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Get ready for the Association for Learning Technology Annual Conference, ALTC25, this year confirmed to take place in Glasgow on 23 and 24 October.Date: Thursday 23 and Friday 24 October 2025

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Get a paper in and/or book your place #oer25

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Get a paper in and/or book your place #oer25

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OER25: Speaking Truth to Power: Open Education and AI in the Age of Populism | Association for Learning Technology

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The 16th annual Open Education Conference (OER25) will take place on Monday 23 and Tuesday 24 June 2025 in London at the Resource for London conference center. The OER25 Conference is a pinnacle event for the Association for Learning Technology, bringing together a dynamic community of educators, researchers, and practitioners.

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OER25: Speaking Truth to Power: Open Education and AI in the Age of Populism | Association for Learning Technology

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The 16th annual Open Education Conference (OER25) will take place on Monday 23 and Tuesday 24 June 2025 in London at the Resource for London conference center. The OER25 Conference is a pinnacle event for the Association for Learning Technology, bringing together a dynamic community of educators, researchers, and practitioners.

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date for #oer25 and ask for committee members 

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date for #oer25 and ask for committee members 

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Mark your calendars. The 16th annual Open Education Conference (OER25) is set to take place on Monday 23 and Tuesday 24 June 2025 in London at the Resource for London conference center. This year's conference promises to be an inspiring gathering, to share the latest research, practices, and approaches in open education.

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This looks to be a useful new community from the DataLab 

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This looks to be a useful new community from the DataLab 

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Welcome to Generating AI Alternatives, an online resource based on a workshop first held at the Networked Learning Conference in May 2024. This toolkit provides you with the resources to be able to deliver your own Generating AI Alternatives workshop or to generate your own alternatives by using,

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On 29 January, QAA Scotland and the College Development Network (CDN) hosted the second day-long event of a major new initiative to support further and higher education.

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UK Higher Education VLE Market: 2024 Review — Neil Mosley Consulting

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A review of the UK higher education VLE market in 2024, analysing key trends, market share, and product developments by higher education consultant Neil Mosley.

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Some members might be involved in this

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sparqs News Article.... staff development project

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Open Education Week's goal is to raise awareness about free and open educational opportunities that exist for everyone, everywhere, right now.

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Register Now! Join Us For Open Education Week 2025, 3-7 March

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EmpowerEd Webinar Series now with 600+ members across UK HE 

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EmpowerEd Webinar Series now with 600+ members across UK HE 

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Ethical Framework for Ethical Learning Technologies being Updated

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Ethical Framework for Ethical Learning Technologies being Updated

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Check ALT website to join and or follow framework updates

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ALT’s Framework for Ethical Learning Technology

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ALT’s Framework for Ethical Learning Technology (FELT) is designed to support individuals, organisations and industry in the ethical use of learning technology across sectors. It forms part of ALT’s strategic aim to strengthen recognition and representation for Learning Technology professionals from all sectors.

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ALN festival and conference coming up in April and July respectively. Also scope for institutions to be come ALN satellite groups.

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Blog, Twitter: @ActiveLearnNTW, #activelearningnetwork Our global community is made up of a network of satellite groups and members. The satellite groups can be thought of the core of the network and groups of educators supporting active learning within their institutions. The satellites meet every month and feed back to each other about what they have... Continue reading People

October - ALN CPD: Refresh your Active Learning approaches Every year in October we hold the ALN CPD for Active Learning. This is weekly event held in the Autumn months where practitioners share their Active Learning practices. Badges will be awarded to attendees who evidence related Active Learning in the workplace. April - ALN Global... Continue reading Events & Projects

The Online Active Learning Resource Over time the Active Learning Network has accumulated masses of resources that can help us as educators engage ourselves and our students in active learning. On this page we share some of those of the resources. Assessing reflection We enter into higher education to learn something new; deepen our understanding... Continue reading Resources

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What is the Active Learning Network?The Active Learning Network is a group of people from around the world who share an interest in active approaches to learning. This site is designed to be a collaborative platform to showcase active learning projects, research and discussion taking place nationally and internationally.

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Education innovation, incorporates use of technology

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Following the success of our Treasure Island Pedagogies podcast series, the Centre for Innovation in Education at the University of Liverpool are planning an online, open Festival that connects educators, educational developers and learning technologists across the globe.

What is the vision behind the Festival?

Evidence shows that innovation spreads at the intersection of disciplinary boundaries (Warren, 2011). By connecting educators across cultural and disciplinary boundaries, we hope to stimulate exciting collaboration underpinned by a passion for education. In this open space, educators will share innovation and co-create an imagined future of education.

What is the Treasure Island Pedagogies podcast format?

We invite guests in groups of 3 - 4 to share what they would take to a Treasure Island. The considerations are: a lightbulb moment (when you feel your students 'are getting it'), a teaching prop or a pedagogy, and a luxury item. See example conversations on the Treasure Island Pedagogies Podcast series webpage under the Episodes menu.

The event

It will take place at 08:00(BST) - 20:00(BST) on Tuesday 10 May 2022. An online, open and free event. You can join activities throughout the day depending on your time zone.

How will the day be organised?

To enable you to join in from any time zone, we will schedule 3 'repeat' sessions within the day - you can join in with one of these, or as many as you wish and able to do. Each session will last between 2-3 hours. We are still planning the event so timings may change.

1. Australasia/Eastern Asia timezone - morning starting 8.00 (BST)

2. Africa/Europe timezone - lunchtime starting 12.00 (BST)

3. Americas timezone - afternoon starting 16.00 (BST)

What will you get out of taking part?

Meeting colleagues across the globe who are passionate about education.

Sharing and listening to educational innovations and ideas.

Having space to think 'big' and consider some educational futures.

Enjoy creating and having fun.

How to register?

Please bear with us, we are still working behind the scenes.

Registration will be available soon.

In the meantime, please block your diary for Tuesday 10 May 2022 for a day of Innovation festival.

Outcomes

New connections made between educators, ideas of educational innovations shared; and in longer term: implemented, adapted, used innovation ideas with newly formed collaborations.

What support will we have available?

We are unlikely to have funding, so would need to look at using free platforms. Our Digital Resource Team in Centre for Innovation in Education will be able to support some of our activities, including multimedia support; HTML email for promotion; video trailer promotion for Twitter; banners and all potential graphics for the event.

Back to: Centre for Innovation in Education

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Following the success of our Treasure Island Pedagogies podcast series, the Centre for Innovation in Education at the University of Liverpool are planning an online, open Festival that connects educators, educational developers and learning technologists across the globe. Evidence shows that innovation spreads at the intersection of disciplinary boundaries (Warren, 2011).

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There is no doubt that AI tools like image generators and large language models (e.g. ChatGPT, Claude, Bard) are transforming education and learning. So we, in collaboration with Education Scotland, have created GenAI in Education Exploration Hub to help you get up to speed with the latest advancements in this area.

This new and ever-evolving digital library is filled with tips, resources and insights to further your knowledge, pique your interest and empower you to explore the possibilities this new technology revolution can unlock for your educational practice.

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We will be publishing our AI pages in the next few weeks

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We will be publishing our AI pages in the next few weeks

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Welcome to the Education Scotland digital education support site. This site aims to provide support to educators to enhance their learning and teaching, their digital literacy skills and the use of digital across the curriculum.

Select one of the options below to navigate to the section of the site that you need.

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Welcome to the Education Scotland digital education support site. This site aims to provide support to educators to enhance their learning and teaching, their digital literacy skills and the use of digital across the curriculum. Select one of the options below to navigate to the section of the site that you need.

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Artificial Intelligence in Scottish Education: What you need to know

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The World of AI! Artificial Intelligence (AI) is rapidly changing our world, and education is no exception.This guide is designed to help you, as a Scottish educator, understand the basics of AI, m…

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Artificial Intelligence in Scottish Education: What you need to know

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Curriculum Improvement Cycle – Information Webinar Series

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Education Scotland is holding a series of information sessions for any interested educator to hear about the ongoing work as part of the Curriculum Improvement Cycle. There will be opportunities to…

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Curriculum Improvement Cycle – Information Webinar Series

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These products can be used in many different ways, and are also called "foundation models." This category includes products like generative AI, such as chatbots and products that create images from text inputs, translation tools, or computer vision models that can examine images and detect objects like logos, flowers, dogs, or buildings.

These products are built for a specific purpose, but they aren't specifically designed for kids or education. Examples of this category include automated recommendations in your favorite streaming app, or the way an app sorts the faces in a group of photos so you can find pictures of your niece at a wedding.

This category is a subset of Applied Use products, and it covers products specifically built for use by kids and teens, either at home or in school. This category also includes education products designed for teachers or administrators (such as a virtual assistant for teachers) that are ultimately intended to benefit students in some way.

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Common Sense Media's Artificial Intelligence initiative aims to help parents, educators, and policymakers understand the impact of AI on our kids through AI product ratings & reviews, AI literacy curricula, original research, and more.

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Interesting Board from Liverpool University Project looking at AI in multimodel learning - images/video etc 

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Interesting Board from Liverpool University Project looking at AI in multimodel learning - images/video etc 

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By continuing to browse our site, you are consenting to the use of cookies. Click here for more information on the cookies we use.

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The Jisc Artificial Intelligence 'postcards' set for thinking about ways to redesign assessment a really excellent resource 

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The Jisc Artificial Intelligence 'postcards' set for thinking about ways to redesign assessment a really excellent resource 

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AI in  Academic Research Interesting Padlet from Jisc 

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AI in  Academic Research Interesting Padlet from Jisc 

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For Schools from Education Scotland and DayDream Believers an AI Exploration Hub for teachers 

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For Schools from Education Scotland and DayDream Believers an AI Exploration Hub for teachers 

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A free, hands-on curriculum of lessons and activities designed to introduce K-12 students to artificial intelligence (AI) and how it shapes their lives. The Day of AI curriculum was developed by a team of researchers at MIT RAISE, and designed to be taught by educators with little or no technology background.

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A guide to unlocking the transformative power of Generative AI in education and empowering educators to be curious experimenters.

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Scotland's Curriculum Framework
Curriculum Improvement Cycle

A process is now in place for reviewing and evolving Scotland's Curriculum. This will be known as the Curriculum Improvement Cycle (CIC).

This Glow Blog is designed to act as temporary home ¹ or hub for information and announcements about the CIC. It will include, for example, items on:

Why we are evolving Scotland's Curriculum;

Who has been involved in the review cycle so far, and,

Where are we now?

Work has now begun on the Curriculum Improvement Cycle. We are still at an early stage of the planning process and recognise that reviewing curriculum takes time. We are committed to keeping you updated on the process and the progress being made as well as giving a clear idea of what you can expect and when and how you might prepare for any changes that could happen in the future.

If you are interested to learn more about the Curriculum Improvement Cycle (CIC) and how we got to where we are, then a good place to start exploring would be the About the CIC tab in the navigation at the top of this page. If you want to dive a bit deeper, you will find lots of information and links to a variety of publications in the Useful Reading section. You can also find this in the navigation. From October we will be publishing a termly eBulletin giving updates on progress with the CIC. You can sign up here.

What's coming next? And when?

By the end of 2024 we will be publishing three draft working papers to share some of the findings from pilot curriculum review work over the last 18 months as well as options for evolving the ' technical framework' for Scotland's Curriculum. The third paper will focus on the importance of making sure that we all have clarity regarding the language and terminology of curriculum reform.

In early 2025 we will publish a fourth working paper that will set out in more detail how the review process will work, including the review of curriculum areas.

¹ This Glow Blog is a temporary home for information and news about the Curriculum Improvement Cycle (CIC). We imagine that content currently hosted here will be transferred to form part of the Education Scotland web estate from Autumn 2025.

Education Scotland

Cookie policy Privacy policy

Glow Blogs uses cookies to enhance your experience on our service. By using this service or closing this message you consent to our use of those cookies. Please read our Cookie Policy. OK

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Planning of Active Blended Learning for Tertiary sector from QAA/SFC etc 

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Planning of Active Blended Learning for Tertiary sector from QAA/SFC etc 

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Planning and delivery of active blended learning

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A Resource Hub for active blended learning, providing guidance and practical examples for educators.

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Scottish AI Playbook useful resource would perhaps benefit from more education examples

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Scottish AI Playbook useful resource would perhaps benefit from more education examples

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The Scottish AI Playbook is an open, practical guide to how we do AI in Scotland. It is a shared and living asset, embodying Scotland's AI Strategy ethos of openness, transparency and collaboration.

With this in mind the first iteration of the Scottish AI Playbook has been released in a Wiki format, hosting accessible and dynamic content, allowing all users to participate and contribute the existing resources that they find relevant and useful.

Our Mission

Scotland's AI Strategy launched on 22 March 2021 with the vision for Scotland to become a world leader in the development and use of trustworthy, ethical and inclusive AI. By achieving this vision, AI will be enabled to contribute to making Scotland fairer, greener, more prosperous and outward looking. The Strategy committed to the development of the Scottish AI Playbook, an open and practical guide to how we do AI in Scotland. The Playbook introduces our vision, our principles and the practices we will adopt to realise our vision. The AI Playbook will become a shared and living asset, which will evolve as society and technologies change and we learn what works best. Through the AI Alliance, everyone will have opportunities to contribute, develop their AI skills and receive the support they need.

Key Users

While researching and scoping the Scottish AI Playbook, extensive stakeholder engagement was undertaken. From this work, we identified key user groups for the Scottish AI Playbook. The user groups we identified were Researchers, Educators, Third Sector, Public Sector, Entrepreneurs/Start Ups and Business Users. This is not an exhaustive list of course but through our engagement work, these groups have been identified as potentially the most prominent users of the Playbook and we will focus on them for the first iteration

Would you like to be a part of our journey?

The Scottish AI Playbook has been developed in an open, transparent and collaborative process. It's your Playbook, and we want to encourage you to contribute to it. We also don't want to reinvent the wheel. If there is a useful resource that already exists, please send it in and we will signpost to it. We want the Playbook to be the one stop shop you go to for information and guidance for people planning to embark on their AI journey.

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The Scottish AI Playbook is an open, practical guide to how we do AI in Scotland. It is a shared and living asset, embodying Scotland's AI Strategy ethos of openness, transparency and collaboration.

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Exam.Net being used in number of Scottish schools to manage prelims 

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Exam.Net being used in number of Scottish schools to manage prelims 

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Secure online exams for Scotland - Exam.net

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Create and conduct an exam in less than an hour because Exam.net has everything you need, we make it simple and we help you empower every student

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Napier and Abertay part of this pilot

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Beyond blended: researching institutional approaches to blended learning in higher education - Jisc

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Following the launch of our new guidance on Beyond blended: rethinking curriculum and learning design, we invited institutions to work with us to pilot the use of these resources to support their approaches to blended learning.

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Jisc is bringing together educators, learning technologists, and sector leaders in further and higher education to explore practical solutions that enhance teaching, learning, and the student experience.

Through engaging discussions, expert-led sessions, and real-world case studies, you’ll discover how technology, data, and collaboration can drive positive change and help organisations navigate today’s challenges with confidence.

This free, three-day online event is designed for practitioners in teaching, learning, and digital education who want to gain actionable insights and tangible takeaways that can be applied to their roles.

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Technology is disrupting and challenging every corner of society - and the rate of change is only increasing.

At Connect More 2024, top educators will share their experience of adapting and evolving their practices in learning, assessment and student experience. Our speakers will showcase how they help learners from across society engage with inspiring educational experiences by utilising immersive digital technologies, data, AI and much more.

Delivered over three virtual half-days, Connect More is free to attend and aimed at those involved in learning and teaching, including libraries, learning resource centres, front-line teaching and digital or e-learning teams.
Find out more about Connect More 2024.

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You joined us 10-12 May 2023 to share effective practice and ideas on harnessing the power of digital, data and technology in education.

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Dirtyword is the free bi-monthly digital magazine shining a spotlight on the good, the bad and the ugly of the e-learning industry.

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Teachermatic continuing to make strong head way in Colleges and schools across UK - 

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Teachermatic continuing to make strong head way in Colleges and schools across UK - 

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Teachermatic | The Ultimate AI Assistant For Today's Educators

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The Teachermatic platform was built by teachers specifically for teachers, using GPT-3 technology. It will revolutionise your Teaching, Learning and Assessment and is the perfect tool to help you reduce your teacher workload and focus on what matters most, your students.

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Changes to UKVI impacting Universities and international students WONKE summary 

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Changes to UKVI impacting Universities and international students WONKE summary 

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Back in April you'll recall that UKVI shared a draft "remote delivery" policy with higher education providers for consultation.

That process is complete - and now it's written to providers to confirm the detail of the new arrangements.

Little has changed in the proposal from last Spring - there are some clarifications on how it will apply, but the main impact is going to be on providers and students who depend, one way or another, on some of their teaching not being accessed "in person".

The backstory here is that technically, all teaching for international students right now is supposed to be in-person. That was relaxed during the pandemic for obvious reasons - and since, the rapid innovations in students being able to access types of teaching (either synchronously or asynchronously) has raised questions about how realistic and desirable that position remains.

Politics swirls around this too - the worry/allegation is that students arrive and then disappear, and with a mixture of relaxed attendance regulation (UKVI stopped demanding a specific number of contact points a few years ago for universities) and a worry that some students are faking or bypassing some of the attendance systems that are in place, the time has come, it seems, to tighten a little - "formalising the boundaries in which institutions can use online teaching methods to deliver courses to international students", as UKVI puts it.

Its recent burst of compliance monitoring (with now public naming and shaming of universities "subject to an action plan") seems to have been a factor too - with tales reaching us of officials asking often quite difficult questions about both how many students a provider thinks are on campus, and then how many actually are, on a given day or across a week.

The balance being struck is designed, says UKVI, to "empower the sector to utilise advances in education technology" by delivering elements of courses remotely whilst setting "necessary thresholds" to provide clarity and ensure there is "no compromise" of immigration control.

Remote or "optional"?

The policy that will be introduced is broadly as described back in April - first, that two types of "teaching delivery" are to be defined as follows:

Remote delivery is defined as "timetabled delivery of learning where there is no need for the student to attend the premises of the student sponsor or partner institution which would otherwise take place live in-person at the sponsor or partner institution site.

Face-to-face delivery is defined as "timetabled learning that takes place in-person and on the premises of the student sponsor or a partner institution.

You'll see that that difference isn't (necessarily) between teaching designed as in-person or designed as remote - it's between hours that a student is required to be on campus for, and hours that they either specifically aren't expected to come in for, or have the option to not come in for. That's an important distinction:

Where the student has an option of online or in-person learning, this should count as a remote element for this purpose.

Then with those definitions set, we get a ratio.

As a baseline, providers (with a track record of compliance) will be allowed to deliver up to 20 per cent of the taught elements of any degree level and above course remotely.

Then if a provider is able to demonstrate how the higher usage is consistent with the requirements of the relevant educational quality standards body (OfS in England, QAA in Wales and Scotland) and remains consistent with the principles of the student route, they'll be able to have a different ratio - up to 40 per cent of the teaching will be allowed to be in that "remote" category.

Providers keen to use that higher limit will need to apply to do so via the annual CAS allocation process - and almost by definition will attract additional scrutiny as a result, if only to monitor how the policy is panning out. They'll also have to list all courses provided to sponsored students that include remote delivery within that higher band - and provide justification for the higher proportion of remote learning based on educational value.
(For those not immersed in immigration compliance, a CAS (Confirmation of Acceptance for Studies) is an electronic document issued by a UK provider to an international student that serves as proof of admission, and is required when applying for a student visa. The CAS includes a unique reference number, details of the course, tuition fees, and the institution's sponsorship license information - and will soon have to detail if an international agent is involved too.)
One question plenty of people have asked is whether this changes things for disabled students - UKVI makes clear that by exception, remote delivery can permitted on courses of any academic level studied at a student sponsor in circumstances where requiring face to face delivery would constitute discrimination on the basis of a student's protected characteristics under the Equality Act 2010.

A concern about that was that providers might not know if a student needs that exception in advance - UKVI says that it will trust providers to judge individual student circumstances in cases of extenuating circumstances and justify them during audits. The requirement to state protected characteristics on the CAS will be withdrawn.

Oh - and sponsors will also be permitted to use remote delivery where continuity of education provision would otherwise be interrupted by unforeseen circumstances - things like industrial action, extreme weather, periods of travel restriction and so on.

Notably, courses at levels 4 and 5 won't be able to offer "remote delivery" at all - UKVI reckons they are "more vulnerable to abuse" from "non-genuine students", so it's resolved to link the more limited freedoms provided by Band 1 of the existing academic engagement policy to this provision of "remote" elements - degree level and above.

Yes but what is teaching?

A head-scratcher when the draft went out for consultation was what "counts" as teaching. Some will still raise questions with the answer - but UKVI says that activities like writing dissertations, conducting research, undertaking fieldwork, carrying out work placements and sitting exams are not "taught elements" - and are not therefore in scope.

Another way of looking at that is basically - if it's timetabled, it probably counts.

Some providers have also been confused about modules - given that students on most courses are able to routinely choose elective modules (which themselves might contain different percentages of teaching in the two categories) after the CAS is assigned.

UKVI says that sponsors should calculate the remote delivery percentage on the assumption that the student will elect to attend all possible remote elements online. So where elective modules form part of the course delivery, the highest possible remote delivery percentage will have to be stated (!) And where hours in the timetable are optional, providers will have to calculate remote delivery by assuming that students will participate in all optional remote elements online.

The good news when managing all of that is that the percentage won't have to be calculated on the basis of module or year - it's the entire course that counts. And where the course is a joint programme with a partner institution based overseas, only elements of the course taking place in the UK will be taken into account.

What's next

There's no specific date yet on implementation - IT changes to the sponsor management system are required, and new fields will be added to the CAS and annual CAS allocation request forms first. The "spring" is the target, and there's also a commitment to reviewing the policy after 12 months.

In any event, any university intending to utilise (any) remote delivery will need to have updated their internal academic engagement (ie attendance) policy ahead of submitting their next annual CAS allocation request - and UKVI may even require the policy to be submitted before deciding on the next CAS allocation request, and definitely by September 2025.

During the consultation, a number of providers raised the issue of equity - how would one justify international and home students being treated differently? UKVI says that distinctions are reasonable because international students require permission to attend a course in the UK:

If attendance is no longer necessary, the validity of holding such permission must be reassessed.

There's no doubt that - notwithstanding that providers are also under pressure to produce (in many cases for the first time) home student attendance policies because of concerns about attendance and student loan entitlements - the new policy will cause some equity issues between home and international students.

In some cases those will be no different to the issues that exist now - some providers in some departments simply harmonise their requirements, some apply different regs by visa status, and some apply different rules for home students to different dept/courses depending on the relative proportion of international students in that basket. That may all have to be revisited.

The big change - for some providers, but not all - is those definitions. The idea of a student never turning up for anything until they "cram" for their "finals" is built into many an apocryphal student life tale - that definitely won't be allowed for international students, and it's hard to see a provider getting away with that in their SFE/SFW/SAAS demanded home student policy either.

Some providers won't be keen to admit as such, but the idea of 100 per cent attendance to hours of teaching in that 80 per cent basket is going to cause a capacity problem in some lecture theatres and teaching spaces that will now need to be resolved. Module choice (and design) is also likely to need a careful look.

And the wider questions of the way in which students use "optional" attendance and/or recorded lectures to manage their health and time - with all the challenges relating to part-time work and commuting/travelling in the mix - may result in a need to accelerate timetable reform to reduce the overall number of now very-much "required" visits to campus.

One other thing not mentioned in here is the reality that UKVI is setting a percentage of a number of hours that is not specified - some providers could engage in reducing the number of taught hours altogether to make the percentages add up. Neither in the domestic version of this agenda nor in this international version do we have an attempt at defining what "full-time" really means in terms of overall taught hours - perhaps necessarily given programme diversity - but it'll be a worry for some.

Add all of this up - mixing in UKVI stepping up compliance monitoring and stories of students sharing QR codes for teaching rooms on WhatsApp to evade attendance monitoring systems - and for some providers and some students, the change will be quite dramatic.

The consultation on the arrangements has been carried out quite confidentially so far - I'd tentatively suggest here that any revision to arrangements implemented locally should very much aim to switch that trend away from "UKVI said so" towards detailed discussion with (international) student representatives, with a consideration of wider timetabling, housing, travel and other support arrangements in the mix.

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UKVI is tightening the rules on international student attendance

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The Home Office has completed its consultation on how much of an international student's course can be delivered without requiring their attendance. Jim Dickinson considers the implications.

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The AI scraping and pirated books problem described 

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The AI scraping and pirated books problem described 

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Meta AI book scraping: ‘We need to speak up’, say authors

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Authors say their books have been taken without permission and used to train Meta’s AI systems.

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(ScAITEN), a Scotland-wide group for those leading on artificial intelligence in learning and teaching in their institutions.  The group serves to co-ordinate and share practices around artificial intelligence (AI) in learning and teaching.  It also undertakes collaborative research and events.  The network's current objective is to position Scottish Tertiary Education as open, ethical and innovative in the use of generative artificial intelligence (GenAI) in learning and teaching.

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(ScAITEN), a Scotland-wide group for those leading on artificial intelligence in learning and teaching in their institutions.  The group serves to co-ordinate and share practices around artificial intelligence (AI) in learning and teaching.  It also undertakes collaborative research and events.  The network's current objective is to position Scottish Tertiary Education as open, ethical and innovative in the use of generative artificial intelligence (GenAI) in learning and teaching.

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Current Generative Artificial Intelligence (GenAI) Research | StaffNet | The University of Aberdeen

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Current Generative Artificial Intelligence (GenAI) Research

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Free webinars from Contact Nord in Canada identified as well informed and useful 

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Free webinars from Contact Nord in Canada identified as well informed and useful 

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Responsible AI Use: Applying the CARE-AI Framework to Real-World Scenarios | Welcome to TeachOnline

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Students are increasingly integrating AI tools into their learning and work placements. This interactive webinar explores how to guide and support them to use AI responsibly while upholding the standards of professionalism they will take with them into the workplace. Using real world examples, you’ll learn to apply the principles of CARE-AI (Creating Accountable and Responsive

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The future is multi-modality past work from QAA

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The future is multi-modality past work from QAA

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Harnessing multimodality in higher education - Principles for new learning, teaching and assessment

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This QAA Collaborative Enhancement Project (CEP) is led by Teesside University in partnership with Birmingham City University, the University of Greenwich and Anglia Ruskin University. CEPs offer funding for small groups of member institutions to work together on projects to enhance the quality of the participating institutions’ student learning experience.

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University of Kent  Digitally Enhanced Education Series

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University of Kent  Digitally Enhanced Education Series

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Welcome to the University of Kent's Digitally Enhanced Education webinars! These webinars are an opportunity to share examples amongst colleagues when using digital technologies for teaching. We hope that you will find some great ideas.

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ALT Ethical Framework for Learning Technology about to be reviewed 

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ALT Ethical Framework for Learning Technology about to be reviewed 

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ALT’s Framework for Ethical Learning Technology

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ALT’s Framework for Ethical Learning Technology (FELT) is designed to support individuals, organisations and industry in the ethical use of learning technology across sectors. It forms part of ALT’s strategic aim to strengthen recognition and representation for Learning Technology professionals from all sectors.

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Aberdeen University Principles of Blended Learning 

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Aberdeen University Principles of Blended Learning 

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Principles and guidance for blended learning

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It is important that there is resilience in core teaching activities both in terms of any impact of Covid-19 and more generally. Schools should give consideration to how to ensure resilience. Courses should be developed ahead of time where possible however there is no requirement that all materials will be developed in advance of the start of teaching.

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VR/AR still not having impact - useful case study from University of Glasgow 

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VR/AR still not having impact - useful case study from University of Glasgow 

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Brief summary Claire Donald is course coordinator of Microbiology and Immunology for second year undergraduate students. This cohort is a mix of students who are taking a microbiology course and others who are taking it as a class, not part of their degree program.

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With Microsoft 365 Copilot Chat coming to students aged 13 and older this summer, we're ushering in a new era of AI-assisted learning while maintaining a strong focus on privacy, security, and keeping administrators in control. This blog post is your admin-ready guide to ensure your organization is set up to deliver safe, compliant, and productive experiences with Copilot Chat.

Learn more and hear from K-12 institutions who participated in our private preview in today's announcement: Empowering teen students to achieve more with Copilot Chat and Microsoft 365 Copilot

Copilot Chat is an AI-powered assistant, offered with Microsoft 365, that helps users find answers, generate insights, and complete tasks-drawing from web-based content and, publicly available information, and limited user file uploads. Unlike Microsoft 365 Copilot, it does not have access to organizational data like emails, documents, or meetings through the Microsoft Graph. This version is ideal for institutions who are looking for a free AI chat solution while maintaining a strict boundary from internal or sensitive data sources. Review an overview of AI solutions from Microsoft Education: aka.ms/EducationAIPortfolio
🏷️ Tenant Identifier: Set the Education Segment for Proper Feature Access
We recommend all Education customers take additional steps to manage appropriate deployment:

Validate your school type as Higher education, Primary/Secondary/K-12, or Other (research institution, academic library, etc.) to help us tailor the search and chat experience for your users.

To do this, you will need a PowerShell script: ConfigureTenantEduType.ps1 that you can download here.

To run the script, open PowerShell in administrator mode. Also make sure you have the username and password available of a global administrator on your tenant. On your first run, the necessary packages will be installed, hence the administrator mode.

Usage:

.\ConfigureTenantEduType.ps1 - When no parameter is used the actual setting of the tenant will be retrieved.

.\ConfigureTenantEduType.ps1 1 - This sets the tenant identifier to K-12

.\ConfigureTenantEduType.ps1 2 - This sets the tenant identifier to HED.

.\ConfigureTenantEduType.ps1 3 - This sets the tenant identifier to other.

📘 Please read our Managing Copilot Chat access for Faculty and Higher Education 18+ student | Microsoft Community Hub for full details.
✅ Why AgeGroup Matters-and How to Set It
To enable Microsoft 365 Copilot Chat for students, the ageGroup attribute in Entra ID (formerly Azure AD) must be set correctly. This field ensures compliance with child privacy regulations like COPPA and FERPA by verifying whether a user is under 18.
Here's how to check and set it:

Use Microsoft Graph API or Microsoft Entra Admin Center to view and update the ageGroup attribute.

Acceptable values: Minor, NotAdult, Adult

For students aged 13 and up, use NotAdult. Any student set to NotAdult will have access to Microsoft 365 Copilot Chat.

Use bulk update tools or provisioning solutions to automate setting this for all student accounts.

📘 Please read our AgeGroup blog post for full details.
🛠️ Managing Agents in Microsoft 365 Admin Center
Copilot now supports agent-based AI experiences that can be scoped, customized, and secured. With the Microsoft 365 admin center, you can:

Enable/disable Copilot features for specific user groups

Manage access to custom Copilot agents

Use the Copilot Control System to monitor usage and enforce security policies from day one

To learn more, check out the Manage agents for Microsoft 365 Copilot in Integrated Apps - Microsoft 365 admin | Microsoft Learn and leverage the Agent Success Kit - Microsoft Adoption
🔐 Security and Data Protection You Can Trust

Copilot Chat brings the same enterprise-grade security and compliance protections you've come to expect from Microsoft 365. As a part of this enterprise data protection your data stays private (we won't use your data except as you instruct) and your data isn't used to train foundation models. Learn more about enterprise data protection. Highlights include:

Built-in data residency and encryption

Access controls and permission-based data retrieval

Protection from prompt injection and harmful content

Advanced reporting on readiness, usage, and security posture

One important consideration: Copilot does not change or override your existing permissions model. It respects the access a user already has in Microsoft 365-whether that's to files, emails, chats, or other content. However, this also means that if a document is overshared or accessible more broadly than intended, Copilot may surface its content to anyone with permission to see it.

Access to the content is not caused by Copilot-it's visibility and access that already exists in your tenant. Copilot simply makes that visibility more transparent. Admins should review and remediate over-permissioned content using tools like Microsoft Purview, SharePoint access reviews, or sensitivity labels to avoid unintended exposure of sensitive data.
🔍 Next Steps
Administrators can go further by using features like SharePoint Advanced Management, sensitivity labels, and Restricted SharePoint Search.

🏷️ Set your tenant's education segment (K-12/HED/Other)

✅ Audit and update ageGroup attributes.

🛠️ Configure Microsoft 365 Admin Center to have the right settings for Agents creation and consumption.

🔐 Review your security and data protection settings for Copilot.

⚙️ Explore the Microsoft 365 Copilot technical readiness guide. Microsoft 365 Copilot Chat - Microsoft Adoption

With these steps, you're not just enabling Copilot-you're empowering safer, smarter learning with AI.

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Microsoft 365 Copilot Chat for Students 13+ | Microsoft Community Hub

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With Microsoft 365 Copilot Chat coming to students aged 13 and older this summer, we're ushering in a new era of AI-assisted learning while maintaining a...