Meet Dr Phil Anthony

There is no doubt that technology has transformed the way students learn - the question now is how universities can adapt education to their needs. Dr Phil Anthony, Head of Kent's E-Learning team, is helping Kent lead the way. Founder of the highly successful Digitally Enhanced Education webinar seriesand Learning Technologist of the Year 2021, he is working with a team of Learning Designers and Technologists to ensure that every student has access to a dynamic and engaging learning experience.

How is technology changing the way students learn?

Technology isn't just supporting learning any more, it's shaping how learning happens. Students aren't waiting for the next lecture to engage with content; they're learning on demand, revisiting recorded lectures, using digital tools to quiz themselves, and turning to AI for feedback or inspiration. The classroom has expanded far beyond four walls.

But that doesn't mean all tech automatically improves learning. What really matters is how it's used. When students are given thoughtful tools, like a well-structured Moodle course, or a chance to collaborate using platforms like Vevox, they're more likely to engage meaningfully. And when they're encouraged to use generative AI to explore ideas rather than replace their thinking, it can prompt curiosity, creativity, and critical thinking. So the real shift isn't just about new tech, it's about students having more agency in how, when, and where they learn. The challenge for educators is to design experiences that help them use that agency well.

Based on your experience, do you see AI as an opportunity or a threat to education?

It depends on how we respond to it. Like any powerful tool, AI brings both opportunities and risks, but I firmly see it as an opportunity if we approach it thoughtfully. Used well, AI can help students break through learning blocks, experiment with ideas, and get immediate feedback that supports their understanding. It can help level the playing field by making study support more accessible, especially for students who might struggle with confidence or time pressures.

I often say that rather than thinking of AI as artificial intelligence, we should start seeing it as additional intelligence, a support layer that helps students build on their own thinking, not replace it. When we design learning that asks students to question, reflect, create, and collaborate, AI becomes a tool that enhances those skills, not a threat to them. The real challenge is making sure learning is designed in a way that keeps students engaged and thinking for themselves. That's what makes AI an opportunity, not just for education but for helping students become more confident, capable learners in a fast-changing world.

What is Kent's stance on student AI use?

At Kent, we're taking a balanced and transparent approach to student AI use. We recognise the importance of AI literacy for students and staff. Therefore, the University is committed to educating individuals on the ethical and responsible use of generative AI while maintaining academic rigour and integrity.

The university has published clear guidance for students, with a focus on three key things: understanding when AI use is permitted, using it ethically, and always being honest about what tools they've used. The level of acceptable AI use will vary depending on the task. In some modules, students are encouraged to explore AI tools to support their learning; in others, particularly assessments, expectations may be more limited. It's up to individual academics to set clear boundaries based on what the assessment is designed to measure. So our stance is: talk to your lecturers, make sure you understand what's allowed, and if you do use AI, be upfront about it. We want students to see these tools as a support for learning, not a shortcut, and to develop the kind of critical thinking and judgement that will be essential in the workplace, too.

Outside of work, you've trained as a GB athlete with some impressive feats. Are there any lessons from your training as a runner which you think can be applied to learning?

Definitely, I think there are a lot of parallels between sport and learning. One that really stands out is the importance of varied intensity. When you're training as an athlete, you don't just go flat out every day. You mix high-intensity sessions with slower, low-intensity runs, strength work, and recovery. If you don't, you hit a plateau, or worse, burn out.

Learning works the same way. If every week looks identical, for example, watch a video, do a quiz, repeat, students can lose motivation or switch to autopilot. But if we design learning with a range of intensities ,maybe a tough problem-solving activity one week, followed by a more reflective or collaborative task the next, it keeps things dynamic and helps students stay engaged.

It's also about progression. In sport, you build fitness over time with a long-term plan. In learning, it's the same, we need to help students build their knowledge and confidence gradually, with the right mix of challenge and support. That balance, just like in training, is what helps people improve and stick with it.