What if educational autonomy was not about self-managing learning tasks, but about becoming a subject capable of critical thought, reflection, and agency?

Too often, online education reduces autonomy to individualised control over pace and content. My latest blog post argues for reclaiming autonomy as a central educational aim - not a system feature.

Read more here:
e-learning-rules.com/blog/0035…

#CriticalPedagogy #OnlineLearning #DigitalEducation #HigherEd #Assessment #learningdesign

A faceless figure stands before a cosmic backdrop with a glowing sun, geometric networks, and floating shapes, evoking a surreal vision of thought, space, and digital interconnectedness.

If AI can write essays, mark them, and generate feedback, what does that say about the way we assess learning?

In this post, I explore how the use of AI in education does not just disrupt assessment - it reveals how mechanised our judgement already is. What happens when machines are better at performing the tasks we use to define student achievement?

Is this a crisis, or an invitation to reimagine assessment altogether?

Read the full post here:
e-learning-rules.com/blog/0030…

#AI #Assessment #Education #CriticalPedagogy #DigitalLearning #AuthenticAssessment #EdTech #Automation #Friendica

A retro-futuristic illustration of a humanoid AI figure observing a student through a glowing interface, symbolising surveillance, judgement, and the automation of learning in a digital classroom setting.

I have just published a new blog post: Reclaiming Assessment Through Annotation

Annotation is often treated as a peripheral academic skill. But what if we made it central to how we assess learning in online and distance education?

In this post, I explore how annotation supports critical digital pedagogy, enables authentic forms of assessment, and offers resilience against the growing influence of generative AI.

Read the full post here:
e-learning-rules.com/blog/0026…

#Assessment #Annotation #OnlineLearning #DistanceEducation #CriticalPedagogy #AuthenticAssessment #AIResilience #DigitalPedagogy #EdTech

In my latest blog post, I explore how educators can design assessments that maintain their integrity and authenticity in an era increasingly dominated by artificial intelligence. How can we ensure assessment genuinely reflects human learning rather than AI-generated answers? I provide practical strategies and insights to keep learning human-centred and meaningful.

Read more at:
e-learning-rules.com/blog/0024…

#Assessment #AI #HigherEducation #Pedagogy #DigitalLearning #CriticalEdTech #OnlineLearning #AcademicIntegrity

In an era when AI can generate essays that mimic human writing with startling fluency, the question "What are we actually assessing?" has never felt more urgent.

I’ve just published a new blog post reflecting on a recent conversation with a colleague who argues that remote assessment is no longer trustworthy. Their proposed solution? Reintroduce in-person elements—even brief ones—to every assessment.

But what if the real challenge isn't technological, but pedagogical?
What if the answer lies not in surveillance, but in reimagining the way we define and design assessment?

✍️ Read the full post here:
👉 e-learning-rules.com/blog/0019…

💬 I'd love to hear what others think:

Can assessment evolve to meet the age of AI without falling back on control?

Are there models out there that meaningfully integrate AI while maintaining academic integrity?

#Education #Assessment #GenerativeAI #EdTech #DigitalLearning #Pedagogy