• 📣 My new book The AI Crisis in Higher Education: A Strategic Proposal is now out open access

• Copilot saving time for individuals does not mean Copilot saves time for organisations

• A conversation about scholarly publishing, AI, enshittification and the future of the university

• Using LLMs to help you write papers doesn’t help you get them published

• New paper – Still emerging: understanding Generative AI use in Higher Education

• How visible are you in the LLM?

• Why AI vendors are targeting public institutions

• Are LLM-written Substacks getting out of hand?

• What are the judgements which students are making as they use AI?

• How will universities ration internal access to LLMs?

• The rapid normalisation of using LLMs for emotional support

• The moral placidity of LLMs (and some thoughts on frontier models and scholarship)

• Why prompting should not be our focus when teaching students about AI

• Don’t be a meat proxy for an LLM

• Do we need a horizon scanning infrastructure for AI in higher education?

• One week after deleting my LLM accounts

• AI in higher education is going to get worse before it gets better

• Claude 5: Write me a funny limerick about Heideggerian ontology that has the grandeur of epic poetry

• What does it mean for students to use AI in active rather than passive ways?

• What is AI criticism for?

• Opus 4.7 is capable of utterly devastating theoretical critique

• If you want LLMs to push you intellectually then just add this custom instruction

• The platitudes about generative AI in higher education are getting tedious

• The core challenge about generative AI which universities are still largely ignoring

• UCU’s 10 principles for AI

• AI in HE: What the hell is going on?

• 💼 Using Generative AI in Ethical and Professional Ways as a Researcher – May 13th

• Guerrilla Prompting: teaching students to use LLMs with intellectual agency

• From Tool to Interlocutor: Rethinking How Scholars Engage with AI

• If you are unwilling to know what you are, your writing is a form of deceit

• 🤖 Using LLMs to support blogging as knowledge infrastructure

• Anthropic urgently need a fail whale equivalent

• OpenAI have just made a big move into research software

• An interview about generative AI in academic life

• A few heuristics for responsible use of LLMs

• Dynamic context management is the achilles heel of Claude Cowork

• Encouraging language model to express themselves

• Ask ChatGPT to generate an image of how you have treated it recently

• What does every academic need to know about generative AI?

• The last 10 ways I used Claude and ChatGPT

• Ask an LLM: who wrote this unpublished text?

• Unconscious incompetence with technology

• “Generative AI for Academics is a brisk, sensible map for using LLMs in scholarly life”

• LLM enshittification mechanism #1: model memory sometimes confuses the shit out of GPT 5.2

• I asked GPT 5.2 deep research to produce an intellectual glossary based on my blog

• I asked GPT 5.2 deep research to do an analysis of my intellectual style by exploring a sample of my blog posts

• Have LLMs destroyed essay mills?

• Lovely review of Generative AI for Academics

• 📣 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 poor 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

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

• 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