In Open Source AI is Going Mainstream, Leon Furze explores the growing significance of open source artificial intelligence beyond the GPT-5 hype cycle. He begins by clarifying what "open source AI" actually means, noting that the term has become contentious—many so-called "open source" models from companies like Meta are more accurately described as "open weights," since their underlying architecture, training processes, and datasets remain proprietary. True open source projects expose their entire codebase to public examination and adaptation.

I'm excited to launch a new course offering AI professional development for educators. The Practical AI Process covers GenAI from foundation to advanced levels. Learn more in the article.

This post is a lament. I thought we were done with the 2023-2024 bad habit of every person attending an online meeting with their AI notetaking assistant in tow, but here we are, November 2025, and I have just attended not one but three meetings which gradually filled up with Otters, Fireflies, and other assorted disembodied stenographers.

He explores how learning management systems already constrain pedagogy by forcing educators to systematize learning into predetermined formats, and questions what happens when OpenAI's chatbot takes control of content production across these platforms. Furze is particularly concerned about OpenAI's study mode—which he found pedagogically flawed despite claims of expert input—and sees it as part of a larger strategy to position the company as the solution to problems it helped create.

This post outlines five practical steps for using GenAI platforms. Applying expertise, selecting the right model, adding context, using the internet, and iterating and refining are useful skills for working with these technologies.

What is AI is "normal" technology? If we don't have to fear being "left behind", and if AI will change education not in years, but in decades, how might we rethink our approaches, policies, and pedagogies?

When the AI bubble bursts - and it will burst - CEOs will be dethroned. Companies will lose billions. The economy - particularly in the US - will take a catastrophic hit. Data centres will suddenly need to downsize their operations and close down entirely. And in education, we'll need to take yet another long hard look at ourselves, and ask, what's next?

In Stuck Thinking and End-of-School Exams, Leon Furze examines the assumptions that anchor our current model of exam-based assessment—and argues that many of them are “stuck thinking.” He questions why we let the high-stakes end exam dictate upstream assessments, curriculum priorities, and even our trust in students. He suggests we treat exams differently: as one piece of evidence rather than the organising point. He also links this critique to the challenges and opportunities posed by generative AI in assessment. The piece invites educators to reconsider what exams should do (and when), rather than automatically preserving the status quo.

In our new commentary for the Journal of Applied Learning & Teaching, we explore everything we have learned after two years of working on the AI Assessment Scale AIAS

Technology is great: it's the tech industry that's the problem. This post explores why we need to reject the Big Tech myth of inevitability.

The AI Assessment Scale (v2) has officially been published in the open access Journal of University Teaching & Learning Practice (JUTLP). Read more here!

In our new commentary for the Journal of Applied Learning & Teaching, we explore everything we have learned after two years of working on the AI Assessment Scale AIAS

The concept of "digital plastic" in generative AI highlights its characteristics: cheap, malleable, ubiquitous, and persistent. This framework promotes critical AI literacy through classroom strategies, encouraging purposeful use, awareness of implications, and fostering critical judgement in synthetic media creation.

I recently asked a group of around 3000 educators from my mailing list what they'd like to learn about GenAI. I'm incredibly lucky to have feet in a couple of camps as both an early career researcher and a consultant/author. It means I have access to the training and skills for working with lots of information, and a large audience to draw on when I'm looking for ideas.

PD for GenAI isn't a "one and done" event - it needs to fit with teachers' existing disciplinary expertise and their deep, contextual understanding of what it means to teach.

What is Critical AI Literacy, and how might metaphors be used to teach it? We explore these questions in a new Open Access article in JIME.

The Vocational Education and Training (VET) sector is the ideal place for experimentation with GenAI, both for educators and for small to medium enterprise owners.

These stories were originally published in June-August 2025 on LinkedIn, a platform which is, frankly, best suited to marketing experts telling other marketers how to market. For some reason I thought it would be funny to start posting flash fic about the future of AI, digital technologies, and education on the world’s best B2B Marketing platform.

These 5 Principles for rethinking assessment were important before GenAI, but now they're even more relevant. In this article, I explore why validity, authenticity, transparency and trust are key to assessment.

SynopsisLeon Furze lays out his practical workflow for POSSE—Publish (on your) Own Site, Syndicate Elsewhere—so your website remains the hub and platforms are just spokes. He explains how he posts fir...