• Chat-GPT as a bullshit engine

• The unintelligent agency of generative AI

• An accelerationist response to generative AI

• The thrill of the alt-position

• Is there any future for academic Twitter?

• Generative AI and the Future of Education: A New Era of Possibility

• The books ChatGPT thinks I already wrote and which I now think I should write

• ChatGPT: “Write me a poem about the sociologist Pierre Bourdieu”

• ChatGPT and the student digital learning experience

• A song about C Wright Mills written by Chat-GPT

• The Homework Machine

• The charter for AI

• Against Social Media for Academics

• The genealogy of the simulation hypothesis

• Generative AI spam

• Using AI to reduce grading workload and increase student feedback

• The new digital divide: the generatively rich and the generatively poor?

• The Digital Sociology of Generative AI: Five Speculative Propositions

• Generative AI as engines of radicalisation

• What does a sociological rather than philosophical approach to thought experiments look like? The example of the Metaverse

• The metaverse and the next pandemic

• The ontological implications of generative AI

• Large language models as a corporate pissing contest

• Post-horror and the epistemic chaos of platform capitalism

• Generative AI and the epistemological chaos of platform capitalism: some initial thoughts

• Universities need to take responsibility for communications infrastructure

• Neo-structuralism and social media in higher education

• Why do computational methods matter for education?

• Metaverse-related books and films

• How do we stop social media making the academy even more unequal?

• Generative AI and the future of assessment: an open discussion at the Manchester Institute of Education 

• The false dichotomy of digital hermits and digital champions

• Social Media for Public Engagement: Opportunities and Dilemmas

• The Use of Digital Artefacts in Teaching and Researching: Guidelines for Practice

• Some thoughts about generative AI and the future of education

• The increasingly hierarchical character of academic social media in 2023

• Going on Strike from the Internet: A Plea for Disconnection

• How to enjoy reading social theory

• Why we need a post-digital approach to the platform university

• What would a ‘social crash’ within higher education mean for the discovery function within the knowledge system

• Digital scholarship: from the soft problem of citation to the hard problem of authoriality

• The unconscious fluency of writing

• Disrupting the post-pandemic university: an audio experiment

• The meaning of civics as the new world struggles to be born

• Podcasting in higher education

• Should you write every day?

• The privilige of academics during the pandemic

• Some thoughts on technology in the post-pandemic university

• What’s the difference between a cult and a community?

• What are socio-technical transitions?

• Some thoughts on hybrid teaching and student poverty in the 22/23 academic year

• Academic developers as choreographers of professional reflexivity

• An introvert’s guide to post-pandemic networking

• What is it that’s special about face to face events? Perspectives from Peter Sloterdijk and Randall Collins

• What does sustainable (digital) scholarship look like for individual scholars?

• How can we ensure consistency in digital education while leaving room for experimentation?

• Who maintains the social infrastructure we need for scholarship?

• How do you use social media for PGT programmes?

• What is an intellectual community?

• Some thoughts on intellectual community

• What does it mean to be an academic leader?

• An ecological approach to information overload

• Some critical thoughts on the crisis of student engagement

• Institutionalising Civic engagement: what we can learn from the mistake of pressuring academics to use Twitter

• 14 tips for academics who are worried about Musk’s Twitter but don’t want to leave entirely