On prioritising accessibility
Prioritising accessibility does more than help individuals access learning; it creates a space in which the idea that everyone has a right to education is a given. That is, by designing for inclusion, we communicate the assumption that our programs are for anyone who wants or needs them, not just for a select few people who can learn in specific ways.
The movable middle
In my education career, I’ve often had to teach contentious topics. I’ve always done this from a particular (progressive, left wing) perspective. But I learned very early in my career – thanks to a couple of really formative conversations with mentors – that the way to teach people to be kinder, more inclusive, and more respectful doesn’t lie in making them feel dismissed and unsafe and unwelcome. It lies in kindness, inclusion, and respect, even when we disagree.
AI and the purpose of education
The uses of generative AI in academic writing raise some really big questions about the way we do education – beyond plagiarism cases to a reflection on the way we think about the purpose of education.
Generative AI in academic writing: Is it worth the risk?
There’s one question that more and more students and academics have been asking me in my work as an editor and academic writing coach: is it okay to use generative AI to help me write my assignments and papers?