Creative practice assessment in an age of AI: a critical response to Simon Paul Atkinson’s “PN25: Assessment: Performance – in the age of AI”.
Can AI help evaluate AI-assisted writing? A provisional manifesto for preserving academic judgement and disclosing AI use honestly.
We may be teaching AI filmmaking the wrong way by focusing on prompts rather than structured shot design and temporal control.
Is there a reading crisis in universities, or should higher education teach reading more explicitly through structured practice?
Unstable problems and the future of assessment: why open tasks should test judgement, problem framing and sustained inquiry, not recall.
Are creative degrees preparing students for today’s industry? Explore the skills alchemy of transversal and business-critical learning.
Returning to the classroom at 65 to study Chinese prompted a reflection on what it means to learn as an adult — and becoming a beginner again.
When change management becomes permanent revolution, improvement never arrives — only exhaustion, instability, and loss.
A response to Michael Webb’s Jisc keynote arguing for a sector-specific AI strategy, focused on practice, agency, and curriculum change.
A reflective response on trust, intrapreneurship and academic development, questioning whose voices are heard and how learning is positioned.