Most of us in higher education are now familiar with generative AI bots, where you formulate a prompt and get a reply. Yet, we are now beginning the advancement to agentic AI, the autonomous 24-7 project manager.

This piece builds on earlier reflections I’ve shared about responsible, transparent and learning-focused use of AI in SACE assessments, extending that thinking into the wider question of how we gather trustworthy evidence of learning. A few weeks ago, in a curriculum meeting, a HASS (Humanities and

The emergence of Generative AI (GenAI) in higher education has prompted considerable discussion within the research community. Despite their centrality, students’ perspectives remain underexplored....

In January 2024, I asked an auditorium full of community college instructors to tell me which stage of grief resonated most when they thought about their relationship with AI. Here's what they said: 7%: Denial - AI is overrated. I'll just wait it out. 15%: Anger - AI is running amok and undermines critical thinking. 38%: Bargaining - I'd learn more about AI if I wasn't so darn busy. 3%: Depression - What I love about teaching is slipping away. 38%: Acceptance - I'm ready! Where's my AI teaching assistant? How do you think the results would shift if you posed this question to faculty today? Do you think your colleagues are feeling significantly *more* or *less* optimistic about AI than they were a year or two ago? If so, why? #facultydevelopment #ai #edtech

Researchers identified tendencies for the chatbot to respond to prompts from fictitious teens by promoting harmful behaviors, as long as users told it the information was for a friend or project.

Greetings from early September, when fall classes have begun.  Today I’d like to share information about one of my seminars as part of my long-running practice of being open about my teaching…

“Everyone is using it”—almost everyone.

The Wild West of AI in the classroom is wilder than ever, prompting fears that higher education may be devolving.

Generative artificial intelligence provides both opportunities and challenges for higher education. Existing literature has not properly investigated how this technology would impact assessment in higher education. This scoping review took a forward-thinking approach to investigate how generative artificial intelligence transforms assessment in higher education. We used the PRISMA extension for scoping reviews to select articles for review and report the results. In the screening, we retrieved 969 articles and selected 32 empirical studies for analysis. Most of the articles were published in 2023. We used three levels—students, teachers, and institutions—to analyses the articles. Our results suggested that assessment should be transformed to cultivate students’ self-regulated learning skills, responsible learning, and integrity. To successfully transform assessment in higher education, the review suggested that (i) teacher professional development activities for assessment, AI, and digital literacy should be provided, (ii) teachers’ beliefs about human and AI assessment should be strengthened, and (iii) teachers should be innovative and holistic in their teaching to reflect the assessment transformation. Educational institutions are recommended to review and rethink their assessment policies, as well as provide more inter-disciplinary programs and teaching.

How agentic AI is forcing us to reimagine online learning -- for the better