#learningtechnology

2025-07-01

I am currently thinking about how digital learning environments are actually used: not just how we describe them. But in practice?

In my latest post, I explore four common patterns of VLE use - not the imagined ideals, but what’s really happening on the ground. Each mode can tell us something about our digital maturity, design confidence, and how we engage a diverse student body in meaningful learning.

#VLE #Blackboard #LearningTechnology #EdTech

dontwasteyourtime.co.uk/blackb

2025-06-30

The ALT Awards have always been a space to celebrate thoughtful, inclusive, and impactful work in learning technology.
Let’s amplify the stories that are shaping our sector.
#ALTAwards2025 #EdTech #LearningTechnology #HigherEd
mastodon.social/@A_L_T/1147715

2025-06-19

Proposals for #ALTC25 are now open! Join us as we focus on “Stronger Foundations, Broader Horizons” in the world of #LearningTechnology. Submit your ideas for workshops, presentations, and more. Let's shape the future together. 👉 Details: buff.ly/n1FAHek #EdTech #HigherEd #ALT

Call for proposals open until sun 13 july
Association for Learning TechA_L_T
2025-06-19

Proposals for are now open! Join us as we focus on “Stronger Foundations, Broader Horizons” in the world of . Submit your ideas for workshops, presentations, and more. Let's shape the future together.
👉 Details: app.oxfordabstracts.com/stages

Call for proposals open until sun 13 july
2025-06-06

The ALT Awards 2025 are officially open for entries until 14 July 2025. Since their inception, these prestigious awards have celebrated excellence in #LearningTechnology. Now in their 19th year, the awards continue to set a national benchmark. Learn more: buff.ly/nUDugIQ #altc #ALTC25 #ALTawards

ALT Awards Logo
Association for Learning TechA_L_T
2025-06-05

Please join us in welcoming Dr Emily Nordmann, Laura Milne, and Joe Wilson as this year’s ALTC Conference Co-Chairs. Each brings a wealth of experience and insight into the world of learning technology, and we’re excited to work with them to shape a vibrant and engaging programme for ALTC25 in Glasgow on 23-24 October. Learn More: alt.ac.uk/news/all_news/announ

Portrait photos of co-chairs
2025-03-31

#CMALT Week 2025 is almost here 🎉 Join us from April 28 – May 2 for a week dedicated to celebrating the CMALT Accreditation Framework, supporting candidates and assessors, and welcoming new certified members. Learn more: go.alt.ac.uk/3FcOwqo #altc #LearningTechnology #EdTech #CPD

2025-02-14

Elevate your career with the ALT endorsed Level 5 Digital Learning Design Apprenticeship! Master trends like microlearning, personalisation, gamification, and VR/AR. Learn more - https://buff.ly/3ErCMzO #NAW2025 #altc #ProfessionalDevelopment #LearningTechnology #DigitalLearningDesign

National Apprenticeship week 10 - 16 Feb 2025
Association for Learning TechA_L_T
2025-02-14

Elevate your career with the ALT endorsed Level 5 Digital Learning Design Apprenticeship! Master trends like microlearning, personalisation, gamification, and VR/AR. Learn more - buff.ly/3ErCMzO

National Apprenticeship week 10 - 16 Feb 2025
2024-11-29

New paper: The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future

I’m proud to be the 7th of 47 authors on this excellent new paper, led by the indefatigable Aras Bozkurt and featuring some of the most distinguished contemporary researchers in online, open, mobile, distance, e- and [insert almost any cognate sub-discipline here] learning, as well as a few of us hanging on their coat tails like me.

As the title suggests, it is a manifesto: it makes a series of statements (divided into 15 positive and 20 negative themes) about what is or what should be, and it is underpinned by a firm set of humanist pedagogical and ethical attitudes that are anything but neutral. What makes it interesting to me, though, can mostly be found in the critical insights that accompany each theme, that capture a little of the complexity of the discussions that led to them, and that add a lot of nuance. The research methodology, a modified and super-iterative Delphi design in which all participants are also authors is, I think, an incredibly powerful approach to research in the technology of education (broadly construed) that provides rigour and accountability without succumbing to science-envy.

 

Notwithstanding the lion’s share of the work of leading, assembling, editing, and submitting the paper being taken on by Aras and Junhong, it was a truly collective effort so I have very little idea about what percentage of it could be described as my work. We were thinking and writing together.  Being a part of that was a fantastic learning experience for many of us, that stretched the limits of what can be done with tracked changes and comments in a Google Doc, with contributions coming in at all times of day and night and just about every timezone, over weeks. The depth and breadth of dialogue was remarkable, as much an organic process of evolution and emergence as intelligent design, and one in which the document itself played a significant participant role. I felt a strong sense of belonging, not so much as part of a community but as part of a connectome.

For me, this epitomizes what learning technologies are all about. It would be difficult if not impossible to do this in an in-person setting: even if the researchers worked together on an online document, the simple fact that they met in person would utterly change the social dynamics, the pacing, and the structure. Indeed, even online, replicating this in a formal institutional context would be very difficult because of the power relationships, assessment requirements, motivational complexities and artificial schedules that formal institutions add to the assembly. This was an online-native way of learning of a sort I aspire to but seldom achieve in my own teaching.

The paper offers a foundational model or framework on which to build or situate further work as well as providing a moderately succinct summary of  a very significant percentage of the issues relating to generative AI and education as they exist today. Even if it only ever gets referred to by each of its 47 authors this will get more citations than most of my papers, but the paper is highly cite-able in its own right, whether you agree with its statements or not. I know I am biased but, if you’re interested in the impacts of generative AI on education, I think it is a must-read.

The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future

Bozkurt, A., Xiao, J., Farrow, R., Bai, J. Y. H., Nerantzi, C., Moore, S., Dron, J., … Asino, T. I. (2024). The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future. Open Praxis, 16(4), 487–513. https://doi.org/10.55982/openpraxis.16.4.777

Full list of authors:

  • Aras Bozkurt
  • Junhong Xiao
  • Robert Farrow
  • John Y. H. Bai
  • Chrissi Nerantzi
  • Stephanie Moore
  • Jon Dron
  • Christian M. Stracke
  • Lenandlar Singh
  • Helen Crompton
  • Apostolos Koutropoulos
  • Evgenii Terentev
  • Angelica Pazurek
  • Mark Nichols
  • Alexander M. Sidorkin
  • Eamon Costello
  • Steven Watson
  • Dónal Mulligan
  • Sarah Honeychurch
  • Charles B. Hodges
  • Mike Sharples
  • Andrew Swindell
  • Isak Frumin
  • Ahmed Tlili
  • Patricia J. Slagter van Tryon
  • Melissa Bond
  • Maha Bali
  • Jing Leng
  • Kai Zhang
  • Mutlu Cukurova
  • Thomas K. F. Chiu
  • Kyungmee Lee
  • Stefan Hrastinski
  • Manuel B. Garcia
  • Ramesh Chander Sharma
  • Bryan Alexander
  • Olaf Zawacki-Richter
  • Henk Huijser
  • Petar Jandrić
  • Chanjin Zheng
  • Peter Shea
  • Josep M. Duart
  • Chryssa Themeli
  • Anton Vorochkov
  • Sunagül Sani-Bozkurt
  • Robert L. Moore
  • Tutaleni Iita Asino

Abstract

This manifesto critically examines the unfolding integration of Generative AI (GenAI), chatbots, and algorithms into higher education, using a collective and thoughtful approach to navigate the future of teaching and learning. GenAI, while celebrated for its potential to personalize learning, enhance efficiency, and expand educational accessibility, is far from a neutral tool. Algorithms now shape human interaction, communication, and content creation, raising profound questions about human agency and biases and values embedded in their designs. As GenAI continues to evolve, we face critical challenges in maintaining human oversight, safeguarding equity, and facilitating meaningful, authentic learning experiences. This manifesto emphasizes that GenAI is not ideologically and culturally neutral. Instead, it reflects worldviews that can reinforce existing biases and marginalize diverse voices. Furthermore, as the use of GenAI reshapes education, it risks eroding essential human elements—creativity, critical thinking, and empathy—and could displace meaningful human interactions with algorithmic solutions. This manifesto calls for robust, evidence-based research and conscious decision-making to ensure that GenAI enhances, rather than diminishes, human agency and ethical responsibility in education.

#AIInEducation #AIEd #algorithms #chatbots #collectiveWriting #educationalTechnology #genAI #GenerativeArtificialIntelligence #googleDocs #higherEducation #human #interaction #largeLanguageModel #learning #learningTechnology #LLM #manifesto #paper #research #teaching

2024-09-03

New to Mastodon and looking around for the and communities.

Simon Woodsimonwood
2024-08-30

Thought for Last Thing on a Friday Afternoon: How we be almost a quarter of the way through the 21st Century, and *still* Turnitin’s rubric handling is this utterly utterly dire?

Simon Woodsimonwood
2024-08-30

@A_L_T If you're on BlueSky, if you go and follow @ap.brid.gy it should make it possible for me to follow you and interact with you from over here on Mastodon… 🙏

Simon Woodsimonwood
2024-08-30

@A_L_T Over on BlueSky it looks like there has been an influx of types following @altc.bsky.social - and @alexspiers.bsky.social has put together a great starter pack: go.bsky.app/MLDmLaM

Association for Learning TechA_L_T
2024-04-30

We are committed to mapping professional practice and development in Learning Technology. Our Annual Survey was established in 2014. We received responses from all parts of the UK and all sectors that ALT represents. To learn more about our survey and its results, go to: buff.ly/3TNZ7vc

Trends in Learning technology, key findings from the 2023/2024 Annual Survey
Association for Learning TechA_L_T
2024-04-23

What is your priority for this year? To know what others' priorities are, go to: buff.ly/3TNZ7vc

Association for Learning TechA_L_T
2024-04-15

Discover the top nominated tools, models of learning in the UK and beyond and the biggest challenges for digital transformation. Read the full report: buff.ly/3TNZ7vc

Association for Learning TechA_L_T
2024-04-10

Are you curious about the state of EdTech in 2024? We have just released our latest survey report to reveal the most important trends, challenges, and opportunities for technology in education. Don't miss out on this valuable resource! Check the full report out by going to buff.ly/3TNZ7vc # altc

Professional Development in Learning Technology, key findings at a glance 2023/2024. Professional recognition continues to increase, online CPD opportunities remain important, structural support for roles has improved, more professionals are seeking to change jobs
Association for Learning TechA_L_T
2024-04-05

Read the findings from ALT's Annual Survey. The survey explores the main trends in , with a focus on digital transformation and professional development, providing insights into how is being used across sectors alt.ac.uk/news/all_news/findin

ALT's Annual Survey 2024: Insights from across sectors
Association for Learning TechA_L_T
2024-04-04

We are delighted to share the key findings from ALT's Annual Survey which explores the trends in , with a focus on digital transformation and professional development, and provides an insight into how is used across sectors buff.ly/3U3qjYd

Insights from across sectors

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