Generative AI is sparking urgent conversations about plagiarism and assessment—but what if the deeper problem lies in our narrow educational imagination?

In my latest blog post, I explore how AI reveals a long-standing crisis in how we design teaching, learning, and assessment—and why it’s time to rethink, not just react.

👉 Read it here: e-learning-rules.com/blog/0021…

#AI #Education #Assessment #Pedagogy #CriticalEdTech #OpenEducation #GenerativeAI #DigitalEducation #FediverseEdu

As generative AI tools become more embedded in everyday academic life, detection is no longer enough.

In my latest blog post, I argue for a shift in how we think about assessment—especially in online and distance education. It's time to move beyond reactive measures and design assessments that are resilient, meaningful, and pedagogically grounded.

Read the full piece: e-learning-rules.com/blog/0020…

#Education #Assessment #AI #OnlineLearning #DistanceEducation #CriticalPedagogy #OER

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

Open Educational Resources (OERs) once held real promise for widening participation and improving access in UK higher education. But in many institutions—especially within the Russell Group—they’ve faded from strategic view.

In this post, I reflect on why now is the right time to revisit the role of OERs in digital education, equity, and curriculum innovation.

📖 Read the full article:
👉 e-learning-rules.com/blog/0014…

#OER #OpenEducation #UKHE #HigherEducation #DigitalPedagogy #EducationTechnology #CriticalPedagogy

In much of the UK's digital education research, there's a strong focus on scalability, platform integration, and institutional alignment.

What's often missing?

- Critical pedagogy
- Questions of power, justice, and values
- Grounded reflections on why we teach the way we do

In this blog post, I explore why those deeper questions are often absent -- and what we might do about it.

Read it here: elearning.home.nomagic.uk/0011…

I'd really welcome others' thoughts: are you seeing the same emphasis where you work?

#TEL #CriticalPedagogy #DigitalEducation #UKResearch #HigherEd

I'm Stephen Wheeler, an eLearning Technologist at The University of Manchester. My work focuses on online and distance learning, including MOOCs, OERs, and student-centred design rooted in critical pedagogy. I advocate for Free and Open Source Software (FOSS) and ethical, decentralised platforms that support authentic engagement and inclusive education.

I'm here to connect with fellow educators, technologists, and open education advocates, and to explore how platforms like Friendica can support collaborative, non-commercial educational spaces.

Looking forward to meaningful conversations across the Fediverse!

#EducationTechnology #CriticalPedagogy #FOSS #OpenEducation #Fediverse #DigitalLearning #AuthenticAssessment