociotechnical ailments of writers

• What happens when GAI becomes a taken for granted feature of our digital infrastructure?

• On bullying ChatGPT into being a bully

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

• 7 myths about Generative AI in education

• The impending GenAI driven automation of higher education

• Could Claude generate an infinite number of ways to eat a mango without eating it?

• LLMs and cognitive lock in

• An introduction to GenAI for Academics in 15 Minutes

• The GenAI debate is being filtered through social media in problematic ways