{"id":1897,"date":"2025-08-27T12:58:22","date_gmt":"2025-08-27T11:58:22","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/?page_id=1897"},"modified":"2026-03-12T16:45:39","modified_gmt":"2026-03-12T16:45:39","slug":"resources-ai","status":"publish","type":"page","link":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/?page_id=1897","title":{"rendered":"Resources – AI"},"content":{"rendered":"

Ethical EdTech Award 2025<\/strong><\/p>\n

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We are incredibly proud to be joint winners of the Ethical EdTech Award category at the Association for Learning Technology conference 2025. Our AI group do incredible work, and it is a real honour for them to be recognised and celebrated for their impact. Openness is a core value of our work, and our award-winning Responsible by Design (RBD) approach is freely available for you to access and use in your context (see the resources section below to access RBD – <\/strong>RBD is also highlighted by Burvill et al., (2025)<\/a><\/span>).<\/p>\n

What is RBD?
\nRBD is our pioneering response to the ethical challenges of Generative AI in education. Rooted in student voice and aligned with institutional strategy, the framework enables staff and students to critically examine AI through four pillars: Environmental Impact, Encoded Bias, Exploitation, and the Digital Divide. A practical, values-driven and easy-to-use framework, it provides reflective prompts and actionable solutions. The aim is to empower educators to make informed choices about how to use AI responsibly. The solutions bank offers a practical starting point for exploring complex ethical issues, and a way to put suitable actions into practice when designing courses.<\/p>\n

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Resources<\/strong><\/p>\n

\"\"<\/a>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\"\"<\/a>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\"\"<\/a><\/p>\n

Responsible by Design\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Critical AI Literacy Skills\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 AI Skills Profiles<\/p>\n

\"\"<\/a>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \"\"<\/a>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\"\"<\/a><\/p>\n

Activity design prompts\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Assessment toolkit\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 AI and Assessment (Conversation starters)<\/p>\n

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Podcasts<\/strong><\/p>\n

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In this episode, Dr Olivia Kelly interviews Professor Mirjam Hauck – Academic Lead for AI in LT&A, and Eleanor Moore who leads the LDS GenAI Learning Design Team discuss the changing use of AI and GenAI in HE and how the Critical AI Literacy Framework<\/a> encourages students and HE institutions to critically engage with AI, particularly in an EDIA context.<\/p>\n

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LD AI team scholarship<\/span><\/span><\/strong><\/p>\n

Astles, P.; Moore, E.; Openshaw, J.; Shulga, K. and Simper, M. (2023) AI Pearls of Wisdom, <\/span>Using GenAI in HE teaching, learning and assessment: Inclusive, ethical and sustainable innovation <\/span><\/i>(online). Available at <\/span>https:\/\/sites.google.com\/brookes.ac.uk\/genaiheteaching\/pearls<\/span><\/a>\u00a0<\/span>\u00a0<\/span><\/p>\n

Astles, Paul; Moore, Eleanor; Openshaw, James; Shulga, Katia and Simper, Mary (2024). The impact of GenAI on the production of online distance learning. In: 22nd Academic Practice and Technology Conference (APT2024), 25 Jun 2024, King’s College London, Strand, London. <\/span>Available at: <\/span>https:\/\/oro.open.ac.uk\/98538\/<\/span><\/a>\u00a0<\/span><\/p>\n

Astles, Paul; Moore, Eleanor; Openshaw, James; Shulga, Katia and Simper, Mary (2024). Adapting assessment in Higher Education in response to Generative AI. In: 22nd Academic Practice and Technology Conference (APT2024), 25 Jun 2024, King’s College London, Strand, London. <\/span>Available at: <\/span>https:\/\/oro.open.ac.uk\/98539\/<\/span><\/a>\u00a0<\/span><\/p>\n

Moore, E. and Shulga, K. (2023) How can Learning Designers respond to the opportunities and challenges of Generative AI? In: Learning Design Cross Institutional Network, 27 July 2023, The Open University, Milton Keynes. Available at: <\/span>https:\/\/sites.google.com\/site\/learningdesignsig\/home<\/span><\/a>\u00a0<\/span>\u00a0<\/span><\/p>\n

Moore, E. (2023) Help! A robot wrote my essay! Reflections on webinars about ChatGPT, <\/span>OU Learning Design Team Blog<\/span><\/i> (online). Available at: <\/span>https:\/\/www.open.ac.uk\/blogs\/learning-design\/?p=1577<\/span><\/a>\u00a0<\/span>\u00a0<\/span><\/p>\n

Moore, E. and Simper, M. (2023) Student Voice on GenAI: Use, Concerns and Educational Applications, <\/span>OU Learning Design Team Blog<\/span><\/i> (online). Available at <\/span>https:\/\/www.open.ac.uk\/blogs\/learning-design\/?p=1805#more-1805<\/span><\/a>\u00a0<\/span><\/p>\n

Hauck, M., Moore, E., and Wright, C. (2025) A Framework for the Learning and Teaching of Critical AI Literacy Skills. Milton Keynes: The Open University. Available at <\/span>https:\/\/about.open.ac.uk\/sites\/about.open.ac.uk\/files\/files\/OU%20Critical-AI-Literacy-framework-2025.pdf<\/span><\/a>\u00a0<\/span>\u00a0<\/span><\/p>\n

Hauck, M., Moore, E., and <\/span>Simper, M. (2025) Exploring two frameworks from The Open University: Critical AI Literacy Skills and Responsible by Design. Available at: <\/span>https:\/\/www.open.ac.uk\/blogs\/learning-design\/?p=2288<\/span><\/a>\u00a0<\/span>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Ethical EdTech Award 2025 We are incredibly proud to be joint winners of the Ethical EdTech Award category at the Association for Learning Technology conference 2025. Our AI group do incredible work, and it is a real honour for them to be recognised and celebrated for their impact. Openness is a core value of our […]<\/p>\n","protected":false},"author":30,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1897","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=\/wp\/v2\/pages\/1897","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=\/wp\/v2\/users\/30"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1897"}],"version-history":[{"count":15,"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=\/wp\/v2\/pages\/1897\/revisions"}],"predecessor-version":[{"id":2622,"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=\/wp\/v2\/pages\/1897\/revisions\/2622"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1897"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}