The TELSIG Podcast

Language students using machine translation has certainly raised lots of questions for those of us teaching English for Academic Purposes over the past few years. But most of the conversation has been around its impact on written compositions. A new study by Lamont and Cirocki looks at how and why it's changing the way international students interact verbally with each other and their teachers.  We're joined today by James Lamont, the lead author of the study, to dig into the data and talk about the implications for the language classroom. What steps do teachers need to take to enable learning to actually take place? Speaker bios Jiaoyue Chen is an Academic Practice Adviser at the University of York, where she supports colleagues’ professional journey through the PGCAP programme, York Professional and Academic Development scheme recognition, and the York SoTL network. With a background in Applied Linguistics, she worked as a Lecturer in English Language and Education at Huazhong University of Science and Technology in China. She still returns to this area of research with great interest, but also seeks to disentangle the nuanced relationship between SoTL and formal pedagogical research to better support student learning.  James Lamont is an Associate Lecturer at the University of York in the Department of Education and the School of Business and Society, where he supports student skills development. His research interests are student use of technology and developing working relationships across student cohorts.  Further reading Lamont, J., & Cirocki, A. (2025). Talking to algorithms, not students: Students’ and lecturers’ perceptions of machine translation in academic discussion. The JALT CALL Journal, 21(3), 103256. https://doi.org/10.29140/jaltcall.v21n3.103256  Timecodes 00:00 Intro to MT in the classroom 01:19 James Lamont and Jiaoyue Chen 03:08 Talking to algorithms  04:58 Groves and Mund’s previous work on MT 04:58 Real time translation in class 07:36 Language acquisition concerns 12:19 Tasks versus learning goals 16:15 The impact of MT on non-language learning 20:42 Overreliance and false confidence 26:00 Accuracy culture and dependency 29:48 Policy gaps and overreliance 31:04 Setting classroom expectations 32:57 Phone boundaries and culture 34:15 Structured tech use phases 35:23 Proficiency gaps and support 38:06 Accents, idioms and listening load 43:24 Anxiety comfort and safe seminars 48:50 Privacy, recording and shame 51:48 Student buy-in and agency 54:56 Ideal classroom and future research 58:03 Final Takeaways And Paper Credit

Are smartphones and laptops enabling or impeding students’ progress in class? On the plus side they give access to a wealth of resources, but they can also kill interaction and provide any number of distractions. Today we dig into the research on devices in class with educational psychologist Paul Kirschner. Paul also clears up the confusion around cognitive offloading, what it really means and what’s actually happening when we use AI. Is it really just another tool like a calculator? We talk about these and a range of other learning tech topics, including future research directions for multimedia assessment, and what we can reasonably ask of practitioner research. Check out Paul's Substack via the link below, and the posts for today's conversation on phones in the classroom and cognitive offloading vs outsourcing. https://substack.com/@paulkirschner173727  Guest bio Paul Kirschner is one of the most influential voices in the national and international education debate. For decades, he has done research on and has been translating scientific insights about learning, memory and teaching into clear applications for education. Paul is professor emeritus at the Open University of the Netherlands, honorary doctor (Doctor Honoris Causa) at the University of Oulu (Finland), visiting professor at the Thomas More University of Applied Sciences in Flanders and owner of the educational consultancy kirschner-ED. Previously, he worked as a teacher of Science, Chemistry and Mathematics in secondary education and was active in school boards and participation councils of both secondary and secondary education. He is regarded worldwide as a leading expert in his field and has published approximately 450 scientific articles, in addition to several hundred popular science contributions and blogs for teachers and school leaders. In addition, he is the first or co-author of several influential and widely read books, including Instructional Illusions, How Learning Happens, How Teaching Happens, Evidence-Informed Learning Design, Ten Steps to Complex Learning, Developing Curriculum for Deep Thinking and Urban Legends about Learning and Education. Further reading  Sungu, A., Choudhury, P. K., & Bjerre-Nielsen, A. (2025). Removing phones from classrooms improves academic performance. Available at SSRN: ssrn.com/abstract=5370727 or dx.doi.org/10.2139/ssrn.5370727

Phil is joined by Lily Abadal and Nidhi Sachdeva to talk about reducing device reliance, rebuilding in-class writing, and using technology with clear pedagogical intent. Lily describes redesigning written assessments by breaking the traditional term paper into smaller in-class, long-form writing components, encouraging device-free classroom culture without heavy policing, and emphasizing silence, reflection, discussion, and mentorship.  Nidhi brings research from cognitive science to bear on tech-related concerns like distraction, cognitive load, and outsourcing thinking. She guides us through the limitations of flipped learning, and why we might want to bring some COVID legacy independent tasks back into the classroom.  We also lay out the stall for why personalised feedback, workbooks and visible teacher investment in students are things worth hanging on to. Speaker bios Lily Abadal is an Assistant Professor of Instruction in the Philosophy Department at the University of South Florida - St. Petersburg. She specializes in normative ethics, applied ethics, moral psychology, and philosophy of psychology. Her recent interests include moral injury, character formation, and AI Ethics. She explores all things through a Neo-Aristotelian lens.  She’s interested in helping mission-centered schools design pedagogical strategies, develop integrity-centered policies, re-imagine assessments that align with their values, and encourage genuine character formation in the age of AI. Lily writes about all of the above on her Substack, Wisdom in the Machine Age: https://substack.com/@wisdominthemachineage  You can also find more information on her website: https://www.drlilyabadal.com/ Nidhi Sachdeva is a leading Canadian Science of Learning researcher, specializing in evidence-informed learning design, post-secondary education, and educational technology. She teaches online learning and microlearning from a cognitive science perspective at OISE’s Department of Curriculum, Teaching, and Learning at the University of Toronto. A recognized expert in translating educational research into practical classroom strategies, she has been featured on numerous podcasts and currently serves as Chair of researchED Toronto. Check out Nidhi’s Science of Learning Substack.  Listen to Nidhi’s previous TELSIG podcast appearance on education myth busting.  Further reading Abadal, L.M. (2025) Only the Humanities can save the university from AI. [Online]. Public Discourse. Available at:  https://www.thepublicdiscourse.com/2025/07/98429/ [Accessed 23 January 2026].  Kirschner, P. (2025), When phones go out the window, learning comes in the door. [Online]. Krischnered. Available at: http://www.kirschnered.nl/2025/11/01/when-phones-go-out-the-window-learning-comes-in-the-door/ [Accessed 23 January 2026]. Oakley, B., Johnston, M. Chen, K, Jung, E. and Sejnowski, T.  (2025). The Memory Paradox: Why Our Brains Need Knowledge in an Age of AI. [Preprint]. Available at: https://arxiv.org/abs/2506.11015 Timecodes 00:00 Intro  02:34 Lily’s background: ChatGPT forces a rethink of assessment 04:08 Rebuilding the term paper: in-class slow writing and device-free culture 08:29 Nidhi’s stance: thoughtful EdTech (not a tech war) 12:30 Offloading vs outsourcing: what cognitive science says about AI/tech 15:45 What is the classroom for now? Mentorship, practice, and attention 18:29 Lily’s new class design: handouts, recall, annotation, discussion 30:03 Lessons learned from flipped teaching 35:40 The practicalities of unplugging in Higher Ed 37:21 Lily’s case against ChatGPT in Philosophy 44:46 Distinguishing EdTech from AI and social media 53:48 In-class writing as an alternative to exams 55:04 Workbooks and human feedback 01:02:02 Beyond essays: low-Stakes Mastery Quizzes & Assessment for Learning 01:03:25 Why Handwriting Works: Engagement, Cognitive Science & Iterating as a Teacher

Deanne, James and I gather around a virtual Yuletide fireplace, roast chestnuts and perform that time-honoured festive tradition of chewing over key moments in learning tech and EAP from the year gone by. Much as the shepherds probably did. Is a full in-class digital detox a good idea, and is this a weird thing to suggest in a technology enhanced learning podcast? Did we ever figure out whether students real-time subtitling us is a problem? Would any of us pay for AI-generated music? Did we get carried away with flipped learning after COVID?  As we look back on the debates that have lit up 2025, we'd like to wish all our listeners an awesome holiday and a happy new year.   Further reading Listen to Klaus Mundt and Michael Groves on TELSIG Eaton, S. E. (2025). Global Trends in Education: Artificial Intelligence, Postplagiarism, and Future‑focused Learning for 2025 and Beyond – 2024–2025 Werklund Distinguished Research Lecture. International Journal for Educational Integrity, 21(12). https://link.springer.com/content/pdf/10.1007/s40979-025-00187-6.pdf  Flenady, G., & Sparrow, R. (2025). Cut the bullshit: why GenAI systems are neither collaborators nor tutors. Teaching in Higher Education, 1–10. https://doi.org/10.1080/13562517.2025.2497263  Kirschner, P., (2025), When phones go out the window, learning comes in the door. Krischnered. Available at: http://www.kirschnered.nl/2025/11/01/when-phones-go-out-the-window-learning-comes-in-the-door/   Plate, D., & Hutson, J. (2025). The intellectual bankruptcy of anti-AI academic alarmism: a rebuttal. Teaching in Higher Education, 1–12. https://doi.org/10.1080/13562517.2025.2562594  Timecodes 00:00 Intro to the guests 02:41 James’ new paper on student use of translation 10:24 The case for digital detox 14:03 Pedagogy leads 16:41 Phil’s phones away experiment 19:55 Has flipped learning failed? 26:03 Do students still need English? 29:31 Do unsupervised assessments provide evidence of learning? 34:50 The AI bullshit paper 38:04 Plug for the TELSIG symposium 39:54 Would you pay for AI music? 46:47 Reverting to what makes for good learning 51:35 TELSIG’s Christmas message Guest bios James Lamont is an Associate Lecturer in Skills Development, Department of Education, University of York in the United Kingdom. His research interests include the effects of generative AI on student thought processes and outputs, and how universities can adapt to this new environment. Deanne Cobb-Zygadlo has been an EAP tutor at Nazarbayev University since 2015. She is the  co-coordinator of the Technology-Enhanced Learning Special Interest Group (TELSIG) with BALEAP, which is the accreditation organization for the NU Foundation Year Program. She is also a member of the ENAI (European Network for Academic Integrity) Policies Working Group.    

I’m joined today by Mike Perkins to talk about the AI Assessment Scale, following the publication of the latest version of the scale that appeared in the Journal of University Teaching and Learning Practice in September.  The AI Assessment Scale has been used by more than 350 institutions globally, has been translated into 30 languages, and is recognised by regulators such as TEQSA (Tertiary Education Quality and Standards Agency) in Australia. Mike Perkins and co-authors Jasper Roe, Leon Furze and Jason MacVaugh have been recognised as guiding lights for educators around the world responding to the widespread availability of Gen AI tools.  Mike and I talk about how the team’s thinking has changed on some of the topics related to AI and assessment, their responses to some of the critiques of the original scale, comparisons with other models of AI integration, the international response to the AIAS, and other topics. References Perkins, M., Roe, J., & Furze, L. (2025). Reimagining the Artificial Intelligence Assessment Scale (AIAS): A refined framework for educational assessment. Journal of University Teaching and Learning Practice, 22(7). https://doi.org/10.53761/rrm4y757   Perkins, M., Roe, J., & Furze, L. (2025). How (not) to use the AI Assessment Scale. Journal of Applied Learning and Teaching, 8(2). https://doi.org/10.37074/jalt.2025.8.2.15  Guest bio Assoc. Prof. Dr. Mike Perkins serves as Head of the Centre for Research & Innovation at British University Vietnam (BUV). With a PhD in Management from the University of York, his research journey has evolved from studying performance management in local policing to becoming a leading voice in the integration of Generative AI (GenAI) in higher education. Dr. Perkins is renowned for developing the AI Assessment Scale (AIAS), translated into 30 languages and implemented across more than 350 schools and universities worldwide. His work addresses the critical intersection of technology, academic integrity, and ethical implementation of AI in educational settings. He leads research in the equitable application of GenAI, and provides guidance to educators and policymakers responding to the challenges of the new GenAI landscape.  Dr. Perkins' expertise has established him as a sought-after advisor to educational institutions globally, supporting them in ethically integrating Generative AI to enhance student learning while preserving academic integrity. Beyond his work with AI, Dr. Perkins has conducted significant research on broader academic integrity issues, including investigations into diploma mills and student behavior during the COVID-19 pandemic's shift to online learning. His expertise spans performance management, academic integrity, and the strategic integration of emerging technologies in educational settings. Check out the AI Assessment Scale website for the most up to date information and resources on https://aiassessmentscale.com/  Follow Mike on Linkedin: https://www.linkedin.com/in/mgperkins/  Further reading Corbin, T., Dawson, P. and Liu, D. (2025). Talk is cheap: why structural assessment changes are needed for a time of GenAI. Assessment & Evaluation in Higher Education, 1–11. Available at: https://doi.org/10.1080/02602938.2025.2503964  Newton, P. M. and Draper, M. J. (2025) ‘Widespread use of summative online unsupervised remote (SOUR) examinations in UK higher education: ethical and quality assurance implications’, Quality in Higher Education, 31(1), pp. 127–141. doi: https://doi.org/10.1080/13538322.2025.2521174 Perkins, M., Furze, L., Roe, J., & MacVaugh, J. (2024). The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment. Journal of University Teaching and Learning Practice, 21(06), Article 06. https://doi.org/10.53761/q3azde36   Timecodes 00:00 Introduction 03:42 Mike’s background in AI and assessment 06:24 Links to EAP 08:12 Differences in the Australian and UK post COVID responses to assessment 12:03 How the thinking behind the new AIAS has changed 15:20 What are we learning with gen AI? 17:44 Examples of AI in teaching and assessment 21:00 Assessment for and of learning 26:57 AIAS and the two-lane approach 29:57 Discursive versus structural changes 36:00 Should training be mandatory? 38:52 Future directions 44:48 What makes a successful writing team?

Today I’m talking to Samantha Curle from the University of Bath about her recent article, Generative AI and the future of writing for publication: insights from applied linguistics journal editors. The peer review process is under increasing strain. With the explosion of submissions to academic journals since ChatGPT became available to all, editorial boards are struggling to keep pace. Peer reviewers are in short supply, and this has prompted (pardon the pun) an increased use of AI in the review process itself, leading to concerns that some articles may be making it to print without having been subjected to the appropriate level of scrutiny. Samantha and I dig into the data from her study of journal editors and discuss the cracks that are appearing in the system. We also talk about pressure to publish, questionable research practices, the replication crisis, opaque data sets, the future of publishing and more. Samantha also offers advice to teacher researchers looking to publish, and her plans for future projects. Guest bio Samantha Curle is a Reader in Applied Linguistics at the University of Bath & Adjunct Professor at Khazar University, Azerbaijan. She is Co-founder of the Cambridge ReachSci Mini-PhD on Multilingual Education & a Fellow of the Higher Education Academy & the Royal Society of Arts. She read for her DPhil in Education (Applied Linguistics) at the University of Oxford, having previously read for two MSc degrees there. Her research focuses on English Medium Instruction (EMI) in higher education, examining factors that influence academic achievement, such as English proficiency & psychological constructs. Her research spans across four continents (Africa, Asia, Europe, South America) and she has published in journals such as Language Teaching & Journal of Engineering Education. References Moorhouse, B., Consoli, S. and Curle, S. (2025). Generative AI and the future of writing for publication: insights from applied linguistics journal editors. Applied Linguistics Review. https://doi.org/10.1515/applirev-2025-0021  Samantha’s Research Gate profile https://www.researchgate.net/profile/Samantha-Curle  Follow Samantha on Linkedin https://www.linkedin.com/in/samanthacurle/ Further reading Hinz, A. (2025). Navigating Generative AI in Academic Publishing: An Interview With Benjamin Luke Moorhouse. De Gruyter Conversations. Available at: https://blog.degruyter.com/navigating-generative-ai-in-academic-publishing-an-interview-with-benjamin-luke-moorhouse/ Gibney, E. (2025) Scientists hide messages in papers to game AI peer review. Nature. Available at:doi: https://doi.org/10.1038/d41586-025-02172-y Kurzgesagt - In a nutshell. (2025). AI Slop is destroying the internet. [Video]. Available at: https://www.youtube.com/watch?v=_zfN9wnPvU0 [Accessed 16th October 2025]. Simons, J. (2024) Harvard’s Gino Report Reveals How A Dataset Was Altered. Data Colada. Available at: https://datacolada.org/118 [Accessed 11th August 2025] Timecodes 00:00 Introduction 01:49 Samantha Curle 06:22 The spike in submissions 11:05 Why the peer review process was already struggling 13:09 AI generated reviews 15:50 The importance of rigorous peer review 24:31 Rethinking the process 29:03 Questionable research practices 34:05 What has changed in the wake of the replication crisis? 35:34 The difficulty of accessing data sets 40:35 Who can instigate change? 44:07 Advice for teachers looking to publish 48:39 Samantha’s future projects

Many of the skills and language conventions that we see in academia can serve as barriers to students, especially to those for whom English is not a first language. Translanguaging argues for a more inclusive approach to these conventions, and looks for ways in which we can take a more pluralistic view of what kinds of communication are seen as acceptable.  Kelly Webb-Davies joins us to talk through some of the core tenets of translanguaging, how it can help students and the role of technology in levelling the playing field. We also discuss some of the practicalities around translanguaging’s implementation in the classroom, recent developments in assessments, authorship and intelligibility, and a whole lot more. Kelly delivered a webinar for TELSIG last year that also offers a clear and comprehensive introduction to translanguaging: https://www.youtube.com/watch?v=-600GB8w-WQ Guest Bio Kelly Webb-Davies is a Lead Business Technologist at the Centre and her academic background is in linguistics, with degrees from the University of Western Australia and the University of Melbourne. Before joining Oxford, she lectured on phonetics and phonology at the University of Bangor and was a Trinity DipTESOL-qualified English for Academic Purposes tutor and Technology Enhanced Learning and Language Lead at Bangor University International College, where working with international students and responding to their specific needs informed her practice of integrating AI productively to assist with their academic and linguistic proficiency. Her focus is thoughtfully integrating AI into higher education in ways that enhance communication, reduce bias, and expand access to knowledge. She is particularly interested in how AI can be used to address the unique challenges of groups facing linguistic barriers and neurodivergence, creating more inclusive and accessible educational environments. She advocates for a balanced approach that maintains human involvement and fosters critical thinking alongside AI implementation and her work explores innovative ways to incorporate this philosophy into pedagogical and assessment design, ensuring that AI tools complement and enrich education. Deanne Cobb-Zygadlo has been an EAP tutor at Nazarbayev University since 2015. She is the co-coordinator of the Technology-Enhanced Learning Special Interest Group (TELSIG) with BALEAP, which is the accreditation organization for the NU Foundation Year Program. She is also a member of the ENAI (European Network for Academic Integrity) Policies Working Group. Further reading  Lee, J.W., (2016) Beyond Translingual Writing. College English. Available at https://www.jstor.org/stable/44805916 Jacob, S., Tate, T., and Warschauer, M., (2025). Emergent AI-assisted discourse: a case study of a second language writer authoring with ChatGPT. De Gruyter Brill. Available at: https://www.degruyterbrill.com/document/doi/10.1515/jccall-2024-0011/html Tan, S. (2024) Translanguaging in second language writing processes. Linguistics and Education. Available at: https://www.sciencedirect.com/science/article/pii/S0898589824000664?via%3Dihub Wei, L. (2022). Translanguaging as a political stance: implications for English language education. ELT Journal. Available at: https://academic.oup.com/eltj/article/76/2/172/6483197 Zhou, S., Zhao, S., Groves, M. (2022). Towards a digital bilingualism? Students’ use of machine translation in international higher education. Journal of English for Academic Purposes. Available at: https://www.sciencedirect.com/science/article/pii/S1475158522001138?via=ihub Timecodes 00:00 Deanne takes over 01:46 Kelly Webb-Davies 03:11 What is translanguaging? 05:11 Breaking into academic English 08:11 Disrupting the hegemony  13:30 The origins of translanguaging and overlap with World Englishes 17:33 The art of simple communication 21:16 Judith Butler’s use of academese  27:00 Is translaguaging too woke? 32:20 Writing isn’t always thinking 35:45 Shifting the responsibility from the speaker to the listener 40:25 Increasing variety in assessment 48:00 Is it fair to ask students to deal with non-standard language? 54:01 Applying inclusivity to journal submission guidelines 

This is the last in a three-part series exploring responses from the EAP community following three years of Chat GPT induced mayhem. We talk through adaptations in the classroom, transferability and AI skills in the workplace, how to prepare students for higher education, the lack of consistency both within and among universities, reducing students’ reliance on gen AI, the dangers of confirmation bias, the need for change, the future of assessment, and other topics. Contributing to this conversation is Jim Merry from Nottingham Ningbo University in China and Dr Vic Wilson-Crane from Kaplan. Jim is at the EAP coal face working to adapt his teaching and course design to the realities of student gen AI use, while Vic’s role in the Centre for Learning Innovation and Quality has given her a bird's eye view of institutional responses from across higher education. We also manage to get Deanne Cobb-Zygadlo's mic and echo cancellation working to get her view of the response from Nazarbayev University in Kazakhstan. Are clear policies and declarations of use enough, or are more far-reaching changes needed for EAP and higher education to stay ahead of the curve? Guest bios Jim Merry is an EAP tutor at University of Nottingham Ningbo China. He has worked in EAP and test preparation for over twenty years. Jim is interested in syllabus design, and is currently trying to navigate how to integrate AI more meaningfully into his work.  Dr Victoria Wilson-Crane has worked in education, in a variety of settings, for over 25 years.  Vic has worked for Kaplan, one of the world’s largest global educators, for eighteen years. She leads Kaplan International Pathways’ Centre for Learning Innovation and Quality, a team of educational experts and developers, responsible for directing quality assurance and innovative learning and assessment in the Kaplan Pathways colleges in the UK.  Vic has a particular interest in employability: her doctoral studies explored transition from school to further education and employment.  A keen lifelong learner herself, she is a Senior Fellow of the Staff and Educational Development Association and a Certified Member of the Association for Learning Technology. Deanne Cobb-Zygadlo has been an EAP tutor at Nazarbayev University since 2015. She is the co-coordinator of the Technology-Enhanced Learning Special Interest Group (TELSIG) with BALEAP, which is the accreditation organization for the NU Foundation Year Program. She is also a member of the ENAI (European Network for Academic Integrity) Policies Working Group. Timecodes 00:00 Intro to Vic Wilson-Crane 06:38 Changes brought about since COVID 07:11 Intro to Jim Merry 10:30 Intro to Deanne Cobb-Zygadlo 13:00 Educating students about the risk of AI dependency  17:55 difficulties in merging AI literacies with EAP 19:25 Developing transferable AI skills 22:10 The kindness curriculum  22:33 What do we lose when we modernise academic skills? 26:25 Student awareness of AI limitations 27:27 What do employers want? 33:26 Gen AI tells us what we want to hear. 35:45 The future of assessment

In part two of ‘are we still language teachers?’ I’m joined in the studio by Thuy Thai and Charles Lam from the University of Leeds. Thuy and Charles argue for the continued relevance of language proficiency in education and in the role of EAP. We also examine the broadening scope of ‘academic skills’ that has come to include AI literacy, and raising awareness among students about things like overreliance and ethical use.  We discuss Thuy’s research into green traffic lights, and give thoughts on the precedents and pitfalls of cognitive offloading, revisiting territory from earlier episodes with Danny Liu and Michael Gerlich. Thuy and Charles also give their take on the findings of the notorious MIT study. Thuy Thai is a lecturer in English for Academic Purposes at the Language Centre, School of Languages, Cultures and Societies at the University of Leeds. She has a background in academic language instruction, test and assessment development and student support. She previously worked at Leeds Trinity University as a student achievement adviser, where she supported diverse student cohorts in navigating academic challenges and developing effective study strategies. Earlier in her career, she served as a test development researcher at the University of Languages and International Studies, Vietnam National University-Hanoi. Alongside her research role, she also developed and taught EAP courses, helping students gain the academic language needed for success in Vietnam’s higher education. Charles Lam is a Lecturer in English for Academic Purposes in the Language Centre, School of Languages, Cultures and Societies at University of Leeds. He graduated at Purdue University in the US. Prior to joining Leeds, he taught linguistics and EAP for several years in Hong Kong. His teaching interests lie in academic communications in STEM. Currently he co-leads Academic Literacies for Biological Sciences and Language for Engineering. His research includes corpus linguistics and digital humanities.  Further reading Kosmyna, N., Hauptmann, E., Yuan, Y. T., Situ, J., Liao, X. H., Beresnitzky, A. V., and Maes, P. (2025). Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task. arXiv preprint arXiv:2506.08872.

Today I’m in conversation with Paul Breen, Senior Digital Learning Developer at UCL to get his take on how EAP and ‘hub’ disciplines should be adapting in the wake of AI. We often hear about the need to ‘embrace’ AI, so we try to unpack what this actually means.  EAP practitioners and learning developers are often looked at as the ones to help students navigate the demands and conventions of academia, so who better than to set students straight on what constitutes appropriate use, what a purple traffic light means on an assignment brief and the myriad capabilities and limitations of Chat GPT. But how many EAP teachers feel qualified to deal with these issues? Paul and I talk about this and a range of other topics, such as how EAP teachers from the past would react to today’s EAP, the need for language proficiency, translanguaging, the relevance of certification, and more.  Paul Breen is Senior Digital Learning Developer and Lecturer in EAP at UCL Centre for Languages and International Education. His research interests are in educational technology, language and identity and social justice. He is the author of Developing Educators in the Digital Age. Further reading Breen, P. (2018). Developing Educators for the Digital Age: A Framework for Capturing Knowledge in Action. London: University of Westminster Press.  

Today I'm talking with Danny Liu about assessment in the age of AI. So far, the idea of a 'traffic light' approach to assessment has been gaining traction in higher education in response to the widespread availability of generative AI. Using the traffic light metaphor, assignments are colour coded according to the level of AI use deemed to be permissible. However, as these systems rely solely on student self report on the level of AI use, Danny argues that there is a danger that they lose their value as valid assessment tools.  Danny talks us through the two-lane approach to assessment that has been adopted at the University of Sydney, distinguishing between 'Lane One' supervised assessments aimed at measuring student capability and 'Lane Two' assessments that encourage learning and engagement with AI. We talk through the process of making structural assessment changes, responses from academics, retaining student engagement, and a range of other topics.   Guest bio Danny is a molecular biologist by training, programmer by night, researcher and faculty developer by day, and educator at heart. A multiple international and national teaching award winner, he works at the confluence of artificial intelligence, student engagement, and educational technology. A Professor of Educational Technologies at the University of Sydney, he co-chairs the University's AI in Education working group, and leads the Cogniti.ai initiative that puts educators in the driver's seat of AI. Find Danny on Linkedin at https://www.linkedin.com/in/dannydotliu/ and check out the University of Sydney’s AI for Educators resource page at https://canvas.sydney.edu.au/courses/63765 Further reading Corbin, T., Dawson, P. and Liu, D. (2025). Talk is cheap: why structural assessment changes are needed for a time of GenAI. Assessment & Evaluation in Higher Education, pp. 1–11. Available at: doi: 10.1080/02602938.2025.2503964. Liu, D. (2025). A "two lane" approach to assessment in the age of AI: Balancing integrity with relevance. Digitally Enhanced Education Webinars. Available at: https://www.youtube.com/watch?v=Hf8-b1H3qOU [accessed 16th May 2025] Liu, D., and A. Bridgeman. (2023). 'What to Do about Assessments If we Can’t out-Design or out-Run AI? Teaching@Sydney. Available at: https://educational-innovation.sydney.edu.au/teaching%40sydney/what-to-do-about-assessments-if-we-cant-out-design-or-out-run-ai/

Today I’m talking to Michael Gerlich about his recent study on the potential effects of AI on critical thinking. While much ink has been spilled discussing the value of the traditional essay in a post GPT landscape, much of the conversation has focused on assessment and questions of authorship. Perhaps unsurprisingly, less time has been given to the impact on the learning process itself. The phrase ‘I write to know what I think’ alludes to the value of putting one’s ideas under the microscope, and of sometimes having to rethink cherished beliefs as we spell them out to ourselves at sentence level. If we outsource this process to ChatGPT, are we losing something valuable? We talk through Michael’s data, his own interpretations, and continue the conversation on whether generative AI is ‘just another tool’, or something more. Guest bio Prof. Dr Michael Gerlich is Professor of Management and Head of Centre for Strategic Corporate Foresight and Sustainability at SBS Swiss Business School, a Swiss University of Applied Sciences Institute. His academic and professional work focuses on the societal implications of artificial intelligence, change management, and strategic foresight, with a particular interest in bridging research and practice in both policy and business settings. With prior experience in government advisory and leadership roles across Europe, Central Asia, and the Middle East, he has supported a range of public and private institutions in matters related to economic development, export strategy, and organisational transformation. His research on artificial intelligence has addressed topics such as cognitive offloading, critical thinking, and the ethical dimensions of technology in education and society. His work has been mentioned globally by media including Forbes, Financial Times, The Economist and many more. Prof. Gerlich has contributed to academic and public debates through his writing and through speaking engagements at international conferences, including events hosted by the United Nations. He holds full, visiting and affiliated teaching roles in Zurich, London (LSE), and Cambridge (ARU), and remains actively involved in interdisciplinary work at the intersection of technology, sociology and human behaviour. Further reading Bunn, P.D. (2025). The AI Crisis in Higher Education: Or, on the importance of doing things badly. Everything was beautiful. https://everythingwasbeautiful.substack.com/p/the-ai-crisis-in-higher-education?utm_campaign=posts-open-in-app&triedRedirect=true Gerlich, M. (2025). AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking. Societies, 15(1), 6. https://doi.org/10.3390/soc15010006 Lee H.P, Sarkar A, Tankelevitch L, Drosos I, Rintel S, Banks R, Wilson N. (2025). The impact of generative AI on critical thinking: Self-reported reductions in cognitive effort and confidence effects from a survey of knowledge workers. Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems. https://www.microsoft.com/en-us/research/wp-content/uploads/2025/01/lee_2025_ai_critical_thinking_survey.pdf     

In this episode of TELSIG does SoTL, we are joined by Jane Pritchard to discuss the evolving landscape of scholarly teaching. Jane describes her transition from a material scientist to an educational developer at the University of Glasgow, emphasizing the importance of evidence-based educational enhancement. We go on to cover the historical development of SoTL since the early '90s, the role of interdisciplinary collaboration, the impact of the COVID-19 pandemic on teaching practices, the intricacies of assessment and inclusivity in higher education, and the importance of challenging traditional practices and encouraging purposeful inquiry.  Jane Pritchard is the head of Educational Development at the University of Oxford's Centre for Teaching of Learning. She is widely published in the field of educational development and scholarship of teaching and learning, particularly in the field of institutional support for SoTL.

What do academic skills do students need in higher education today? Does ‘embracing’ AI come at the cost of developing higher order thinking skills? I’m joined by Computer Science Lecturer Mike O’Dea and Associate Lecturer in Academic Skills Paulina Melichova to get their take on this. We reflect on Mike’s recent AI training session, and talk about how much curriculum time should be given to AI literacies, whether authentic assessments come at the cost of validity, the merits of the traffic light system, and how to make digital skills training accessible to all students and staff. Michael O’Dea is a Lecturer in Computer Science at the University of York and a Senior Fellow of the HEA.. He holds an Ed.D. from the University of Leeds, which was a  technology Enhanced Learning study looking at Serious Games. His current research interests are focussed on AI literacy, Technology Acceptance and Computer Science Education. He is particularly interested in the application and integration of AI into learning and teaching. His recent publications include articles for Policy Futures in Education, The Journal of University Teaching and Learning Practice, The Times Higher Education Campus, Wonkhe and Emerald Publishing. He is an Associate Editor for the Journal of University Teaching and Learning Practice. He has delivered a number of workshops and invited talks on AI literacy and on the impact of GenAI in education, including for the Chartered Association of Business Schools, QAA, SRHE and the Open Access Publishing Association. Currently he is the Principle Investigator on a QAA Collaborative Enhancement Project looking at the impact of disruptive technologies on Graduate Attributes. Paulina Melichova is an Associate Lecturer in Skills Development at the University of York, and a Fellow of the HEA. Currently completing her MSc in Applied Social and Educational Research, her research focuses on wellbeing in academia as well as diary and other creative research methods, with a particular emphasis on emotional labour among academics. As a coach, Paulina integrates coaching and mentoring techniques into her teaching of academic and communication skills, empowering students to take ownership of their personal and professional development.  In addition to her academic work, Paulina is also a professional mindset and communication coach, drawing on her expertise to equip ambitious individuals with the tools to create the career they aspire to.  Further reading HEPI (2014). Student Academic Experience Survey 2024. [Online]. HEPI, UK. Available at: https://www.hepi.ac.uk/2024/06/13/student-academic-experience-survey-2024/   O'Dea, M. (2025). AI: an introduction to the basics. Available at : https://drive.google.com/file/d/1egvD8Y-MSyWctEQID_3_WN1ZXPBSd2Sj/view  Perkins, M. and Roe, J. (2024). Rather than restrict the use of AI, let’s embrace the challenge it offers [Online]. Times Higher Education. Available at https://www.timeshighereducation.com/campus/rather-restrict-use-ai-lets-embrace-challenge-it-offers   

As we approach the third anniversary of Russia’s invasion of Ukraine, we discuss the impact of the war on Ukrainian higher education. Many university buildings have suffered extensive physical damage, especially those in the east of the country, and online teaching, a distant memory for most, is for many Ukrainian students and teachers still a reality. Despite the hardships, learning and teaching carries on, and technology and innovative teaching techniques have helped Ukrainian education to thrive. In this episode we talk to academics from the field of Geography: Dariia Kholiavchuk, Kate Borysenko, Liz Hurrell and Simon Hutchinson about their collaborative paper on the role of digital technology in supporting geographical education in Ukraine during the ongoing conflict. We discuss the practical applications of virtual field trips, and the implications of teaching geography under war conditions. Topics include using tools like Google Earth and ThingLink to provide remote and hybrid learning experiences, the importance of fieldwork, sustaining student motivation and mental health, and the importance of the field of Geography to the eventual reconstruction of Ukraine. Finally we also talk about how the international academic community can contribute to educational resilience in Ukraine. Further reading Hutchinson, S.M., Hurrell, E.R., Borysenko, K., Popov, V., Kholiavchuk, D. & Popiuk, Y. (2024) Resilient education: The role of digital technology in supporting geographical education in Ukraine. Transactions of the Institute of British Geographers, 00, e12728. Available from: https://doi.org/10.1111/tran.12728  Guest bios Kateryna Borysenko is Associate Professor in the Department of Physical Geography and Cartography Faculty of Geology, Geography, Recreation and Tourism at V. N. Karazin Kharkiv National University. She is dedicated to the development of education and science in the city of Kharkiv, is widely published in the field of Geographical training and education, and leads educational practices in her department.  [email protected]  Daria Kholiavchuk is an Associate Professor at the Department of Physical Geography, Geomorphology, and Paleogeography at Yuriy Fedkovych Chernivtsi National University in Western Ukraine. As the program leader for bachelor students in Geography, she is dedicated to fostering the next generation of geographers skilled in sustainability and postwar recovery. Her research focuses on climate change and natural hazards management. Daria is involved in projects to build adaptive capacities in the Ukrainian Carpathians and promote cross-border ecological management. Currently, she participates in the resilient education and research initiative, supported by British colleagues through digital tools. [email protected]  Dr Simon M Hutchinson is a Reader / Associate Professor at the University of Salford. He believes that Environmental Education should be accessible to everyone and the using Digital Visualisation Tools (DVTs) can help to achieve this equity. His research on palaeoenvironmental records(e.g., peat, cave and lake sediments) in the Carpathian Mountains (mainly in Romania) mean that his own field work has taken him close to the border; he hopes one day to be able to extend this into Ukraine. [email protected]  Liz Hurrell is a Senior Lecturer in Physical Geographer in the Department of Environment and Geography at York and an Associate Lecturer for the Open University. She has a passion for Geography Higher Education with interests in climate education, equality, diversity and inclusion, hybrid/online education as well as fieldwork. The latter opened up a conversation between York-Salford-Kharkiv on how virtual field trips can support education during the war. [email protected]   

In this third installment of the SoTL flavoured TELSIG podcast, Phil is joined again by Lucy Turner Voakes from York's Academic Practice team, and Nick Glover from Inclusive Learning to discuss equality, diversity, and inclusion (EDI) in higher education and its interactions with SoTL. The conversation explores the catalysts for heightened attention on EDI, such as award gaps for black students, the interplay between broader social issues and higher education, and the importance of data-driven approaches. We talk about the barriers to implementing inclusive practices, the role of scholarship, and the complexities of measuring success. The discussion also touches on the potential benefits of partnerships between students and staff in fostering a more inclusive educational environment. Guest profile Nicholas Glover works in the Inclusive Education Team as an Inclusive Education Adviser. He has a background in critical approaches to student engagement and student voice. He is interested in the co-creation of learning, teaching and assessment in HE, particularly the ways in which student-staff partnerships can foster and embed inclusive practices within the classroom and throughout universities. He is currently working on a number of educational enhancement projects, including the University’s new Student Success Projects Fund, which is supporting students and staff to work collaboratively to innovate aspects of learning, teaching and assessment.  Related links Matthews, K. (2017). Five Propositions for Genuine Students as Partners Practice | International Journal for Students as Partners Advance HE Framework - Student Engagement through Partnership University of York Inclusive Learning Toolkit

Today we take a tour of all the free, nearly free and paid-for tools that can help language teachers create lessons and materials while also helping students become more independent learners. We talk about ways in which we can work more efficiently, but also actively boost learning gains in the process. The discussion covers practical uses of AI for generating lesson materials, and tools like Mizou for practising conversation. Also, what is ChatGPT up to these days? We get into what makes an effective prompt, and how to navigate the limitations and opportunities of free and paid-for AI tools. This episode is a must-listen for language teachers looking to explore AI technologies to improve classroom and preparatory activities. The conversation touches on a range of online tools, all of which are listed below: Immersive Reader https://support.microsoft.com/en-gb/office/use-immersive-reader-in-word-a857949f-c91e-4c97-977c-a4efcaf9b3c1 ChatGPT https://chatgpt.com Wordwall https://wordwall.net Learning Apps https://learningapps.org Diffit https://app.diffit.me MultilingProfiler https://www.multilingprofiler.net Photoscan https://apps.microsoft.com/detail/9nblggh4s87w?hl=en-gb&gl=CL Padlet https://padlet.com Perplexity AI https://www.perplexity.ai Claude https://claude.ai Mizou https://mizou.com AudioPen https://audiopen.ai Magic School https://www.magicschool.ai TurboScribe https://turboscribe.ai Adobe Firefly https://www.adobe.com/products/firefly.html Dan Fitzpatrick’s resource page https://www.theaieducator.io Joe’s Facebook group https://www.facebook.com/groups/languageteachingwithai Guest profile Joe Dale is an independent languages consultant from the UK who works with a range of organisations such as Network for Languages, ALL, The British Council, the BBC, Skype, Microsoft and The Guardian. He was host of the TES MFL forum for six years, former SSAT Languages Lead Practitioner, a regular conference speaker and recognised expert on technology and language learning. He has spoken at conferences and run training courses in Europe, North America, South America, the Middle East, the Far East and Australasia. He was a member of the Ministerial Steering Group on languages for the UK coalition government and advised on the Linguanet Worldwide project for The Language Company. He created ICT activities for the new Institut Français, ALL and Network for Languages Primary French Project Niveau Bleu, Blanc and Rouge courses and was short-listed for a NAACE Impact Award in 2013 too. Joe supported the Erasmus Plus project Conflict to Cooperation with 5 European countries and the Erasmus Plus Project Learning to think and live outside the box. He recently organised and co-hosted a 10 part series of webinars Saturday Tech-Talk in collaboration with the British Council in Indonesia and iTELL and worked on the Nusantara Go project for the British Council in Indonesia and PearTree Languages in 2022. He also worked on the Supporting Schools Reform in Algeria project through the British Council 2019-2020. He is currently working on the Stories on the Move project with the University of Reading. He was recently described in a Guardian article as an 'MFL guru' and 'the man behind the #mfltwitterati.'. Joe’s new Facebook group ‘Language Teaching with AI' already has over 5,300 members.

What is the role of a learning technologist in modern higher education? What are the career paths available, what skills do you need, and what does a typical working day look like? Today we’re joined by Lilian Joy from the University of York and Sita from the University of Sheffield: both learning technologists at different stages of their careers, who are able to offer their own answers to some of these questions.  We get into accessibility, working with SMEs, the importance of pedagogical knowledge, how to keep your skill set current, and a range of other topics. This episode will be of interest to anyone thinking of switching career lanes, starting a new role in learning tech, or who simply wants to hear how seasoned practitioners go about their work.  Lilian Joy is the Digital Accessibility Manager (previously Digital Education Manager) at the University of York, who is passionate about staff development and the 'learning' in technology-enhanced learning. She has over 30 years' experience as a teacher, trainer, e-learning manager and consultant in vocational education, higher education and the private sector. Her current research interests include accessible maths, the experience of disabled staff and students and appreciative inquiry as a model for development. Putu Sadhvi Sita (Sita) is a learning technologist currently working as a Faculty Digital Learning Officer at the University of Sheffield. With two years of experience, including time at the University of Leeds, she specializes in game-based learning, gamification, and multimedia-enhanced eLearning solutions. Before moving into digital education, Sita taught English in Southeast Asia and holds an MA in TESOL & ICT from the University of Leeds and a Bachelor of Marine Engineering from Indonesia.  

This is the second in our SoTL spin off series where we move the focus from technology to the Scholarship of Teaching and Learning. Today we are joined by lecturers Jess Hargreaves, who teaches in data science, and Yaprak Tavman from the Department of Economics. We talk about how teaching works in their fields and how they’ve incorporated scholarly teaching into their own practice. They discuss their backgrounds, motivations, and current projects, including problem-based learning and technology-enhanced active learning. The conversation touches on the importance of collaboration, dissemination of scholarly work, and the challenges of navigating educational literature. We look at the distinctive features of the two fields when it comes to teaching, and look at how teachers across disciplines can keep their teaching practice current and get moving towards publication. Dr Jess Hargreaves is a Lecturer in Data Science in the Department of Mathematics. Her research interests include: time series analysis; the application of statistical methods and tools to sport; and teaching and learning pedagogy. Yaprak Tavman joined the Department of Economics and Related Studies at the University of York in January 2022. Prior to that, she worked as an Assistant Professor in Economics at Newcastle University, and at Northeastern University - London. Yaprak is a fellow of Advance HE. Her areas of interest in scholarship of teaching and learning include active and problem-based learning, technology-enhanced teaching, and diversity and inclusion. Further reading Healey, M, and Healey, R,. (2023). Searching the Literature on Scholarship of Teaching and Learning (SoTL): An Academic Literacies Perspective Part 1. Teaching & Learning Inquiry, 11. Available at:  https://doi.org/10.20343/teachlearninqu.11.4 

Nidhi Sachdeva from the University of Toronto talks about the science of learning, myth-busting educational misconceptions, and the role of technology in teaching. We get into cognitive load theory, explicit instruction, and question the efficacy of demanding reading loads in higher education. Nidhi shares her expertise on structured teaching methods, the importance of factual knowledge in the age of AI, and her efforts to simplify educational research for teachers. We tackle the perennial question of why most academic writing sucks, and talk about the best ways for practitioners to get started on their own research. Dr. Nidhi Sachdeva is based at the University of Toronto’s Ontario Institute for Studies in Education (OISE). She is interested in designing and integrating evidence-informed instructional practices. Recently, she has been researching this through the notion of microlearning and cognitive science. She developed a range of microlearning content using the science of learning as guidelines. You can find some of her work in the video series on How Learning Happens. She also developed the microlearning video series for peerScholar.  Nidhi’s substack, which she co authors with Jim Hewitt, is called The Science of Learning and is available at  https://scienceoflearning.substack.com/. Nidhi and Jim have also appeared on the Chalk and Talk podcast, and Nidhi was a recent guest on the Progressively Incorrect podcast. Further reading Kirschner, P. A., and Hendrick, C. (2020). How learning happens: Seminal works in educational psychology and what they mean in practice. Abingdon: Routledge. Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. Available at:  https://doi.org/10.1037/h0043158  Rosenshine, B. (2010), Principles of Instruction: Research-Based Strategies that All Teachers Should Know. American Educator, 36 (1), 12-19. Sweller, J., Ayres, P. and Kauyga, S. (2011). Cognitive Load Theory (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies Book 1). London: Springer. Willingham, D. (2024). Professor of Psychology Daniel Willingham Speaks to UVA's Class of 2024. [Video]. Available at https://www.youtube.com/watch?v=FEhallt7ZCA [Accessed 20th October 2024].

This is the first of a series of conversations recorded last year with teachers from a range of disciplines who share an interest in applying scholarship to their own teaching, and conducting their own scholarly projects. Today Lucy Turner-Voakes from the Academic Practice team and I sit down with Jeremy Moulton from Politics and Clément Moissard from Physics at the University of York. They explore how they integrate scholarship, teaching, and learning into their disciplines. Starting with their career journeys and projects, the discussion compares the teaching methodologies and the use of interdisciplinary practices to enhance their students' engagement. We talk about how to deal with awkward silences in seminars, the challenges and institutional support required for effective teaching scholarship, and many other topics. Clement Moissard is a Teaching & Scholarship Associate Lecturer at the University of York's Plasma Institute where he teaches subjects ranging from Laser-Plasma interactions to Astrobiology. Jeremy Moulton is a lecturer in the Department of Politics and International Relations. His primary interests are environmental politics, the European Union, and the scholarship of teaching and learning.

Pauldy Otermans and Stephanie Baines return to TELSIG to talk about the research and course design they've been carrying out at Brunel University. Building on the webinar they delivered back in May, Pauldy and Stephanie talk in detail about the challenges and triumphs of building an academic skills course that teaches students how to harness AI tools. As well as the practical applications and the importance of critical thinking, we discuss the collaborative efforts among faculty, and the evolving landscape of educational assessments. View Stephanie and Pauldy's TELSIG webinar: https://youtu.be/jGjBms0m8Ks  Dr Pauldy Otermans is a Senior Lecturer (Education) in Psychology at Brunel and a female tech leader in the UK. She is a neuroscientist and psychologist by academic background and a female leader of AI technology. She is the Director of the Education Hub, Deputy Division Lead for Psychology, and Employability Lead for the Faculty. Dr Otermans’ research focuses on using AI in Education, Innovative Teaching & Learning in Higher Education. [email protected] Dr Stephanie Baines is a Senior Lecturer (Education) in Psychology at Brunel. She is Associate Dean Quality Assurance and former Psychology UG Programme Lead. Previously she worked as a Lecturer in Psychology at Bangor University and the University of Manchester and as a Teaching Fellow at University College London. Dr Baines’ research focuses on Innovation in Teaching & Learning in Higher Education; Using AI in Education; Graduate outcomes & Employability; Student Engagement and Experience; EDI and Student Success; and Assessment and Feedback. [email protected]

Today I'm talking to Dr Zoe Handley about her research on English tutors' knowledge and beliefs about the use of AI in language teaching. Zoe shares her background, starting as a language learner using technology, and details the evolution of speech and language technologies over the past 20 years. We elaborate on the potential of AI technologies in language learning apps like Duolingo and the ethical and practical challenges these technologies bring to assessment and pedagogy. The conversation also explores the gap between research and classroom practice and the exciting opportunities AI can offer in education, particularly in literacy and personalized learning. Dr Zoe Handley is an applied linguist specialising in Computer-Assisted Language Learning (CALL) with experience in the speech AI industry. Her research explores how the affordances of digital technologies might be harnessed to create the conditions and engage learners in the processes we know promote language learning. Her most highly cited publications include a systematic review of the evidence for the use of technology to support (English) language learning and a tool for measuring teachers' knowledge of technology to support (English) language learning. She has also carried out a number of evaluations of specific technologies including collaborative writing platforms and chat applications. Further reading Handley, Z. (2024). Has artificial intelligence rendered language teaching obsolete?. The Modern Language Journal. 

I'm joined today by Dev Aditya of OIAI by Otermans Institute. We discuss the innovative use of small language models in education, the development and deployment of an AI teacher, and how AI can help to upscale marginalized communities. Dev shares insights into the challenges and opportunities of AI in education, the effectiveness of small language models, and the future of AI-integrated learning environments. He also touches on societal impacts, the balance between screen time and human interaction, and the fast-paced landscape of AI technology. Dev Aditya is an AI expert from London, UK. He is currently the AI product lead and CEO at Otermans Institute, where he led the team that built the first Digital Human AI teacher (OIAI). He has conducted research in AI and HCI with The Alan Turing Institute and Brunel University London. Watch Dev and Pauldy’s TELSIG webinar: https://youtu.be/Y5QcTg6cfj8 Register for trial access to the OIAI teacher showcased in the talk: https://forms.gle/J9t2hMijGCbJwzZz5 Contact details: Email: [email protected] Website: https://www.portfolio.oiedu.co.uk LinkedIn: / oiedu X: / otermans_edu Instagram: / oiedu19 Medium: / beatricefromoiai

Today we delve, that’s right, delve, into the world of machine translation and its influence on education with Klaus Mundt and Michael Groves, who have been researching and writing on this topic since 2015. We explore the evolution of machine translation tools from Babel Fish to today's advanced AI models like ChatGPT. The discussion uncovers the ramifications for student voice, authenticity, academic integrity, and policy within educational contexts. Phil, Mike and Klaus discuss how these technologies are reshaping language learning processes, the ethical dilemmas they present, and the future of English for Academic Purposes (EAP). Can we leverage technological advancements without sacrificing good language teaching?  Further reading Groves, M. and Mundt, K. (2015) Friend or foe? Google Translate in language for academic purposes. Journal of English for Specific Purposes 37, pp.112-121. DOI: 10.1016/j.esp.2014.09.001 Mundt, K. And Groves, M. (2016) A double-edged sword: the merits and the policy implications of Google Translate in higher education. European Journal Of Higher Education 6:4, pp. 387-401. DOI: 10.1080/21568235.2016.1172248  Groves, M. and Mundt, K. (2021) ‘A ghostwriter in the machine? Attitudes of academic staff towards machine translation use in internationalised Higher Education. Journal of English for Academic Purposes. Vol. 50 https://doi.org/10.1016/j.jeap.2021.100957 Klaus Mundt is an Associate Professor at the University of Nottingham. He holds a PhD in Translation Studies, and his research interests focus on translation pedagogy and the use of machine translation in Higher Education. His main interest in teaching EAP on the ALACS programme is genre- and register-based language analysis and application, including subject-specific language. He is also involved in materials development and related studies such as genre and discourse analysis. Michael Groves is Senior Lecturer at the Centre for English and Additional Languages at Lingnan University in Hong Kong. He has worked in the area of English Language Teaching for 30 years, and has specialised in English for Academic Purposes since 2007. He has worked in teaching and academic management roles in universities in the UK, China and Malaysia. He has also presented widely at conferences on a variety of topics. Mike’s research interests include student transition, with a particular interest in how students overcome “Academic Shock” when moving to a new place of study. He has also published on the use of online translation tools, and their impact on Internationalised Higher Education. In his free time, he enjoys running, cinema and wasting time on the Internet.

As teachers, we have access to literally millions of high quality, freely-availably images thanks to resources such as Pixabay and Unsplash. In this episode we dig into the impactful use of visual metaphors in teaching with guest Dr Richard Cotterill, who shares insights from his recent research. Rich argues that visual metaphors can make abstract concepts more comprehensible for students. We explore the challenges and benefits of incorporating images into lectures, the importance of simplifying content, and practical techniques for educators. Richard Cotterill has been a teacher for over thirty years. He teaches Foundation Business and Pre-Masters Management to students in the University of York's International Pathway College and undertakes research into learning processes and assessment. Richard is a Fellow of the HEA, a Certified Management and Business Educator, a Certified Member of the Association for Learning Technology and holder of the Vice Chancellor’s Teaching Award. Email: [email protected] Related links Cotterill, R. (2024). Unlocking meaning using visual metaphors. Forum Magazine. [Online]. Available at: https://www.york.ac.uk/media/staffhome/learningandteaching/documents/forum/Forum-Magazine-Issue-52-Spring-2024.pdf Lakoff, G. and Johnson, Mark. (1980). Metaphors we live by. Chicago: University of Chicago Press.

E-authoring tools like Articulate Storyline and Adobe Captivate have had a transformative impact on education. They allow teachers and course writers to quickly create visually appealing, interactive learning materials. Despite these benefits, their uptake often remains restricted to small circles of enthusiasts. Today I talk to David Read from the University of Sheffield about and the benefits and potential challenges faced by teachers in adopting these technologies. We talk through the benefits of interactive digital content, the evolution of teaching methodologies, and the critical role of training and support in successful technology integration. We also explore the use of AI in content creation and the future of educational technologies. Perfect for educators, learning designers, and technology enthusiasts seeking to enhance their teaching and learning processes. Finally, we discuss how teachers and materials writers can get started with their own digital projects. David Read is Academic Director for Technology Enhanced Learning at the University of Sheffield. He has been involved in language teaching for over 20 years, and recently spearheaded the introduction of e-authoring tools in the language provision at Sheffield. Resources: https://www.articulate.com/360/storyline/ https://h5p.org/ https://www.xerte.org.uk/ https://wordwall.net/

How has classroom practice changed as a result of the ever increasing availability of teaching technologies? We look specifically at polling tools, and consider the broader influence of such platforms. Rob Shaw is an Educational Adviser in the Programme Design and Learning Technology Team and the Faculty contact for the Arts and Humanities. He is the service lead for Mentimeter classroom polling at the University, and he is interested in the effective integration of learning technologies at activity, session, module and programme levels. David Anderson has been involved in teaching for over 30 years in Spain, Kuwait and the United Arab Emirates. He is currently based at the University of York where he teaches English for Academic Purposes to international students. He has a diverse range of interests, with a particular emphasis on reading strategies, vocabulary acquisition and materials development. A recurring theme over the years has been the desire to leverage technology (from Tipex to AI) to enhance teaching and learning. Related links Shaw, R. (2023). Does the use of Mentimeter classroom polling spark joy (or at least some positivity) in learning and teaching? Forum Magazine. [Online]. Available at: https://www.york.ac.uk/media/staffhome/learningandteaching/documents/forum/Forum-Magazine-Issue-51-Summer-2023.pdf

In this episode, Sam Hazeldine discusses the integration of virtual reality (VR) and augmented reality (AR) in education. We discuss the potential of AR and VR to enhance learning, clarify the definitions of VR, AR, and mixed reality, and talk about their practical applications in classrooms, such as simulations and interactive learning environments. Sam also addresses the accessibility of such technologies and the impact of AI on creating educational content. He emphasizes the importance of using these technologies to complement traditional teaching methods rather than replace them. Sam Hazeldine is a learning technologist at the University of York's Creativity Lab. He is a former primary school teacher, and currently works with departments across the university to help them use digital technologies to improve learning.

This conversation from May 2023 took place in the wake of the launch of ChatGPT 3.5. We cover responses from institutions, policy, implications for teaching and assessment, questions raised and opportunities for research, and other topics. Stephen Gow is responsible for the coordination of standards, assessment and academic integrity at the University of York, he has been working in this evolving role since 2014. Stephen spent 5 years in China prior to working at the University, he studied Chinese at Fudan University before teaching EAP at the Sydney Institute of Language and Commerce, Shanghai University and Tsinghua University. While working in China and then at the British Council, Cairo, Stephen completed his MRes at the Institute of Education before completing a PhD at the University of York. His research concerns understanding the educational, social, cultural, political and economic causes of the stereotype of Chinese students as susceptible to plagiarism. He is Chair of the Northern Academic Integrity Special Interest Group exploring sector wide approaches to contract cheating and is now focusing his research on the implications of artificial intelligence for academic integrity. Related links European Network for Academic Integrity: https://www.academicintegrity.eu/wp/ JISC: Explore AI: https://exploreai.jisc.ac.uk/ UNESCO report on ChatGPT: https://www.iesalc.unesco.org/en/2023/04/14/chatgpt-and-artificial-intelligence-in-higher-education-quick-start-guide-and-interactive-seminar/ Sinica podcast: https://thechinaproject.com/2023/03/11/chinas-draft-regulations-on-generative-ai-with-kendra-schaefer-and-jeremy-daum/ Li, Y., et al. (2023). Can large language models write reflectively? https://www.sciencedirect.com/science/article/pii/S2666920X2300019X?via%3Dihub Bearman, M. & Ajjawi, R. (2023). Learning to work with the black box: Pedagogy for a world with artificial intelligence. https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13337