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

• 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

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

• Three modes of working with LLMs in higher education

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

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

• How are students using Generative AI in UK universities?

• Nearly half of 16-21 year olds in the UK would rather live in a world without internet

• An agenda for repurposing AI in higher education

• A reluctant (and partial) defence of Mark Zuckerberg’s claims about AI friends

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

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

• The subtle pleasures of LLM’s psuedo-understanding

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

• The Ethical Grey Areas of Machine Writing in Higher Education

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

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

• Gert Biesta on the three purposes of education

• On being realistic with students about platformisation

• Can ChatGPT do public sociology? Sociological Practice, AI and Platform Capitalism

• The lost sociotechnical ailments of writers

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

• 7 myths about Generative AI in education

• Interview about teacher training and generative AI in Times Education Supplement

• The impending GenAI driven automation of higher education

• What the efficiency agenda in UK universities will look like in practice

• 26% of 5-7 year olds in the UK own a smart phone

• Yuval Noah Harari is like a ChatGPT condensation of broadsheet op-eds and magazine think pieces

• The coming wave of automation in UK higher education

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

• How we integrate GAI into teaching will be as much determined by political economy as pedagogical purpose

• Scholarly publishing creaking under the weight of GenAI

• What does habitual use of conversational agents do to your reading and writing?

• Claude can now replicate my writing style to an eery degree

• Academic Publishing in an Era of ChatGPT

• LLMs and our lived relationship to the knowledge we produce

• In the near future academic copy editing will be AI-driven

• I’ve been using WordPress for 17 years

• Ten propositions about generative AI and the future of academic writing

• Some thoughts on machine translation in higher education

• Some thoughts on the emerging platform economies of generative AI

• Will GenAI be seized upon as a short-term funding fix for UK higher education?

• We’re now up to 7 episodes of our podcast about generative AI in higher education

• Are special issues of journals becoming the norm rather than the exception? How will GenAI interact with this process?

• The risk to authorship when using GenAI for notetaking

• Are Anthropic lobotomising Claude in order to turn it into ChatGPT?

• Why you can’t use ChatGPT and Claude to answer a factual question

• How to enjoy writing #20: being a writer means being good at AI

• Hegel’s account of the righteous violence of education

• Navigating the Misinformation Minefield: The Role of Higher Education in the Era of Generative AI

• Am I a voluntarist about technology?

• What would I do if I was in charge of generative AI in higher education?

• The coming crisis in education research … and what we might do about it

• A growing number of 5 to 7 year olds in the UK are using social media

• Is this the first example of a university doing an online pivot in response to political protest?

• Current mood in AI generated images #77

• The urgent need to understand scholarship as a process, prioritising ideas over outputs

• The problem of generative AI from a cybernetics perspective: conversational agents as variety machines

• Here are some examples I can find of academics misusing ChatGPT in published work

• What social infrastructure do we need to make the most of generative AI?

• Using ChatGPT to make a Zoom background

• On dance notation

• Podcast: from social media to generative AI in higher education

• Are we deluding ourselves about GAI-proof assessment?

• Daily Mail (2000): the internet may just be a passing fad, as millions give up on it

• Spam for academics will soon be GAI-generated

• What if Turnitin had pivoted towards AI assessment rather than AI detection?

• Drawing diagrams with ChatGPT

• Generative AI beyond assessment: what could happen over the next few years?

• The value of a long-term personal blog in the next phase of GAI

• What’s the point of online conferences where people don’t actually meet?

• Which of the three forms of creativity is GAI capable of?

• Computational sociology of knowledge as a tool for redesigning the knowledge system

• The sensory pleasure of ideas and the displaced joys of academic life

• From social media to generative media: the confusing landscape of post-pandemic research communication

• DragonBot and Shelly the Turtle: the robotic future of primary education

• New Horizons in Generative AI:

• Digital education and conjunctural analysis

• Chatbots that walk and talk

• Video: How is AI changing the teaching and academic landscape?

• The GAI-driven future of the book

• Generative AI in higher education: what comes after the assessment crisis? 

• The bleak future of AI tutorials

• Claude: how can you help me analyse open response questions on surveys?

• Generative AI for Academics: 13 principles

• The coming wave of document forensics about to hit the university: the weak signals of generative AI

• Incorporating ChatGPT into Moodle

• How to reduce the environmental impact of generative AI

• In defence of the lecture

• ChatGPT’s advice on examining student essays for evidence of generative AI

• On sociological cynicism about AI

• Metrics and comparison in a generative AI-infused university

• Generative AI, the threat of automation and the treatment/diagnosis link

• Generative AI and the threat to the academic profession

• GenAIEdu 2023: Generative Artificial Intelligence in Education conference, Ulster University, Derry

• Conversational AI as a tool for thinking-with rather than a technique for replacing our labour

• Social media is EVERYWHERE in the REF 2021 case studies. Initial findings from our study, analysed with Claude AI

• Using generative AI to summarise the key messages of your book