Freddie Bujko
- Position
- Learning Technologist
- [email protected]
- Location
- Digital Education Service - Digital Education Enhancement
- Faculty
- Digital Education Service
- School
- Leeds University Business School
- Faculty profile link
- https://business.leeds.ac.uk/faculty/staff/1262/freddie-bujko
How have you have supported others to develop their practice?
I have supported colleagues to develop their practice by offering practical guidance, training and collaborative problem solving around emerging digital tools, particularly in the use of AI and large language models. This has included helping staff build digital confidence, explore new approaches, and experiment with innovative formats such as podcasting. I have also shared effective practice through workshops, informal consultations and resource development, helping teams embed new ideas into their teaching in ways that are realistic, ethical and aligned with student needs.
What are your current student education interests/new developments?
My current student education interests centre on the rapidly evolving landscape of artificial intelligence and its transformative potential for higher education. I am particularly focused on building strong digital capability and advanced AI literacy in both staff and students, enabling them to make effective, confident, and critically informed use of large language models. This includes developing approaches that help learners optimise their interactions with AI tools, understand their limitations, and integrate them meaningfully and responsibly into academic and professional contexts. I am also interested in how AI can be incorporated into assessment design in ways that maintain academic integrity while supporting students to develop the skills they will need in AI-augmented workplaces.
I have a strong interest in podcasting as a creative and empowering form of learning and assessment. In recent years I have explored how podcast based assignments can be embedded within the student learning journey to create richer and more flexible opportunities for expression, reflection and knowledge communication. This work has supported the development of key employability skills such as digital communication, storytelling, and audience awareness, while offering an inclusive alternative assessment format that encourages student engagement. I remain keen to continue exploring how podcasting can enhance learning and assessment practice across different disciplinary contexts.