Michael Rowe

March 2026

Essays

  • Problem-based learning and the structural conditions for productive AI integration27 March 2026Higher education's response to AI has focused on the artefact: detecting it, restricting it, and restoring confidence in what students produce. This essay argues that the structural features of problem-based learning — problem-driven inquiry, collaborative knowledge construction, facilitation over instruction, and metacognitive reflection — are the same conditions under which AI integration becomes educationally productive rather than substitutive. The alignment is structural, not retrospective: PBL was designed around these conditions before AI existed. The argument extends further: AI shifts what category of problem PBL can engage with, expanding access to wicked problems previously beyond students' reach. Investing in PBL's structural conditions is simultaneously investing in AI readiness.

Presentations

  • AI and problem-based learning11 March 2026A presentation for students participating in an EU-funded Blended Intensive Programme at Thomas More Hogeschool in Belgium. Examines how AI separates the production of artifacts from the learning they were meant to evidence, what problem-based learning already does differently, how AI changes group work and inquiry, and three practical shifts students can make in how they use AI within PBL.
  • Introduction to AI with Copilot5 March 2026An internal staff development session for the CPC team introducing AI through Microsoft Copilot. Covers what AI is and isn't, safe working practices, structured prompting with the RGID heuristic, and hands-on practice — with the goal of each participant leaving with one specific task to try that week.

Posts

  • Transform documents with AI31 March 2026Language models can transform documents into interactive tools in minutes. This post walks through a concrete example, turning a 21-page Word questionnaire into a working web app, and reflects on what that capability makes possible.
  • AI Masterclass for Healthcare Professionals28 March 2026More than 10,000 healthcare professionals have taken the courses I've created for Physiopedia Plus. This post focuses on the AI Masterclass for Healthcare Professionals Programme — a practical introduction to AI in clinical practice, education, and research. Physiopedia Plus members get full access, and a 30% discount code is included for new sign-ups.
  • AI assessment scales are taxonomies of containment27 March 2026AI assessment scales and similar policies are taxonomies of containment that ask how to protect existing assessment practices from AI, not whether those practices remain fit for purpose. This post argues that they're asking the wrong question, and examines what higher education might be asking instead, with particular implications for health professions education.
  • Designing AI out of assessment should be an academic offence26 March 2026Academic offences committees are investigating the wrong party. When AI is integral to authentic professional practice, assessment that excludes it does not protect rigour — it tests performance in a professional context that no longer exists. Valid assessment measures what graduates will actually need to do; for most health professions graduates in 2025, that includes thinking well with AI. The accountability for assessment design lies with educators, not students.
  • Why AI writing sounds convincing, and why that's noise25 March 2026AI-generated text is easy to read whether or not its content is accurate or well reasoned, and easy-to-read text feels true. Fluency was once a reasonable trace of genuine thinking, since a student who wrote clearly had usually thought clearly, but that relationship no longer holds. The AI literacy response of teaching output evaluation is a temporary fix, because as models improve, output quality converges on expert level across every artefact we care to measure. Spotting today's failure modes leaves open what you'll do when they're gone.
  • The writing was never the point: AI and academic writing identity23 March 2026When AI could write everything I'd ever written, I had to ask: what had I been doing all this time? The answer changed how I understand both writing and AI — and what it means to be a scholar in a world where words are cheap.
  • Building arguments with AI22 March 2026A field note on building arguments with AI: the brainstorming command I use to engage with any source, with an excerpt showing what a session looks like — Claude surfacing vault notes and Zotero sources, and why the conversation living in markdown matters.
  • Why AI makes spelling mistakes21 March 2026Claude produced the word "contribuves" in a piece of writing, which is obviously not a real word. This is a different kind of error than hallucination, and the distinction matters.
  • How I review a week of reading notes with AI21 March 2026Every week I annotate articles in Zotero, highlights in Reader, and podcasts in Snipd, all of which is synced to Obsidian. By Friday I have a week's worth of material, tagged and structured, but unreviewed. This post describes the weekly review command I built to surface what matters and create a reason to engage with it.
  • Building AI personas for professional practice7 March 2026Most advice on AI effectiveness focuses on prompt engineering. The real leverage comes from somewhere less obvious; knowing your professional commitments clearly enough to turn them into context an AI can work within. This post describes how to build AI personas for professional practice — structured documents that compress your values, frameworks, and evidence into a form an AI agent can actually use.
  • Claude deleted my file. It was my fault. But Claude took the blame.6 March 2026A field note on the time Claude deleted my file. The agent followed my instructions precisely and that was the problem. A reflection on a different kind of AI failure mode, and what the model's apology reveals about where responsibility actually sits.
  • Preparing lecture slides with AI agents5 March 2026I've been writing lecture slides in markdown for several years, mostly because I enjoyed working in structured formats and plain text. That decision turned out to matter in ways I didn't anticipate. When AI agents have access to your local filesystem, the format your teaching materials live in determines what's possible.
  • AI dependency in practice: When the tools become infrastructure4 March 2026A field note on what the recent Claude outage revealed about where I am on the dependency curve, and what the difference between a session limit and an outage tells you about infrastructure.
  • AI agent governance in higher education: Building the institutional harness3 March 2026The previous posts described what makes agentic workflows coherent at the individual level: a plan, documentation as infrastructure, and domain expertise that can evaluate outputs. Together, these form an informal harness; the conditions within which delegation stays accountable. At institutional scale, a personal harness is not enough: multiple people directing agents without shared constraints produce compounding drift that no amount of human oversight can track. This post examines what AI agent governance in higher education actually requires, and why a harness, not better oversight, may be the right frame.
  • Working effectively with AI agents1 March 2026What does it actually take to work with AI agents in a disciplined way, and how does someone get there from where they are now? This post draws on thinking from developers who've been working through this question longer than most academic knowledge workers have, and translates the hard-won lessons across. Three prerequisites emerge: planning before handoff, documentation treated as infrastructure rather than record, and domain expertise sufficient to evaluate what agents produce. The path in isn't a course or a tutorial — it's building something real with stakes attached.

Notes

  • Epistemic accountability8 March 2026The structural features of an information source that enable its knowledge claims to be challenged, traced back to evidence, and evaluated against the source's track record. Traditional sources carry it; generative AI largely does not.
  • Headless AI8 March 2026A headless AI model runs non-interactively, with no chat interface and no turn-based conversation. You pass it text, it returns output, and it exits. That means it can be one step in an ordinary script or run on a timer, so tasks like grouping module evaluation comments by theme can happen every week without anyone opening a chat window.
  • Harness engineering3 March 2026Harness engineering is the practice of building the full architectural scaffolding within which AI agents operate — structured documentation they can reason with, constraints that enforce invariants, and feedback loops that let them know when they've succeeded. It is distinct from prompt engineering, which shapes individual tasks, and from oversight, which monitors outputs after the fact. The harness is the infrastructure that makes delegation coherent at scale.
  • Vibe coding1 March 2026Vibe coding describes using AI tools without keeping genuine accountability for what they produce: accepting outputs without the scrutiny, direction, or judgement needed to evaluate and improve them. Simon Willison drew the key distinction between vibe coding and vibe engineering, which uses the same tools while staying accountable for every output.