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Published by Dan Bowen and Ray Fleming
Dan Bowen and Ray Fleming are experienced education renegades who have worked in many various educational institutions and educational companies across the world. They talk about Artificial Intelligence in Education - what it is, how it works, and the different ways it is being used. It's not too serious, or too technical, and is intended to be a good conversation. Please note the views on the podcast are our own or those of our guests, and not of our respective employers (unless we say otherwise at the time!)
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The Hidden Gender Gap in AI Education, with Juliana Peloche In this episode of the AI in Education Podcast, we welcome Juliana Peloche to explore one of the most important (and often overlooked) conversations in educational AI: the gender gap. Juliana shares how a Year 5 student's curiosity about AI sparked her own research journey, leading to a PhD and, ultimately, the co-founding of Women in AI Australia . Together, we discuss why representation matters (see Will Artificial Intelligence Get in the Way of Achieving Gender Equality ?), the barriers women continue to face in AI (see HBR's Women Are Avoiding AI. Will Their Careers Suffer? and Global Evidence on Gender Gaps and Generative AI Over Time ) and what educators, institutions and industry can do to create more inclusive opportunities. The conversation hears about new research into how female university students are using AI, revealing surprising findings around ethics, trust, academic integrity, and confidence with AI tools. We also explore AI bias, the importance of visible role models, and practical ways schools and universities can encourage more women to lead in the field. Links and resources: Women in AI Australia Learn more about the Women in AI Australia upcoming events Connect with Juliana Peloche on LinkedIn
Two Free AI Resources Every Teacher Should Download Lee Barrett joins Ray to unpack the biggest AI in education news and research. This week, while Dan enjoys the Pacific Northwest, Ray is joined by returning guest Lee Barrett (from CEnet ) for a wide-ranging discussion on the latest AI in education news and research. The episode explores why one of the world's leading law schools is restricting technology in first-year classes while embracing AI later in the course, what Anthropic's new Claude for Teachers initiative could mean for educators, and why headlines about AI "writing" university assignments deserve much closer scrutiny. The conversation also dives into five new research papers covering AI-assisted teaching, student feedback, assessment reform, learning analytics, and how students are really using AI in higher education. Along the way, Ray and Lee discuss why assessment - not AI detection - is becoming education's biggest challenge; why productive struggle still matters; and why good teaching remains at the heart of meaningful learning. This week's free resources Show Your Work: Assessment in the Age of AI – a practical collection of ideas for designing assessment in an AI-enabled world. The Science of Learning and Generative AI: A Practical Guide for Secondary Teachers – a research-informed guide from La Trobe University that connects learning science with practical classroom use of AI. News mentioned Chicago Law School's first-year technology changes Anthropic's Claude for Teachers More than 50% of Australian university assignments used AI - and Turnitin's Learning Integrity Insights Report AI in Education Research Reports Generative AI can harm teaching https://papers.ssrn.com/sol3/papers.cfm?abstract_id=7007339 Artificial intelligence and feedback in university education: effectiveness and student perceptions https://www.tandfonline.com/doi/full/10.1080/02602938.2026.2697962 Grading in an age of assessment reform: the elephant in the room https://www.tandfonline.com/doi/full/10.1080/02602938.2026.2694451#d1e187 Interactive learning dashboards: rethinking learning visualisations as engagement tools https://link.springer.com/article/10.1007/s10639-026-14082-1 Illuminating complex student realities of artificial intelligence through an entangled pedagogy framework https://link.springer.com/article/10.1007/s10734-026-01730-1 Just one of the papers from the excellent https://aiinhe.org/ project
How can schools and parents help young people navigate AI while supporting learning, wellbeing and critical thinking? In this episode, Dan and Ray are joined by digital wellbeing researcher Dr Jo Orlando to explore how AI is reshaping education and the lives of young people. They discuss AI literacy, digital wellbeing, equity, social media, and why understanding how students actually use technology is essential. Jo shares practical advice for educators and parents, arguing that the most important tool isn't another policy—it's better conversations. A thoughtful discussion on helping students use AI as a thinking partner, rather than letting AI do the thinking for them. Jo's website is https://www.joanneorlando.com.au/ for more details on her, her book, and her professional work. Jo's book, Generation Connected , is available on as both a printed and audiobook
Higher Marks, Lower Learning? AI's Favourite Magic Trick This week, Ray and Dan unpack a bumper collection of AI in education news and research, all pointing to one critical question: Is AI helping students learn…or just helping them score higher? The episode begins with a striking case from Brown University, where a take-home exam averaged 96%, only for the same cohort to average 48% in a supervised final. From there, Ray and Dan explore what the latest research says about AI-assisted assessment, automated marking, AI tutors, critical thinking, and the growing importance of student agency. They also discuss: New evidence on AI marking compared with human examiners Research showing how guided AI tutoring can improve maths learning Why critical thinking is the biggest predictor of successful AI use The risks of "never-skilling" when students rely too heavily on AI AI detectors: what they can (and can't) reliably tell us New Australian data on AI's impact on employment The latest Digital Education Council survey of university students Online safety and the growing challenge of AI-assisted image abuse As always, the episode is packed with practical insights, research summaries, and plenty of discussion about what all this means for educators, schools and universities. Links - News Voice got an upgrade https://openai.com/index/introducing-gpt-live/ Inside Higher Ed article: Brown Professor Suspects Majority of His Class Used AI to Cheat https://www.insidehighered.com/news/faculty/learning-assessment/2026/07/08/brown-professor-suspects-most-his-class-used-ai-cheat Digital Education Council AI in Higher Education Global Survey https://www.digitaleducationcouncil.com/resource-library-items/ai-in-higher-education-global-survey-2026 One in 25 teens affected by AI-assisted online abuse, study finds. Read Lee Barrett's opinion: https://www.linkedin.com/posts/lee-barrett-a7624923b_boys-major-victims-of-ai-assisted-online-share-7480417534723244033-OjWU/ AI and employment in Australia - report from Department of Education and Workplace Relations https://www.dewr.gov.au/download/17666/ai-and-employment-australia/43205/ai-and-employment-australia/pdf Links - Research AI in University Assessment: Evaluating the Opportunities and Risks of Automated Marking https://www.emotional-cognition.psychol.cam.ac.uk/sites/default/files/OpRaise%20Report_DIGITAL.pdf LLM Performance on a Real, Double-Marked GCSE Benchmark https://arxiv.org/abs/2606.24973 Teaching with Gemini: Measuring the impact of Guided Learning on student mathematics progress in Sierra Leone https://deepmind.google/blog/measuring-the-impact-of-learning-with-ai-in-sierra-leone-and-beyond/ https://storage.googleapis.com/deepmind-media/LearnLM/learnLM_sierraleone_may26.pdf Access is Not Enough: Human Support Improves Engagement with AI Tutoring https://nssa.stanford.edu/studies/access-not-enough-human-support-improves-engagement-ai-tutoring The Generative AI Learning Penalty: Evidence from Chinese Secondary Education https://papers.ssrn.com/sol3/papers.cfm?abstract_id=6868618 The agency gap: perceived human AI agency, reflection and generative AI learning across UK and China based higher education contexts https://www.tandfonline.com/doi/full/10.1080/03075079.2026.2686986 How Do Autonomy, Critical Thinking, and Artificial Intelligence Value Perception Affect University Student Self-regulated Learning? https://link.springer.com/article/10.1007/s11528-026-01203-3 The cognitive impact of ChatGPT in higher education: A systematic review of critical and creative thinking outcomes https://www.sciencedirect.com/science/article/pii/S2666920X26000330 AI-induced never-skilling in medical education https://doi.org/10.1038/s41591-026-04438-y (Paywalled) Who wrote this? Evaluating the reliability of AI detection tools in higher education https://link.springer.com/article/10.1007/s40979-026-00226-w .
Most Australian students won't graduate into global tech companies. They'll build careers in small and medium businesses. So are schools and universities preparing them for that reality? In this episode, Dan and Ray are joined by Amanda Rose - Co-founder and Director of Women in AI Australia and Founder & CEO of Entrepreneurial & Small Business Women Australia (ESBWA) -to explore what education can learn from the businesses driving Australia's economy. Amanda shares practical advice on introducing AI without losing critical thinking, why educators should partner with local businesses to bring authentic problem-solving into the classroom, and how simple AI policies can help schools and organisations move from uncertainty to action. The conversation also tackles AI equity, bias in AI systems, and why students need to develop their own voice and judgement before relying on AI tools. If you're a teacher, school leader, university educator or anyone interested in preparing learners for an AI-enabled workforce, this episode offers practical strategies you can put into practice straight away. Find out more about: Women in AI Australia Entrepreneurial & Small Business Women Australia (ESBWA)
This week, Ray and Dan dive into a mountain of new AI in education research, so you don't have to. They unpack major reports from around the world covering how students are really using AI, why schools are still struggling to provide clear guidance, and what the latest AI literacy and education readiness frameworks mean for teachers and leaders. Along the way they discuss Norway's AI restrictions in primary schools, student concerns about AI data centres, new guidance on AI in assessment, and the growing importance of the human skills that AI can't replace. If you're trying to make sense of where AI in education is heading, this episode brings together the latest evidence, trends and practical insights in one conversation. And hopefully you won't have to read all the reports below, but our conversation has given you a head start to find the right one(s) for you! Power Toys (to turn your Copilot button into a shortcut for any AI) https://learn.microsoft.com/en-us/windows/powertoys/keyboard-manager EU: Norway imposes near ban on AI in elementary schools https://www.reuters.com/technology/norway-imposes-near-ban-ai-elementary-school-2026-06-19/ Australia: Sunshine Coast students push back as Australia positions itself as a global AI leader https://www.abc.net.au/news/2026-06-23/students-protest-ai-amid-growing-national-concerns/106808776 UK: Navigating AI in Education - Pupils' perspectives on the role of AI in the classroom https://fdslive.oup.com/www.oup.com/oxed/research-reports/Navigating_AI_in_Education_Research_Report_June2026_v05.pdf US: Common Sense Media Census: AI use by Teens and Tweens https://www.commonsensemedia.org/research/a-comprehensive-report-on-teens-tweens-and-ai Australia: Learning First School Research https://learningfirst.com/s/Learning-First_AI-use-in-schools-Taking-action-now_FINAL.pdf Global: AI Literacy Framework from OECD & EC https://ailiteracyframework.org/ Global: New WEF report: Shaping the Future of Learning: Education Readiness for the Age of AI https://www.weforum.org/publications/shaping-the-future-of-learning-education-readiness-for-the-age-of-ai/ Australia: AI in Higher Education Research in Australia https://aiinhe.org/wp-content/uploads/2026/06/2026-hedx-conference-260617_0114.pdf US: Lumina Foundation/Gallup - "AI in Higher Education: Widespread Use, Unclear Rules" https://www.luminafoundation.org/wp-content/uploads/2026/04/Lumina-Foundation-Gallup-SOHE_AI_Report.pdf Australia: TEQSA's new guidance on detecting AI use in student assessments https://www.teqsa.gov.au/guides-resources/protecting-academic-integrity/academic-integrity-toolkit/risks-academic-integrity-ai/detecting-plagiarism-ai-generated-text-student-assessments-and-securing-take-home-written-assessments Global: Preparing students for the future of work from Microsoft https://info.microsoft.com/ww-landing-preparing-students-for-the-future-of-work.html Global: QS World Future Skills Index https://www.qs.com/world-future-skills-index/2027
AI systems are increasingly being used in education, but what happens when those systems introduce hidden bias into learning, feedback, assessment and career advice? In this episode, we're joined by Victoria Hedlund (AKA The AI Bias Girl), founder of GenEd Labs , former physics teacher, consultant and researcher specialising in AI bias in education. Victoria shares practical examples of how AI tools can produce different outputs based on gender, names, backgrounds and other personal characteristics. From explanations of how a light bulb works to career guidance and assessment, we explore how seemingly small biases can compound over time and influence attainment, wellbeing and opportunity. The conversation covers AI tutors, safeguarding concerns, assessment risks, the importance of keeping humans in the loop, and why educators need to adopt a more experimental mindset when working with generative AI. This is a thought-provoking discussion about fairness, agency and what every teacher needs to know as AI becomes increasingly embedded in education. For more background, here's two bits of Victoria's writing: Deep dive on using AI for marking https://victoriahedlund.substack.com/p/bias-bytes-special-edition-evidence Deep dive on Squishmallow Top Trumps https://www.linkedin.com/posts/victoriamhedlund_biasgirl-biasaware-chatgpt-ugcPost-7452959849623220225-bIWG And finally, free downloads from Victoria, including 8 bias-mitigating prompts for teachers, and a growing set of other resources on AI bias in education. https://genedlabs.ai/downloads
What happens when AI helps students earn more A grades, and also contributes to more failures when it's taken away? In this episode, Ray and Dan explore new research on AI's impact on student performance, assessment integrity, and learning. They discuss studies linking AI to rising grades, the risks of over-reliance on AI, and growing evidence that AI tutors may support learning better than general-purpose chatbots. The conversation also covers AI detectors, AI humanisers, teacher workload, Microsoft's latest Copilot updates, and a new tool for measuring the environmental footprint of AI use. AI in Education Research Papers Artificial Intelligence and Grade Inflation https://escholarship.org/uc/item/80x8d3qd ps WSJ wrote an article on this https://www.wsj.com/us-news/education/a-grades-are-suddenly-everywhere-since-the-arrival-of-chatgpt-845baae7 Failing grades soar as professors see greater AI usage, dwindling math skills in UC Berkeley computer science classes https://www.dailycal.org/news/campus/academics/failing-grades-soar-as-professors-see-greater-ai-usage-dwindling-math-skills-in-uc-berkeley/article_16fad0bf-02cb-4b8c-8d88-888ffd9f8608.html Building AI Companions that Prioritise Learning over Performance https://arxiv.org/abs/2605.04816 Effective Personalized AI Tutors via LLM-Guided Reinforcement Learning https://papers.ssrn.com/sol3/papers.cfm?abstract_id=6423358 Law Professors prefer AI over peer answers https://law.stanford.edu/wp-content/uploads/2026/06/salinas_et_al.pdf Fixing teachers' problems? exploring teachers' repair and maintenance work around generative AI technologies https://www.tandfonline.com/doi/full/10.1080/01596306.2026.2657793\ Dramaturgies of Deception: AI Humanizers and the Performance of Legitimacy in Higher Education Assessment https://arxiv.org/abs/2605.02649 Homogenizing effect of large language models (LLMs) on creative diversity: An empirical comparison of human and ChatGPT writing https://www.sciencedirect.com/science/article/pii/S294988212500091X AI Detectors Fail Diverse Student Populations: A Mathematical Framing of Structural Detection Limits https://arxiv.org/abs/2603.20254 AI News Copilot Cowork released https://www.microsoft.com/en-us/microsoft-365/blog/2026/06/16/copilot-cowork-is-now-generally-available/ Copilot notebooks released for all free copilot chat basic accounts https://techcommunity.microsoft.com/blog/educationblog/copilot-notebooks-and-study-guide-now-available-to-copilot-chat-users/4527320 Andy Masley's Carbon footprint calculator| https://www.andymasley.com/visuals/ai-prompt-footprint/ Mazenod College: Year 12 students caught using AI to cheat https://www.abc.net.au/news/2026-06-09/year-12-students-in-melbourne-caught-cheating-using-ai/106777700
What does it mean to put humans first in the age of AI? Recorded at the Flourish Conference, this special episode brings together three school leaders who are using AI in very different ways, and with a common focus on human agency. You'll hear how students are designing their own learning agents, how AI can help teachers make better use of student data while keeping information secure, and how one school is using AI-powered coaching tools to support professional learning and culture change. Across all three stories, a clear message emerges: the most effective AI initiatives aren't replacing people - they're helping students and teachers flourish. Featuring: Alison Perosin ( Our Lady of Perpetual Succour , Broken Bay Diocese) Hamish Jefferies ( John Therry Catholic College ) Renée Williams ( The Cathedral College, Rockhampton ) A practical look at how schools are building capability, trust and innovation with AI.
Why would a leading law school ban AI entirely while other countries are giving every citizen access to ChatGPT? In this news-focused episode, Ray and Dan unpack some of the biggest developments shaping AI and education around the world. They discuss China's new national AI education strategy, Malta's ambitious "AI for All" programme, Harvard's expansion of student AI access, and Anthropic's $200 million partnership with the Gates Foundation. The conversation explores a controversial decision by the University of California, Berkeley School of Law to prohibit AI use in assessed work, raising important questions about judgement, employability, and the future role of AI in professional education. They also examine new research on how people are actually using AI, why Australian students' digital literacy is falling despite increased screen time, and what educators can learn from a high-profile academic integrity case involving an AI-assisted newspaper article. Finally, they highlight Jason La Greca's excellent framework for testing and stress-testing educational chatbots before they are deployed to students. All the links: China launches AI empowering education action plan, includes AI into teacher qualification exams https://www.globaltimes.cn/page/202604/1358611.shtml The Amazon-Perplexity Ruling and Implications for "Agentic AI" in EdTech https://www.rumidocs.com/newsroom/the-amazon-perplexity-ruling-and-implications-for-agentic-ai-in-edtech Malta gives every Maltese (at home and abroad!) ChatGPT free - with a catch https://openai.com/index/malta-chatgpt-plus-partnership/ Harvard students avoid uni-provided ChatGPT https://www.thecrimson.com/article/2026/4/28/fas-anthropic-claude/ Anthropic's forms $200M partnership with the Gates Foundation https://www.anthropic.com/news/gates-foundation-partnership University of California Berkeley School of Law bans AI https://www.law.berkeley.edu/academics/registrar/academic-rules/artificial-intelligence-policy/ Australian students' digital literacy at an all time low https://www.abc.net.au/news/2026-05-27/school-students-digital-literacy-at-new-low-test-shows/106724164 How people are really using AI https://hbr.org/2026/06/how-people-are-really-using-ai-in-2026 Walton Family Foundation Educator Research: closing the expectations gap https://www.gallup.com/analytics/659819/k-12-teacher-research.aspx From the "You couldn't make this up" department https://www.theguardian.com/australia-news/2026/jun/03/sydney-academic-used-ai-opinion-piece-urging-students-to-avoid-using-it-ntwnfb https://www.smh.com.au/national/uni-academic-admits-she-used-ai-to-write-opinion-piece-in-defence-of-ai-20260602-p6038j.html Can you spot AI writing? https://fakewriters.onrender.com/ How to break your chatbot - from Jason La Greca https://teachyourselfout.substack.com/p/the-ultimate-jailbreak-test-suite
What is the purpose of education in an AI-driven world? In this thought-provoking episode of the AI in Education Podcast, Ray and Dan sit down with Pasi Sahlberg to explore one of the biggest questions facing schools, universities, and society today. Drawing on global research, OECD trends, and decades of educational leadership, Pasi explains why traditional measures of success - achievement, credentials, and test performance - may no longer be enough in the age of AI. The conversation explores: Human capital vs human flourishing Why wellbeing and agency matter more than ever The future of assessment and PISA AI's impact on work, learning, and society Why "hope is not a strategy" What schools should prioritise over the next decade The episode also reflects on parenting, teacher accountability, screen time, and the human skills that may become most valuable as AI capabilities accelerate. Referenced in this episode: OECD Education for Human Flourishing. https://www.oecd.org/en/publications/education-for-human-flourishing_73d7cb96-en.html An accidental guru: The making of an education warrior https://www.sciencedirect.com/science/article/pii/S073805932600060X Sir Ken Robinson at TED - Do Schools Kill Creativity? https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity .
This special live episode of the AI in Education Podcast was recorded at the CEnet Future:Forward Conference "Flourish 2026" , where Dan and Ray explored one of the biggest questions facing education today: how do schools find the "happy middle" with AI? The conversation dives into the shifting narrative around AI and jobs, the growing role of human agency in education, and why wellbeing, flourishing and trust must remain central as AI adoption accelerates. Along the way, they unpack new research on AI bias, AI detectors, cognitive debt, student safety, and the widening gap between individual innovation and organisational readiness. The episode also reflects on keynote insights from Pasi Sahlberg and discussions around OECD flourishing metrics, parent engagement, and what schools can do now to bring entire communities along on the AI journey. This is a thoughtful, practical and deeply human conversation about balancing opportunity, risk and responsibility in education's AI future. Topics covered: AI and the future of work Human flourishing and wellbeing AI bias in education Safe AI use in schools Parent and community engagement AI detectors and academic integrity The "happy middle" approach to technology adoption Research Papers, and links to things we discussed The changing tune of the AI leaders: The Jobs Apocalypse no more... See these tweets for last year's story: Jensen Huang , Sam Altman , and Mustafa Suleyman And this year's story: Sam Altman , Mark Zuckerberg and Jensen Huang Microsoft's Work Trend Index report 2026 https://www.microsoft.com/en-us/worklab/work-trend-index/agents-human-agency-and-the-opportunity-for-every-organization Pasi Sahlberg His website: https://pasisahlberg.com/ OECD research he discussed: https://www.oecd.org/en/data/dashboards/pisa-education-and-skills/digital-leisure-outside-school.html (the chart was from Figure 2.4 here ) Victoria Hedlund, the "AI Bias Girl' https://www.linkedin.com/in/victoriamhedlund/ and on Substack at https://victoriahedlund.substack.com/ Her LinkedIn post that kicked off the SquashMallow test: https://www.linkedin.com/posts/victoriamhedlund_biasgirl-biasaware-stem-activity-7454786540133584896-E64 The retracted Nature research paper on AI in Education: https://www.nature.com/articles/s41599-025-04787-y Think U Know: https://www.thinkuknow.org.au/
Inside Sydney's AI Hub: Building University Automation That Works In this episode, Dan and Ray are joined by Dan Hart , now leading the Automation and Innovation Hub at the University of Sydney. Dan shares how the Hub has evolved from a robotic process automation team into a university-wide service using automation and AI to improve everyday work. With around 400 automated processes running across the university, the team helps staff remove repetitive, time-consuming tasks without taking away the human parts of their roles. The conversation explores practical examples, including AI-powered invoice processing, and how generative AI is changing the software development lifecycle. Dan explains how tools like Cursor and AI-assisted coding are speeding up development, while also raising important questions about security, code quality, workload intensity, and developer wellbeing. The episode also dives into vibe coding, what it means for enterprise systems, and why the future of software development may depend less on hand-writing code and more on communication, problem-solving, and understanding users.
We kick off Series 17 with a multi-interview episode! Recorded live at the The Anglican Schools Corporation " Day of AI " in Western Sydney , this episode brings together three educators who are reshaping teaching, assessment and student learning in real classrooms with AI. You'll hear from Maria Mertzanakis at Oran Park Anglican College on how teachers are building shared "Brains" in NotebookLM to save time, improve differentiation and support pedagogy, while reducing workload by more than 50 hours a week across staff workflows. Nathan Jones from Marsden Park Anglican College shares how AI is opening new creative possibilities for students and teachers alike, and why schools needed to guide students toward using AI well rather than trying to ban it. And Patrick Ell from Roseville College explores what happens in a "post-product world", where assessment can no longer rely on trust in the final submission alone. His focus? Designing learning experiences that value process, thinking and cognitive craft. We had a lovely grounded, practical and optimistic conversation with these teachers, who are leading from the front as schools navigate the realities of AI in education. Really great to have been invited to attend and participate by Julian Ridden , the TASC Head of AI.
This week's episode explores a defining moment for education in the age of AI. Fresh from a week of major events in Sydney, including the Microsoft AI Summit, Dan and Ray unpack the newly released Castlereagh Statement - a collaboration between 70+ education leaders calling for urgent change across schools, universities, and training systems. Their message is clear: education isn't ready for the speed and scale of AI disruption. But that's only part of the story. We're also seeing a growing pushback on technology in classrooms, with schools limiting screen time and universities questioning device use; while, at the same time, new AI-first models like AI-led tutoring and mastery-based learning are emerging rapidly. Add to that a widening gap between what employers expect and what graduates can actually do with AI, plus billions being invested in infrastructure and skills, and it's clear: something has to change. We also dive into the latest research on AI in teaching, from new peer learning models to rethinking assessment and feedback. This episode connects the dots across policy, practice, and innovation. Resources discussed this week Castlereagh Statement https://castlereagh.ai/ California schools introduce tech limits https://www.theguardian.com/us-news/2026/apr/22/los-angeles-school-district-screen-time Yale considering banning all electronic devices https://www.timeshighereducation.com/news/device-free-classrooms-mooted-yale-plan-rebuild-public-trust Khan TED Institute announced https://blog.khanacademy.org/introducing-the-khan-ted-institute-a-new-approach-to-higher-education/ https://khanted.org/Home LSI: The world's first AI-led university https://lsi.ac.uk/ Pearson/AWS survey of employers re students https://www.pearson.com/en-us/power-of-learning/ai-readiness.html The Pedagogical Promptbook https://edtechbooks.org/promptbook/ Microsoft's $25 billion AI in Australia announcement https://news.microsoft.com/source/asia/features/investing-in-australias-ai-future/ Harvard adds mandatory AI courses to English writing course https://www.thecrimson.com/article/2026/4/23/expository-writing-ai/ Research Papers Think–Pair–Chatbot–Share: AI-Facilitated Peer Learning in Chemistry https://pubs.acs.org/doi/full/10.1021/acs.jchemed.5c00438 Identifying what our students have learned: a framework for practical assessment validation https://doi.org/10.1080/02602938.2026.2620053 Using generative artificial intelligence to reimagine feedback in higher education: a collaborative autoethnography https://www.tandfonline.com/doi/full/10.1080/02602938.2026.2653889#abstract
In this episode, we're joined by Dawn Knight , a sustainability lead and specialist support educator working with deaf students in a UK secondary school ( Epsom and Ewell High School ). Dawn shares how she's using AI in simple, practical ways to make learning more accessible - not just for students with additional needs, but for everyone in the classroom. From generating transcripts and differentiated resources to using AI as a planning "checklist," Dawn explains how these tools are helping her save time and reinvest it where it matters most: supporting students directly. The conversation explores how technology originally designed for accessibility - like captions and transcription - is now benefiting all learners, and why inclusive approaches to AI can unlock better outcomes across the board. We also dive into the realities of AI adoption in schools: what works, what doesn't, and why starting small is often the best approach. Dawn offers a refreshingly grounded perspective, showing that you don't need to be a technical expert to make a real impact. If you're looking for practical ways to use AI to support students and improve classroom experiences, this episode is full of ideas you can start using today. This might also be the ideal episode to share with any colleagues who are at the beginning of their AI in teaching journey
In this episode, Dan and Ray explore how AI is rapidly reshaping education, workplaces, and policy - often faster than institutions can respond. They unpack new guidance from NSW's NESA on student AI use, highlighting the growing tension between rules, real-world behaviour, and the need for clearer, more consistent policies across education systems. The conversation expands globally with insights from the 2026 Stanford AI Index Report, revealing that while over 80% of students are already using AI, formal education and policy frameworks are struggling to keep pace. The distinction between 'AI in education', 'AI literacy', and 'AI education' becomes critical for understanding what schools and universities could actually be building. They also discuss emerging tools like Adobe Student Spaces, evolving AI workflows using tools like Claude and Copilot, and new data showing Australians are among the most advanced AI users globally. Finally, they revisit "real AI" use cases - specifically wildlife (crocs, turtles and quokkas) detection in Australia - as a reminder that AI's impact extends far beyond chatbots. News items discussed NSW NESA's "Use of Artificial Intelligence by students" rules https://www.nsw.gov.au/education-and-training/nesa/hsc/rules-and-procedures/artificial-intelligence Adobe Student Spaces https://acrobat.adobe.com/studentspaces/home The 2026 AI Index Report from Stanford University Human-Centred Artificial Intelligence (HAI) centre https://hai.stanford.edu/ai-index/2026-ai-index-report Anthropic came Down Under https://www.anthropic.com/research/how-australia-uses-claude https://www.anthropic.com/news/australia-MOU AI crocodile detection trials begin in north Queensland https://www.abc.net.au/news/2026-03-26/ai-crocodile-detection-trials-begin-in-the-wild/106492460 Related stories from the past: Scientists use drones, cloud, and AI to protect Australia's Quokkas https://news.microsoft.com/apac/features/preserving-diversity-with-ai/ Indigenous knowledge and AI help protect baby turtles from predators on Australia's remote Cape York https://news.microsoft.com/apac/features/indigenous-knowledge-and-ai-help-protect-baby-turtles-from-predators-on-australias-remote-cape-york/ Strengthen your research workflow with generative AI https://techcommunity.microsoft.com/blog/skills-hub-blog/strengthen-your-research-workflow-with-generative-ai/4501740
In this episode, Dan and Ray are joined by psychologist and cyber psychology expert Jocelyn Brewer , founder of Digital Nutrition , to unpack one of the biggest challenges facing education today: how schools and parents can support student wellbeing in an AI-driven world. Jocelyn introduces the concept of " digital nutrition " - a more balanced, intentional approach to technology use that moves beyond simplistic ideas like screen time limits. Together, they explore how young people are already using AI for everything from homework to navigating friendships, often in ways adults don't fully understand. The conversation dives into the risks and opportunities of AI as a companion, why banning technology rarely works, and how schools can shift from restriction to risk minimisation. Jocelyn also challenges educators and parents to engage more openly with young people, positioning them as experts in their own digital lives. This episode is a powerful reminder that there are no simple answers - but doing nothing isn't an option. We recommend you follow or connect with Jocelyn on LinkedIn to keep topping up with her fantastic advice!
This week's episode dives into a wave of new research shaping how AI is actually being used in education. We explore what works (and what doesn't) when it comes to AI-generated feedback, including why blended, "hybrid" feedback may be the most effective approach - and why more feedback doesn't always lead to better outcomes. The conversation then turns to one of the most important emerging issues: bias in AI systems. From subtle differences in tone to stereotyping based on student characteristics, the research highlights why educators need to be cautious about the data they provide AI tools. "If you use AI to write feedback, it does not treat every student the same way equally." We also talk about the growing evidence around AI tutors - where they outperform humans, where they fall short, and what actually drives meaningful learning gains. Along the way, we tackle major questions around detection, student use, teacher workload, and whether AI can ever replace human connection. The big takeaway? AI is powerful. And how we design, guide, and use it in education matters more than ever. Research Papers discussed this week AI for Feedback Directive, metacognitive, or a blend of both? A comparison of AI-generated feedback types on student engagement, confidence, and outcomes https://doi.org/10.1016/j.caeai.2026.100553 AI assistance in peer feedback provision: Pedagogically sound, but minimally adopted https://www.sciencedirect.com/science/article/pii/S0360131526000291 Marked Pedagogies: Examining Linguistic Biases in Personalized Automated Writing Feedback https://arxiv.org/abs/2603.12471 AI and Bias The Life Cycle of Large Language Models: A Review of Biases in Education https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13505 AI Tutors AI tutoring can safely and effectively support students: An exploratory RCT in UK classrooms https://arxiv.org/abs/2512.23633v1 LearnMate: Enhancing Online Education with LLM-Powered Personalized Learning Plans and Support https://dl.acm.org/doi/10.1145/3706599.3719857 Effective Personalized AI Tutors via LLM-Guided Reinforcement Learning https://papers.ssrn.com/sol3/papers.cfm?abstract_id=6423358 Unifying AI Tutor Evaluation: An Evaluation Taxonomy for Pedagogical Ability Assessment of LLM-Powered AI Tutors https://arxiv.org/abs/2412.09416v1 AI Detection Trusting AI to detect AI? A systematic evaluation of the reliability and robustness of current AIGC detection tools for student academic work (paywalled) https://www.sciencedirect.com/science/article/abs/pii/S0360131526000540 Teacher Workload Shiksha Copilot: Teacher-AI Collaboration for Curating and Customizing Lesson Plans in Low-Resource School https://arxiv.org/pdf/2507.00456v3 Student use The Secret Life of Students project - WonkHE Feb/March 2026 https://wonkhe.com/wp-content/wonkhe-uploads/2026/03/Wonkhe_SLOS2026_Jim_slides.pdf Is a random human peer better than a highly supportive chatbot in reducing loneliness over time? https://www.sciencedirect.com/science/article/pii/S0022103126000417?dgcid=rss_sd_all
Tina Austin joins Ray and Dan for a wide-ranging conversation about what AI adoption really looks like in US education beyond the hype, the headlines and the endless frameworks. Tina is an educator, consultant, policy adviser and the founder of GAInable. She works with schools, colleges and faculty teams on responsible AI adoption. In this episode, she shares how her work evolved from teaching bioethics and AI ethics into supporting educators across the US as they grapple with policy, privacy, assessment, tools, and changing classroom practice. The conversation explores the fragmented reality of AI in education, why many teachers are feeling "frameworked out", and why Tina believes the best place to start is not with the tool, but with the problem you are trying to solve. We also dig into Tina's "UnBlooms" framework - a challenge to linear interpretations of Bloom's Taxonomy in the age of generative AI - and discuss critical thinking, student reflection, equity, privacy, and why educators should stay sceptical of easy answers. A thoughtful episode on using AI well, asking better questions, and meeting learners where they are. Here's all the links you need: Tina's new venture, Gainable AI Gainable.ai The UnBlooms™ model: A Problem-Centered Framework for Learning Design in the AI Era https://zenodo.org/records/17298679 The UnBlooms™ Workbook: How to Design, Teach, and Assess Human Reasoning in the AI Era Tina's Custom GPT for UnBloom: Unbloom-it You can contact Tina on email at tina@tinaaustin.com
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Observed September 13, 2026. Cached outside the daily freshness window; the positions keep the date they were taken on.
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