Stephen Dixon

Stephen Dixon

Don’t panic (yet): The implications of ChatGPT for Education Studies in the UK

This theoretical article explores the recent furore surrounding the emergence of generative Artificial Intelligence tools, particularly ChatGPT. Both AI and ChatGPT are discussed, before recent debate is contextualised against historical reactions to the adoption of technologies in education. An example generated ‘essay’ is critiqued, before discussing more recent educational responses,…

Old wine in new bottles: Utilising audio feedback for summative assessment

This paper introduces and outlines the concept of audio feedback, set against models of good feedback practice. Various initiatives and projects regarding the use of audio feedback are briefly discussed, as well as related findings and issues. In particular, both the relational and pastoral potential of audio feedback are discussed,…