Launch of Toolkit for reflecting on the use of Digital and AI Technologies in Learning and Teaching

Last Monday, before heading up to Dundee University to move my son into student halls, I had the opportunity to attend the launch of an excellent new resource at the University of Glasgow.

The team at the School of Education has developed the Toolkit for Reflecting on the Use of Digital and Artificial Intelligence (AI) Technologies in Learning and Teaching. Rather than promoting specific tools or offering a rigid compliance checklist, the toolkit encourages structured reflection, professional dialogue, and active enquiry through self-assessment activities, real-world case studies, and guided reflective frameworks. It supports reflection across various dimensions of technology use and can be used individually or collaboratively, with the flexibility to adapt to different educational settings.

It is structured into four parts that move from examining personal pedagogical assumptions to analyzing mock case studies and planning future lessons. By utilising established academic frameworks like SAMR, TPACK, and the Conversational Framework, the resource encourages a shift from mere technology adoption to evidence-informed reflection. 

The materials also highlight ethical considerations, such as data privacy and accessibility, ensuring that tools serve human-centered learning goals.

Ultimately, the toolkit provides a staged scaffold for practitioner enquiry, helping teachers sustain a reflective digital practice as technology evolves.

It was good to meet some Education Scotland colleagues along at the launch and hear that they had been supportive in the development of this resource. 

The toolkit has several clear strengths:

• Sensible progression: It thoughtfully steps staff through selecting suitable technology based on actual learning needs, asking grounded questions about tech and AI along the way.

• Solid pedagogical focus: It grounds learning design effectively, with a particularly useful focus on the ABC model.

• Open access: It is published as an Open Educational Resource (OER), making it widely accessible. #OpenScot 

The overall approach is remarkably sound, and it is worth planning to use some of the slides and exercises with staff to help shape their approach to learning technology and AI. That said, to make the absolute most of it in practice, there are a few tweaks I'd make:

• Streamlining the activities: I’d likely cut down on some of the exercises. A few sections feel slightly wordy, and it can take a bit long to reach the practical next steps of selecting the right technology.

• Localising to institutional context: In an institutional setting, you need to explicitly point staff toward the specific tools supported by their institution. The toolkit omits this local layer to remain universally applicable, so I’d add that context back in.

• Critiquing misuse: It also presents a good opportunity to explore what might be missing, or address where educational technology and AI are being used inappropriately. Example I often use - a poor set of engineering lecturers being driven to distraction by an edtech trying to get them to adopt Powtoons of cuddily toys with powertools. 

• Expanding case study scope: The team is currently expanding the case studies at the back. Right now, they are heavily focused on primary schools, which opens up a great opportunity for colleges and HE institutions to collaborate with the university to develop further sector-specific examples.

Ultimately, I’d take the core slides and checklists and adapt them to fit a specific institutional context. Overall, the resources in this pack are a valuable addition to the toolkit of both Learning Technology teams and staff developer leads.

There are a lot of resources appearing in this space. (digital learning support with a focus on AI)  I didn't ask but was not sure where this resource fitted along side Glasgow University's lead on the Centre for Teaching Excellence and or work around digital learning appearing from the digital hub at Edinburgh University. 

Event was timely as I was doing a sector wide presentation later in the week with an AI focus and I was able to include this resource in references. 

There was a plug too for an 'International Symposium' on AI in summer 2027 

If you work in Learning Technology or a Learning and Teaching Academy worth downloading the PDF - and with proper attribution for orginal underpinning work perhaps running your own local AI model to repurpose some of the slides and resources in this pack.  My preferred model for this at moment is giving Notebook LM the PDF and asking it to create presentation slides that I can then edit. 

Here is a first pass at creating presentation from the PDF using Notebook LM - it is far too 'glossy' I would never use a deck like this - but great indication of what Notebook LM can do in under a minute.  Please note proper attribution. 

Get Involved

Download: Access the full Toolkit PDF on Glasgow ePrints.

Contribute Case Studies: If your college or university wants to contribute sector case studies, reach out to Dr. Mark Peart at the University of Glasgow School of Education.

Year Two over the Top : Post Summer Blog Catch Up #OER26

I am still pinching myself that I'm not back in the trenches for a fraught start of term.

I've moved on a lot since last year, and the work keeps evolving. 

All the very best to all who are back for a new session. 

I had a busy end to my part-time consulting year!  And then a useful chance to simply potter about and reflect. Had great fun watching World Cup too in Scotland and France. 

I am a few blog posts behind. 

Here is a quick look at what I’ve been up to:

• Holyrood Communications: I had the privilege of speaking on the transformative role of AI in Education, exploring both the opportunities and challenges it brings for learners and teachers. Mainly how assessment needs to change. But have a close look at the presentation on skills you and learners need to develop to make the most of AI tools.
  
  
• #OER26: Connected with the open education community to share ideas and insights on the future of open educational resources. I focused on the practical things that open education advocates and their organisations should be doing to be open. Extended blog to follow.

• Very timely as the Scottish Government has finally got behind Open Practice. Caught up too over the summer with the team leading on this work. Worth a read - if I was still working at a public body or at an institutional level I'd be figuring out how we start the journey towards sharing more resources publicly with an appropriate open licence and discussing this with all stakeholders. 
  
  
  The #openscot community and Association for Learning Technology have lots of experts on hand who could help.

• Quality Systems: Delivered a session for Northampton College on familiar territory of quality systems internal and external quality assurance for their engineering academic team. 

• Île de Ré: Balanced the busy schedule with a fantastic summer break on the French coast, enjoying the quiet beaches, cycling routes, food, wine, and plenty of sunshine (perhaps too hot this year).

• Glasgow Commonwealth Games: Spent an unforgettable time volunteering on the ground, soaking in the vibrant energy of the events. Some memorable moments: the Ugandan team (on a rainy day)  telling me how beautiful Scotland was in the autumn and being surprised it was summer.  The Cook Islands team singing and playing their music on their hotel balcony each evening.   Above all, working with a great set of volunteers and welcoming so many different people into the City of Glasgow. 

• RSA Scotland: Supported the Commonwealth Reception in Trades House of Glasgow, engaging in fantastic conversations with fellows and partners celebrating regional and international connections and handing the baton on to the Indian delegation. 

• Mentoring: Continued supporting senior leaders on driving change, leveraging digital tools while staying human, and leading authentically. If you role-play being a rotter, you risk getting stuck in that mode, and we have more than enough angry leaders in the world right now!

Looking forward to ALTC in Cardiff, meeting new ALT Scotland Exec members, and supporting Instructure Canvas (including Canvas Con in November) and moving on a few other projects that will keep me occupied into the new year. 

 

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/