Ed/Tech must-reads

Exploring Innovations and Inclusion in Assessment Practices from Disruptive Innovations in Business Education Research Group

Assessment nerds congregated in Manchester recently at the Assessment in Higher Education conference and Elaine Huber (USyd) provides us with a handy summary of the key concepts explored there. Unsurprisingly, AI was everywhere. (Honestly I am just glad that we have moved on from the rapid emergency response to Covid). Among the discussion of different modes of assessment (including ungrading), a common theme seems to have been the bigger challenge of changing assessment practices overall to broaden inclusion and to make the most of feedback “of, for and as learning”.

Game-based assessment framework for virtual reality, augmented reality and digital game-based learning from International Journal of Educational Technology in Higher Education

While I love the work that I do, from time to time I cast a longing eye at colleagues with a remit to explore the possibilities of game-based learning. (As my online handle Gamerlearner might attest). In a past life I did work more in that space and one of the biggest stumbling blocks was always the practical design needed to make these approaches accessible to educators of all skill levels and easily able to slide into existing curricula. Udeozor et al. make some progress on the latter here, with this insightful article about designing assessment based around a combination of Constructive Alignment and an Evidence-centred design framework. It may not get us around the challenges of learning curves, accessibility of technology or ease of development but it is a small step in the right direction.

A Generative AI Primer from Jisc National Centre for AI

The UK’s JISC (Joint Information Standards Committee) is one of the heavy hitters in the Ed/Tech space, so when they have something to say about AI in education it is wise to pay heed. Recognising the rate of change in this domain, they share this valuable overview with a focus on introducing GenAI tools in general and discussing current known impacts on education. I’m happy to see that they recommend avoiding using AI to mark assessments or check whether assessments are AI generated.

I have heard a range of views on the grading question - what do you think? (Feel free to expand in the comments)

Apple is trying to trademark depictions of actual apples from Mashable

Probably my favourite part of this story is the sub-heading - “Fruit farmers are confused by the request”. This honestly feels like one of those weird ambit claims that never goes anywhere but the story reveals that Apple has in fact been partially awarded IP rights to a black and white depiction of a Granny Smith apple in Switzerland and is appealing for more. (Or should that be a-peeling?)(Sorry not sorry)