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While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.

Teachers' conceptions of assessment are a significant indicator of teacher assessment literacy. This study contextualized pre-service teachers' conceptions of assessment in Chinese second language education. An exploratory factor analysis generated eight first-order factors and the following confirmatory factor analysis found a hierarchical model, reflecting a noticeable influence of prior learning experiences and official assessment regimes on conceptions. A follow-up latent profile analysis showed three profiles. Improvement-oriented was the most prevalent profile, but more than 40% of the participants were categorized as negative. The study substantiated the need to develop an integrative and balanced understanding of assessment in teacher education to prepare pre-service teachers for teaching in international contexts.

With a view to facilitating good practice and enhancing further exchanges and collaboration with the Open University UK, the Open University of China initiated a joint programme of training to offer online tutors and academic management staff three courses: Student Support, Tutoring On-line, and Course Design. The programme brought in not only a new learning mode and a new learning management system, but also new ideas and new assessment mechanisms, which created a positive impact on the reform of teaching and learning in the Open University of China. This paper will reflect on the implementation of the programme to explore the value of international collaboration and to look at changes that have taken place in both tutors and trainees. Through analysing feedback from both tutors and trainees, we can appreciate the potential significance of the joint programme and reflect on our own practice. The paper will also indicate some of the defects of the programme--our students expected more relevant content--and more involvement on the part of the UK experts, so that we can further explore improvements and join hands for meaningful collaboration. (Contains 3 tables.)