Category: Reflexive scholarship and digital academic culture
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Generative AI and the future of assessment: an open discussion at the Manchester Institute of Education
This is an internal event we’re organising at the University of Manchester but I’m sharing it here to gauge interest in a subsequent public facing event: Since it was launched in November 2022, ChatGPT has enthralled millions around the world with its uncanny ability to respond to queries in a conversational manner. Its apparent capacity […]
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The Use of Digital Artefacts in Teaching and Researching: Guidelines for Practice
I wrote these best practice guidelines with Haira Gandolfi at the University of Cambridge’s Faculty of Education in 2020. We’re sharing them here in case others find them useful. The use of digital artefacts in teaching and researching presents a number of practical challenges relating to the administration of files which need to be stored, […]
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Some thoughts about generative AI and the future of education
A few more thoughts which were swirling around in my mind as I’ve been thinking this through: So what do we do in the near term? I’ve not watched these yet but I’ve seen Charles Knight make some interesting comments about this on LinkedIn. The video below is one of a series which I intend […]
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Digital scholarship: from the soft problem of citation to the hard problem of authoriality
I’ve been convinced that podcasts have enormous pedagogical value for a long time. I’ve produced podcasts with students on a number of occasions, as well as using them in my teaching as a resource. However a concern I have relates to audio more widely and the scholarly habits required to work with it in a […]
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The unconscious fluency of writing
This thoughtful piece from Richard Seymour captures something which fascinates me about the writing process. He describes this as an unconscious fluency which enables writing to work, even if writing is simultaneously a deliberate and purposive activity: I doubt anyone begins a piece of writing with the rules in mind. Writing is a conscious, effortful […]
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Disrupting the post-pandemic university: an audio experiment
By Milan Stürmer and Mark Carrigan It has been widely observed that the pandemic led to an enforced digitalisation in higher education. Familiar modes of interaction like meetings, seminars and conferences came to feel strange to most as mediation through video conferencing platforms like Zoom became the norm. Reflection on this phenomenon tends to imply […]
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Podcasting in higher education
Podcasts have come to feel ubiquitous following the pandemic, with periods of confinement to the home for significant swathes of the population creating a hunger for engaging digital content. Their popularity had been growing for years before this, with many crediting the Serial true crime podcast in 2014 for helping the medium break into the […]
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Should you write every day?
In recent months I’ve resumed my commitment to writing daily. I have been trying to write 1000 words each workday. These words end up in a variety of places. They cover this blog, short pieces, chapters, papers and book projects. It’s a practical response to suddenly having a lot more professional responsibilities than I’ve had […]
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The privilige of academics during the pandemic
The organisational theorist Martin Parker (2021) compares the pandemic to “an acid eating away at the flesh” which enabled us “to see the bones of the social structure”. He highlights the “inequalities that mean some have to travel to work in care homes and fruit-picking fields, while others self-isolate and edit books”. The fact that […]
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Some thoughts on technology in the post-pandemic university
One of the curious spectacles of the pandemic (which at least anecdotally it seems many have observed) is the figure of the gifted speaker who we have seen hold an audience in rapt attention struggle to engage or connect through digital media. The obvious parallel to this is the speaker who thrives through the mediation […]