Ed/Tech must-reads 110624

Digital Native Déjà Vu: Avoiding unhelpful generational generalisations around AI in education from ASCILITE TELall blog

My least favourite thing about the GenAI age (aige?) has been the flood of content from people carving out their niche as experts in respiratory diseases sorry PPE logistics sorry submarine manufacture sorry Generative AI. Things are getting particularly dire now that terms like AI natives (echoing ‘digital natives’ which even the ed tech chicken littles are finally realising are dumb) are emerging. This enlightening post from Linda Corrin (Deakin) takes us on a little stroll through why this terminology is offensively annoying and what we can do about it.

Webinar: Higher Education partnerships and what it means for learning design, faculty engagement and learning and teaching quality from ASCILITE Learning Design SIG Fri 21st June 12pm AEST

Ok, just one more OPM post and I will quit, I swear. Dawn Gilmore and Chinh Nguyen will present some of the findings and overall takeaways from their research and that contained within their edited book ‘Partnering with Online Program Managers for Distance Education’, and discuss what we can learn from OPM partnerships in relation to learning design, quality of learning and teaching, and relationship management and engagement.

Webinar: Programmatic assessment with eportfolio thinking from ePortfolios Australia Thu 4th July 7pm AEST

The greatest strength of ePortfolios in assessment (imho) is capturing the learner’s journey through their entire degree. This is also, sadly, one of the things that universities seem to struggle with the most, probably because of academic freedom or something. Anyway, this webinar looks like a great opportunity to see what might be possible.

Enabling factors for impactful Scholarship of Teaching and Learning (SoTL) from Shailey Minocha

I have been pondering big picture questions of how we know that we do matters - or at least how we can show the powers that be that it does. Shailey Minocha (Open University UK) shared this thought provoking post offering a clinically methodical process for ensuring the learning and teaching related research actually does some good.