Publications (orcid)

• Compton, M. (2025) What a Compassionate Approach to Transforming Practice Taught Me About Driving Institutional Change. In A. Syska, C. Buckley, G. Sedghi and N. Grayson (Eds) Transformative Practice in Higher Education Innovative Approaches to Teaching and Learning
• Compton, M., & Lindner, R. (2025). Liberating learning in the empathetic university. Journal of Learning Development in Higher Education, (35). https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1576
• Pearson, J., Shaw, A., Prieto Piastro, C., Compton, M., & Lindner, R. (2025). Mythbusting the modern academy. Journal of Learning Development in Higher Education, (35). https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1565
• Shah, S., Samson-Ledger, B., Elliott, C., Benson, L., Compton, M., & Lindner, R. (2025). Caring and compassionate pedagogies. Journal of Learning Development in Higher Education, (35). https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1568
• O’Hara, M., Lindner, R., Morley, R., Carney-Rees, H., & Compton, M. (2025). Rekindling the joy of learning. Journal of Learning Development in Higher Education, (35). https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1569
• Compton, M. and Gordon, C. (2024) The Renaissance of the Essay. LSE Impact Blog: https://blogs.lse.ac.uk/impactofsocialsciences/2024/10/02/the-renaissance-of-the-essay/
• Kennedy, E. and Compton, M. (2024) To ‘toy with’, ‘think about’ and ‘experiment with’: teacher development programmes as space for developing the artistry of teaching. Chapter in H.King, The Artistry of Teaching in Higher EducationPractical Ideas for Developing Creative Academic Practice https://www.routledge.com/The-Artistry-of-Teaching-in-Higher-Education-Practical-Ideas-for-Developing-Creative-Academic-Practice/King/p/book/9781032569536
• Compton, M. (2024) AI= Assessment Innovation. Teachers Going Gradeless. https://growbeyondgrades.org/blog/ai-assessment-innovation
• Contributor to Heard-Lauréote, K. (ed) (2024) Navigating the complexities of artifical intelligence in education. QAA. https://www.qaa.ac.uk/docs/qaa/news/quality-compass-navigating-the-complexities-of-the-artificial-intelligence-era-in-higher-education.pdf
• Compton, M. (2023) Everybody’s talking – an approach to growing AI literacy in higher education. WONKHE: https://wonkhe.com/blogs/everybodys-talking-an-approach-to-growing-ai-literacy-in-higher-education/
• Compton, M. (2023) Evolving generative AI literacy in education. Media & learning: https://media-and-learning.eu/subject/artificial-intelligence/evolving-generative-ai-literacy-in-education-with-a-new-free-course/
• Bentley, Caitlin and Aicardi, Christine and Poveda, Sammia C. and Magela Cunha, Leonardo and Kohan Marzagao, David and Glover, Richard and Rigley, Eryn and Walker, Simon and Compton, Martin and Acar, Oguz A, A Framework for Responsible AI Education: A Working Paper (August 17, 2023). SSRN.  https://ssrn.com/abstract=4544010 or http://dx.doi.org/10.2139/ssrn.4544010
• Payne, A. L., Compton, M. & Kennedy, S. (2023). ‘Supporting and humanising behavioural change without the behaviourism: nudges and digital footprints.’ Human Data Interaction, Disadvantage and Skills in the Community: Enabling Cross-Sector Environments For Postdigital Inclusion. Springer. https://link.springer.com/chapter/10.1007/978-3-031-31875-7_7
• Compton, M., Standen, A. & Watson, B. (2023) Realising the affordances of hybrid and online teaching for inclusive and sustainable education. JLDHE.
• Compton, M. (Jan 2023) Who’s afraid of ChatGPT? Teachers Going Gradeless Blog. (Available: https://www.teachersgoinggradeless.com/blog/afraid-of-chatgpt)
• Compton, M. & Alsford, A. (2022) Prestige, power, practice, and professional development: exploring transnational teachers’ experiences of a UK-based lecturer development course, International Journal for Academic Development, DOI: 10.1080/1360144X.2022.2119240
• Compton, M. and Gilmour, A. (2022). Walking the tightrope: enabling mindset and practice transformation at scale through compassionate academic development, International Journal for Academic Development https://doi.org/10.1080/1360144X.2022.2066674
• Compton, M. (2021).  Sell them what they want; give them what they need: managing tensions and competing expectations in live online lecturer development workshops. Journal of Learning Development in Higher Education, (22).
• Compton, M., Kristandl, G. & Ward, R. (2021). Empowering presenters and students in online teaching. Mentimeter blog 1 July 2021 (Available: https://www.mentimeter.com/blog/interactive-classrooms/empowering-presenters-and-students-in-online-teaching)
• Compton, M. (2021). Lessons learned the hard way by a non IT whizz. Future FE pedagogies Vol 1 (available: https://www.fenews.co.uk/fe-voices/lessons-learned-the-hard-way-by-a-non-it-whizz/)
• Compton, M. (2021). The curious case of long videos: how research evidence, institutional data and experience struggle to trump gut instincts. ALT blog Feb 16 2021 (Available: https://altc.alt.ac.uk/blog/2021/02/the-curious-case-of-long-videos-how-research-evidence-institutional-data-and-experience-struggle-to-trump-gut-instincts/#gref )
• Compton, M., Jackson-Bruce, A. Krastev, V.(2020). Guerrilla teaching and a DIY exhibitions: How an assault on comfort zones can engage and inspire. Compass: Journal of Learning and Teaching 13 (1)
• Compton, M. (2020). Will Covid-19 finally catalyse the way we exploit digital options in assessment and feedback? Bloomsbury Learning Exchange.
• Compton, M. & Gilmour, A. (2020). The time has come to make your breakout: opportunities and pitfalls when using breakouts in live online sessions. University of Greenwich Learning and Teaching Blog.
• Compton, M. (2019) Mentimeter: A student response system that can deliver on TEL promises. Mentimeter blog. (Available: https://www.mentimeter.com/stories/mentimeter-a-student-response-system-that-can-deliver-on-tel-promises)
• Compton, M. & Rossi, V. (2019).Teaching observations, teaching quality and grading: ‘A huge can of worms’. SEDA Blog. Dec 4 2019. (Available: https://thesedablog.wordpress.com/2019/12/04/teaching-observations/)
• Compton, M. (2019). Purpose, process and perception: Rethinking PGCert HE teaching observations. Educational Developments.20 (3) pp.18-21 London: SEDA
• Compton, M. & Almpanis, T. (2019). Transforming lecturer practice and mindset: Re-engineered CPD and modelled use of cloud tools and social media by academic developers. Chapter in Rowell, C (ed.) Social Media and Higher Education: Case studies, Reflections and Analysis. Open Book Publishers
• Compton, M. (2019). Rethinking professional development observations of HE lecturers: Cases of the unorthodox (Doctoral dissertation, UCL (University College London)).
• Compton, M., & Almpanis, T. (2018). One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning. Compass: Journal of Learning and Teaching, 11(1).
• Compton, M., & Allen, J. (2018). Student Response Systems: a rationale for their use and a comparison of some cloud-based tools. Compass: Journal of Learning and Teaching, 11(1).
• Compton, M., & Tran, D. (2017). Liminal space or in limbo? Post Graduate Researchers and their personal pie charts of identity. Compass: Journal of Learning and Teaching, 10(3).
• Phillips, A., & Compton, M. (2016). Improving reading compliance with whole-class qualitative quiz questions. Compass: Journal of Learning and Teaching,, 9(13), 14-24.
• Compton, M. (2016). The role of teaching observations: Developing or managing academic practice?. Compass: Journal of Learning and Teaching, 8(12).

Other media

• Nahar, N. & Compton, M. (2024) Mind the gap: Bridging the AI Literacy Divide. (10 minutes) Tirigogy Podcast series
• Compton, M (2023) Babies and Bathwater: How Far Will AI Necessitate an Assessment Revolution? UAL AI Conversations series (Hosted by Chris Rowell) Recording Blog
• Leiden University Innovation Centre & Compton, M. (2023) ChatGPT in HE: Curse, Blessing or Inievitability? (41 mins)
• Compton, M. & Compton S. (Jan 2023) LTHE Chat hosts: Digitally accessible learning design. Summary wakelet 
• Wong, P. & Compton, M. (18/5/2022), Stop Weighing Your Pigs! A discussion on ungrading (Part 1) (27 minutes), My Liminal Pod podcast series Stop weighing your pigs part 2
• Compton, M. (2019) Interview with Martin Compton for Social Media in Higher Education Book  July 2019. DELcast #9: 10.11647/OBP.0162.25

Keynote Presentations

• Compton, M. (2025) Duality, Change and the Role of AI in Education. 11th International Conference for the Promotion of Educational Innovation. (19 October 2025)
• Compton, M. (2025) From fire to frost: supporting staff cross the AI engagement spectrum. Staff Development to Enhance student outcomes in an AI enabled world, CODE, (14 October 2025)
• Compton, M. (2025) What looms ahead: reweaving education in the age of AI. Bradford University Conference: AI Adventures and Advisories (9 Sept 2025)
• Compton, M. (2025) Mixed Mythologies: Duality, Change and the Role of AI in Education. Trinity College Dublin. (28 May 2025)
• Compton, M. (2025) A Time for Coherence: Leveraging Generative AI for a Transformed Teaching and Assessment Future. Roundsquare. (10 Jan 2025)
• Compton, M. (2024) A Socratic paradox: Leveraging Generative AI. Inclusive teaching and assessment in the age of GenAI – University of Reading (11 July 2024)
• Compton, M. (2024) AI³: Crossing the streams of artificial intelligence, academic integrity and assessment innovation Medway universities (Kent, Greewnich, CCCU annual Teaching and Learning conference (26 June 2024)
• Compton, M. (2024) HE, myself and AI: a(non-technical) look inside the GenAI black box. AI in HE now: what, how and why. Richmond American University (17 May 2024)
• Compton, M. (2024) “Un-note: The assumptions I’m Questioning”. Co-constructing a signature pedagogy for Manchester Metropolitain University. (7th Feb 2024)
• Compton, M. (November 2023) Some Machine’s Doin’ That For You: AI as The Undiscovered Country. Aston University AI symposium (27 November 2023)
• Compton, M. (May 2023) Artificial Intelligence in accounting education: what are the implications? British Accounting and Finance Association Annual Conference, University of Ulster.
• Compton, M. (2021). Blended futures: Point of no return or return to horror high? Kingston University festival of learning (25 June 2021)
• Compton, M. (2018). Subverting tech myths and fears. Richmond American University Digital Futures Conference, Richmond University, (May 2018).
• Compton, M. (2016). Putting the ‘e’ in teaching; taking the ‘no’ out of technology. Guernsey College annual celebration of practice.

Invited Presentations

• Compton, M. (2025) Rethinking human learning in the age of AI. AKC Lecture series- podcast version (Nov 10th 2025)
• Compton, M. (2025) AI cubed. UAL: London College of Communication. (25 March 2025)
• Compton, M. (2025) Written assessments in HE: are we ready for mindset, policy and practice shifts? RAISE Network, AI SIG (24 March 2025)
• Compton, M. (2025) What does AI offer that supports student success? CODE Event: Developing Enhanced strategies for student success in online and distance education in an AI-enabled world for senior leaders in NIgerian education. (10 March 2025)
• Compton, M. (2025) Generative AI as pedagogic partner? Possibilities and pitfalls. Universoity of Warwick (25 March 2025)
• Compton, M. (2025) How far can compassionate and alternative approaches to assessment address the issues confronting us? TALMO (14 Feb 2025)
• Compton, M. (2024) Engage! The KCL approach to meeting the AI literacy challenge. Global MOOC and Online Education Conference (13 December 2024)
• Compton, M. (2024) Looking backwards to see forwards: potentials and pitfalls of AI for medical education. ‘Doctor 2030’ GKT School of Medical Education Annual Teaching and Learning (11 December 2024)
• Compton, M (2024) Leveraging generative AI for a transformed teaching and assesmsent future. University of Southampton (Jun 2024)
• Compton, M. (2024) Boldly Crossing the AI Literacy Frontier, Institute of Government and Public Policy,(27 June 2024) The Future of AI in Learning and Education: Maximising Digital Innovation and AI
• Compton, M. (2024) Facilitating AI literacy development across KCL. Quality Skills Network (18 April 2024)
• Compton, M. (2024) Generative AI and the workplace -Panel Event. QAA Quality Insights Conference 2024 (22 Feb 2024)
• Compton, M. (2024) Let’s Talk AI. Kingston University Let’s Talk series. (15 Feb 2024)
• Compton, M. (Jan 2024) The AI Literacy Frontier: boldy going (together) into the undiscovered country. National Conference on GenAI in HE. https://www.ulster.ac.uk/conference/genaiedu-2024
• Compton, M. (2023) Blended by Design Thinking. University of Warwick foundation studies event (15 Dec 2023).
• Compton, M. (2023) The Future of Assessment in an AI Enabled World. AI in Education Webinar Series. Cardiff University. (14 Dec 2023)
• Compton, M. (Dec 2023) Why is the machine doing that for you? University of Manchester (14th Dec 2023)
• Compton, M. (Dec 2023) Exploring the potential of AI in educational media production. Media & Learning special interest webinar. https://media-and-learning.eu/event/seminar-on-artificial-intelligence-in-higher-education/
• Compton, M. (Nov 2023) Developing our AI Literacy. Talking Teaching Webinar series, Oxford Brookes.
• Compton, M. (Nov 2023) Assessment design and Academic Integrity in the Age of AI. UWS
• Compton, M. (Nov 2023) AI implications for HE teaching. CODE/ UoL.
• Compton, M and Rowell, C. (October 2023) Babies and Bathwater: AI Conversations. UAL.
• Compton, M. (October 2023) Ethics and AI. Les Roches Switzerland.
• Compton, M. (September 2023) AI in HE: Panic or Engage? https://learningspaces.dundee.ac.uk/ai-in-education/ University of Dundee
• Compton, M. (August 2023) Neurodiverse applications of GenAI. University of Greenwich
• Compton, M. (June 2023) Raising the profile of accessibility. Education and Training Foundation.
• Compton, M. (June 2023) (with Charlie Reis, Xi’an Jiaotong-Liverpool University, Chih-Hsiang Lo, Isabel Fischer, Jennie Mills, Morgan Dee) AI and the future of HE. Warwick Teal Fest ’23
• Compton, M and Smith, S. (Feb 2023) AI and accountancy education: What are the implications? Accounting Cafe https://accountingcafe.org/2023/01/16/artificial-intelligence-in-accounting-education/ 
• Compton, M. (2022) Ungrading: More possibilities than you might think. University of Kent e-learning webinar series.
• Compton, M. (April 2022) Hybrid teaching at UCL. QAA event: ‘Hybrid under the microscope’
• Compton, M. (Jan 2022) Blended futures. Fashion Retail Academy
• Compton, M. (Nov 2021) Hybrid teaching at UCL: changing landscapes and changing perspectives. Coventry University 19th November 2021.
• Compton, M. & Jones-Dervitt, S. (2021). A question of HE: In conversation. Kingston University. 24 September 2021.
• Pachler, N. & Compton, M. (2021). Connected and blended learning by design. Active, blended learning symposium, LJMU 30 June 2021.
• Compton, M. (2021). Dealing with dissonance: digital education in crisis and beyond as a challenge to mindset. Kent e-learning webinar series (1 April 2021)
• Compton, M & Chavrimootoo, D. (2020). Compassionate responses to remote, online and blended teaching and learning, Kingston University, July 2020.

Conference Presentations

• Compton, M. (2025) A voyage into the uncanny valley. Academic Practice and Technology (1 July 2025)
• Oram, H., Galloway, J., Compton, M. and Marsden, H. (2025) The End of Essays? Rethinking Assessment in the Age of Generative Al: A Debate and Vision for the Future. ASME annual scholarship meeting. (1 July 2025).
• Ish-Horowicz, S., Compton, M., Lavey, O., and Jaiswal, N. (2025). Evaluating the impact of AI
• capacity building innovations for university educators. RIDE conference 2025 [Online] Centre for Online and Distance Education at the University of London. Available from: https://youtu.be/uL0INkK5BFY?si=YYu3d91fAZphasX5 [14 March 2025]
• Compton, M. (2024) Can your co-pilot land your plane? KCL Education conference
• Compton, M., Elliott, C., Corbett, F., Egbunike, J., Guy, M., Gillies, C. (April 2023) Is it really impossible? Exploring ways we can ‘free the feedback’ and reconnect students with the processes of their education and challenge obsessions with grades  https://www.ucl.ac.uk/teaching-learning/events/ucl-education-conference/conference-2023#Parallelsessions3
• Kennedy, E. & Compton, M. (Oct 2022) To ‘toy with’, ‘think about’ and ‘experiment with’: teacher development programmes as space for developing the artistry of teaching. Exploring Expertise Symposium. UWE.
• Compton, M., Watson, B., Standen, A. (2022)  Hybrid/ HyFlex inclusivity tensions. APT conference July 2022, UCL Presentation and videos available: https://reflect.ucl.ac.uk/mcarena/2022/06/29/apt22/
• Mol, E. and Compton, M. (2022) Can ‘ungrading’ change the way students engage with feedback and learning? UCL Education conference. (6 April 2022)
• Compton, M. (2021). 4 mini polemics about student engagement and online teaching: can you change my mind? UCL Education conference 14 April 2021, UCL Video available here: https://reflect.ucl.ac.uk/mcarena/2021/03/24/4-mini-polemics-about-student-engagement-and-online-teaching-can-you-change-my-mind/
• Compton, M., & Gilmour, A. (2020). From “Top Tips” to “Transformation”:(re) constructing harmonious relationships with digital pedagogies. ALT Winter conference 14-16 December 2020
• Compton, M. (2020). Practicing what we preach: exploiting multi-media assessment and feedback opportunities on a lecturer education programme. Academic Practice and Technology, 6 July, 2020, UCL
• Compton, M and Drumm, L. (2019). “I had to put down my cup of tea and sit up”: Private online spaces for active learning. ALT Annual Conference 3-5 Sept 2019, University of Edinburgh
• Compton, M. (2019). The cloud need not be nebulous: free(mium) apps for study support. MSA Cairo annual Teaching and Learning Conference, April 2019.
• Compton, M. (2018). Observation of teaching and learning (OTL) and peer review for professional learning: double down or deviance? SEDA, Nov 2018
• Compton, M. (2018). A post-digital spin on pre-digital teaching: Reinvigorating old pedagogies with cloud-based apps. UCL Medical Education Conference, UCL, June 2018.
• Compton, M. (2018). Advance organisers in a post digital age. UCL Education conference, UCL April 2018
• Compton, M., & Alsford, S. (2018, January). Innovation in early formative tasks: A multimedia approach to assessment, feedback and student reflection. In SHIFT 2018: Annual Conference of Learning, Teaching & Assessment. University of Greenwich
• Compton, M. & Tran, D. (2017, June). (Fre)e-portfolios: a Googledocs solution for creating and managing student portfolios. APT conference, University of Greenwich, 2017.
• Compton, M. (2017) Writing about and publishing on teaching and learning in HE. ADAPT annual teaching and learning conference. SBCS: Trinidad and Tobago,  6 April 2017
• Compton, M. (2017, January). Peer observation of teaching: A critical discussion. In SHIFT 2017: Annual Conference of Learning, Teaching & Assessment.
• Tran, D., & Compton, M. (2016, December). Perceptions of identity and belonging amongst postgraduate research students. In SHIFT 2017: Annual Conference of Learning, Teaching & Assessment.
• Compton, M., & Tran, D. (2016, May). Simulated study skills tutorials: using an interactive video writing frame to begin the reflective writing process. APT conference, University of Greenwich.
• Alsford, S. & Compton, M. (2016) Enhancing pedagogical knowledge and practice: staff development for and with international partners  https://srhe.ac.uk/arc/conference2016/abstracts/0023.pdf)
• Alsford, S., & Compton, M. (2016, May). Lacunae in development of transnational education: the potential of online staff development. APT conference, University of Greenwich
• Compton, M. (2016, January). Curate, communicate and collaborate: a hands on session using web 2.0 tools that make flipping and engagement easier. In SHIFT 2016: Annual Festival of Learning and Teaching. University of Greenwich
• Compton, M. (2016, January). Easier blending & simpler flipping. In SHIFT 2016: Annual Festival of Learning and Teaching. University of Greenwich