#universities — Public Fediverse posts

The second wave of the AI and assessment crisis

In this paper Thomas Corbin, Sue Sharpe & Phillip Dawson suggest that wearable AI will bring a second wave of the assessment crisis. In the first wave, there has been a reliance on the idea that physical examination provides a backstop which can underwrite authenticity: “the physical exclusion of technology at the point of performance” (pg 1). They argue that wearable AI will make it vastly more difficult to enact that exclusion because they can provide real-time cognitive assistant without external markers which indicate they are being used for this purpose.

This is still a new field but it is rapidly growing. Meta sold 7 million smart glasses last year, with signs suggesting growth is accelerating. These are just manufacturer within a broader field of wearable AI that is receiving huge investment. So while someone might be able to spot Meta’s Ray-Ban glasses it’s unfeasible to imagine that every wearable device could be reliably spotted. There also equity issues which arise from the fact these serve real assistive functions for many users: they are dual use in a way which precludes ethical exclusion. The assumption we would ratchet up oversight in order to prevent them being brought into invigilated spaces raises all manner of ethical, legal and political questions. As they put it, “A regime that extends scrutiny further than simply glasses must decide how far into the student’s embodied presentation it is willing to reach” (pg 13). A commitment to excluding these devices necessitates a form of “bodily adjudication” based on two conditions which are decreasingly tenable. From pg 12:

First, invigilators must be able to identify which objects on a student’s person are relevant candidates for scrutiny. Secondly, they must then be able to determine whether those objects are AI-enabled or not. Under conditions of wearable AI, neither condition can be assumed. The issue is not simply that smart glasses may be difficult to distinguish from ordinary eyewear. Rather, it is that the relevant class of wearable technologies no longer maps neatly onto a small set of visibly exceptional devices.

The deeper transition they are pointing to here involves a shift from AI as a discrete tool to one which is embedded in practice in a way that might not ultimately be separable. In this sense I think we can see inline automation tools (Copilot 365 and Grammarly etc) which offer ambient assistant to users as another vector of this transition. I thought this was really important on pg 6-7:

Screen-based AI is structurally different. Consulting ChatGPT on a laptop or smartphone requires directing attention away from the task at hand, engaging with a separate interface, reading a response, and returning to the task. Even when this process becomes routine, it remains episodic. The tool cannot become phenomenologically transparent because the architecture of use requires repeated explicit engagement with a separate object. The user must turn to it, attend to it, and return from it. Smart glasses differ because they operate within, rather than alongside, ongoing activity. They have the architectural capacity to become phenomenologically trans- parent, to withdraw from user awareness and become part of the structure through

The episodic character of user-model interaction for chatbots is exactly what makes meta-cognition possible. They demand articulation, even if minimally, while also making the interaction itself available as an object of reflection that can inform that articulation. This is why it’s possible to use chatbots in an active way. In contrast inline automation tools insert themselves into the flow of activity in a manner which is intended to render this episodic experience unnecessary. This is literally baked into the metaphor of the Copilot. It’s possible to meta-reflect while you’re in flow but I don’t think it’s possible for learners to do this: the space is crucial for developing this capabilities in the first place. For this reason I’d suggest we see the second wave of the assessment crisis as responding to three factors: (a) the declining burden of articulation in chatbots* (b) the parallel growth of inline automation tools (c) the rise of AI wearables. This is how they describe the distinction between the first wave and the second wave. From pg 9

The first wave, exemplified by screen-based systems such as ChatGPT,
created a crisis of practice within an intact institutional framework. Tasks had to be redesigned, expectations renegotiated, and academic integrity policies rewritten, but the basic shape of the problem remained familiar: students were using an external tool, that tool produced identifiable outputs, and institutions could still, with effort, separate students from the tool at particular assessment events. The first wave was a harder version of a problem assessment had encountered before.

The second wave is different in three ways, and each of them matters inde pendently. First, the property itself is structurally new. Screen-based AI is episodic by architecture. The user must turn to it, attend to it, read its response, and return. Even a heavily reliant user is engaging with the tool as a discrete object on discrete occasions. Wearable AI, as the previous sections have argued, has the structural conditions for incorporation. It does not function as a tool the user consults but as a capability the user inhabits. This is not a difference of degree. It is a difference in the kind of relationship a user can have with the technology, and it is not a difference any previous educational technology has had to confront at scale.

Once AI use is no longer “external, episodic, and, at least in principle, distinguishable from the student’s own ongoing activity” (pg 10) then assessment strategies built around exclusion become fundamentally untenable. It’s another argument that supports the notion that fundamental assessment reform has to happen so we might as well get on with it. The problem is that I still don’t believe that processual assessment is adequately scalable within mass higher education. So the vice tightens 😬

*This is what my book with Milan Sturmer is essentially about. The short-form version of the argument is that post-training has made chatbots vastly more able to infer user expectations without deliberate and expansive prompting. Therefore the user has to articulate themselves to get what they want.

"In the past few years, I’ve spoken to a number of academics and instructors at the college and high-school level who have said similar things. They talk about a sense of loss and of despair, because the one thing that brought them meaning has been erased, or blotted out, by the arrival of A.I. Most, like Peters, do not blame the students, nor do they believe all students welcome the changes wrought by the new technology. “I’ve seen students respond with this disdain for teachers who just let A.I. use happen,” Peters said. “There’s this indignance, like, ‘Why don’t you want more from us than this?’ So, even if they’re using it, they’re still wanting us to hold them to a higher standard.”

“This is an exacerbation of a transactional model of education that has lasted for a long time,” Peters told me. Students are told that they’re in school to get a degree, one that comes with a high price tag and, for many, a debt burden. They are told that they will be assessed by the work they turn in. And, because A.I. allows them to turn in what Peters admitted was superficially “pretty good quality material,” they might not see why it’s such a big deal when they can’t explain what they have generated.

“There are these waves of relief that wash over me when I see misspellings and poor grammatical structure in sentences,” Peters said. “When I can tell that they’re really working through it themselves.”

The teachers and professors I’ve spoken to have varying perspectives on what A.I. is doing and what it may yet do. But common concerns emerge. What follows are testimonials from eleven faculty members at colleges across the country on how A.I. has changed their work."

https://www.newyorker.com/news/fault-lines/the-despair-of-the-professor-in-the-age-of-ai

#AI #GenerativeAI #LLMs #Education #HigherEd #Universities #Academia

The dean of University of California's business school explains how innovation infrastructure can be developed and startup success achieved. https://www.japantimes.co.jp/business/2026/05/27/tech/uc-berkeley-haas-chatman/?utm_medium=Social&utm_source=mastodon #business #tech #startups #entrepreneurs #investments #universities #schools

The American Association of University Professors (#AAUP) and American Federation of Teachers (#AFT) just released a joint "Blueprint for Strengthening and Transforming Higher Education."
https://www.aft.org/sites/default/files/media/documents/2026/Higher_Ed_Vision_and_Policy_Platform_326.pdf

Also see the summary by their two presidents.
https://www.highereddive.com/news/higher-education-must-be-rebuilt-to-restore-public-trust-heres-how/821031/

The blueprint calls for "transforming" higher ed, and the summary calls for "rebuilding" and "overhauling" it.

My take is that the blueprint conservatively restates ideals for higher ed long and widely held by academics themselves -- like me. Insofar as there's an argument here for transforming, rebuilding, and overhauling, it looks like this: The ideals need no revision. In fact, don't touch them. We've fallen short of living up to them, mostly through defunding and cost-shifting to students and their families.

I deeply wish to see us restore slashed funding, relieve student debt, and create fair pay and job security for professors. That might even deserve to be called transforming, rebuilding, and overhauling.

But is it enough to restore public trust? Is it true that the ideals need no revision? Do we need little or no transformation beyond economic transformation to respond to recent trends and current politics? Some of the harmful economic decisions (about tuition and pay) were forced by external circumstances, and some were not. But beyond those that were not, does the academy itself bear any responsibility for the current loss of trust?

#Academia #HigherEd #Universities

The American Association of University Professors (#AAUP) and American Federation of Teachers (#AFT) just released a joint "Blueprint for Strengthening and Transforming Higher Education."
https://www.aft.org/sites/default/files/media/documents/2026/Higher_Ed_Vision_and_Policy_Platform_326.pdf

Also see the summary by their two presidents.
https://www.highereddive.com/news/higher-education-must-be-rebuilt-to-restore-public-trust-heres-how/821031/

The blueprint calls for "transforming" higher ed, and the summary calls for "rebuilding" and "overhauling" it.

My take is that the blueprint conservatively restates ideals for higher ed long and widely held by academics themselves -- like me. Insofar as there's an argument here for transforming, rebuilding, and overhauling, it looks like this: The ideals need no revision. In fact, don't touch them. We've fallen short of living up to them, mostly through defunding and cost-shifting to students and their families.

I deeply wish to see us restore slashed funding, relieve student debt, and create fair pay and job security for professors. That might even deserve to be called transforming, rebuilding, and overhauling.

But is it enough to restore public trust? Is it true that the ideals need no revision? Do we need little or no transformation beyond economic transformation to respond to recent trends and current politics? Some of the harmful economic decisions (about tuition and pay) were forced by external circumstances, and some were not. But beyond those that were not, does the academy itself bear any responsibility for the current loss of trust?

#Academia #HigherEd #Universities

The American Association of University Professors (#AAUP) and American Federation of Teachers (#AFT) just released a joint "Blueprint for Strengthening and Transforming Higher Education."
https://www.aft.org/sites/default/files/media/documents/2026/Higher_Ed_Vision_and_Policy_Platform_326.pdf

Also see the summary by their two presidents.
https://www.highereddive.com/news/higher-education-must-be-rebuilt-to-restore-public-trust-heres-how/821031/

The blueprint calls for "transforming" higher ed, and the summary calls for "rebuilding" and "overhauling" it.

My take is that the blueprint conservatively restates ideals for higher ed long and widely held by academics themselves -- like me. Insofar as there's an argument here for transforming, rebuilding, and overhauling, it looks like this: The ideals need no revision. In fact, don't touch them. We've fallen short of living up to them, mostly through defunding and cost-shifting to students and their families.

I deeply wish to see us restore slashed funding, relieve student debt, and create fair pay and job security for professors. That might even deserve to be called transforming, rebuilding, and overhauling.

But is it enough to restore public trust? Is it true that the ideals need no revision? Do we need little or no transformation beyond economic transformation to respond to recent trends and current politics? Some of the harmful economic decisions (about tuition and pay) were forced by external circumstances, and some were not. But beyond those that were not, does the academy itself bear any responsibility for the current loss of trust?

#Academia #HigherEd #Universities

The American Association of University Professors (#AAUP) and American Federation of Teachers (#AFT) just released a joint "Blueprint for Strengthening and Transforming Higher Education."
https://www.aft.org/sites/default/files/media/documents/2026/Higher_Ed_Vision_and_Policy_Platform_326.pdf

Also see the summary by their two presidents.
https://www.highereddive.com/news/higher-education-must-be-rebuilt-to-restore-public-trust-heres-how/821031/

The blueprint calls for "transforming" higher ed, and the summary calls for "rebuilding" and "overhauling" it.

My take is that the blueprint conservatively restates ideals for higher ed long and widely held by academics themselves -- like me. Insofar as there's an argument here for transforming, rebuilding, and overhauling, it looks like this: The ideals need no revision. In fact, don't touch them. We've fallen short of living up to them, mostly through defunding and cost-shifting to students and their families.

I deeply wish to see us restore slashed funding, relieve student debt, and create fair pay and job security for professors. That might even deserve to be called transforming, rebuilding, and overhauling.

But is it enough to restore public trust? Is it true that the ideals need no revision? Do we need little or no transformation beyond economic transformation to respond to recent trends and current politics? Some of the harmful economic decisions (about tuition and pay) were forced by external circumstances, and some were not. But beyond those that were not, does the academy itself bear any responsibility for the current loss of trust?

#Academia #HigherEd #Universities

The American Association of University Professors (#AAUP) and American Federation of Teachers (#AFT) just released a joint "Blueprint for Strengthening and Transforming Higher Education."
https://www.aft.org/sites/default/files/media/documents/2026/Higher_Ed_Vision_and_Policy_Platform_326.pdf

Also see the summary by their two presidents.
https://www.highereddive.com/news/higher-education-must-be-rebuilt-to-restore-public-trust-heres-how/821031/

The blueprint calls for "transforming" higher ed, and the summary calls for "rebuilding" and "overhauling" it.

My take is that the blueprint conservatively restates ideals for higher ed long and widely held by academics themselves -- like me. Insofar as there's an argument here for transforming, rebuilding, and overhauling, it looks like this: The ideals need no revision. In fact, don't touch them. We've fallen short of living up to them, mostly through defunding and cost-shifting to students and their families.

I deeply wish to see us restore slashed funding, relieve student debt, and create fair pay and job security for professors. That might even deserve to be called transforming, rebuilding, and overhauling.

But is it enough to restore public trust? Is it true that the ideals need no revision? Do we need little or no transformation beyond economic transformation to respond to recent trends and current politics? Some of the harmful economic decisions (about tuition and pay) were forced by external circumstances, and some were not. But beyond those that were not, does the academy itself bear any responsibility for the current loss of trust?

#Academia #HigherEd #Universities

Manipulation of data, plagiarism, outsourcing doctoral theses and similar practices have damaged the culture of universities, research and academia. https://english.mathrubhumi.com/features/specials/the-integrity-crisis-neet-paper-leak-fiasco-unmasks-widespread-fraud-in-indias-academic-hubs-rjhv70ed?utm_source=dlvr.it&utm_medium=mastodon #india #Highereducation #universities #colleges

Manipulation of data, plagiarism, outsourcing doctoral theses and similar practices have damaged the culture of universities, research and academia. https://english.mathrubhumi.com/features/specials/the-integrity-crisis-neet-paper-leak-fiasco-unmasks-widespread-fraud-in-indias-academic-hubs-rjhv70ed?utm_source=dlvr.it&utm_medium=mastodon #india #Highereducation #universities #colleges

Manipulation of data, plagiarism, outsourcing doctoral theses and similar practices have damaged the culture of universities, research and academia. https://english.mathrubhumi.com/features/specials/the-integrity-crisis-neet-paper-leak-fiasco-unmasks-widespread-fraud-in-indias-academic-hubs-rjhv70ed?utm_source=dlvr.it&utm_medium=mastodon #india #Highereducation #universities #colleges

Manipulation of data, plagiarism, outsourcing doctoral theses and similar practices have damaged the culture of universities, research and academia. https://english.mathrubhumi.com/features/specials/the-integrity-crisis-neet-paper-leak-fiasco-unmasks-widespread-fraud-in-indias-academic-hubs-rjhv70ed?utm_source=dlvr.it&utm_medium=mastodon #india #Highereducation #universities #colleges

The Tokyo District Court on Tuesday sentenced the representative of the Japan Cosmetic Association to one year in prison for bribery linked to joint research with the University of Tokyo. https://www.japantimes.co.jp/news/2026/05/26/japan/crime-legal/university-tokyo-cosmetic-association/?utm_medium=Social&utm_source=mastodon #japan #crimelegal #universityoftokyo #japanesepolice #prostitution #corruption #universities #hospitals

The Tokyo District Court on Tuesday sentenced the representative of the Japan Cosmetic Association to one year in prison for bribery linked to joint research with the University of Tokyo. https://www.japantimes.co.jp/news/2026/05/26/japan/crime-legal/university-tokyo-cosmetic-association/?utm_medium=Social&utm_source=mastodon #japan #crimelegal #universityoftokyo #japanesepolice #prostitution #corruption #universities #hospitals

The Tokyo District Court on Tuesday sentenced the representative of the Japan Cosmetic Association to one year in prison for bribery linked to joint research with the University of Tokyo. https://www.japantimes.co.jp/news/2026/05/26/japan/crime-legal/university-tokyo-cosmetic-association/?utm_medium=Social&utm_source=mastodon #japan #crimelegal #universityoftokyo #japanesepolice #prostitution #corruption #universities #hospitals

The Tokyo District Court on Tuesday sentenced the representative of the Japan Cosmetic Association to one year in prison for bribery linked to joint research with the University of Tokyo. https://www.japantimes.co.jp/news/2026/05/26/japan/crime-legal/university-tokyo-cosmetic-association/?utm_medium=Social&utm_source=mastodon #japan #crimelegal #universityoftokyo #japanesepolice #prostitution #corruption #universities #hospitals

#Yale Report Finds #Colleges Deserve Blame for #HigherEducation’s Problems
A 10-member committee offered a brutal assessment of academia’s role in creating the forces challenging American colleges and #universities.
High costs, murky admissions practices, uneven academic standards and fears about free speech on campuses, the committee said, are among the reasons for widening discontent over higher education’s worthiness.
https://www.nytimes.com/2026/04/15/us/yale-report-colleges-unversities-trust.html
https://archive.ph/6IWCO

#Yale Report Finds #Colleges Deserve Blame for #HigherEducation’s Problems
A 10-member committee offered a brutal assessment of academia’s role in creating the forces challenging American colleges and #universities.
High costs, murky admissions practices, uneven academic standards and fears about free speech on campuses, the committee said, are among the reasons for widening discontent over higher education’s worthiness.
https://www.nytimes.com/2026/04/15/us/yale-report-colleges-unversities-trust.html
https://archive.ph/6IWCO

#Yale Report Finds #Colleges Deserve Blame for #HigherEducation’s Problems
A 10-member committee offered a brutal assessment of academia’s role in creating the forces challenging American colleges and #universities.
High costs, murky admissions practices, uneven academic standards and fears about free speech on campuses, the committee said, are among the reasons for widening discontent over higher education’s worthiness.
https://www.nytimes.com/2026/04/15/us/yale-report-colleges-unversities-trust.html
https://archive.ph/6IWCO

#Yale Report Finds #Colleges Deserve Blame for #HigherEducation’s Problems
A 10-member committee offered a brutal assessment of academia’s role in creating the forces challenging American colleges and #universities.
High costs, murky admissions practices, uneven academic standards and fears about free speech on campuses, the committee said, are among the reasons for widening discontent over higher education’s worthiness.
https://www.nytimes.com/2026/04/15/us/yale-report-colleges-unversities-trust.html
https://archive.ph/6IWCO

#Yale Report Finds #Colleges Deserve Blame for #HigherEducation’s Problems
A 10-member committee offered a brutal assessment of academia’s role in creating the forces challenging American colleges and #universities.
High costs, murky admissions practices, uneven academic standards and fears about free speech on campuses, the committee said, are among the reasons for widening discontent over higher education’s worthiness.
https://www.nytimes.com/2026/04/15/us/yale-report-colleges-unversities-trust.html
https://archive.ph/6IWCO

UK universities warn of cuts for impoverished students if dire funding issues continue https://www.theguardian.com/education/2026/may/25/uk-universities-cuts-impoverished-students-funding #Students #UniversityFunding #Access #HigherEducation #UniversityAdministration #Universities #Education #UkNews #Inequality #StudentFinance #England

UK universities warn of cuts for impoverished students if dire funding issues continue https://www.theguardian.com/education/2026/may/25/uk-universities-cuts-impoverished-students-funding #Students #UniversityFunding #Access #HigherEducation #UniversityAdministration #Universities #Education #UkNews #Inequality #StudentFinance #England

UK universities warn of cuts for impoverished students if dire funding issues continue https://www.theguardian.com/education/2026/may/25/uk-universities-cuts-impoverished-students-funding #Students #UniversityFunding #Access #HigherEducation #UniversityAdministration #Universities #Education #UkNews #Inequality #StudentFinance #England

UK universities warn of cuts for impoverished students if dire funding issues continue https://www.theguardian.com/education/2026/may/25/uk-universities-cuts-impoverished-students-funding #Students #UniversityFunding #Access #HigherEducation #UniversityAdministration #Universities #Education #UkNews #Inequality #StudentFinance #England

https://www.europesays.com/dk/91295/ Concordia expects layoffs, but will still post a $21M deficit #Anglophones #ConcordiaUniversity #Latvia #Riga #universities

Ohio State reels from multiple scandals amid wider crisis in higher education https://www.theguardian.com/us-news/2026/may/24/ohio-state-university-scandals #UsUniversities #Ohio #UsEducation #UsNews #Universities

Ohio State reels from multiple scandals amid wider crisis in higher education https://www.theguardian.com/us-news/2026/may/24/ohio-state-university-scandals #UsUniversities #Ohio #UsEducation #UsNews #Universities

Ohio State reels from multiple scandals amid wider crisis in higher education https://www.theguardian.com/us-news/2026/may/24/ohio-state-university-scandals #UsUniversities #Ohio #UsEducation #UsNews #Universities

Ohio State reels from multiple scandals amid wider crisis in higher education https://www.theguardian.com/us-news/2026/may/24/ohio-state-university-scandals #UsUniversities #Ohio #UsEducation #UsNews #Universities

Geoffrey Williams argues that the key development behind the crisis at Nottingham University is the expansion of its overseas campuses, that not only have been badly managed & exposed transferred staff to destitution, also have not been the economic saviour the current university business model might have suggested.... rather they have contributed to the crisis.

Nottingham may be an extreme case, but other universities are in similar positions.

#universities #politics

https://drgeoffreywilliams.substack.com/p/the-destruction-of-legacy-higher

Geoffrey Williams argues that the key development behind the crisis at Nottingham University is the expansion of its overseas campuses, that not only have been badly managed & exposed transferred staff to destitution, also have not been the economic saviour the current university business model might have suggested.... rather they have contributed to the crisis.

Nottingham may be an extreme case, but other universities are in similar positions.

#universities #politics

https://drgeoffreywilliams.substack.com/p/the-destruction-of-legacy-higher

Geoffrey Williams argues that the key development behind the crisis at Nottingham University is the expansion of its overseas campuses, that not only have been badly managed & exposed transferred staff to destitution, also have not been the economic saviour the current university business model might have suggested.... rather they have contributed to the crisis.

Nottingham may be an extreme case, but other universities are in similar positions.

#universities #politics

https://drgeoffreywilliams.substack.com/p/the-destruction-of-legacy-higher

Geoffrey Williams argues that the key development behind the crisis at Nottingham University is the expansion of its overseas campuses, that not only have been badly managed & exposed transferred staff to destitution, also have not been the economic saviour the current university business model might have suggested.... rather they have contributed to the crisis.

Nottingham may be an extreme case, but other universities are in similar positions.

#universities #politics

https://drgeoffreywilliams.substack.com/p/the-destruction-of-legacy-higher

Geoffrey Williams argues that the key development behind the crisis at Nottingham University is the expansion of its overseas campuses, that not only have been badly managed & exposed transferred staff to destitution, also have not been the economic saviour the current university business model might have suggested.... rather they have contributed to the crisis.

Nottingham may be an extreme case, but other universities are in similar positions.

#universities #politics

https://drgeoffreywilliams.substack.com/p/the-destruction-of-legacy-higher

Campus Politics – Palestine and the New University Order | MERIP

https://www.merip.org/issue-318/

#Palestine #encampments #EU #US #UK #Israel #genocide #Gaza #Universities #University

Campus Politics – Palestine and the New University Order | MERIP

https://www.merip.org/issue-318/

#Palestine #encampments #EU #US #UK #Israel #genocide #Gaza #Universities #University

Campus Politics – Palestine and the New University Order | MERIP

https://www.merip.org/issue-318/

#Palestine #encampments #EU #US #UK #Israel #genocide #Gaza #Universities #University

Campus Politics – Palestine and the New University Order | MERIP

https://www.merip.org/issue-318/

#Palestine #encampments #EU #US #UK #Israel #genocide #Gaza #Universities #University

Campus Politics – Palestine and the New University Order | MERIP

https://www.merip.org/issue-318/

#Palestine #encampments #EU #US #UK #Israel #genocide #Gaza #Universities #University

Turkey’s Erdogan shuts Istanbul’s Bilgi University https://www.byteseu.com/2043088/ #RecepTayyipErdoğan #Turkey #Turkish #universities

Is your institution’s impact getting lost in the noise? 🆘

When data is disconnected, it’s hard to get the credit you deserve in global rankings.

We’re continuing our collab with OA Switchboard Institutions. See how technical bridges can ensure your institution is authoritatively linked to every discovery your scholars make. 🛡️
Let’s move beyond the noise and build a more connected research ecosystem. 🤝
🚀

Register here to secure your spot: https://orcid-org.zoom.us/webinar/register/6717779209923/WN_o00xGyGNQj6t4G91IXq-pg

#ORCID #ResearchIntegrity #Metadata #Universities #ResearchInstitutions

Is your institution’s impact getting lost in the noise? 🆘

When data is disconnected, it’s hard to get the credit you deserve in global rankings.

We’re continuing our collab with OA Switchboard Institutions. See how technical bridges can ensure your institution is authoritatively linked to every discovery your scholars make. 🛡️
Let’s move beyond the noise and build a more connected research ecosystem. 🤝
🚀

Register here to secure your spot: https://orcid-org.zoom.us/webinar/register/6717779209923/WN_o00xGyGNQj6t4G91IXq-pg

#ORCID #ResearchIntegrity #Metadata #Universities #ResearchInstitutions

Is your institution’s impact getting lost in the noise? 🆘

When data is disconnected, it’s hard to get the credit you deserve in global rankings.

We’re continuing our collab with OA Switchboard Institutions. See how technical bridges can ensure your institution is authoritatively linked to every discovery your scholars make. 🛡️
Let’s move beyond the noise and build a more connected research ecosystem. 🤝
🚀

Register here to secure your spot: https://orcid-org.zoom.us/webinar/register/6717779209923/WN_o00xGyGNQj6t4G91IXq-pg

#ORCID #ResearchIntegrity #Metadata #Universities #ResearchInstitutions

Is your institution’s impact getting lost in the noise? 🆘

When data is disconnected, it’s hard to get the credit you deserve in global rankings.

We’re continuing our collab with OA Switchboard Institutions. See how technical bridges can ensure your institution is authoritatively linked to every discovery your scholars make. 🛡️
Let’s move beyond the noise and build a more connected research ecosystem. 🤝
🚀

Register here to secure your spot: https://orcid-org.zoom.us/webinar/register/6717779209923/WN_o00xGyGNQj6t4G91IXq-pg

#ORCID #ResearchIntegrity #Metadata #Universities #ResearchInstitutions

Is your institution’s impact getting lost in the noise? 🆘

When data is disconnected, it’s hard to get the credit you deserve in global rankings.

We’re continuing our collab with OA Switchboard Institutions. See how technical bridges can ensure your institution is authoritatively linked to every discovery your scholars make. 🛡️
Let’s move beyond the noise and build a more connected research ecosystem. 🤝
🚀

Register here to secure your spot: https://orcid-org.zoom.us/webinar/register/6717779209923/WN_o00xGyGNQj6t4G91IXq-pg

#ORCID #ResearchIntegrity #Metadata #Universities #ResearchInstitutions

I'd have gone for 'selling surveillance wine in student support bottles' but then again, I'm French.

University AI policies ‘promise support but deliver surveillance’
https://archive.ph/2026.05.21-024709/https://www.timeshighereducation.com/news/university-ai-policies-promise-support-deliver-surveillance

#AI #HE #Universities #AIEd #TimesHigherEducation

@edutooter

I'd have gone for 'selling surveillance wine in student support bottles' but then again, I'm French.

University AI policies ‘promise support but deliver surveillance’
https://archive.ph/2026.05.21-024709/https://www.timeshighereducation.com/news/university-ai-policies-promise-support-deliver-surveillance

#AI #HE #Universities #AIEd #TimesHigherEducation

@edutooter

I'd have gone for 'selling surveillance wine in student support bottles' but then again, I'm French.

University AI policies ‘promise support but deliver surveillance’
https://archive.ph/2026.05.21-024709/https://www.timeshighereducation.com/news/university-ai-policies-promise-support-deliver-surveillance

#AI #HE #Universities #AIEd #TimesHigherEducation

@edutooter

I'd have gone for 'selling surveillance wine in student support bottles' but then again, I'm French.

University AI policies ‘promise support but deliver surveillance’
https://archive.ph/2026.05.21-024709/https://www.timeshighereducation.com/news/university-ai-policies-promise-support-deliver-surveillance

#AI #HE #Universities #AIEd #TimesHigherEducation

@edutooter