AI is changing the way students learn—but is it also changing the way they think? In this episode, we take a closer look at whether we are letting machines take over too much of the thinking process and what that means for skills like critical thinking, reflection and self-questioning. We talk about how educators can design learning that keeps students actively engaged, how to spot the difference between surface-level AI use and deeper learning, and simple ways to weave metacognitive prompts into AI tasks so students stay thoughtful, curious, and in control of their own learning.
Dr. Anjali Singh is a postdoctoral fellow at the University of Texas at Austin, conducting research at the intersection of Learning Sciences and Human-AI Interaction. Her research focuses on the design and study of interactive learning technologies that support reflection, critical thinking and metacognition in learners in the age of AI. She holds a PhD in Information from the University of Michigan. Her work has been published at venues such as L@S, LAK, AIED, SIGCSE, and AAAI, and has been recognized with multiple best paper awards.
Links to resources mentioned in the episode:
the chapter on metacognitive prompts - the International Handbook of Metacognition and Learning Technologies.
Anjali's research paper presented at a workshop at AIED: https://arxiv.org/abs/2505.24014
This episode explores the balance between technological innovation and human-centered learning through the use of intelligent tutoring systems (ITS) in higher education. With guest speaker Adrienn Toth, we discuss the benefits of ITS—such as personalised feedback, adaptive scaffolding, and improved engagement—while highlighting the critical role of student trust. Trust, Adrienn argues, cannot be engineered by algorithms alone but must be built through intentional design that prioritises transparency, collaboration, and ethical responsibility. By engaging students in the co-creation of these systems—through design input, feedback loops, and opportunities for agency—ITS can empower learners and align more closely with pedagogical values. Adrienn also emphasises that while machines can support learning, it is trust that ensures their effectiveness.
Adrienn Toth is a doctoral student in the Joint Doctoral Program in Learning Sciences offered by ETH Zurich and EPFL. She completed her studies at Corvinus University of Budapest and Erasmus University Rotterdam, with exchange semesters at HEC Montreal and Universidad Torcuato di Tella in Buenos Aires, Argentina. Apart from her studies, she has always worked in the education field, first at a startup and later in a university environment, mainly focusing on content creation and curriculum development.
In her research, Adrienn focuses on supporting the adoption of AI-based Intelligent Tutoring Systems (ITS) in the core curriculum of higher education institutions. More precisely, she would like to understand how students perceive ITS from the data privacy perspective and what are the barriers of increasing their trust in such systems. Building on these identified concerns, the goal of her project is to enhance existing ITS with new features specifically targeting these student concerns and testing their effectiveness in controlled experiments, field studies and qualitative evaluations.
In this episode, we critically discuss with Craig, learnings from the ASLW pilot, co-created with diverse cohorts of the University of Greater Manchester health and society students, using Education Design Research (EDR) methodology (McKenney and Reeves, 2021) and five phases: (1) Analysis & Exploration, (2) Design & Construction, (3) Evaluation & Reflection, (4) Theory & Practice, and (5) Implementation & Spread.
Adopting a critical realist ontology (Bhaskar, 1975), Craig explores how the holistic experiential learning principles of belonging, sensing, feeling, thinking, being (Beard, 2022) - influence the function of ASLW case study, by critically appraising the core phases of educational design research. In February 2025, Craig delivered a lightening seminar of his Active Soles, Active Minds research to the Sport Critical Pedagogies and Global Education Network, which is available on You Tube at; Active soles, active minds: education design research approach to understanding and implementing experiential learning walks beyond campus realms.
Craig Hobbs is currently Senior Lecturer – Sport, Physical Activity and Health at the University of Greater Manchester, with over 30 years ‘pracademic’ sport, education, business and public health ecosystem leadership and management experience. He is a PhD candidate, pursuing an appreciative research inquiry into; ‘Connecting & Mobilising the Gown & Town: Exploration of the Associational Life of Active Campus Communities.’ Craig is also a Senior Fellow of the HEA (SFHEA) and Chartered Management Fellow of The Chartered Institute for the Management of Sport and Physical Activity (CIMSPA).
This podcast episode, featuring guest Lukas Erle, considers the transformative impact of Generative AI (GenAI) in higher education. The discussion explores both the student and educator perspectives on the significant challenges and opportunities presented by GenAI. The episode examines how students currently perceive and use GenAI in their studies, and the needs and insecurities they face. Furthermore, it addresses the critical topic of bridging the gap between student and teacher experiences to inform future regulations. Finally, the episode concludes with a forward-looking discussion on co-creating effective and adaptable guidelines for GenAI, and the proactive steps institutions should take to ensure its responsible and beneficial integration.
Lukas Erle is a research associate and lecturer at Ruhr West University of Applied Sciences (HRW) in Germany, working in the research group of Prof. Dr.Eimler and Prof. Dr. Straßmann. His expertise is the intersection of psychology and computer science dealing with human-robot interaction and AI in higher education. Lukas also leads courses on psychology in human-computer interaction and researches how students and educators can co-create sustainable, ethical uses of AI in higher education.
In this episode, we explore leadership in digitally enabled education and the strategic decisions shaping the future of higher education with Sukaina Walji, Director of Centre for Innovation in Learning and Teaching at the University of Cape Town, South Africa. Sukaina reflects on navigating digital transformation, from reimagining undergraduate assessment through technology to embedding blended and online learning at scale. We discuss how leaders can communicate a clear vision, align diverse teams, and manage cultural change in universities. The conversation also examines the rise of AI in education—its opportunities, challenges, the issue of erosion of trust between staff and students, unreliability of AI detection tools, implications for institutional strategy and being intentional in designing learning. We also consider the leadership qualities essential for guiding universities through the next decade of innovation and digital adoption as emerging technologies continue to disrupt Higher Education.
Sukaina is the Director of CILT. She oversees operational functions for the department including supporting the growth and development of CILT’s capacity to design and develop blended and online courses. She provides strategic advice for university senior leadership for digitally enabled education, participates in university level committees and initiatives, and is Chair of the Online Education sub-committee. She is also the member of Assessment Framework Working Group and co-lead of the UCDG project ‘Transforming Undergraduate Assessment’.
In her previous role as Coordinator of CILT’s Curriculum and Course Design team she oversaw the work of the Digital Media unit and the Learning Design team. Her research interests include learning design, MOOCs, Unbundled Higher Education and assessment practices. She has a Masters in Online and Distance Education from the Open University UK, and a BA (Hons) in History from Oxford University.
In this episode, Dr Zhongtian Sun shares insights from both sides of the AI education landscape—as a researcher developing behaviour-aware personalised learning systems, and as a lecturer witnessing first hand how generative AI is reshaping how students learn.
We dive into the development of SPAR-GNN, a hybrid framework that uses graph neural networks and large language models to deliver selective feedback only when students show signs of struggle—like frustration or hint-dependence. We unpack how “at-risk” learners are identified, the ethical dimensions of selective AI support, and what it means to teach in an age where tools like GPT and Co-pilot are becoming second nature to students.
We also explore the shifting dynamics of deep learning and software development education—where project-based, independent learning collides with the realities of AI-assisted shortcuts. What new pedagogies are emerging to ensure genuine understanding, not just efficiency? And how do we assess learning when generating an answer is no longer proof of knowledge?
Dr Zhongtian Sun is a Lecturer in Artificial Intelligence at the University of Kent, with a research focus in graph representation learning, explainable AI and large language models (LLMs). His research aims to enhance the reasoning capabilities of deep learning models, with applications in healthcare, finance, education and recommendation.
He holds a PhD in Computer Science from Durham University and has held research roles at the Universities of Cambridge and Oxford, contributing to projects in clinical AI, knowledge graph reasoning and LLM-based decision support. He also worked on a funded research project with the UK Department for Transport through the Turing Internship Network.
Dr Sun is Co-founder and CTO of an AI for Finance startup, developing a knowledge graph powered platform for market analysis and multi-agent portfolio reasoning.
His academic collaborations span Oxford, Cambridge, Glasgow, Durham and the Alan Turing Institute. He serves as Area Chair and Senior Programme Committee Member for leading conferences including ECAI, AIED, ICLR and is Visiting Faculty at the University of Cambridge.
What makes an education focused Business Management academic and what is the significance of this role?
What happens when you challenge centuries-old traditions in higher education? In this episode, we hear the compelling story behind the London Interdisciplinary School (LIS) — a university built from the ground up to rethink how we educate for a complex world.
From the inspiration behind its founding to the hurdles faced in pushing against the boundaries of traditional academia to prepare students to tackle global challenges head-on, our guest shares what it takes to build an institution that puts real-world impact and interdisciplinary thinking at its core.
We explore why interdisciplinary learning is more than a teaching method — it’s a response to the world’s toughest challenges. You’ll hear how LIS connects theory with action, empowering students to work on live problems from industry, government, and society.
Plus, we tackle a big question: Is this the future of higher education? With momentum growing, we ask what needs to change for other universities to embrace a more connected, flexible, and problem-led approach to learning.
Professor Carl Gombrich, is the Dean of and the dynamic force behind The London Interdisciplinary School. With a diverse background spanning mathematics, physics, philosophy, and even professional opera singing. As a professorial teaching fellow at University College London, he spearheaded the UK’s inaugural Bachelor in Arts and Sciences degree, showcasing his dedication to fostering versatile minds.
Renowned for his captivating keynote addresses on topics like interdisciplinary education and the future of talent, Carl’s expertise has earned him a prestigious place in the British Academy Working Group on Interdisciplinarity. He’s also a core panel member at the Accreditation Organisation of Netherland and Flanders (NVAO).
What makes an education focused Business Management academic and what is the significance of this role?
In this episode, I speak to Professor Sally Everett, to explore the evolving landscape of education-focused leadership in Business and Management Studies. Sally shares insights from her own journey in education leadership, reflecting on the challenges and opportunities of an education-focused career pathway in academia. We discuss the role and significance of education-focused management academics, the leadership support needed to navigate career progression, and how to bridge the gap between aspirations and systemic realities. Finally, Sally offers her perspective on future directions and the changes needed to create a more sustainable and rewarding pathway for education-focused scholars.
Sally is Professor of Business Education, Deputy Dean and Vice Dean (Education) at King’s Business School, King’s College London. Sally is a National Teaching Fellow (2017), Principal Fellow of the Higher Education Academy (2013), Collaborative Award for Teaching Excellence award holder (2016) and is Equality Officer for the Association of National Teaching Fellows. Sally is a member of the Chartered Association of Business School’s Race Equality Working Group and their Equality and Diversity Committee, and is Director of their Leaders in Learning and Teaching programme. Sally also set up and leads the business school’s gender inclusive network (Women@KBS).
What is SoTL and what is its significance in teaching and learning in Higher Education?
In this episode, we explore the transformative journey of becoming a Scholarship of Teaching and Learning (SoTL) researcher. Guest speaker, Dr. Elizabeth Goode, shares her personal experiences—what inspired her to pursue SoTL, how it has shaped her teaching practices, and the challenges she has navigated along the way. If you are an early career academic or an experienced educator looking to deepen your engagement with SoTL, this conversation with its valuable insights and practical advice from Liz, would be of interest to you!
Dr Elizabeth (Liz) Goode is a Teaching Scholar in the Academic Portfolio Office at Southern Cross University, Australia. She leads various scholarship of teaching and learning projects that investigate student engagement and success in immersive block models in higher education. She is a path-ways/access educator and the recipient of numerous teaching awards, including an Australian Office for Learning and Teaching Citation for Outstanding Contributions to Student Learning.
In this episode, we unpack the AI CHECKLIST Model, a framework designed to enhance AI literacy in Higher Education students. What is the model, and what inspired its development? Sue Beckingham shares insights into the components of CHECKLIST and the pressing need for a structured approach to teaching AI literacy skills while Peter Hartley discusses strategies for adapting it to various disciplines with reference to their recently published book co-edited with Prof. Jenny Lawrence and S. Powell. The AI CHECKLIST model provides practical steps, emphasizing accessibility and inclusion. Beyond AI literacy, Sue and Peter also reflect on the model's emphasis on responsible AI use and decision-making, equipping students to navigate complex challenges.
Resources relevant to the AI CHECKLIST model, are hyperlinked in the episode detail.
Peter Hartley is now freelance Higher Education Consultant, and Visiting Professor at Edge Hill University, following previous roles as Professor of Education Development at Bradford and Professor of Communication at Sheffield Hallam. Sue Beckingham is an Associate Professor and Learning, Teaching and Assessment Lead in the School of Computing and Digital Technologies at Sheffield Hallam University.
For more information on the guest speakers and their work, click here.
Are you a higher education professional considering the prestigious National Teaching Fellowship (NTF)? In this episode, we break down everything you need to know to prepare a successful application. We start by explaining what the NTF is and who it's designed for, highlighting why it's a valuable opportunity for advancing your career. We also tackle common misconceptions about the application process, providing clarity on what reviewers are really looking for. Our guest, an experienced NTF reviewer and Teaching Excellence Award Lead, shares insights on where to begin your application journey and answers frequently asked questions from prospective applicants. Whether you're just starting to think about applying or already deep into the process, this episode offers essential tips and strategies to help you craft a compelling NTF application.
Link to resources shared in this episode:
National Teaching Fellowship Advance HE
Dr. Deeba Parmar's career is deeply rooted in her commitment to fostering a supportive culture and recognizing excellence in teaching. She is dedicated to motivating, developing, and nurturing her colleagues' pedagogical and professional growth to enrich the student experience. As the Head of the Centre for Academic Practice Enhancement, she leads and implements key initiatives, including reward and recognition through the internal Professional Recognition scheme, the National Teaching Fellowship, and the Collaborative Award for Teaching Excellence. She also champions equality, diversity, and inclusion within the curriculum and student voice. Dr. Parmar emphasizes genuine collaboration between academic and professional services, leveraging collective expertise to improve teaching and learning outcomes.
In this episode, we explore the exciting intersection of education and entertainment by focusing on the use of escape rooms in the classroom. What exactly are escape rooms, and how can they be transformed into powerful learning tools? We talk with experienced educationist, Dr Jenny Moffett, who sheds the spotlight on integrating these immersive experiences into teaching practices. Discover how escape rooms boost student engagement and learning outcomes, making lessons more dynamic and interactive compared to conventional methods. We also discuss the challenges educators may face when implementing escape rooms, from logistical hurdles to ensuring accessibility for all students. Finally, Jenny shares some strategies for designing escape rooms that cater to diverse classroom needs, ensuring every student can benefit. Whether you're an educator or a curious learner, this episode offers valuable insights into how escape rooms can transform education!
''AI is fundamentally uncaring. It is a language model. It’s not a system that knows and cares about its students. It can be enormously helpful but it needs to be in addition to the support and mentoring of a human teacher. If we can get the balance right, so that the human teacher is at the centre of education with AI acting as a really valuable supplement to that, then I think we have got a powerful combination'' - Prof. Mike Sharples.
In this episode, in conversation with Mike, we unpick some nuanced considerations educators need to be mindful of when planning to use Gen AI technologies for teaching and learning. As Mike suggests 'Gen AI could be treated as a conversational partner who is prone to make mistakes' and as educators we shouldn't forget that the focus 'should always be on good pedagogy'.
Mike Sharples is an Emeritus Professor of Educational Technology at the Open University. He provides consultancy for institutions worldwide including UNESCO, UNICEF, universities and companies.
Continuing from Part-1, listen to this latest episode where Emerita Prof. Sally Brown and Prof. Kay Sambell critically explore the role of student involvement (either directly or indirectly) in creating effective authentic assessments. In addition, Sally and Kay outlines and explains the 6 steps method of designing authentic assessments using this time-tested and evidence informed approach to foster learning and engage students in a 'productive messiness' for optimised pedagogic experience.
For a rich collection of scholarly work on authentic assessments from Sally and Kay, visit:
In this exclusive episode, in collaboration with the Journal of Educational Innovation, Partnership & Change, Professor Nephtali Marina Gonzalez, along with Iker Hernaez and Angelica Blotto, delve into their co-creation project offering valuable insights into the challenges faced and lessons learned from the perspectives of both staff and students. Tune in to discover what makes student-staff partnerships successful and how you can co-create similar partnerships within your practice.
Professor Nephtali Marina Gonzalez is the Vice Dean of Equality, Diversity and Inclusion at the Faculty of Medical Sciences, UCL. He is also the co-editor of the Journal of Educational Innovation, Partnership and Change. Nephtali is extremely passionate about Research-Based Education. He implements and disseminates innovative and cutting-edge educational strategies that enable students to create new knowledge by constructing their own research and makes them more competitive for the challenging job market. Angelica Blotto is a 3rd year BSc Applied Medical Sciences student at UCL. She is one of the student-partners for the Integrated Medical Sciences Change Maker’s project. Angelica is also a member of the Drama and MedTech societies at UCL. Outside of university, Angelica also trains in ballet. Iker Hernaez, is a third-year student at University College London pursuing a BSc in Applied Medical Sciences. Besides academics, Iker is deeply involved in leadership roles, serving as a Student Partner for UCL Change Makers, former captain of UCL's 1st Tennis Team, and the Cultural Events Officer for the Spanish and Latin Society.
This podcast features two internationally acclaimed Authentic Assessment experts Professor Sally Brown and Kay Sambell, who illuminate the transformative potential of authentic assessment methods in Higher Education through their expertise and experience. Drawing upon a range of global examples, Sally and Kay provides guidance for the integration of genuine tasks and real-world contexts to elevate student engagement and competency development, advocating for a more meaningful pedagogical approach to evaluation.
Professor Sally Brown is an Independent Consultant in Learning, Teaching and Assessment and Emerita Professor at Leeds Beckett University where she was, until 2010, Pro-Vice-Chancellor. She is also Visiting Professor at Edge Hill University and formerly at the Universities of Plymouth, Robert Gordon, South Wales and Liverpool John Moores and at Australian universities James Cook Central Queensland and the Sunshine Coast.
She holds Honorary Doctorates from the universities of Plymouth, Kingston, Bournemouth, Edinburgh Napier and Lincoln. Sally is a Principal Fellow of the Higher Education Academy, a Staff and Educational Development Association (SEDA) Senior Fellow and a National Teaching Fellow. Sally is widely published on learning, teaching and particularly assessment and enjoys working with institutions and teams on improving the student learning experience. Her publications can be accessed on www.sally-brown.net .
Professor Kay Sambell is widely known internationally for her contributions to the Assessment for Learning (AfL) movement in Higher Education, which seeks to emphasize the ways in which assessment processes can be designed to support and developing students’ learning, as well as measure it. For over two decades she has spearheaded a range of pragmatic innovations, research projects and initiatives focused on improving university student learning via assessment. She co-led the pioneering Centre for Excellence in Assessment for Learning during her time at Northumbria University. She is a UK National Teaching Fellow (2002) and a Principal Fellow of the Higher Education Academy. She is currently an independent consultant and Visiting Professor of Assessment for Learning at the University of Sunderland and the University of Cumbria.
Kay also helped to establish and support a series of international conferences aimed at rethinking assessment practice. She is currently President of the vibrant Assessment in Higher Education (AHE) conference series, ( https://ahenetwork.org/.) which leads the development of assessment for learning.
As Generative AI takes on more routine responsibilities, would accountants need to cultivate new skills and competencies to thrive in their profession? How can accounting curricula adapt to equip students with the critical thinking, ethical reasoning, and technological proficiency required to thrive in a professional landscape that is being rapidly redesigned by the advancement of AI technologies? In this latest episode, Dr Gerhard shares his insight on how AI technologies have evolved recently and will continue to evolve and what educational institutions and professional bodies can do to support career readiness of future accountancy graduates.
Dr Gerhard Kristandl is an Associate Professor for technology enhanced learning in the school of accounting, finance, and economics at the University of Greenwich. He has 18 years of experience in higher education across the UK, Canada, and Austria, with a focus on learning technologies in HE. He is a key member of the University of Greenwich AI Task Force, the university lead for Mentimeter, a Senior Fellow of the Higher Education Academy, and a former management consultant. He blogs about generative AI on LinkedIn and Medium, and runs his own YouTube channel, with recent videos around generative AI and its applications in education. He is passionate about creating engaging and innovative learning experiences for his students and is a strong believer that generative AI makes and will make human educators even more important than ever before.
LinkedIn: https://www.linkedin.com/in/gerhardkristandl/
Medium: https://medium.com/@gerhard.kristandl
YouTube channel: https://www.youtube.com/@drgeekay
This podcast episode explores how higher education institutions can leverage alumni feedback and insights to enhance their teaching, learning, and entrepreneurship programs. Professor Andy Penaluna shares his expertise on fostering strong alumni connections and using their diverse experiences to inform curricular and co-curricular developments that better prepare students for the evolving workforce.
Professor Emeritus Andy Penaluna is a renowned expert in the fields of entrepreneurship, enterprise, and employability education. With a background as a designer, he has leveraged creative thinking to drive innovative solutions in both business and academia.
Andy's extensive experience spans various levels of education, from primary schools to post-doctoral programs. He has led impactful initiatives, such as updating the UN's Empretec program curriculum and developing the EU's EntreComp Framework. His work has also influenced policy, with the QAA announcing that all Subject Benchmark Statements should now consider enterprise and entrepreneurship. Andy's contributions have been widely recognised, including a personal presentation of the Queen's Award for Enterprise Promotion and awards from the Institute of Enterprise and Entrepreneurs and the Maserati 100 Entrepreneurs. Currently, he is assisting UNESCO in responding to the need for entrepreneurial leadership in higher education and advising the UK All Party Parliamentary Group for Entrepreneurs.
This podcast episode critically examines the intersection of digital literacy pathways and pre-arrival questionnaires. In discussion with Michelle, this topic explores the current understanding of PAQ, shedding light on its potential benefits and considerations in relation to addressing digital literacy skills gap in students transitioning to Higher Education.
Dr. Michelle Morgan is widely recognised both nationally and internationally as an expert in Student Experience Transitions, spanning all educational levels, and has a wealth of publications in this field. Currently serving as the Dean of Students at the University of East London, Michelle holds significant affiliations including being a Principal Fellow of the Higher Education Academy (HEA), a Fellow of the Association of University Administrators (AUA), an elected council member of the UK Council for Graduate Education (UKCGE), and a Student Minds Mental Health Charter Assessor. Throughout her diverse career, Michelle has held roles ranging from faculty manager to lecturer, researcher, and academic manager. Her approach as a 'Third Space Integrated Student Experience Practitioner' involves developing initiatives grounded in pragmatic and actionable research. Holding an impressive track record with over 50 publications, Michelle delivered numerous presentations at both national and international conferences, including keynotes and invited papers. Additionally, she has spearheaded the creation of a free online portal offering valuable resources and links for those interested in enhancing the higher education student experience.
This episode defines AI literacy by exploring its key components and argues it's crucial role in today's world. With the rapid pace at which Generative AI technologies are advancing, how do we navigate this complex landscape and foster critical thinking abilities in learners in Higher Education? Join Dr Martin as he taps into the response from Russell Group Universities in the UK to rise to the challenges and benefits of integrating Generative AI into teaching and learning.
Dr Martin Compton is the College Lead for Programme, Module and Assessment Design at King’s Academy, King's College London. With over 30 years in education, Martin has taught at various levels and in a number of countries. He focuses on adapting higher education pedagogy, assessment and feedback to emerging technologies like generative AI, advocating for compassionate pedagogy and joyful learning with a 'freedom to learn' philosophy. Martin also contributed and co-delivers on the free 'Generative AI in Higher Education' online course from King's College London which has been helping the HE sector understand the impact of AI since its launch in October 2023.