Category: Strategy & Governance
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Where does expertise live?
Explore the critical role of situated expertise in AI, its impact on trust, and how it influences the interpretation of expert knowledge.
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Exams Are Not the Answer: Part Two
This is part two of a pair of articles exploring the “exam reflex” facing schools and universities, and being driven by the news. In part one I looked at the AI cheating panic sucking up all the oxygen in mainstream media. I wrote about the “urgent threat” headlines, the Learning First report that is more nuanced than…
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Case Study: Saskatoon Public Schools and AI Assessment
The AI Assessment Scale (AIAS) has been successfully adapted by Saskatoon Public Schools to enhance conversations around AI in education. By reimagining its structure, the team shifted focus from binary use to a framework that supports different learning purposes, fostering transparency and student ownership of their learning process. Their approach sets a precedent for future…
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Shadow AI: Bringing covert AI use out of the dark
Many schools face a widespread issue with shadow AI usage as staff and students employ unapproved tools. The updated VINE GenAI Guidelines aim to address this governance challenge by introducing a three-zone model for AI tool use. This approach encourages transparency and assessment rather than punishment, promoting safe AI integration in educational settings.
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VINE GenAI Guidelines for Schools 2026
Explore the 2026 updates to VINE’s Generative AI guidelines, addressing AI’s evolving role in education and offering practical tools for schools.
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IYKYK Part 3: Who Gets to Know?
The series discusses GenAI’s discoverability and access issues, highlighting how major platforms fragment capabilities through pricing tiers. Free users perceive limitations as a lack of utility, exacerbating an invisible gap between schools with varied resources. It urges for sandboxed solutions to explore advanced tools, rather than restrictive policies that hinder innovation.
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A Taxonomy of Agentic AI
The evolution of AI agents, particularly since 2024, has shifted from marketing hype to practical applications across various levels of capability. AI agents, defined as large language model-based applications, perform semi-autonomous tasks using code. This taxonomy categorises AI agents from simple code-using chatbots to complex teams executing multi-faceted projects, highlighting their growing significance in educational…
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You Don’t Need an AI Policy
On Friday I told a room full of school leaders that they didn’t need an AI policy, you could hear a pin drop — right up until the point people started to laugh and nod their heads. I was speaking with members of Independent Primary School Heads of Australia (IPSHA), in a series of sessions…
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What Curriculum Leaders Need to Know About AI in 2026
Most of the AI professional development I see in schools is aimed at everyone. Whole-staff sessions covering the basics: how to use GenAI, how to write a prompt, some tools you might find useful… At the other end of the scale, you see policy sessions aimed at ICT and Business Managers, executive teams, and boards.…
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From Schools to Universities: Unpacking Australia’s New Framework for AI in Higher Education
A critical comparison of Australia’s 2025 Higher Education AI Framework and the K-12 Schools Framework. Exploring key differences in equity, Indigenous knowledges, and regulatory backing.