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AI in Higher Ed: The Conversation Every University Should HearJoin four Top Voices in Higher Education 2026 as they share how forward-thinking institutions are using AI to the student experience on our webinar panel.

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University of Greater Manchester Academic Recognised as a Top 50 Voice in Higher Education for 2026

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Assessment Design for a Time of AI with Professor Phillip Dawson | Shan Wikoon posted on the topic | LinkedInAssessment design for a time of AI: I recently attended the CPD webinar “Assessment Design for a Time of AI”, presented by Professor Phillip Dawson on 29 April 2026, organised by TIRIgogy. One of the most useful ideas I took away was Dawson’s use of the Swiss cheese concept in assessment design. The message is simple but powerful: no single assessment is perfect. Every task has holes. A written report may be polished by AI. A presentation may not show everyone’s contribution. A viva may disadvantage anxious students. An AI declaration may not always be reliable. So, the answer is not to keep searching for one magical AI-proof assessment. For our UK higher education context, I would translate Dawson’s point into this practical design rule: Do not rely on one large unsupervised submission to assure learning. Build a chain of evidence across the module, including at least one meaningful secure point. A strong AI-era assessment design might include: Authentic AI-permitted task — prepares students for real professional practice. Process evidence — shows how the work developed. Feedback checkpoint — makes learning visible. In-class or supervised element — provides secure evidence of individual capability. Oral defence or Q&A — tests ownership and evaluative judgement. Final product — allows students to produce polished academic or professional work. Reflection — encourages metacognition and ethical AI use. For me, the most important message is this: The goal is not to catch students out. The goal is to make assessment more valid, fair and educational. Dawson’s Swiss cheese concept moves us away from panic and towards better design. Instead of asking, “How do we stop AI?”, we should ask: “What combination of evidence would convince us that this student has genuinely achieved the learning outcomes?” That is where the future of assessment design becomes much more interesting. #AssessmentDesign #AIinEducation #HigherEducation #GenerativeAI #AcademicIntegrity #AssessmentForLearning #FutureAuthenticAssessment #UKHE #TeachingAndLearning #EdTech #ProgrammaticAssessment | 16 comments on LinkedIn

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