Media & Learning Association

27/08/2026

🎬 The future of media isn't about humans versus AI. It's about how human creativity evolves alongside it.

In a thought-provoking article, Lana Scott from MIT Open Learning explores why the most valuable skills in tomorrow's media landscape won't be technical alone. As AI takes on more routine production tasks, qualities such as creativity, critical thinking, ethical judgment and collaboration become even more essential.

Rather than asking what AI can replace, the article invites us to ask a more important question: What uniquely human value will we bring to media work?

💡 Whether you're an educator, media professional or content creator, this perspective offers plenty to think about.

👉 Read the full article: https://media-and-learning.eu/subject/artificial-intelligence/the-future-of-media-work-isnt-ai-its-us/

by Lana Scott, MIT Open Learning, US. If you’ve worked in educational media recently, you’ve probably felt it. Walk into almost any university media office today and you’ll hear the same conversations.

26/08/2026

📢Media and Learning Online Event: Positioning your Centre for Teaching and Learning (CTL) for the future

This webinar brings together MLA's community of CTL professionals to look at the full lifecycle of a centre: building one from scratch (or merging existing departments into one), steering it through the early stages of team-building and service design, and — eventually — figuring out how to bring new tools like AI into everyday practice without it becoming reactive, one-off adoption.

Whether your CTL is just getting off the ground or well-established and looking ahead, there's something in this session for you.

📅 24 September 2026, 14:00–15:00 CEST
🔗 Register: https://ow.ly/Qi4l50ZAvCH

26/08/2026

🎓 A professional development track to help university lecturers navigate AI without handing them a rulebook.

Jacqui Edwards (University of Amsterdam, the Netherlands) shares how a professional development track, BKO+ AI in Education, moved past generic tips and tools by letting teachers work directly on real AI dilemmas from their own courses 🧠

From duo essay writing to a first-year "AI manifesto" lecture, the first cohort's experiments led to five honest lessons — including one about the fire alarm and the fire it's warning you about 🔥

What did teachers discover once students were finally brought into the conversation?

👉 Read the full article: https://ow.ly/WEji50ZyrhN

HigherEducation

by Jacqui Edwards, University of Amsterdam, the Netherlands. When generative AI first hit our lecture halls, the questions from colleagues were strikingly similar: “Should I ban it in my essay course?”…

25/08/2026

💬 "Knowing how to ask questions is fundamental. But I ask a question, and I must be capable of critically analysing the answer. If I cannot identify that it is incorrect, I will accept it as fact and move on. Knowing how to analyse the answers critically is therefore as important as knowing how to formulate the questions."
— Professor, speaking at the Portuguese AI Literate roundtable (Universidade Lusófona)

The Portuguese national report puts critical verification 🔍 at the very centre of what "AI literacy" actually means — not technical prompting skill, but the capacity to catch a wrong answer before accepting it as fact. Participants were blunt about the stakes: "If people did not know how to verify sources before, AI will only worsen and intensify the problem." ⚠️ Their recommendation wasn't to restrict AI use, but to redesign assessment around oral examination, defence of work, and visible reasoning 🗣️ — so that verification becomes a taught, practised skill rather than an assumption.

📚 This is the second of four national reports published by the AI Literate project, covering Italy, Portugal, Poland, and Croatia. Read the full Portuguese report — and all four — here 👇
🔗 https://ow.ly/R29050ZAq96

25/08/2026

🧩 Media literacy only works if everyone can actually access it.

Zara Mommerency (Mediawijs/BENEDMO, Belgium) shares how the Flemish Knowledge Centre for Digital and Media Literacy set out to reach vulnerable adults — including people with low literacy skills and multilingual backgrounds — who are too often left out of existing media literacy resources 🌍

After more than a year of focus groups and co-creation with communities in Ghent, Antwerp and Brussels, two practical conversation tools were born — and the demand has been bigger than expected 📈

What made these tools resonate so strongly with the people they were designed for?

👉 Read the full article: https://ow.ly/XsOR50ZyqXw

by Zara Mommerency, Mediawijs/BENEDMO, Belgium. At Mediawijs, the Flemish Knowledge Centre for Digital and Media Literacy, we developed two inclusive media literacy tools as part of the European…

24/08/2026

🔍 Fighting disinformation across the French-speaking world, one fact-check at a time.

Mariana Grépinet (University of Tours & editor-in-chief of https://ow.ly/xKUE50ZyqRs) shares how this francophone media-verification hub has grown to 38 partner media outlets and organisations across 16 countries — with 4 new members joining in just the last two months alone 🌍

Beyond fact-checking, the platform hosts OSINT tools, media literacy workshops, and a database of 700+ resources on disinformation. There's also an awards initiative currently open for entries 🏆

Curious how it all connects — and what's driving its rapid growth?

👉 Read the full article: https://ow.ly/YFJx50ZyqRw

by Mariana Grépinet, University of Tours, France ; editor-in-chief of the Factoscope.fr platform. Four new media outlets and organisations have joined Factoscope.fr in the space of two months…

23/08/2026

🎓 From AI users to AI directors: what higher education needs to teach next.

At the Media & Learning pre-conference workshop in Leuven, Steven Verjans & Andy Veltjen (UCLL University of Applied Sciences, Belgium) shared early findings from their SAIL project on how students can stay professionally autonomous in the age of generative AI 🤖

Their research surfaced two workshops, four professional archetypes, and one big question for universities: are we creating confident AI directors… or dependent AI users? 👀

The framework they propose might just change how you think about assessment and curriculum design.

👉 Read the full article: https://ow.ly/4ria50ZyqP7

by Steven Verjans & Andy Veltjen, UCLL University of Applied Sciences, Belgium. At the Media & Learning pre-conference workshop in Leuven this June, my colleague Andy Veltjen and I shared the first…

22/08/2026

🎮 What if choosing a university programme felt less like reading a brochure and more like stepping into campus life?

In a new article, Christian Hoppe and Markus Weber from TU Darmstadt introduce the TUDa Campus Quest, an immersive 360° learning experience that lets prospective students explore real campus spaces, solve authentic subject-related challenges and experience university life through gamification.

By combining interactive storytelling, 360° environments and problem-based learning, the project offers a fresh perspective on how universities can support students before they even begin their studies.

Curious how immersive technology can transform study orientation?

👉 Read the full article: https://media-and-learning.eu/subject/ar-vr/immerse-yourself-in-study-orientation-through-play-with-the-tuda-campus-quest/

by Christian Hoppe and Markus Weber, TU Darmstadt, Germany. Choosing the right degree programme poses a complex challenge for young people. Given the enormous variety of options…

21/08/2026

📚 Teaching students how to find information is no longer enough. Can they evaluate it, question it and use it responsibly?

In a new article, Paschalia Terzi from the Georgetown University in Qatar Library explores how library instruction can play a key role in strengthening media literacy. By embedding critical evaluation and assessment into information literacy programmes, libraries can help students become more confident and discerning consumers of digital information.

As misinformation and AI-generated content become part of everyday life, the role of academic libraries is evolving in powerful ways.

👉 Read the full article: https://media-and-learning.eu/subject/media-literacy/library-instruction-assessment-and-media-literacy/

by Paschalia Terzi, Georgetown University in Qatar Library, Qatar. At Georgetown University in Qatar (GU-Q), the library building is the central hub of academic life. Students meet their peers…

20/08/2026

📱 Can anyone ever be truly media literate? Or is it a skill we need to keep developing as technology evolves?

In his latest article, Peter Wiegman from the Media Literacy Network reflects on why media literacy is never a finished process. Drawing on more than a decade of research, he shows how emerging technologies, social media and AI continue to reshape the skills we need to navigate today's digital world.

Discover why staying media literate means staying curious.

👉 Read the full article: https://media-and-learning.eu/subject/media-literacy/never-fully-media-literate/

by Peter Wiegman, Media Literacy Network, the Netherlands. Established in 2008, the Dutch Media Literacy Network (Netwerk Mediawijsheid) has a clear mission: to help everyone become media literate[1].