Bristol Institute for Learning and Teaching

In this case study, Dr Don Parker discusses how GenAI serves as a student learning support tool in the MA Digital Innovation programme. Through learning conversation assessments, students articulate their thinking processes, examine their assumptions, and demonstrate metacognitive awareness throughout their learning journey, all while engaging deeply with GenAI. View the Case Study

True learning happens when students exercise choice and maintain control over their educational journey. Agency isn’t just about access to tools, it’s about thoughtful decision-making, metacognitive awareness, and owning the learning process from start to finish. This case study explores how: students decide when and how to involve AI; document process through reflection; and show how autonomy drives deeper engagement. View the Case Study

As artificial intelligence becomes increasingly sophisticated in generating text, images, and even code, educators face a fundamental challenge: how do we design assessments that measure genuine learning rather than AI-assisted performance?

The answer lies not in policing technology, but in shifting our focus to the distinctly human elements of learning , the metacognitive processes, reflective thinking, and adaptive reasoning that algorithms cannot authentically replicate. View the Case Study

Learning Conversations represent a departure from static assessments. They are structured, reflective dialogues that make the process of learning visible, offering both students and educators a window into the development of understanding, the navigation of complexity, and the integration of new knowledge. View the Case Study