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Teaching, Learning, Assessment and GenAI: Moving from Reaction to Intentional Practice
By Dr Hazel Farrell & Ken McCarthy, South East Technological University & GenAI:N3 Generative AI has become part of higher education with remarkable speed. In a short period of time, it has entered classrooms, assessment design, academic writing, feedback processes, and professional workflows. For many educators, its arrival felt sudden and difficult to make sense
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2025 Review – A Shared Conversation, Built Over Time
From Individual Questions to Collective Practice Since September, the GenAI:N3 blog has hosted a weekly series of reflections exploring what generative AI means for higher education: for teaching, learning, assessment, academic identity, and institutional responsibility. Early contributions captured a sector grappling with disruption, uncertainty, and unease, asking difficult questions about trust, integrity, creativity, and control
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Universities: GenAI – There’s No Stopping, Start Shaping!
By Frances O’Donnell, Instructional Designer, ATU Debate continues to swing between those pushing rapid adoption and those advocating caution of GenAI, for example, panic about “AI taking over the classroom” and outrage at Big Tech’s labour practices. Both are important, but are these and other concerns causing inaction? In many cases, we are quietly watching
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Building the Manifesto: How We Got Here and What Comes Next
By Ken McCarthy When Hazel and I started working with GenAI in higher education, we did not set out to write a manifesto. We were simply trying to make sense of a fast-moving landscape. GenAI arrived quickly, finding its way into classrooms and prompting new questions about academic integrity and AI integration long before we
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Teaching the Future: How Tomorrow’s Music Educators Are Reimagining Pedagogy
By James Hanley, Oliver Harris, Caitlin Walsh, Sam Blanch, Dakota Venn-Keane, Eve Whelan, Luke Kiely, Jake Power, and Alex Rockett Power in collaboration with ChatGPT and Dr Hazel Farrell In recognition of how deeply AI is becoming embedded in the educational landscape, a co-created assignment exploring possibilities for music educators was considered timely. As part
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The Transformative Power of Communities of Practice in AI Upskilling for Educators
By Bernie Goldbach, RUN EU SAP Lead When the N-TUTORR programme ended in Ireland, I remained seated in the main Edtech25 auditorium to hear some of the final conversations by key players. They stood at a remarkable intersection of professional development and technological innovation. And some of them issued a call to action for continued
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This is not the end but a beginning: Responding to “Something Wicked This Way Comes”
By Kerith George-Briant and Jack Hogan, Abertay University Dundee O’Mahony’s provocatively titled “Something Wicked This Way Comes” blog outlined feelings we recognised from across the sector, which were that Generative AI (GenAI) tools have created unease, disruption, and uncertainty. In addition, we felt that GenAI provided huge opportunities, and as higher education has led and
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AI Could Revolutionise Higher Education in a Way We Did Not Expect
by Brian Mulligan – e-learning consultant with Universal Learning Systems (ulsystems.com) The current conversation about Artificial Intelligence (AI) in higher education primarily focuses on efficiency and impact. People talk about how AI can personalise learning, streamline administrative tasks, and help colleges “do more with less.” For decades, every new technology, from online training to MOOCs,
