Many discussions about AI and assessment seem stuck.
AI detection does not work reliably. Returning to invigilated exams creates new problems, especially for online education.
One approach I have been exploring is to design assessment that makes student reasoning visible through structured peer scrutiny.
If we cannot guarantee the absence of AI, we should guarantee the presence of reasoning.
https://www.e-learning-rules.com/blog/0060_when_there_are_no_perfect_answers.html
In a recent review of an online Master’s programme, one question kept resurfacing: how do we know the student actually did the maths?
In my latest post, I argue that AI has not broken assessment. It has exposed weaknesses that were already there.
If correctness is no longer enough, what should count as evidence of learning?
Read more:
https://www.e-learning-rules.com/blog/0059_when_ai_breaks_the_exam.html
Much debate about digital education focuses on tools and AI. Less attention is paid to how platforms quietly shape pedagogy, assessment, and learner agency.
I have published a short executive overview bringing together work on critical digital pedagogy and AI resilient assessment.
https://www.e-learning-rules.com/blog/0058_reclaiming_digital_pedagogy_an_executive_overview.html
Where do you see pedagogy being shaped by default in your context?
#DigitalPedagogy #eLearning #HigherEducation #AIinEducation #EdTech
New writing is live on my site. I explore how digital environments shape judgment, agency and the possibilities for learning. The post argues for a shift from tool centred thinking to a more reflective and imaginative form of digital pedagogy.
Read the full post:
https://www.e-learning-rules.com/blog/0057_enacting_digital_pedagogy.html
#DigitalPedagogy #CriticalPedagogy #OnlineLearning #AIinEducation
Much of what sustains digital learning happens quietly and without recognition. Servers are maintained, content is updated, and learners are supported through unseen acts of care. What if we treated this labour as pedagogy itself rather than background work?
Read more:
https://www.e-learning-rules.com/blog/0055_time_care_and_educational_infrastructure.html
#eLearning #DigitalPedagogy #HigherEducation #OnlineLearning #CriticalPedagogy
What if digital learning were a commons rather than a platform?
Online education often centres control and ownership, but open education and federated systems hint at a different model built on collaboration, reciprocity, and shared care.
I explore this idea in my latest post:
https://www.e-learning-rules.com/blog/0054_building_commons_in_digital_learning.html
#DigitalPedagogy #OpenEducation #LearningCommons #EdTech #eLearning
Are we still assessing what matters in learning, or only what is easiest to measure?
As AI reshapes what it means to create and demonstrate understanding, we need to rethink assessment as interpretation, dialogue, and co-creation rather than control.
Read the full post:
https://www.e-learning-rules.com/blog/0053_reimagining_assessment_in_practice.html
#Assessment #AuthenticLearning #AIinEducation #HigherEducation #Pedagogy
Are we teaching, or are we being taught by the interface?
Digital platforms shape how teaching happens, embedding control and efficiency at the expense of dialogue and imagination. My new post explores how educators can reclaim pedagogy and teach against the interface.
Read here: https://www.e-learning-rules.com/blog/0052_teaching_against_the_interface.html
#TeachingAgainstTheInterface #DigitalPedagogy #eLearning #HigherEducation #CriticalPedagogy
Education is often shaped by metrics, platforms, and market priorities. If it is to serve the common good, it must be reclaimed as a democratic institution that enables autonomy, plurality, and collective imagination.
I explore this in my latest blog post:
https://www.e-learning-rules.com/blog/0051_reclaiming_education_as_a_democratic_institution.html
How can digital learning embody democratic values rather than reinforce narrow logics of control?
Education is often framed as passing on knowledge, but its deeper promise may lie in renewal. Drawing on Hannah Arendt, my latest post explores plurality, the encounter of diverse perspectives, and natality, the potential for new beginnings.
How can digital learning environments balance structure with openness to the unexpected?
Read more: https://www.e-learning-rules.com/blog/0050_plurality_natality_and_the_promise_of_education.html
