• Turning ChatGPT into the control room of a user’s digital life

• LLMs and a general ambivalence about platform capitalism

• A few thoughts about ChatGPT 5

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

• 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?

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

• Black Pill Claude’s takedown of ChatGPT and Gemini

• The short moment of relative austerity which preceded the GenAI bubble

• The risk of (enshittified) LLMs for mental health

• How Claude is changing: five observations about Sonnet 3.7

• The embodied experience of writing

• Prompting as a literary practice

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

• 🎉 Generative AI for Academics is out next week

• Ads and the enshittification of AI

• Generative AI in the charity sector

• On bullying ChatGPT into being a bully

• A philosophical sketch of two models of generative AI: conversational agents and copilots

• Will OpenAI go the way of WeWork?

• The original source of the claim that ChatGPT overuses the word ‘delve’

• Product placement as a commercial strategy for GenAI firms

• Some thoughts on the emerging platform economies of generative AI

• Claude Opus just suggested a collaborative research project to undertake with me

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

• ChatGPT knows what MA DTCE stands for but Claude doesn’t

• The conventionally handsome professional man who stalks ChatGPT’s unconscious

• How to enjoy writing #21: make your peace with the fact you don’t have creative freedom

• Two GPT-4s having a chat

• Four useful roles you can ask ChatGPT or Claude to play

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

• What does Generative Artificial Intelligence mean for the future of higher education? A podcast and webinar project

• Podcast: what is it like to work with a generative assistant?

• Using ChatGPT to make a Zoom background

• The chatbot Rorschach test part 1

• ChatGPT’s attempts to circumvent copyright law are getting incredibly creative

• ChatGPT is now offering legal theories about its own violation of copyright

• ChatGPT can analyse and compare images

• Hey chatbot, are you an object of fantasy for your users?

• ChatGPT as the Big Other: the imagined limitlessness of knowledge

• Southpark on ChatGPT: “If everyone starts using ChatGPT then we lose our unfair advantage!”

• Does ChatGTP feel ontologically secure?

• Chatbots that walk and talk

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

• The bleak future of AI tutorials

• Using ChatGPT to describe the style of images so you can reproduce them in DALL-E

• Incorporating ChatGPT into Moodle

• Using ChatGPT to fix spreadsheets

• What will generative AI do to the zone of proximal development?

• Superficial engagement with generative AI masks its potential contribution as an academic interlocuter

• How do Claude and ChatGPT 4 compare as an interlocutor?

• If you’re writing a critical analysis of ChatGPT you need to learn how to use it first

• Code Interpreter for ChatGPT is mind blowing

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

• A Lacanian approach to ChatGPT

• How to use blog length prompts to ask ChatGPT 4 complex conceptual questions

• ChatGPT as responding to markers of ‘intelligence’

• ChatGPT and the future of communicative reflexivity

• ChatGPT: How have different disciplines defined the campus in different way?

• How can ChatGPT be used to support learning theory?

• How can academics use ChatGPT to make their work easier?

• ChatGPT and the student digital learning experience

• Some thoughts about generative AI and the future of education

• How will universities cope with ChatGPT?