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. 

TECHday Glasgow 2026: What Colleges Can Learn from the Latest AV and AI Innovations

 

With colleges wrestling with hybrid delivery, estate pressures, and the rapid rise of AI, this year’s TECHday event felt less like a tech showcase and more like a snapshot of where FE learning spaces could be heading, if we have the investment to support the closure of the digital divide. 

Mediascape’s annual gathering may be compact, but it continues to offer one of the clearest windows into the technologies that will shape teaching and learning over the next few years.

It's great to meet and see all the suppliers who all use MediaScape to install and service their systems.  

It was great to catch up with lots of old friends and make some new ones. I still really like SmartBoard Mini.

What stood out this time was the shift from speculative AI conversations to practical, deployable solutions, tools that can make a difference in classrooms tomorrow, not in some distant future.

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AI‑Ready Classrooms Are Becoming the New Standard

Across the exhibitor stands, the strongest theme was the shift toward AI‑enhanced teaching environments. Not abstract AI, not hype, but practical tools that make hybrid delivery smoother and reduce staff workload.

I saw intelligent camera and microphone arrays that automatically track speakers, built‑in AI captioning and transcription that actually works in real time, and Teams/Zoom‑certified room kits designed for reliability rather than complexity. 

Wireless presentation systems rounded out the picture, supporting flexible, device‑agnostic teaching. For colleges still juggling inconsistent hybrid setups, these solutions felt mature, stable, and ready to deploy. I can be a sucker for gadgets, and I really liked the handy cam that was being used to capture the proceedings. 

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Immersive Learning Is Moving Into the Mainstream

Another standout trend was the rise of immersive and simulation‑based learning. Large LED walls, interactive displays, and projection systems are becoming more affordable and more adaptable to vocational contexts.

For construction, engineering, and health programmes, simulation environments now offer realistic, safe spaces for learners to practise skills before stepping into real‑world placements. These tools aren’t just visually impressive;  they support deeper engagement, repetition, and confidence‑building, especially in sectors where placement capacity is tight, or learners need more time to develop practical competence - you can wander around in spaces that you cannot access in real life. 

And the simple set of wireless headsets that can turn a noisy atrium or busy exhibition space into a viable space for focused presentations could be used for a silent disco, too.

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Smart‑Campus Tech Is Quietly Transforming Estates Planning

I was lucky latterly to be on a smart campus. Though I was never sure where the data actually went.

An increasingly important strand of the event focused on smart‑building technologies. These systems can monitor occupancy, automate environmental controls, and feed real‑time data into estate dashboards. For colleges managing ageing estates, fluctuating timetables, and ambitious carbon‑reduction targets, this kind of intelligence is becoming essential. The shift toward data‑driven estates planning was clear: institutions will soon expect their buildings to tell them how they’re being used, where energy is being wasted, and how learning spaces can be optimised. Well, I would expect that data as a board member.

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A Chance to Reconnect — and a Reminder of Sector Realities

One of the unexpected highlights of the day was catching up with colleagues from my own FE past — including an early‑career IT technician I once knew who’s now the head of technology at a major Glasgow college. It was a reminder of how much the sector evolves, and yet how many of the challenges stubbornly stay the same.

We ended up swapping stories that felt painfully familiar: significant investment in hybrid classrooms, but far less investment in the staff development needed to make that technology work. The result is predictable: frustration, wasted money, and teaching staff who, through no fault of their own, end up dismantling or bypassing equipment simply because they don’t know what it does. Every college seems to have its own horror stories. The shared wisdom was simple: if in doubt, ask a tech, and always check the room is working before you start teaching. It’s not glamorous advice, but it’s the difference between a smooth session and a chaotic one, and pulling all the wires out will never make a system work. 

Had a good chat too about how easy it is to open up SharePoint to share learning materials beyond the organisation and around, no-cost solutions to allow staff to create local agents in Microsoft Co-Pilot. But I fear we are still some way off from that being normal practice.  

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Cybersecurity and AI Governance Are Rising Priorities

As AI becomes more embedded in teaching spaces and campus systems, cybersecurity is moving rapidly up the agenda. Several sessions highlighted the risks associated with AI‑enabled devices, from data capture to network vulnerabilities and the need for robust governance frameworks. For colleges, this reinforces a simple truth: adopting AI isn’t just about innovation. It’s about ensuring that the systems supporting learners and staff are secure, compliant, and aligned with institutional policies. You don't get any shadow IT when IT is innovative and aligned with learning and teaching. 

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So What Does TECHday Tell Us About the Future of FE?

For me, the event reinforced a few key points:

• The future of FE learning is hybrid, flexible, and AI‑supported
• Teaching spaces need to be AI‑ready, not just AV‑equipped
• Immersive and simulation technologies are becoming core to vocational delivery
• Estates teams will increasingly rely on data‑driven decision‑making
• AI governance and cybersecurity must evolve alongside innovation
• Staff do need time, support, and training to make the best use of what is available. 
• We need open platforms. Was interesting to hear how easy it would be to make SharePoint open - and how resistant techs are to opening the platform up and or allowing staff access to tools to build their own AI agents. 

TECHday Glasgow didn’t offer speculative visions of the future. It offered practical, deployable technologies that colleges can adopt right now to improve teaching, learning, and campus operations.

And in a sector where time, budgets, and staff capacity are always tight, that’s exactly what we need.