Dr Leon Furze

Two years ago I wrote an article arguing that Anthropic’s “Computer Use” – then in beta testing – would be the next ChatGPT moment for education.

In the space of a fortnight, three of the world’s largest AI labs have each admitted that their models broke into somebody else’s computer systems.

Since 2024, the coding capabilities of Large Language Models like GPT and Claude have, in my opinion, been far more interesting than the “word producing” side of the technology.

At the risk of sounding like a teenager kicking off a torturous essay, Merriam-Webster defines slop as: digital content of low quality that is produced usually in quantity by means of artificial intelligence https://www.merriam-webster.com/dictionary/slop…

Last week I spoke with Jeremy Jones on ABC Far North’s Drive program about how teachers — not students — are actually using GenAI: the broken promise of reduced workload, the reality of burnout, marking and assessment, and what happens if machines start g…

Lately I’ve been thinking that most things about AI boil down to two key questions: Is it a good use of the technology?

Last weekend I had one of the most interesting and startling interactions with AI from the past four years – and it was (mostly) my own fault.

On Sunday evening, the Sydney Morning Herald ran an exclusive claiming NSW is preparing to bar Year 12 students from completing unsupervised take-home assessment tasks, on the advice of a letter the Deputy Premier sent to NESA at the end of July.

Large language model-based AI has almost reached the point where, for many applications, it just works.

In a previous article I made the case for problem patterns: recurring, recognisable patterns in AI-generated content, of which hallucination is only one problematic output.