More reading about GenAI
My notes on GenAI stuff are getting shorter and shorter, and that’s because I am reading the articles with a specific application in mind, and only writing down what seems…
Tag: GenAI
Catching up on reading about GenAI, academic integrity, and trust
Very pleasant working day in Kristianstad yesterday, so today I am doing a sprint, reading stuff about academic misconduct, trust, and GenAI! Here we go with lots of short summaries.
Key teacher skills and knowledge for GenAI implementation? Currently reading Belkina et al. (2025)
Belkina et al. (2025) did a systematic review of case studies of implementations of GenAI in higher education and, based on that, found key teacher skills and knowledge necessary for…
Currently reading “Examining Student and Teacher Perspectives on Undisclosed Use of Generative AI in Academic Work” by Adnin et al. (2025)
Yesterday I wrote about how disclosing the use of GenAI erodes trust, but that it is even worse to get caught using GenAI without having disclosed it, So how do…
Currently reading Bochniarz et al. (2022) on “Attitudes to AI among high school students: Understanding distrust towards humans will not help us understand distrust towards AI”
This is a very interesting (pre-ChatGPT!) study: Bochniarz et al. (2022) investigate highschool students’ concerns regarding perceived negative intentions of AI, i.e. “cynical hostility” towards AI.
Currently readin Schilke & Reimann (2025) on “The transparency dilemma: How AI disclosure erodes trust”.
When we teach, we have all these policies of how students need to let us know how they used GenAI, and of course the same holds for research publications. Research…
Exploring the UDL 3.0 version, inspired by an episode on the Tea for Teaching podcast
It took me a while to appreciate the UDL* framework since I first started looking into it 3 years ago. Without context, it seemed overwhelming in the amount of details…
Favourite podcast “Teaching in Higher Ed” on “teaching for integrity in the age of AI”
On one of my favourite podcasts, Teaching in Higher Ed, Tricia Bertram Gallant and David Rettinger talk with host Bonni Stachowiak about “teaching for integrity in the age of AI“.
How and why do students use GenAI feedback? Currently reading Henderson et al. (2025)
More reading on trust in GenAI, today on how and why do students use GenAI feedback. Henderson et al. (2025), “Comparing Generative AI and teacher feedback: student perceptions of usefulness…
Currently reading Goldshtein et al. (2025) on “The role of learner trust in generative artificially intelligent learning environments”
The title of Goldshtein et al. (2025)’s editorial, “The role of learner trust in generative artificially intelligent learning environments“, sounded super intriguing. The question of trust in GenAI is so…
What does the availability of GenAI do to trust between students and teachers? Currently reading Luo (2024)
Cheating is not a new phenomenon by any means, but with the raise of GenAI, it seems to be easier than ever, and teachers seem to be more suspicious than…
Walking the talk, slowing down, cold dipping
As I am writing the summary of the second part of “becoming an everyday changemaker” (summary of Part I here), I am trying to apply what I am reading, and…
Currently reading “Generative AI for Academics” by Carrigan (2024)
The other day I read something (that I cannot find again) along the lines of “GenAI creates art for people who hate art, music for people who hate music, reading…
Published! “Superficially plausible outputs from a Black Box: problematising GenAI tools for analysing qualitative SoTL data” Glessmer & Forsyth (2025)
We had spent the last month reading, coding, discussing, re-coding, discussing some more, re-coding, discussing even more, and then consensus coding free-text answers of 449 students, and submitted the manuscript.…
Currently reading “Gender Differences in the Use of Generative Artificial Intelligence Chatbots in Higher Education: Characteristics and Consequences” by Møgelvang et al. (2024)
Who uses GenAI, what for, and why does it matter? That’s what Anja Møgelvang (who also does lots of other fascinating work, for example on cooperative learning) and colleagues explore…
Currently reading about “botshit”, and how to avoid it (Hannigan, McCarthy, Spicer; 2024)
When I recently summarized an article that claimed that Large Language Models (LLM) are “bullshit”, I got a lot of strong reactions offline and online about that term, and a…
According to Hicks et al. (2004), “ChatGPT is bullshit”. And they make good arguments for it, too!
I have written about playing with GAI for certain purposes, most recently to “discuss” the development of a workshop when I had no person to discuss it with. But this…
Planning an academic development workshop with GAI Claude
“Hi Claude, I want to plan a 45 minute workshop for university teachers with the title “how do I cultivate joy, passion, and purpose in my teaching, and how do…
How politely should we talk to GAI in order to get the best results? Currently reading Yin et al. (2024)
Thanks to my awesome colleague Rachel and her Teams team I see so many interesting articles on GAI these days! For example the one by Yin et al. (2024) on…
“It feels like having a smart friend which we ask anything and it can answer”: Currently reading: “Exploring Students’ Perceptions of ChatGPT: Thematic Analysis and Follow-Up Survey” (Shoufan, 2023)
I’m currently thinking a lot, and talking with a lot of students, about what builds trust between students and teachers: Mostly that teachers ask questions, listen, and respond. But then…
Prompt engineering and other stuff I never thought I would have to teach about
Last week, I thought a very intensive “Introduction to Teaching and Learning” course where we — like all other teachers everywhere — had to address that GAI has made many…