Content on this site is structured into distinct formats to suit different needs—from structured courses for deep learning to atomic notes for quick reference.
1 min read
Content on this site is structured into distinct formats to suit different needs—from structured courses for deep learning to atomic notes for quick reference.
Develop multidimensional capability with generative AI for academic work
Strategic planning and development for academic careers
Systematic approaches to handling academic correspondence effectively
Organizing research materials, references, and resources systematically
Building personal knowledge systems for research and learning
Transform your workday with sustainable working practices and systematic time management
About this essay Author: Michael Rowe (ORCID; mrowe@lincoln.ac.uk) Affiliation: University of Lincoln Created: Dec 05, 2025 Version: 0.4 Modified: See Github record Keywords: AI-forward, artificial intelligence, leadership, organisational infrastructure, risk management License: Creative Commons At...
About this essay Authors: Michael Rowe 1 (ORCID; mrowe@lincoln.ac.uk) and Wesley Lynch 2 (LinkedIn; wesley@snapplify.com) Affiliations: 1) University of Lincoln; 2) Snapplify Created: Nov 08, 2025 Version: 0.6 (last updated: Nov 09, 2025) Modified: See Github record Keywords: AI-forward, artificial...
About this essay Author: Michael Rowe (ORCID; mrowe@lincoln.ac.uk) Affiliation: University of Lincoln Created: 19 October 2025 Version: 0.4 Modified: See Github record Keywords: AI tutoring, educational technology, engagement, learning outcomes, accessibility paradox License: Creative Commons Attri...
About this essay Author: Michael Rowe (ORCID) Affiliation: University of Lincoln (mrowe@lincoln.ac.uk) Created: 08 Jul, 2025 Version: 0.5 Modified: See Github record Keywords: artificial intelligence, collaboration, complexity, discernment, ecological-systems, exceptionalism, judgement, taste, huma...
About this essay Authors: Michael Rowe 1 (ORCID; mrowe@lincoln.ac.uk) and Wesley Lynch 2 (LinkedIn; wesley@snapplify.com) Affiliations: 1) University of Lincoln; 2) Snapplify Created: 04 Jul, 2025 Version: 0.7 Modified: See Github record Keywords: artificial intelligence, context engineering, educa...
About this essay Author: Michael Rowe (ORCID) Affiliation: University of Lincoln (mrowe@lincoln.ac.uk) Created: June 05, 2025 Version: 0.5 (updated 02 Jul, 2025) Modified: See Github record Keywords: AI principles, control, education, higher education, learning, learning alignment, professional edu...
About this essay Authors: Michael Rowe 1 (ORCID; mrowe@lincoln.ac.uk) and Wesley Lynch 2 (LinkedIn; wesley@snapplify.com) Affiliations: 1) University of Lincoln; 2) Snapplify Created: May 23, 2025 Version: 0.9 (last updated: Jun 30, 2025) Modified: See Github record Keywords: artificial intelligenc...
[!info] About this essay Author: Michael Rowe (ORCID) Affiliation: University of Lincoln (mrowe@lincoln.ac.uk) Created: April 08, 2025 Version: 0.6 Modified: See Github record Keywords: emergent scholarship, knowledge, learning, professional education, university, user interface License: Creative Co...
[!info] About this essay Author: Michael Rowe (ORCID) Affiliation: University of Lincoln (mrowe@lincoln.ac.uk) Created: April 01, 2025 Version: 0.5 Modified: See Github record Keywords: emergent scholarship, higher education learning, teaching, university License: Creative Commons Attribution 4.0 In...
[!info] About this essay Author: Michael Rowe (ORCID) Affiliation: University of Lincoln (mrowe@lincoln.ac.uk) Created: March 29, 2025 Version: 0.5 Modified: See Github record Keywords: emergent scholarship, journals, publishing, transparency, trust License: Creative Commons Attribution 4.0 Internat...
[!info] About this essay Author: Michael Rowe (ORCID) Affiliation: University of Lincoln Created: March 28, 2025 Version: 0.6 (last updated: 29 Jun, 2025) Modified: See Github record Keywords: artificial intelligence, cognitive extension, educational technology, general purpose technology, language ...
About this essay Author: Michael Rowe (ORCID) Affiliation: University of Lincoln (mrowe@lincoln.ac.uk) Created: March 29, 2025 Version: 0.7 Modified: See Github record Keywords: artificial intelligence, complexity, connectivism, critical pedagogy, emergent scholarship, health professions education,...
About this essay Author: Michael Rowe (ORCID) Affiliation: University of Lincoln (mrowe@lincoln.ac.uk) Created: January 27, 2025 Version: 1.1 Modified: See Github record Keywords: editor, generative AI, journal, research, publication License: Creative Commons Attribution 4.0 International Preprint ...
A framework for embedding AI literacy development into existing modules and courses, enabling students to develop AI capability while learning disciplinary content.
Large language models are deep learning models with billions of parameters, trained on vast text corpora using self-supervised learning, capable of general-purpose language tasks.
AI literacy is a multidimensional capability spanning recognition, critical evaluation, functional application, creation, ethical awareness, and contextual judgement—not reducible to any single dimension.
A multidimensional framework for scholarship spanning discovery, integration, application, and teaching.
A system-level discipline focused on building dynamic, state-aware information ecosystems for AI agents
A technique that combines knowledge graphs with retrieval-augmented generation for structured reasoning
A structured representation of knowledge using entities connected by explicit, typed relationships
AI reasoning capability that draws conclusions by traversing multiple connected concepts
Using natural language to produce desired responses from large language models through iterative refinement
A six-dimension framework that underlies all forms of literacy—information, media, digital, data, and AI literacy share the same structural pattern.
Any claim that a course or programme of study develops AI literacy requires important qualifications—literacy develops through sustained practice, is developmental and contextual, and cannot be fully assessed at course completion.
AI-forward describes institutions treating AI integration as ongoing strategic practice requiring active engagement, rather than fixed deployment of finished solutions.
A template classroom policy for generative AI use that educators can adapt for their own modules and courses.
Rather than cataloguing AI's failures, demonstrate thoughtful use, critique from practice, and amplify what matters to you.
Audio scholarship—podcasts, dialogues, oral histories—deserves recognition as legitimate scholarly work. The format matters less than the quality of thinking.
AI meeting scribes have automated the control of organisational memory, making existing power dynamics more powerful and less visible.
Rich Sutton's 'Bitter Lesson' applies to education: AI reveals that artifact-based assessment never truly measured learning.
As AI makes creation and curation trivially easy, evaluative judgement about what should exist becomes the primary human contribution.
The peer-reviewed article dominates academia, but essays deserve recognition as scholarship—enabling exploration and synthesis that formal research cannot.
Despite the ethical concerns, generative AI represents an enormous opportunity for learning at scale. Here's why I'm optimistic.