University life is now increasingly mediated by digital platforms. Joe Noteboom’s research looks at the everyday realities of studying through platforms, and how students’ dependence on these technologies can lead to a number of problems and vulnerabilities.

Accompanying reference >>> Joe Noteboom (2024): The student as user: mapping student experiences of platformisation in higher education, Learning, Media and Technology, DOI: 10.1080/17439884.2024.2414055

Dan Krutka (University of North Texas) is on a mission to support students, teachers and parents to think critically and make informed decisions about the digital tech in their lives.

Dan talks about the idea of the ‘Technoskepticism Iceberg’ as a framework to identify the technical, psychosocial and political dimensions of technology.

Accompanying reference >>> Pleasants, J., Krutka, D., & Nichols, T. (2023). What relationships do we want with technology? Toward technoskepticism in schools. Harvard Educational Review, 93(4):486-515

Two years on from the initial panic around Chat GPT and student cheating we catch with Phill Dawson from Deakin’s ‘Centre for Research in Assessment and Digital Learning’.

Phill reflects on what universities have got wrong in their responses to GenAI, and why this might be a good time to entirely rethink the notion of student assessment altogether.

Accompanying reference >>> Bearman, M., Tai, J., Dawson, P., Boud, D., & Ajjawi, R. (2024). Developing evaluative judgement for a time of generative artificial intelligence. Assessment & Evaluation in Higher Education, 1-13.