Register here: https://zoom.us/webinar/register/WN_7HMBdMgqQ6y-wmnVjC4Zkg#/registration

Generative AI arrives into a university system that is already to a significant extent automated. Core activities are carried out through digital platforms, key aspects of knowledge work are datafied and algorithmically governed, and university communities are subjected to new digital forms of monitoring and control. Artificial intelligence also has a long history in the academy, both as a subject of research and development, and as a resource for ‘enhancing’ education and scholarship, as well as the administrative functions of the university. In this webinar, three key thinkers on educational automation will address the new challenges, problematics, logics and opportunities presented by generative AI.

Janja Komljenovic (X @J_Kom_) is a Senior Lecturer in Education Futures at the University of Edinburgh. Her research focuses on the political economy of higher education and its digital transformation. She is especially interested in EdTech, digital markets, and datafication in higher education.

Carlo Perotta is Associate Professor of Digital Education at the University of Melbourne. His monograph Plug-And-Play Education: Knowledge and Learning in the Age of Platforms and Artificial Intelligence was recently released by Routledge.

Paul Prinsloo (X @14prinsp @14prinsp@mstdn.social) is currently a Research Professor in Open and Distance eLearning (ODeL) in the Department of Business Management, College of Economic and Management Sciences, University of South Africa (Unisa).

Register here: https://forms.gle/TEBFvY2yXW6FLsGVA

Step out of the hype cycle and take time for a generous, (re)generative conversation about teaching and learning in a time of AI. Rather than accelerating our practice to the demands of AI-driven productivity, we will be giving slow attention to some of the issues that the last year has raised. An expert panel of AI teachers and critics will be swapping views and sharing stories. How can we model a critical approach while helping students to develop their own practices and values with generative agents? What are the risks to pedagogic relationships, and what are the opportunities? Can we enact an ethical pedagogy with unethical technologies? Is there ‘hope’ at the bottom of this pandora’s box? Bring your own questions and experiences to share.


Katie Conrad (@KatieConradKS @kconrad.bsky.social) is Co-director of the AI & Digital Literacies project in conjunction with the National Humanities Center at the University of Kansas. She wrote ‘A Blueprint for an AI Bill of Rights for Education,’ and has run many workshops and a summer school on critical AI literacies. Katie researches and writes about technology and culture, including an occasional blog.

Maya Indira Ganesh (@mayame @mayameme@mastodon.social) came to academia after fifteen years working on digital and gender rights in the Global South. She is a digital cultures researcher, writer, curator and educator, co-directing a Masters program on AI, Ethics, and Society at the University of Cambridge. She is also a senior research fellow at the Leverhulme Centre for the Future of Intelligence.

Ugnė Litvinaitė (@ugnelija) is a social science and policy research assistant at the LSE Eden Centre for Education Enhancement. Her research into student views and norms on generative AI has informed LSE policy and drawn attention from many other institutions. She continues to engage with these topics in the wider context of the student experience and academic integrity issues.

Anna Mills (@EnglishOER @annamillsoer.bsky.social) teaches writing at Cañada College and College of Marin, and serves on the MLA/CCCC task force on writing and AI. Her writing on AI has appeared in multiple journals, and her collection “AI Text Generators and Teaching Writing’ is an essential resource. Anna advises on the development of resources for teachers: AIPedagogy.org, MyEssayFeedback.ai, and Exploring AI Pedagogy.