OER25 Reflections: Open Practice and AI 

Since 2010, I’ve only missed a handful of the #OER conferences. Over the years, I’ve chaired, curated, and presented, but this year was different. I had the privilege of delivering a keynote, and with it, the chance to speak up for the vocational college sector. It’s a world of practical solutions, limited resources, and a different focus on learning. Perhaps a world less threatened by AI - we do things, demonstrate skills and create things - we don't write essays about how we might do things. 

A Keynote in Good Company

It was great to share the keynote stage with my friend and colleague Helen Beetham. Helen’s keynote was a masterclass in critical thinking, measured, cautious, and deeply principled. Her stance on AI in education was almost a full rejection, grounded in ethical concerns, systemic critique, and a call to resist the current trajectory of big tech. Focusing on the darker undercurrents of AI: copyright violations, exploitative labour practices, environmental degradation, and surveillance. 

Her outrage over AI systems targeting Wikipedia contributors was particularly horrifying. She advocates a boycott of current AI models and recommends the AI Now Institute’s 2025 Landscape Report as a roadmap for resistance.

Helen’s own writing, especially her piece on “Marking the Government’s Homework,” is essential reading for anyone grappling with the ethics of AI in public services. Her Substack is loaded with thoughtful critique.

You can explore both of our jumping off points  here. 

I hope I offered a useful counterpoint: someone who’s on the AI train, but still mindful of the price of the ticket. I really think we still have a lot more to do around equity, sharing and empowering learners. 

My slides including additional support materials are included at end of this blog post. I really don't think AI will damage the human brain - but it was interesting that someone suggested that untested and unsound it could create a scandal on scale of  thalidomide. I remember being told that too much TV would rot my brain too. 

That is the level of contention around adoption of AI in education. At least there is discussion and policy movement here. My presentation reflects a lack of movement around Open Education policies in Scotland specifically but around the UK too.  

Missing My Sense Filter

I have to mention the absence of my Open Scotland co-founder, Lorna Campbell. Lorna is a fixture at these events and serves as my sense filter. She was unfortunately laid low this year, but her blog post, “Stepping Back and Speaking Truth to Power,” offers a moving reflection on the conference and her own journey. 

AI: The New Scary Kid on the Block

Artificial Intelligence is undeniably the new disruptive force in education. But there’s a real danger that open education and open practice will be bullied further into the margins. We  across the UK lag behind global peers in adopting coherent policies around open educational resources (OER) and open practice.

The challenge is that AI’s shiny allure and/or toxicity distracts us from the deficits in our current system. 

In higher education, the model was broken long ago. I had hoped that the arrival of the internet and search engines would revolutionise assessment and pedagogy. Instead, we’re still clinging to outdated frameworks while fearing that AI might “eat our content.”

Here is a summary of other sessions I got along to

One of the most inspiring initiatives I encountered was the Learning with AI PressBook project, where students create resources to help peers and faculty navigate AI tools. It’s a brilliant example of co-creation and learner-led innovation.

Meanwhile, the Netherlands continues to lead the way in open education. The NPULS platform encourages content sharing across tertiary institutions, a model that Scottish agencies like the SFC and QAA Scotland are only beginning to consider. We’re still stuck at shared services, never mind shared learning content.

The Open Textbook Library workshop was another highlight. Years ago, we worked to ingest open textbooks into our college library catalogue, and it’s heartening to see that momentum continue. The emerging Community of Practice for the UK and Ireland is a promising space for collaboration.

A standout session from Catherine Cronin, Louise Drumm, and Helen Beetham explored alternatives to AI through their “Generating AI Alternatives” workshop. It is a thoughtful and provocative way to spark debate around AI and OER. As is the  Scottish Tertiary Education statement on the use of generative artificial intelligence

David Callaghan's illustration summed up nicely some of audiences fears around AI 

Kate Molloy and Claire Thompson ran a super session on Adapt/Resist and Go Rogue Out on the edge demoed https://www.napkin.ai/ and other tools to help us reimagine the future. 

A wonderful over view of EDM122: Digital Literacies and Open Practice an open course. For teachers to reflect on their practice and become open practitioners https://blogs.city.ac.uk/dilop/sample-page/  

Amazing and a very practical workshop from Tim Fransen looking at how much energy and what the processes are that Stable Diffusion uses to generate an image output and tips for teachers and students on how to use these tools efficiently.

To quote Tim ' the workshop invites educators to move beyond binary narratives of ‘AI as threat’ or ‘AI as saviour’ and toward a more nuanced, informed, and open educational approach to understanding and engaging with these technologies responsibly' 

Really gave an accessible and reflective entry point into the inner workings of generative AI systems and how it works to create images not just text. I can see graphics , gaming and even computer lecturers interested in this deep dive.  Also great use of https://mmm.page/ a useful tool for OER creation. 

Reminded again of all the great work that Global OER Graduate Network does https://go-gn.net/

Attended two thought provoking sessions from Dominik Luks - one around how AI is supporting minority languages around the world and one seriously debunking some of the AI myths around its use of energy and water.  He even quickly used AI to create a more flexible programme App for #oer25 on the fly. 

An amazing Ukrainian librarian Dr Tetiana Kolesnykova spoke from the Scientific Library and the network supporting the University libraries of Ukraine with OER.  The University library has been bombed flat but learning carries on. Truly humbling. If you have a moment send Tetiana a message of support. Slava Ukraine !

Gratitude and Grounding

As ever, there were too many great sessions, great chats  and too little time. Hats off to co-chairs Sheila MacNeil and Louise Drumm and the entire organising committee for curating such a rich programme.  Well done too to ALT for continuing to keep the fires of open education burning in the UK. This community of change makers remains one of the most inspiring in UK around innovation in learning and teaching.  

Someone called me a “legend” on social media, caused much hilarity at home, but for now, I’m just grateful to have shared space, ideas, and optimism with so many passionate advocates for openness.

Looking Ahead

I’ll post my slides here , and I hope others will share theirs too. The conversations we started at OER25 need to continue, especially as AI reshapes the landscape of education. We must ensure that open practice doesn’t get pushed into the shadows. Instead, let’s use this moment to reimagine what openness can mean in an AI-driven world. I am looking forward to pushing the discussion on later in September and at OERGlobal Camp in November.

There are some other great blogs from #oer25 that capture much more than I can here. Love to all old friends and new.

We do really need to take back the commons we are missing better use of social media all round. To change things and have a common front we need better solidarity. 

It is the start of session. How will your institution lead out an open educational initiative this year ? and how will you support and encourage teaching staff to become open practitioners ?   

https://catherinecronin.net/conferences/oer25-speaking-truth-to-power/

https://howsheilaseesit.net/oer/oer25-our-silence-will-not-save-us/

One Year Over the Top ; Reflections. The Joy of Not Being There: A September Without the Start of Term

I've been feeling a bit guilty. I've done a bit of work over summer but mainly I've just chilled.  It was strange coming back from a foreign holiday and not having to check emails - but a really nice sensation. 

This September, for the first time in thirty nine years , I am not preparing for the start of term. No staff briefings. No last-minute system tweaks. No wondering whether staff will be more engaged, more challenging, more everything - and what budget cuts are coming down the line etc and mainly wondering if the students will cope and will staff actually step them through induction or leave them to sink or swim. 

As I push on I am bringing opportunities back to the College sector and the folks I know will be receptive to new ideas.  

Time to for a quick reflection on what I said I would do and what I've actually achieved and what I have to catch up on - I am due a post both on ALT Scotland SIG meeting at end of June and on #OER25 which I keynoted at before heading off on leave. That will be my next tasks.

When I said my farewells I promised I would keep pushing on a number of fronts.  Here is a potted update and a report card. 

• UNESCO - Continue shaping bid for project around better understanding of the open source code available for creation and management of Open Badges in support of Micro credentials. Bid completed and I anticipate publication appearing before Christmas.  This from work in Bilbao 
• Continue work with UK Digital Badging Commission - input completed and work now published. Tied in well with UNESCO work and my fellowship with RSA. Led to some comms and  work with 1Edtech.  Scottish education seems miles away from adopting these approaches. 
• Hopefully continue to support work of QAA around Scottish Tertiary Quality framework. Delighted to say I now have a part-time role as a Quality Assurance Specialist for QAA.
• Champion Teachermatic and other AI approaches to changing learning paradigm. This is still work in progress have delivered a number of sessions and keynotes.
• Champion Canvas by Instructure . I am still due to do a bigger deeper blog on Canvas and why it should be platform of choice. But enjoyed working with Martin Bean in Scotland and enjoyed my time in Barcelona at #CanvasCon 
• Continue to support Open Scotland following Dubai Summit to encourage more Open practice in Scotland. I keynoted #oer25 in London in June ( post to follow) I've presented to Once for Scotland to see if we can re-engage policy makers across Scotland and hoping to pick up conversation with Lee Dunn in the current administration. I am presenting OERGlobal25 in November. 
• Encourage better understanding of Adaptive Comparative Judgement - this probably one area where I haven't really pushed on. 
• Offer informed input on shape and future of tertiary sector in Scotland.  I keep knocking on relevant doors. There really needs to be a wholesale change in approach. 
• Continue as Chair of Association of Learning Technology special interest group in Scotland and do a bit more community building for ALT. Held two meetings this year. Summary of online conference April  - report on June Stirling Conference to come and I am co-chair of UK ALTC Conference coming to Glasgow for first time in October. 
• Continue to offer support to  suppliers , institutions and staff who want to digitally transform their practice and the experience of learners. Some notable successes with Smart Technologies really down to quality of product and support available in Scotland and in dialogue with a number of other suppliers. I continue to work with lots of old friends from @Bett Conferences  and my network. 
•  I've run a couple of College sessions but sector could do with a few more - still not really seeing blended learning to the fore.  I think I could do more on that front. (if anyone wants a short workshop on digital transformation for managers or teaching staff - please just reach out) 
• FRSA - Support Glasgow branch around organising a series of events this and next year. Making progress civic reception at City Chambers and event at Citizens Theatre in planning - reaching out to Education contacts for RSA.
• Continue as Chair of IWasGonnae and Old Hall Scout Group. - both organisations thriving - really down to the energy and skills of the teams there. 

I've done lots of travelling over the year for business and fun and hosted some guests in Glasgow. 

Here are two happy snaps of 

Kim William Gordon, PhD from EdTech Research Labs St Louis USA

Maria Soledad Ramirez Montoya, UNESCO Chair Open Educational Movement for Latin America

Just Once for Scotland and busy week

It was great to have an opportunity to talk to peers across the public sector in Scotland about Open Scotland to the Just Once for Scotland forum.

Though we have communicated with all the main educational agencies over the years and corresponded directly at cabinet level. It was interesting to hear an almost complete lack of awareness of UNESCO's mandate around Open Educational Resources.  

Feedback on session was immediate. Collaboration and sharing and approaches like this are just what is needed particularly at a time of limited resource.  I'd argue that adoption of the UNESCO principles are sensible in any event and so long over due. I hope I've made some impressions this time. 

Anyway I attach slides from session - borrowing heavily on 10th anniversary session of Open Scotland ( It is now the 12th anniversary) delivered to local authorities and agencies across Scotland. This is an interesting and useful forum and worth signing up for. 

For a country that makes big claims on Education as a public good. We are still too introspective and generally in the very slow lane when it comes to changes like this. 

I'll reflect on that when I talk at #oer25 in London next month.

This one of the sessions or activities I was involved in last week. 

•  Chaired a great quarterly review of IWasGonnae charity making great progress and getting super plaudits. Well done to Stuart and team - for making Chair job easy.
• Finalised speakers and arrangements for Association of Learning Technology gathering at Stirling University on 16th of June.
• Had first chairs meeting for ALT UK conference that is coming to Glasgow in October 2025 
• Had final meeting too of organising committee for #oer25 looking forward to seeing old friends and new in London at the end of the month. 
• Attended RSA gathering at Glasgow Art Club - planning event for FRSA members for Glasgow 350 anniversary in October   

A short history of the development of a College based AI policy

A colleague got in touch with me to ask. 

" When the college was creating the guidance for GenAI use what informed this? I’m trying to collect some policy documents for my dissertation on GenAI policy and wondered if you might have any suggestions. I assume SQAs policy was considered but did you use any policies from the Scottish Government, EU, other governing bodies etc "

I thought it was worth sharing the response. I am still watching education asking some of the correct questions but still mainly circling the wagons. 

This story starts in April 2021 pre Chat GPT and being asked to respond and shape a College response to the assumed incidence of the rise of contract cheating across the College. At the time we knew and worked with colleagues in Scottish HE where contract cheating was a thing and we knew how it generally manifested itself.

In short what prompted the initial guidance on artificial intelligence - the first College in the UK to offer some,  was in part some frustration with a new member of SMT from HE who was insistent  that a large number of students at City of Glasgow College were buying essays from essay mills at £50 and more a pop. While we had the knowledge that something else was actually going on. The College at this point kept no central records on instances of academic misconduct. 

We had data to show that this was not happening. We knew from HE that most of the bought in essays raised at least a few flags in plagiarism detection. We knew too that staff teaching generally smaller classes in FE were reasonably vigilant and knew their students.

However, we did know learners were starting to use Microsoft, Google , Grammarly and other tools to ‘improve’ their essay writing. We wanted to do some work around this to support teachers and students. 

For students this would be around when and how to acknowledge that they had used tools to support their essay writing. For teaching staff to raise staff awareness that these tools were in use, it was manageable, permissible and actually supported learners' accessibility needs. We were rolling out Canvas a new VLE in this time frame too and we were very focused on accessibility. 

We spoke to students through the students' association who confirmed that students used a range of tools. There was actually a very low awareness of essay farms. The students highlighted that while there were free tools they were very unlikely to pay for essay creation. They had legitimate fears too that the existing plagiarism software would catch out learners who commissioned essays in this way. 

But more concerningly they were worried about using some of the assistive tools to support their additional learning needs. 

It was clear that the institution and the staff were being blind sided by some of these developments. 

We wanted to change the focus from simply tackling 

'academic misconduct' to one where we could promote academic integrity through changing learner and lecturers' practice. I think we achieved this in the end, but only to some degree. In medium term this will only come with improved digital skills for lecturers and students and fundamental changes in the overall approach to assessment. 

At that point Chat GPT appeared, things accelerated, and a form of hysteria started. 

UCL in London had early guidance on using and referencing AI but it was framed in very Higher Education, University language. It has been refined but still on their website. We took this and clarified it for College staff and students, discussing this with learners, as we moved along, giving UCL due attribution. 

We then shared this internally and externally on the Learning and Teaching Academy website.  The LTA website has since been updated and the supporting documents have disappeared onto the College intranet. I hope they have been refined to support this ever dynamic landscape. 

The original guidance for students that was created with input from staff and students based on the UCL model is linked here. 

In the background we met some turbulence. A small but vocal number of staff wanted the college to ban any use of AI tools and or wished for a fool proof AI detection engine. 

We spent a year testing the Turnitin AI detection tool and found it to be generating too many false positives and switched it off before Turnitin came back asking for another fee for this 'service'. We also highlighted that on occasions when Turnitin 'failed' it was indicating that the same assessment had been used for more than five years and required updating.

On occasion we were asked to investigate a claim by academic staff that AI had been used in the creation of some work and not attributed. In some cases we were able to show an academic how the history and tracking of changes works in word. It was all the learner's own work and/or whoever spent several days and hours authoring. 

We worked with Jisc and were the only College to run a Jisc focus group with students around their use of AI.  This helped further refine our guidance. The stats in the slide deck below reflect what students said they were already using in September 2023. It went through a number of iterations and versions but sums up the College's overall approach at the time. 

 

This led to our materials being shared more widely and I was involved with helping SQA create their initial policy and guidance. We shared our work too with the QAA , at the BETT Conference,  EdTech Europe and at other conferences. We were indebted to colleagues in these organisations and to Donald Clark who appreciated what we were doing and who we were doing it for - the learners.

We led  'delivery not delay', was a College mantra. We ran lots of workshops for staff and students around digital skills and literacy including the use of AI, these supported by the LT and Library teams. 

At the time of creation of this guidance, while UAL had some guidance, the work of SQA , Scottish Govt was just starting and in many cases we were involved in shaping policy there. 

The approach was informed by the work of Jisc and the research coming out of the Association of Learning Technology and from European policy documents. The EU work on AI is relatively new. At the time it was around making our AI work align with European Digital Literacy standards for education. Through the LTA teams work on Open Educational Resources we also had the opportunity to see drafts of UNESCO work in the AI space and that helped inform what we were doing. 

I think around this time, the College worked out that we knew what we were doing and we ran a workshop for the College Board around defining an appropriate risk for the College risk register. This in turn led to some workshops and specific support for the Colleges professional services staff. 

The guidance was also shaped by a concern to make sure that learners and teaching staff followed college guidance around using tools that were accessible and met GDPR standards. 

One regret, is that while we were the  first college to pilot Teachermatic I could not get the internal support to roll it out across the College, as for instance Clyde College did later. 

There is still heavier lifting required. The advent of AI needs some deeper changes to assessment. If anything it highlights that assessment of competence should be a more practical demonstration of a particular skill and not judged on a candidate's essay writing skill. 

This not to demean the skill of communication. The system simply needs to rethink the context in which it values and supports effective communication. Learners still need to learn to craft communications for a variety of audiences, including academic writing. 

Where are things now - with focus on AI and education. 

There is some quite mature guidance recently published by Edinburgh University shaped with Education Scotland and SQA guidance.

Jisc continues to offer excellent support through AI  

There are some excellent policy papers from Europe around AI literacy

UNESCO has a growing set of policy and guidance on AI and teachers

The College Learning and Teaching Academy website on AI has some further links.  

From the ALT Scotland latest gathering in April 2025  some useful links too. Specifically on AI and ethical use.

The College Development Network are running practical rather than policy workshops in May and June 25. 

ALT Scotland 24th April Catch Up - Meeting Summary

Here is a quick summary of what the Scottish ALT Special Interest Group Discussed on 24th of April 2025.

It's the curse of living in interesting times across the tertiary education sector. So many opportunities yet so much threatened. Our conversation covered a mix of personal updates, reflections on education, and ongoing challenges. 

But mainly some really useful insights from folks working across the Education sector with focus on learning technology. 

Much excitement that ALT Conference coming to Glasgow in October 2025. 

In all  a rich mix of policy concerns, educational debates, and technology insights

Padlet below here has relevant links we discussed and I highlight some of our discussion below. 

• Key discussion points:
  • Our key themes are reflected in the embedded padlet. We discussed in the round  and I'll single some specific things out here
  • Policy background of cuts across sector and reforms to Education Scotland, HMIE, SQA , SFC but clearer guidance from QAA etc and routes to improved learning and teaching. By a  range of definitions we are all working towards blended learning through learning design but all feeling pinch of less funding and less staff. 
  • Concerns about new UKVI regulations causing confusion. There is a useful summary from WONKE included in the padlet - this is impacting on blend of learning and more fundamentally viability and access of international students to UK HE.
  • The conversation around learning design and the tendency for it to be more intuitive rather than methodically pedagogically planned. Staff are still reluctant to embrace digital skills and or accept new approaches to delivery.  Some useful past work from QAA on multi modality was highlighted - see padlet.
  • The rapidly changing trends in AI, Including its use in digital art and Facebook-based AI-generated content and on going sustainability and  intellectual property right issues. Specifically large-scale AI-trained book databases and impact on copyright. 
  • Challenges of open and AI - is this simply eshittification ? is it inevitable that our content will be exploited ?. We are assuming that AI is always the answer. We need to challenge this. Individuals and institutions need to make more informed decisions. Will using these tools really lead to personalisation or to a dull  homogenous approach to learning and teaching ?. There is a lot to question. 
  • ALT are about to revisit their ethical framework and hopefully some of these concerns will be addressed in latest review. 
  • There is a lot happening in space from AI Alliance and others in Scotland but does not appear to be strong connection with Education.  Highlighted recent AI playbook with number of commercial and or public sector examples of AI in action but none at moment from Education. 
  • On open education specifically - more threatened by institutional systems which favour closed rather than open and in a competitive environment fears and concerns around sharing are amplified. The latest concern that AI could eat our content is simply the latest barrier to supporting open practice. Focus tends to be on commercialisation rather than collaboration and sharing,  Telling that even with learning technology few Scottish institutions are sharing their training offers across the sector. Though all run online webinars etc for their own staff. 
  • There is  also a trend to move staff support guides from the open web onto closed SharePoint etc 
  • Roll out of AI tools at institutional level  Lack of clarity around even simple things like what bits of co-pilot are switched on or off at institutional level and how under 18s are managed in terms of access. ( my interpretation I think this is ok and part of an institutions Acceptable Use Policy) . Issues here around how IT and LT teams and wider organisation navigate things like local agents and Co-Pilot studio ( what are GDPR risks , hidden costs ) This moved to a discussion on productivity as a concept, with noted tensions and frictions.
  •  VLE etc  Jisc are offering VLE reviews to help institutions and staff make most of their virtual learning environments. Increasingly VLE offers come with embedded AI capabilities.  Main challenge though still around learning design and making effective sensible use of the VLE for learners.  
  • Staff Digital Skills It is an old chestnut. We talked around use and or lack of use of excellent surveys from Jisc.  The College sector (CDN)  has started a bit of work to find out what real barriers are to using these excellent benchmarking tools. This both for Digital Capabilities and Digital Insights Surveys. CDN and Jisc Scotland are going to bring back Virtual Bridge Sessions as Inside Sessions to support innovative practice in College sector.  There is a list of useful training sites on Padlet. 
  • Scottish AI Alliance is worth reaching out to with suggestions to raise educational pointers for their playbook.
  • AR and VR noted this still has a way to go to make real learner impact. VR content is still very expensive both to create and to access. AR is probably way forward.  Centres still generally reluctant to procure class head sets and still slow to make their own AR content even for use on flat screens. Still a  big fan of ThingLink in this space. 
  
  
  
  And some final ALT related plugs
  
  ALT Scotland SIG
  Save the date: Monday, June 16th, 10 AM - 3 PM
  Face-to-face event at Jisc's interactive classroom, University of Stirling.
  Booking arrangements and agenda to follow
  
  
  New online community for ALT Scotland
  Jisc is supporting a Microsoft Team to sit alongside the Jiscmail list please sign up here.
  ALT Scotland Community Teams site registration request
  
  We will also retire the Alt Scotland twitter account and a new BlueSky account and LinkedIn presence will appear in due course.
  
  #OER25
  Share your ideas on "Speaking Truth to Power: Open Education and AI in the Age of Populism" at #OER25 in London, 23-24 June. Spread the word to inspire more voices to join this critical conversation and or simply get along. Learn more: #altc #openscot
  
  #ALT-C Glasgow October 2025
  ALT-C is coming to Glasgow please reach out to all those who work in learning technology across institutions and into the public and private sectors. Collaboration is key.

Smart Technologies: Calgary, Edmonton, Banff, March 2025

 

It was a great opportunity to be a guest, enjoy Canadian hospitality and share insights on blended learning and active classrooms with Smart Technologies. It was good too to share the experience and learn from an informed squad of Scottish Educators.  This post will reflect on what I learned from Smart and what I learned from my colleagues and some things I will follow up on.

It was a privilege to meet the Smart Technologies team and tour their operations in Calgary. The term “smart board” has become synonymous with interactive panels globally and in terms of product development they are still top of the class and deserve to be the generic name for interactive panels. 

However, in large tech exhibitions like BETT, where many screens and competitors are showcased, this can be lost and there still can be a general scepticism from the educational technology community about interactive boards and their impact on learning and teaching. This scepticism is often related to whether such panels support outdated models of learning if all learners and teachers have individual devices.

It's important to reassess this role, as interactive panels are crucial in learning spaces, facilitating blended learning and fostering collaboration and new approaches to learning and teaching. It was good to hear how the panels are used in new ways across schools in Scotland from the delegates and great too to visit the Edmonton School district to hear how smart boards are deployed and used across the district. It was great to meet and hear from real teachers on how they used their smartboards and associated software. It was interesting too to hear they had moved to Smart Boards from Epson data projectors.

Key takeaways include:

• Smart Technologies demonstrates a profound understanding of pedagogy and the role of their interactive panels in supporting active and blended learning.
• Their products are sustainable, reliable, and robust, as observed in the product development process.
• The software notebook is easy to use and Lumio supports a range of interactive activities.
•  It is easy for teachers to have multiple windows and applications open and to move across these and autosave they or the students’ annotations with smart ink
• Lumio offers great tools for whole class activities that learners can engage with from their own devices and/or on the smartboard.
• Credit to Smart they do a lot to track globally the digital landscape in education. It is worth accessing their free bench marking tool. (See how our group did below)
• They do some exemplary work too around neurodiversity and learning. 
• IT teams will like new easier ways to manage an estate of SmartBoards. 

I had several questions and challenges, which were all addressed. 

Smart Technologies excels in sustainability and performance metrics, and they now offer plugins like the AM60 to update older panels and give them longer operational lives. The panels integrate well with OneDrive, Google Apps, and virtual learning environments like Canvas , D2L and Moodle.

With multi-point touch capabilities, learners can engage in collaborative activities, making it easy and accessible for both teachers and students.

Hearing about the impact of Smart Boards in Midlothian, combined with the rollout of Chromebooks to all learners, was impressive and very similar to what we saw in action in Edmonton schools.

Unlike other panels that require being on the same network for full feature use, Smart Technologies has solved this securely. They demonstrated effective screen sharing and shared activities, allowing users to bring their own devices. I’ve battled that challenge in the past, for lots of security reasons IT teams don’t like unmanaged devices coming on to their networks.

While I initially thought from a college perspective, innovations like pre-programmed MFC chipped objects showed clear applications for primary and secondary classrooms. These could also fit into college delivery with some adjustments.

Their new interactive podium is ideal for lecture theatres or hybrid teaching, and the range of upcoming developments embracing Android 15, were very impressive and if I was still in a College I would be getting colleagues to check out Lumio as a potential improvement on Kahoot and some of the other solutions we have in the class activity space. I’d be exploring  purchase of an interactive podium for our theatre too.

My takeaways from Scottish presenters: Meeting the next generation of educational innovators was inspiring. Mid Lothian shared a story on inclusive digital transformation using Chromebooks and smartboards, while others discussed Smartboards with learner’s own devices, open learning initiatives, curriculum innovations for all school years, and VR headsets to understand neurodiversity. Collectively they are seeking solutions for digital credentials and better community support in educational technology and curriculum development. These concerns echo current uncertainties at Education Scotland and SQA.

The Gangs All Here

I plan to introduce them to the Association of Learning Technology. This post can't reflect all the fun we had in what is an anxious time in Canada. Perhaps never a better time to do business there. Smartboards and their associated product range are all available on relevant Scottish procurement frameworks and there are experienced channel partners and installers available. 

I have to include one image of the breath taking Rockies. Last time I was in Canada was 30 years ago on the east coast on a Rugby Tour - so first time seeing the mountains - truly awesome. 

Open Badges , Digital Credentials and Open Standards #Bett2024 #Bett24 Digital Badging Commission #openscot

Surely time for all qualifications to be digital !

This post reflects on a London 1Edtech gathering and the work of the UK Digital Badging Commission.  

Pre #Bett24 I was kindly invited to contribute to cross sectoral meeting with 1Edtech along with delegates from across the UK University and College landscape.  Thanks to Gill Ferrell who now leads for 1Edtech in Europe for kind invitation.

As an aside, I was amazed by transformation of StErmins Hotel a far cry when it was a run down hotel and the cheapest option for Westminster meetings. 

The meeting in London was excellent for highlighting the adoption of open standards around the world and the relative intransigence of the UK as a whole. It is worth having a dig into these slides from CEO of 1Edtech Curtis Barnes.  There were some other really excellent presentations and great discussion on day. If you really don't know what I am talking about here have a look at the standards themselves. Open standards are important - what allows you for instance to get emails on lots of devices. 

I led some national policy developments here from 2013 and I carried the lessons forward into my practice.  In a College setting we adopted Canvas partly as Canvas Credentials (formerly Badgr) brings open recognition for all learners. Having awarded badges to students and lecturing staff for two years I moved on just as our curriculum team were rolling out badges for meta-skills to the students.

It will be interesting to see how this approach develops and what reception this has from our learners.  There is huge scope here, if the College can push this on. Interesting too to see that Edinburgh and St Andrews Universities have adopted Canvas to support their micro-credential initiatives. 

It is concerning to see how slow progress has been around adoption of open standards for digital certification. I am glad to be a contributor to the UK Digital Badging Commission.  Being well led out by Patrina Law. 

In a global first, Ufi VocTech Trust and The RSA have launched the Digital Badging Commission to broaden the understanding, development and adoption of digital badges by accrediting organisations and employers.

Have a look at work to date of the UK Digital Badging Commission and you will see some green shoots. 

I was surprised and pleased  to see developments here between SQA and Skills Development Scotland around ways to display credentials in MyWorldofWork. But perhaps more impressed by the nascent Department for Education record of Post 16 learning. The vision is that  a learner can enroll on a course simply by a scanned QR code and can maintain their own record of achievements. See presentation above for details on these projects in development.  

I think biggest blocker here are the policy makers. A special shout out to City and Guilds and NCFE in England who have pushed on with developments in this space and as a Scottish Employer SCCC for pushing on badges for workforce accreditation. It would be good to see a fresh vision piece in this space from Scottish Government. 

The Digital Badging Commission includes representatives from educational organisations, awarding bodies, tech companies, and others interested in the future of learning and skills recognition.

Key themes and points discussed recently - 

Opportunities for Acceleration: The group discussed policy developments that could accelerate the adoption of digital credentials, including the potential of a national digital learner record and linking it to work experience data. DfE's "Project Titan" and the "Digital Wallet" work by DSIT were mentioned as relevant initiatives.

Barriers to Adoption: Several barriers were identified, including:

• Familiarity with paper-based credentials.
• Lack of a centralized wallet/store - perhaps not needed.
• Complexity and intelligibility for users.
• Perception that the metaphor of badges is not useful and devalues qualifications. The need for clearer definitions and a unified taxonomy was emphasized
• Confusion around terminology (badges vs. micro-credentials vs. qualifications).
• Quality assurance challenges.
• Employer scepticism and or lack of awareness.
• Recruitment processes lagging behind in recognizing digital credentials.
• And or many HR and OD systems don't use open standards.
• Lack of joined-up thinking across the UK's different educational systems.

Driving Change: How things might change 

• Regulatory mandates for awarding bodies to provide digital certifications and wallet adopting open standards. 
• Starting with smaller-scale projects (e.g., Foundation Apprenticeships) to test and build infrastructure.
• Focus on qualifications issued to schools, colleges, and work-based learning providers.
• Developing case studies showcasing the real-life use of digital credentials.

The ongoing conversation highlights the potential of digital credentials to transform learning and skills recognition, but also captures the challenges that need to be addressed to achieve widespread adoption and ensure that these credentials are valuable for both learners and employers.

I know Patrina and team are keen to talk to employers large and small about their view of digital certification. If you are a Scottish employer please reach out to Patrina using LinkedIn contact above. 

My own view it should be digital qualifications supported by open standards for all. You don't need a centralised store just verifiable credentials. Learners without digital access should always be able to access a paper or alternative format. 

#Bett25 #Bett2025 How Was My Bett

I think I say this most years. I am really lucky to have time to attend BETT and given that privilege it is important that I share my own reflections.

Will be remembered as year of big storm up north. I think everyone from Scotland will have a travel tale as all trains and planes cancelled at one point on Friday and trains on Saturday too. We made it home on Sunday. 

Here is a quick summary of who I met and what I discovered at this year's BETT25 Conference . It was nice not presenting this year and just being able to move around. I missed last year as I was in Ankara with Turkish Qualifications Authority. 

I was a guest and contributor at an excellent Tuesday pre conference event held by 1EdTech really around global intransigence to adopt open standards - I'll blog about that next.

This was the year when - shock horror - private consultants and private companies had to pay to attend BETT. I am chair of an educational charity and got my ticket that way. It seems fair enough that private sector folks pay for entry as a stand at Bett is a really expensive investment. Still lots of scope for meetings in an around London during event. I did notice that the World Education Forum has moved from the Monday and Tuesday of this week to a later date in April. I wonder if that will in time impact international policy makers attendance at BETT.


Here is my quick summary and observations

1. Queen Elizabeth line to Excel is a revelation for travelling to and from venue and opens up possibility of accommodation across London. ( though others will have spotted that last year)
2. I was staying between St Martins Kings Cross and Excel, to make it easier to catch up with daughter. Whitechapel was great fun, even managed a curry night with old city pal in his favourite spot. Tayyabs , the lamb chops amazing - I'll be back.
3. Ministerial address really excellent and on point - though I've heard a few good ones in past. Challenge is that the changes actually happen ( and also the education minister lasts more than a year) but sense that a vision is in place. But sense too from delegates that things on the technical front/blended learning agenda, have slowed down. I do think that the content is king rather than competency based models are winning the arguments at moment in terms of curriculum design. See too the anti-mobile phone lobby. Some bits of system are just so wilfully backward.
4. Probably less stands but still two halls full and busy on Wed and Thursday and a lot to get around.
5. Huge esports area, seems to have got bigger and large global area taking up one side of exhibition space. In centre a UK pavilion and lots of action from Department for International Trade ( will this lessen now world education forum not on as present ?) but no real Scottish exhibitor and or agency presence. The international stands made UK pavilion look puny.
6. Smartboards still everywhere but getting better and better , AI with everything and loads of programmable robots for every stage of learning.
7. Start Up areas kind of spread about - so not as easy to find and talk to new companies - did meet some Scottish edtech start ups - I hope they got value from BETT. If I can help them I will. 
   
   
   
8. I attended some key notes and sessions. Perhaps just me but I found particularly those in HE Advance area to not be well enough organised or themed and/or well that relevant. Perhaps organisers need to work more closely with Jisc and Association of Learning Technology - but may just have been my timing. I know I missed some great sessions on assessment on day one and on AI on Friday. So may just have been sessions that I attended.
9. Apple Education seemed to have more of a presence than previous years - perhaps trying to play catch up with Microsoft and Google but while I heard about great developments on Apple classroom front - hard to see how they can make up lost ground.
10. The size of London Grid for Learning Stand almost as big as Canva and Kahoot. Figured out why and lessons to be learned. They run an Appstore for schools and vendors pay to get inside this. Sensible really and good model for GLOW. The London system supports more schools , teachers and learners than GLOW - I sense too eye on rest of England in terms of services for schools and academy trusts.
11. Well done Smartboards for facilitating a Scottish edtech gathering on Wednesday afternoon. Was amazed no one from Education Scotland along at this - and indeed at Bett25 - really not a good idea to have no feet on ground. 
12. Panel session with English old guard Mary Bousted, Jim Knight , Robert Halfon - agree with one statement that English system has an obese curriculum thin on skills and competencies and weighed down with too much content.
13. TeachmeetBett25 I got to for a change and did a two minute plug for learning design and for membership of ALT - thanks too Everway/Texthelp for sponsoring cracking social at Millennium Dome and for old pal Dawn Holly-Bone from 2Simple for chairing so well.
14. Bonus additional day in London. We walked from Whitechapel across London to the West end, stopping for pie and mash in Smithfield and ending back at Aldgate - for excellent fresh pasta at Emilia's. ( a new chain to me) 

As usual I targeted having 30 minute meetings with 10 minutes in between to get around conference. It made for a busy two days but best way to make most of BETT.

Useful bits and bobs with some plugs at end -

Adobe 

Express is so good for education and now with more AI built in great for animation https://www.adobe.com/education/express/?

Microsoft - marching on on many fronts. Got along to some great sessions from Mike Tholfsen. He has helpfully blogged about these sessions and included his presentations. Here are some direct links. Liking particularly some of the new Canvas by Instructure integrations. Not sure about the Microsoft Designer plug by offering all attendees a chance to create our own badge avatar - but Microsoft designer is cool. 

AI for Educators from Microsoft useful on line course https://learn.microsoft.com/en-gb/training/paths/ai-education/
More AI for Educators Resources https://learn.microsoft.com/en-us/training/educator-center/topics/ai-for-education
AI classroom Toolkit https://learn.microsoft.com/en-us/training/educator-center/instructor-materials/classroom-toolkit-unlock-generative-ai-safely-responsibly
Overview of what is new https://techcommunity.microsoft.com/blog/educationblog/whats-new-in-microsoft-edu-bett-2025-edition/4291951

Google - again moving on many fronts attended some excellent sessions AI and other developments all summarised in one place https://blog.google/outreach-initiatives/education/bett-2025/ 

Really interesting stuff is Google integration of Gemini, Video, Sheets and Docs and on going development of Notebook LM. 

You can find that in link above. You find 11 new ways Google can help you here https://blog.google/outreach-initiatives/education/ai-tools-education-2025

IBM Interesting stuff from Justina Nixon Santil https://www.ibm.com/think/insights/ai-skills-you-need-for-2025

Intel 

Still plugging their excellent Skills for Innovation programme

https://www.intel.co.uk/content/www/uk/en/education/intel4education/programs.html

Shameless Plugs 

Great to see and chat to Teachermatic Team Bett Gold award winning solution.

Caught up with Louise Jones and Thinglink - an amazing platform and still not used widely enough in Colleges and schools.

Padlet , Canva and Wakelet still brilliant. 

This for English composition looks interesting https://olex.ai/ and another competitor for Grammerly https://lex.page/

The  Daiverse Project  looks interesting for inclusion https://daiverse.eu/

On hunt for some funding - this potentially useful 

Though Colleges and training providers should be looking at grant funding from https://ufi.co.uk/

Great to see 

All the Scottish Edtechs who made journey and stayed the course and everyone else of course

- special mention to Graham Brown-Martin and Tony Parkin who I haven't seen at Bett for years and Mags Amond from Ireland doing her stuff at Teachmeet and Dawn Holly-Bone 2Simple and Charlie Love - Bett award winner. 

Sorry to miss around conference arena 

Dom Lukes , Vikki Liogier , Stuart Walker , Matt Wingfield , Elyan Ezekiel, Dan Fitzpatrick, Sara De Freitas, Debs Hill,  ClickView team , Scott Renton from City of Glasgow who made decision to head north before storm hit. 

And special shout out to  Prof Stephen Heppell who is normally a fixture but laid low - still found time to offer advice on Brick Lane Curry spots. Get well soon. 

For me funniest moment - International Teachmeet on immersive rooms - a really good session from Finland. Where Finnish colleague repeatedly asked us if we were "aroused"  apparently we should always ask students how 'aroused' they feel. You must be 'aroused' to learn. 

I'll not take that approach with Scottish staff ;-) . In fairness what was showcased was an immersive learning space - four walls of any image you want with suitable sound effects from forest to nightclub rave.