12:00:12 From DM to Everyone: Welcome everyone to Keeping the Learning Real. Let us know where you’re dialling in from today πŸ˜ƒ 12:00:22 From PS to Everyone: Manchester 12:00:25 From TDA to Everyone: York! 12:00:26 From SK to Everyone: Hello from Birmingham! πŸ™‚ 12:00:29 From LS to Everyone: Manchester! 12:00:31 From SM to Everyone: Hello from Glasgow 12:00:32 From LNS to Everyone: Darwen, Lancashire 12:00:33 From I to Everyone: manchester! 12:00:34 From DR to Everyone: London. 12:00:34 From KM to Everyone: Coventry 12:00:34 From VY to Everyone: A very chilly Worcester 12:00:35 From MF to Everyone: Wrexham :) 12:00:36 From M to Everyone: Preston 12:00:37 From I to Everyone: Hi LS :) 12:00:38 From SG to Everyone: Hello from Swansea :) 12:00:38 From RP to Everyone: Hello from Swansea! 12:00:39 From LG to Everyone: Kings Cross 12:00:39 From LP to Everyone: Chiswick...London 12:00:39 From K to Everyone: Hello from Liverpool 12:00:39 From CR to Everyone: Bloomsbury 12:00:40 From SH to Everyone: Sunny Cardiff 12:00:40 From EH to Everyone: Hello from sunny Manchester 12:00:40 From RC to Everyone: A very sunny Canterbury! 12:00:40 From AA to Everyone: Hello from Winchester 12:00:40 From NG to Everyone: Hi from Sheffield :) 12:00:41 From RA to Everyone: Dialling in from a sunny York(!!) 12:00:42 From SK (2) to Everyone: Manchester! 12:00:42 From IM to Everyone: Blackpool 12:00:42 From JO to Everyone: Hi from Maidenhead! 12:00:42 From JB to Everyone: Sussex 12:00:43 From VG to Everyone: North Wales 12:00:45 From H to Everyone: Cambridge 12:00:45 From JM to Everyone: Hello from Solihull 12:00:46 From SG (2) to Everyone: Hi from Barnsley 12:00:48 From VI to Everyone: Good afternoon from York 12:00:51 From EY to Everyone: Hello from Newcastle 12:00:53 From RC (2) to Everyone: Hello from Swansea 12:00:54 From JC to Everyone: hello from S. Wales 12:00:55 From E to Everyone: Luton, Bedforshire 12:00:56 From KS to Everyone: Hello from Hull 12:00:57 From PS (2) to Everyone: Hi from Burnley 12:00:57 From SW to Everyone: Hi from Salford 12:00:58 From JC (2) to Everyone: Hello from Cumbria 12:00:59 From AC to Everyone: Hello from Brighton! 12:01:01 From S to Everyone: A sunny Nottingham! 12:01:02 From AGF to Everyone: Greetings from sunny Northampton 12:01:04 From MD to Everyone: Hi from York 12:01:09 From T to Everyone: Hi from London 12:01:13 From IN to Everyone: London 12:01:14 From CK to Everyone: Hello and good afternoon from Rhyl. 12:01:16 From AO to Everyone: HI everyone from sunny (!) Manchester :-) 12:01:16 From DB to Everyone: Hello from Bath 12:01:17 From K (2) to Everyone: Hello from Belfast 12:01:17 From MC to Everyone: Hello from Coventry 12:01:18 From SS to Everyone: Hi from sunny Deal in Kent 12:01:20 From TL to Everyone: Hello from Nottingham 12:01:21 From EA to Everyone: Hello from wonderfully sunny Woking! 12:01:22 From MC (2) to Everyone: Hi from Birmingham! 12:01:25 From RP (2) to Everyone: Hola from Seville! 12:01:27 From C to Everyone: Hello from St Albans 12:01:27 From RH to Everyone: Reacted to "Greetings from sunny Northampton" with πŸ‘ 12:01:29 From PD to Everyone: Hi from the word of AI bots 12:01:30 From HA to Everyone: Hi from Scotland 12:01:31 From MK to Everyone: Hello from Wiltshire 12:01:31 From J to Everyone: Hello from Stockport 12:01:42 From MOA to Everyone: Greetings from London :) 12:01:42 From JDF to Everyone: Greetings from Oxford 12:01:43 From RC (3) to Everyone: Hi from Bath 12:01:44 From SS (2) to Everyone: Greetings from Cambridge 12:01:44 From AHM to Everyone: Hello from Essex 12:01:45 From LK to Everyone: Hi from Brighton! 12:01:45 From JE to Everyone: Hello from London :) 12:01:49 From MS to Everyone: Hello from Nottingham 12:01:49 From LH to Everyone: Hello from Reading! 12:01:53 From BB to Everyone: London! 12:01:54 From PS to Everyone: Reacted to "Hola from Seville!" with πŸ‘ 12:01:56 From S (2) to Everyone: Blackpool 12:01:57 From SS to Everyone: Ooh DM this is a slick intro vid :) 12:01:57 From CP to Everyone: Hello from Guildford! 12:01:57 From MI to Everyone: Hi from London 12:01:57 From LA to Everyone: Hello from Essex 12:01:58 From TP to Everyone: Hi from central London 12:02:01 From MA to Everyone: Hi from Sheffield! 12:02:03 From NG (2) to Everyone: Hello from Hertfordshire 12:02:05 From RO to Everyone: Hello from Leeds 12:02:09 From EG to Everyone: Hello from very sunny Sheffield! 12:02:18 From VP to Everyone: Hi from Sunderland! 12:02:18 From J (2) to Everyone: Hello from Bath 12:02:26 From J (3) to Everyone: Hi from beautiful Northumberland 12:02:27 From R to Everyone: Hello 12:02:36 From DM (2) to Everyone: Good afternoon from London :) 12:02:37 From LW to Everyone: Hi from Wirral 12:02:37 From CW to Everyone: Hello everyone. Here from Salford 12:02:41 From DC to Everyone: Hi from Sheffield 12:02:50 From NC to Everyone: Hello from North Wales. 12:02:53 From MS (2) to Everyone: Hi from Northampton 12:02:55 From JO (2) to Everyone: Hello from Northamptonshire! 12:02:57 From J (4) to Everyone: Hello everyone! 12:03:00 From P to Everyone: Hello from Nottingham 12:03:01 From GB to Everyone: Hello from Dublin πŸ™‚ 12:03:08 From SD to Everyone: Hello from Gloucestershire 12:03:11 From H (2) to Everyone: Hello from Plymouth. 12:03:19 From MW to Everyone: Hello everyone from Leeds! 12:03:20 From MS (3) to Everyone: Hello from Northampton 12:03:26 From B to Everyone: Can people see the slides? I just see a black screen 12:03:29 From R to Everyone: Clearly a human presenting. :) 12:03:36 From YP to Host and panelists: Hi from Leeds ☺️ 12:03:38 From ER to Everyone: Blank screen for me too 12:03:41 From MM to Everyone: No slides just yet, they’ll be back soon! 12:03:45 From MJ to Everyone: Hello from Coventry 12:03:50 From S (3) to Everyone: Hello from Dubai 12:03:50 From NG (3) to Everyone: Hi from Birmingham! 12:04:00 From B to Everyone: Thanks MM! 12:04:30 From SL to Everyone: Hello from sunny Wrexham 12:05:10 From MM to Everyone: Here’s a link to the full report we published this week, https://wonkhe.com/media/2026/10/Keeping-the-learning-real.pdf 12:05:16 From SW (2) to Everyone: hello from Leicester 12:05:26 From LG to Everyone: Reacted to "Here’s a link to the full report we published this week, https://wonkhe.com/media/2026/10/Keeping-the-learning-real.pdf" with πŸ‘ 12:05:38 From T to Everyone: Reacted to "Here’s a link to the full report we published this week, https://wonkhe.com/media/2026/10/Keeping-the-learning-real.pdf" with πŸ‘ 12:05:48 From EA to Everyone: Reacted to "Here’s a link to the full report we published this week, https://wonkhe.com/media/2026/10/Keeping-the-learning-real.pdf" with πŸ‘ 12:06:05 From T to Everyone: will the recording be emailed to us? 12:06:06 From D to Everyone: Reacted to "Here’s a link to the full report we published this week, https://wonkhe.com/media/2026/10/Keeping-the-learning-real.pdf" with πŸ‘ 12:06:14 From T to Everyone: Reacted to "will the recording be emailed to us?" with πŸ‘ 12:06:21 From R to Everyone: Sorry the link does not work - please could we have the report 12:06:27 From KM (2) to Everyone: Hello from London! 12:06:35 From N to Everyone: Confirm....link does notwork. 12:06:36 From MO to Everyone: Hello from South East London 12:06:38 From AGF to Everyone: link worked for me 12:06:40 From BH to Everyone: Hello everyone 12:06:44 From SH to Everyone: the link worked for me.... 12:06:54 From SG (3) to Everyone: Reacted to "the link worked for me...." with πŸ‘ 12:06:55 From AM to Everyone: Hello from Bath! 12:06:58 From HL to Everyone: Link worked for me too 12:07:00 From JAS to Everyone: Hello from Edinburgh πŸ‘‹ 12:07:04 From RC (2) to Everyone: Reacted to "Here’s a link to the full report we published this week, https://wonkhe.com/media/2026/10/Keeping-the-learning-real.pdf" with πŸ‘ 12:07:06 From MM to Everyone: Here’s a link to L and DM's blog from this week that has a link to the report in it too: And L and DM’s blog from this week, https://wonkhe.com/blogs/keeping-the-learning-real-in-the-ai-age-requires-coordination-and-open-communication 12:07:11 From J (3) to Everyone: Link did not work for me- can it be emailed along with the slides? 12:07:13 From MM (2) to Everyone: Hello from Salford 12:07:20 From LF to Host and panelists: Hello from Ely! 12:08:05 From VA to Everyone: Hello from London 12:08:14 From MM to Everyone: The report, the recording and all the links will be emailed later today πŸ™‚ 12:08:18 From AM (2) to Everyone: Hello from Lincoln 12:08:20 From LB to Everyone: Reacted to "Here’s a link to L and DM's blog from this week that has a link to the report in it too: And L and DM’s blog from this week, https://wonkhe.com/blogs/keeping-the-learning-real-in-the-ai-age-requires-coordination-and-open-communication" with πŸ‘ 12:08:24 From T to Everyone: Removed a πŸ‘ reaction from "Here’s a link to the full report we published this week, https://wonkhe.com/media/2026/10/Keeping-the-learning-real.pdf" 12:08:31 From JD to Everyone: Replying to "Hello from Lincoln..." Oh Hi! 12:08:47 From NM to Everyone: Hello from Newcastle 12:08:48 From JO to Everyone: Replying to "Hello from Guildford..." Hi CP :-) 12:08:53 From LB to Everyone: Hello from Sheffield 12:09:08 From JO to Everyone: Reacted to "Hello from Coventry" with ❀️ 12:09:12 From PF to Everyone: Hello from Nottingham! 12:09:14 From T to Everyone: Reacted to "Here’s a link to L and DM's blog from this week that has a link to the report in it too: And L and DM’s blog from this week, https://wonkhe.com/blogs/keeping-the-learning-real-in-the-ai-age-requires-coordination-and-open-communication" with πŸ‘ 12:09:40 From SM to Everyone: Yes but who owns the road, the cars and how much we pay for them? 12:09:47 From EA to Everyone: Reacted to "Yes but who owns the road, the cars and how much we pay for them?" with πŸ‘ 12:09:52 From HB to Everyone: Hi from North Wales. 12:10:10 From CP to Everyone: Reacted to "Hi CP :-)" with ❀️ 12:10:31 From CP to Everyone: Replying to "Hello from Guildford..." Hello ❀️ 12:11:05 From VG to Everyone: Reacted to "Hi from North Wales." with ❀️ 12:11:05 From NL to Everyone: Hello Everyone!! from London 12:11:06 From MM (3) to Everyone: Reacted to "Yes but who owns the road, the cars and how much we pay for them?" with πŸ‘ 12:11:07 From JS to Everyone: Hi everyone 12:11:30 From SV to Everyone: Yes SM, who owns the road, the cars and how much we pay for them - we know - the Billonaire Tech Bros and our data is their profit. 12:12:22 From PD to Everyone: Yup SV 100% 12:12:52 From J (3) to Everyone: I chair a module with around 5000 students, so this is something we struggle with 12:12:53 From CJ to Everyone: Hi from London 12:13:06 From AGF to Everyone: Reacted to "I chair a module with around 5000 students, so this is something we struggle with" with 😯 12:13:48 From SL (2) to Host and panelists: Hello from Reading :) 12:14:02 From SM to Everyone: Replying to "Yes SM, ..." Yes, and as a sector we are paying them a lot too 12:14:23 From JO to Everyone: Reacted to "Chiswick...London" with ❀️ 12:15:09 From JDF to Host and panelists: We can see your full screen, which you didn’t intend. 12:15:11 From AGF to Everyone: we're seeing your desktop - not sure if you're aware! 12:15:13 From EA to Host and panelists: We can see your notes 12:15:20 From NP to Everyone: It's quite small - could we have in presentation mode 12:15:20 From MCC to Host and panelists: Your showing your script/desktop 12:15:21 From E (2) to Host and panelists: You are sharing your whole screen, not just the slide 12:15:26 From CW (2) to Everyone: could you make it a bit bigger @DM? 12:15:28 From JW to Everyone: Hi everyone, hope you don't mind me sharing a relevant op-ed of mine? It was published in FE Week but has relevance to HE and the entire education sector: https://feweek.co.uk/forget-ai-cheating-cognitive-offloading-is-more-of-a-worry/ 12:15:37 From SV to Everyone: GenAI coming so mainstream after Covid, in a sector that has financial and other pressures has/is creating a perfect storm. Both events have caught us collectively asleep at the wheel, to continue to roads metaphor πŸ˜€ and time to pause, reflect and make sustainable cultural change has been challenging. 12:15:46 From LS to Host and panelists: Hi we're seeing the desktop, could we switch to pres view 12:15:49 From SM to Everyone: Reacted to "Hi everyone, hope you don't mind me sharing a relevant op-ed of mine? It was published in FE Week but has relevance to HE and the entire education sector: https://feweek.co.uk/forget-ai-cheating-cognitive-offloading-is-more-of-a-worry/" with πŸ‘ 12:15:52 From CR to Everyone: Reacted to "It's quite small - could we have in presentation mode" with πŸ‘ 12:15:54 From SG (4) to Host and panelists: We can see DM's screen, can the presentation be put into presentation mode please? 12:16:03 From LG (2) to Everyone: Reacted to "Hi everyone, hope you don't mind me sharing a relevant op-ed of mine? It was published in FE Week but has relevance to HE and the entire education sector: https://feweek.co.uk/forget-ai-cheating-cognitive-offloading-is-more-of-a-worry/" with πŸ‘ 12:16:06 From T to Everyone: Reacted to "Hi everyone, hope you don't mind me sharing a relevant op-ed of mine? It was published in FE Week but has relevance to HE and the entire education sector: https://feweek.co.uk/forget-ai-cheating-cognitive-offloading-is-more-of-a-worry/" with πŸ‘ 12:16:09 From E to Everyone: Reacted to "Hi everyone, hope you don't mind me sharing a relevant op-ed of mine? It was published in FE Week but has relevance to HE and the entire education sector: https://feweek.co.uk/forget-ai-cheating-cognitive-offloading-is-more-of-a-worry/" with πŸ‘ 12:16:21 From MM (3) to Everyone: Reacted to "Hi everyone, hope you don't mind me sharing a relevant op-ed of mine? It was published in FE Week but has relevance to HE and the entire education sector: https://feweek.co.uk/forget-ai-cheating-cognitive-offloading-is-more-of-a-worry/" with πŸ‘ 12:16:27 From RA to Everyone: Working! 12:16:28 From JDF to Host and panelists: Better 12:16:29 From SM to Everyone: yes 12:16:29 From AGF to Everyone: yeah we could see your speacker notes too - that's better! 12:16:31 From A to Everyone: That's better :) 12:16:35 From S (2) to Everyone: Reacted to "Hi everyone, hope you don't mind me sharing a relevant op-ed of mine? It was published in FE Week but has relevance to HE and the entire education sector: https://feweek.co.uk/forget-ai-cheating-cognitive-offloading-is-more-of-a-worry/" with πŸ‘ 12:21:20 From PD to Everyone: The FE link is not working. 12:21:36 From LNS to Everyone: Reacted to "Hi everyone, hope you don't mind me sharing a relevant op-ed of mine? It was published in FE Week but has relevance to HE and the entire education sector: https://feweek.co.uk/forget-ai-cheating-cognitive-offloading-is-more-of-a-worry/" with πŸ‘ 12:21:37 From SM to Everyone: Replying to "The FE link is not w..." Worked ok for me 12:21:55 From MA to Everyone: Replying to "The FE link is not working." works for me too 12:22:01 From PS to Everyone: Reacted to "Worked ok for me" with πŸ‘ 12:22:25 From RC (2) to Everyone: Reacted to "Worked ok for me" with πŸ‘ 12:22:29 From RC (2) to Everyone: Reacted to "works for me too" with πŸ‘ 12:23:08 From RC (2) to Everyone: Removed a πŸ‘ reaction from "Worked ok for me" 12:23:10 From RC (2) to Everyone: Removed a πŸ‘ reaction from "works for me too" 12:23:36 From CED to Everyone: I can’t see a link to the report in the chat but I did join a little late (sorry!) so maybe I missed it? 12:23:57 From AGF to Everyone: Replying to "I can’t see a link to the report in the chat but I did join a little late (sorry!) so maybe I missed it?" https://wonkhe.com/media/2026/10/Keeping-the-learning-real.pdf 12:23:57 From MM to Everyone: Here’s a link to the full report we published this week, https://wonkhe.com/media/2026/10/Keeping-the-learning-real.pdf And L and DM’s blog from this week, https://wonkhe.com/blogs/keeping-the-learning-real-in-the-ai-age-requires-coordination-and-open-communication 12:24:07 From P (2) to Everyone: good afternoon (β— β€Ώβ— ) 12:24:52 From SL (2) to Host and panelists: Really interested to hear how institutions are managing equitable access to GenAI tools 12:25:40 From VG to Everyone: Reacted to "Here’s a link to the full report we published this week, https://wonkhe.com/media/2026/10/Keeping-the-learning-real.pdf And L and DM’s blog from this week, https://wonkhe.com/blogs/keeping-the-learning-real-in-the-ai-age-requires-coordination-and-open-communication" with ❀️ 12:26:37 From LB to Everyone: Thank you for presenting and discussing the framework, where you talk about the 'ethical approach', it would be good to unpack this? Having just been talking to my MSc students about models of ethics and technology, so if you look at the classical approach, the concept of what ethics is become more tricky, for example the ends justifies the means would lead to a different view from a virtue ethics approach (where a virtuous person acts ethically and somehow knows how to do this)? How do you approach this within your framework? Thanks 12:26:53 From CED to Everyone: Replying to "I can’t see a link t..." ❀️ 12:26:57 From EA to Everyone: I have been reading that in Australia they are moving away from a traffic light approach for what is allowend and not allowed regarding AI use for designing assessments as well as student declarations as it is not possible to clearly distinguish between the different levels of AI use 12:27:11 From CED to Everyone: Reacted to "Here’s a link to the full report we published this week, https://wonkhe.com/media/2026/10/Keeping-the-learning-real.pdf And L and DM’s blog from this week, https://wonkhe.com/blogs/keeping-the-learning-real-in-the-ai-age-requires-coordination-and-open-communication" with ❀️ 12:27:12 From CJ to Everyone: Reacted to "I have been reading that in Australia they are moving away from a traffic light approach for what is allowend and not allowed regarding AI use for designing assessments as well as student declarations as it is not possible to clearly distinguish between the different levels of AI use" with πŸ‘ 12:27:16 From CR to Everyone: Reacted to "I have been reading that in Australia they are moving away from a traffic light approach for what is allowend and not allowed regarding AI use for designing assessments as well as student declarations as it is not possible to clearly distinguish between the different levels of AI use" with πŸ‘ 12:27:19 From RC (2) to Everyone: Reacted to "I have been reading that in Australia they are moving away from a traffic light approach for what is allowend and not allowed regarding AI use for designing assessments as well as student declarations as it is not possible to clearly distinguish between the different levels of AI use" with πŸ‘ 12:27:19 From M (2) to Everyone: Reacted to "I have been reading that in Australia they are moving away from a traffic light approach for what is allowend and not allowed regarding AI use for designing assessments as well as student declarations as it is not possible to clearly distinguish between the different levels of AI use" with πŸ‘ 12:27:20 From MCC to Everyone: Reacted to "I have been reading that in Australia they are moving away from a traffic light approach for what is allowend and not allowed regarding AI use for designing assessments as well as student declarations as it is not possible to clearly distinguish between the different levels of AI use" with πŸ‘ 12:27:31 From KF to Everyone: Reacted to "I have been reading that in Australia they are moving away from a traffic light approach for what is allowend and not allowed regarding AI use for designing assessments as well as student declarations as it is not possible to clearly distinguish between the different levels of AI use" with πŸ‘ 12:27:38 From AGF to Everyone: Replying to "I have been reading that in Australia they are moving away from a traffic light approach for what is allowend and not allowed regarding AI use for designing assessments as well as student declarations as it is not possible to clearly distinguish between the different levels of AI use" interesting - have you a source? would like to check out! 12:27:42 From JM (2) to Everyone: Reacted to "interesting - have you a source? would like to check out!" with πŸ‘ 12:27:49 From JE to Everyone: Reacted to "Here’s a link to the full report we published this week, https://wonkhe.com/media/2026/10/Keeping-the-learning-real.pdf And L and DM’s blog from this week, https://wonkhe.com/blogs/keeping-the-learning-real-in-the-ai-age-requires-coordination-and-open-communication" with πŸ‘ 12:27:52 From SM (2) to Everyone: Reacted to "interesting - have you a source? would like to check out!" with πŸ‘ 12:27:57 From CK to Everyone: Replying to "I have been reading that in Australia they are moving away from a traffic light approach for what is allowend and not allowed regarding AI use for designing assessments as well as student declarations as it is not possible to clearly distinguish between the different levels of AI use" The traffic light system always reminded me of the idea we used to have in restaurants that smoke stopped at the "no smoking" sign. 12:27:58 From EA to Everyone: Replying to "I have been reading that in Australia they are moving away from a traffic light approach for what is allowend and not allowed regarding AI use for designing assessments as well as student declarations as it is not possible to clearly distinguish between the different levels of AI use" Dr Leon Furze has written a lot about this and he was one of the original authors 12:28:06 From AGF to Everyone: Reacted to "Dr Leon Furze has written a lot about this and he was one of the original authors" with πŸ™ 12:28:10 From JM (2) to Everyone: Reacted to "Dr Leon Furze has written a lot about this and he was one of the original authors" with πŸ‘ 12:28:15 From CR to Everyone: Reacted to "The traffic light system always reminded me of the idea we used to have in restaurants that smoke stopped at the "no smoking" sign." with πŸ‘ 12:28:20 From J (5) to Everyone: Reacted to "The traffic light system always reminded me of the idea we used to have in restaurants that smoke stopped at the "no smoking" sign." with πŸ˜‚ 12:28:23 From LG to Everyone: Reacted to "Dr Leon Furze has written a lot about this and he was one of the original authors" with πŸ‘ 12:28:35 From LW to Everyone: Reacted to "The traffic light system always reminded me of the idea we used to have in restaurants that smoke stopped at the "no smoking" sign." with πŸ˜‚ 12:28:37 From RC (2) to Everyone: Reacted to "Dr Leon Furze has written a lot about this and he was one of the original authors" with πŸ‘ 12:28:48 From CJ to Everyone: how can we help students understand the impact of AI use on their learning - both opportunities and risks - to move away from permission to use or not. For them to better understand for themselves when it is good to use, and how to use. 12:29:09 From SG (4) to Everyone: You made an excellent point about us all needing to be reactionary - what are your thoughts on regulation of AI, following Andrew Bailey's comments? 12:29:41 From KF to Everyone: Replying to "I have been reading ..." Corbin, T., Dawson, P., & Liu, D. (2025). Talk is cheap: why structural assessment changes are needed for a time of GenAI. Assessment & Evaluation in Higher Education, 50(7), 1087–1097. https://doi.org/10.1080/02602938.2025.2503964 12:29:49 From SH (2) to Everyone: Reacted to "how can we help students understand the impact of AI use on their learning - both opportunities and risks - to move away from permission to use or not. For them to better understand for themselves when it is good to use, and how to use." with πŸ‘ 12:29:55 From DC to Everyone: I think there is other scope for validation - we use specific unique place/time/scenario to which AI would not be able to directly contribute (in written assignments and presentations) application of knowledge and interpretation of data within the scenario reduces cognitively offloading it is also authentic assessment. I think the model misses supporting students to use AI in industry (AI fluency) 12:30:01 From IG to Everyone: Reacted to "how can we help students understand the impact of AI use on their learning - both opportunities and risks - to move away from permission to use or not. For them to better understand for themselves when it is good to use, and how to use." with πŸ‘ 12:30:01 From CH to Everyone: Reacted to "Corbin, T., Dawson, P., & Liu, D. (2025). Talk is cheap: why structural assessment changes are needed for a time of GenAI. Assessment & Evaluation in Higher Education, 50(7), 1087–1097. https://doi.org/10.1080/02602938.2025.2503964" with πŸ‘ 12:30:19 From NB to Everyone: Reacted to "how can we help students understand the impact of AI use on their learning - both opportunities and risks - to move away from permission to use or not. For them to better understand for themselves when it is good to use, and how to use." with πŸ‘ 12:30:25 From R to Everyone: The problem is: 12:30:31 From E (2) to Everyone: Reacted to "Corbin, T., Dawson, P., & Liu, D. (2025). Talk is cheap: why structural assessment changes are needed for a time of GenAI. Assessment & Evaluation in Higher Education, 50(7), 1087–1097. https://doi.org/10.1080/02602938.2025.2503964" with πŸ‘ 12:30:48 From OT to Everyone: Reacted to "how can we help students understand the impact of AI use on their learning - both opportunities and risks - to move away from permission to use or not. For them to better understand for themselves when it is good to use, and how to use." with πŸ‘ 12:31:06 From LW to Everyone: Reacted to "how can we help students understand the impact of AI use on their learning - both opportunities and risks - to move away from permission to use or not. For them to better understand for themselves when it is good to use, and how to use." with πŸ‘ 12:31:42 From YP to Host and panelists: There is a challenge when AI use is declared openly but the prompts are inappropriate, i.e. students treading a fine line between using a tool & the tool doing the work for them. 12:31:56 From JE to Everyone: Reacted to "Corbin, T., Dawson, P., & Liu, D. (2025). Talk is cheap: why structural assessment changes are needed for a time of GenAI. Assessment & Evaluation in Higher Education, 50(7), 1087–1097. https://doi.org/10.1080/02602938.2025.2503964" with πŸ‘ 12:32:07 From LG to Everyone: Reacted to "how can we help students understand the impact of AI use on their learning - both opportunities and risks - to move away from permission to use or not. For them to better understand for themselves when it is good to use, and how to use." with πŸ‘ 12:32:12 From SM to Everyone: Replying to "how can we help stud..." And why they should use or not use it 12:32:32 From R to Everyone: The problem is 1.Students that do cheat ignore the declaration. 2. When we use turnitin indicators, the student denies AI use, but they are getting an advantage over other students (equally inequitable) and our appeals procedures give the benefit of the doubt to students. We are at the point (I am) of just giving up and letting them cheat 12:32:36 From IG (2) to Everyone: The police protect the economic interests of the elite, which is ironically the same thing that the big generative AI tools does. 12:33:03 From IG (2) to Everyone: Reacted to "The police protect the economic interests of the elite, which is ironically the same thing that the big generative AI tools does." with πŸ˜› 12:33:09 From RC (2) to Everyone: Reacted to "how can we help students understand the impact of AI use on their learning - both opportunities and risks - to move away from permission to use or not. For them to better understand for themselves when it is good to use, and how to use." with πŸ‘ 12:33:45 From EA to Everyone: This is the discussion I found about moving away from the AI assessment scale: https://www.linkedin.com/posts/jasonmlodge_retraction-notice-things-have-moved-quickly-share-7500194821974839296-L3Zq/ 12:33:49 From PM to Everyone: I don't think they cheat because of a lack of clarity, it's because of a lack of guardrails designed into the assessments. 12:34:07 From DS to Everyone: Replying to "The problem is 1.Students that do cheat ignore the declaration. 2. When we use turnitin indicators, the student denies AI use, but they are getting an advantage over other students (equally inequitable) and our appeals procedures give the benefit of the doubt to students. We are at the point (I am) of just giving up and letting them cheat" There are academics who don't flag suspicions of unauthorised AI use as too laborious/resource-intensive. 12:34:09 From SJ to Everyone: Reacted to "The problem is 1.Students that do cheat ignore the declaration. 2. When we use turnitin indicators, the student denies AI use, but they are getting an advantage over other students (equally inequitable) and our appeals procedures give the benefit of the doubt to students. We are at the point (I am) of just giving up and letting them cheat" with πŸ‘ 12:34:17 From PD to Everyone: In the age of AI its telling that many universities have noted a drop in student demand for academic support services has dropped. 12:34:18 From AGF to Everyone: Reacted to "There are academics who don't flag suspicions of unauthorised AI use as too laborious/resource-intensive." with πŸ‘ 12:34:27 From EA to Everyone: Reacted to "I think there is other scope for validation - we use specific unique place/time/scenario to which AI would not be able to directly contribute (in written assignments and presentations) application of knowledge and interpretation of data within the scenario reduces cognitively offloading it is also authentic assessment. I think the model misses supporting students to use AI in industry (AI fluency)" with πŸ‘ 12:34:37 From EA to Everyone: Reacted to "how can we help students understand the impact of AI use on their learning - both opportunities and risks - to move away from permission to use or not. For them to better understand for themselves when it is good to use, and how to use." with πŸ‘ 12:34:40 From J (5) to Everyone: Reacted to "The problem is 1.Students that do cheat ignore the declaration. 2. When we use turnitin indicators, the student denies AI use, but they are getting an advantage over other students (equally inequitable) and our appeals procedures give the benefit of the doubt to students. We are at the point (I am) of just giving up and letting them cheat" with πŸ₯² 12:34:44 From AGF to Everyone: Replying to "The problem is 1.Students that do cheat ignore the declaration. 2. When we use turnitin indicators, the student denies AI use, but they are getting an advantage over other students (equally inequitable) and our appeals procedures give the benefit of the doubt to students. We are at the point (I am) of just giving up and letting them cheat" yes - telling colleagues they need to viva students before referring for investigation means... fewer referrals! 12:35:16 From J (5) to Everyone: Reacted to "In the age of AI its telling that many universities have noted a drop in student demand for academic support services has dropped." with 😯 12:35:19 From EA to Everyone: Reacted to "The problem is 1.Students that do cheat ignore the declaration. 2. When we use turnitin indicators, the student denies AI use, but they are getting an advantage over other students (equally inequitable) and our appeals procedures give the benefit of the doubt to students. We are at the point (I am) of just giving up and letting them cheat" with πŸ‘ 12:35:38 From MOA to Everyone: Turnitin is problematic, it especially in areas like law as it flags terms that cannot be changed, case names and some assessors dont filter accurately to reflect the true similarity score 12:35:44 From EA to Everyone: Reacted to "Turnitin is problematic, it especially in areas like law as it flags terms that cannot be changed, case names and some assessors dont filter accurately to reflect the true similarity score" with πŸ‘ 12:35:47 From DS to Everyone: Replying to "The problem is 1.Students that do cheat ignore the declaration. 2. When we use turnitin indicators, the student denies AI use, but they are getting an advantage over other students (equally inequitable) and our appeals procedures give the benefit of the doubt to students. We are at the point (I am) of just giving up and letting them cheat" To what extent do institutions turn a blind eye to the true level of unauthorised AI use? 12:35:52 From JE to Everyone: Reacted to "The problem is 1.Students that do cheat ignore the declaration. 2. When we use turnitin indicators, the student denies AI use, but they are getting an advantage over other students (equally inequitable) and our appeals procedures give the benefit of the doubt to students. We are at the point (I am) of just giving up and letting them cheat" with πŸ‘ 12:35:53 From J (3) to Everyone: It does create huge stress for students, and also for lecturers who face marking work that they suspect may be AI generated. This additional labour is not accounted for by Universities 12:36:01 From CW (2) to Everyone: having all of the reactions meaning the original comment is repeated in the chat means it is tricky to follow! 12:36:07 From SL (2) to Host and panelists: At my institution we’ve developed a framework to try and describe different ways of using AI to help staff and students have a shared language for how AI can be encountered. To is framework complements our category system for AI use in assessments [link removed] 12:36:08 From LW to Everyone: Reacted to "It does create huge stress for students, and also for lecturers who face marking work that they suspect may be AI generated. This additional labour is not accounted for by Universities" with πŸ‘ 12:36:09 From LG (2) to Everyone: Replying to "The problem is ..." Cheating with AI is notoriously hard to proof, I was told. So students will almost always win appeal. 12:36:14 From JM (2) to Everyone: For some students facing personal/difficult circumstances and who are unable to complete their assessments, AI has made it quicker and easier for them to hand something in rather than mitigating and potentially delaying their studies or having to acknowledge what they might perceive as a personal failure. Many students may not have the intention to use AI when they begin a module but then due to external factors they use it as a last resort 12:36:20 From CK to Everyone: AI is an economic issue, there is simply not the resource in the sector to run traditional processes nor deal with the fact that cost of producing AI slop has hit zero. 12:36:22 From LG (2) to Everyone: Replying to "The problem is ..." *prove 12:36:23 From DS to Everyone: Replying to "The problem is 1.Students that do cheat ignore the declaration. 2. When we use turnitin indicators, the student denies AI use, but they are getting an advantage over other students (equally inequitable) and our appeals procedures give the benefit of the doubt to students. We are at the point (I am) of just giving up and letting them cheat" In my experience, it's very hard to disprove! 12:36:36 From EH to Everyone: I have recently come across this resource which I think will be a great basis of debate for both students and staff in UK HE GenAI:N3 - Manifesto for Generative AI in Higher Education 12:36:37 From DS to Everyone: Replying to "The problem is 1.Students that do cheat ignore the declaration. 2. When we use turnitin indicators, the student denies AI use, but they are getting an advantage over other students (equally inequitable) and our appeals procedures give the benefit of the doubt to students. We are at the point (I am) of just giving up and letting them cheat" Because standard of proof is only 'balance of probabilities' 12:36:57 From MM (3) to Everyone: Reacted to "I have recently come across this resource which I think will be a great basis of debate for both students and staff in UK HE GenAI:N3 - Manifesto for Generative AI in Higher Education" with πŸ‘ 12:37:01 From DS to Everyone: Replying to "The problem is 1.Students that do cheat ignore the declaration. 2. When we use turnitin indicators, the student denies AI use, but they are getting an advantage over other students (equally inequitable) and our appeals procedures give the benefit of the doubt to students. We are at the point (I am) of just giving up and letting them cheat" So 51% likelihood of AI use (and 49% chance of no AI use!) is sufficient 12:37:27 From MA to Everyone: Reacted to "It does create huge stress for students, and also for lecturers who face marking work that they suspect may be AI generated. This additional labour is not accounted for by Universities" with πŸ‘ 12:37:30 From T (2) to Everyone: Reacted to "how can we help students understand the impact of AI use on their learning - both opportunities and risks - to move away from permission to use or not. For them to better understand for themselves when it is good to use, and how to use." with πŸ‘ 12:37:36 From SH (2) to Everyone: Reacted to "I have recently come across this resource which I think will be a great basis of debate for both students and staff in UK HE GenAI:N3 - Manifesto for Generative AI in Higher Education" with πŸ™ 12:37:37 From SB to Everyone: This chat function is driving me mad. 12:37:42 From CH (2) to Everyone: Can I ask a simple question here. Why is using AI cheating? Is it not using skill that is learnt to perform a task set? 12:37:47 From KH to Everyone: Reacted to "This chat function is driving me mad." with πŸ˜‚ 12:37:56 From J (5) to Everyone: Reacted to "For some students facing personal/difficult circumstances and who are unable to complete their assessments, AI has made it quicker and easier for them to hand something in rather than mitigating and potentially delaying their studies or having to acknowledge what they might perceive as a personal failure. Many students may not have the intention to use AI when they begin a module but then due to external factors they use it as a last resort" with πŸ’― 12:38:10 From CR to Everyone: Reacted to "This chat function is driving me mad." with πŸ˜‚ 12:38:17 From LG (2) to Everyone: Replying to "The problem is ..." What tools do you use and what evidence? 12:38:21 From CJ to Everyone: Reacted to "Can I ask a simple question here. Why is using AI cheating? Is it not using skill that is learnt to perform a task set?" with ❀️ 12:38:27 From NG (2) to Everyone: Replying to "The problem is 1.Students that do cheat ignore the declaration. 2. When we use turnitin indicators, the student denies AI use, but they are getting an advantage over other students (equally inequitable) and our appeals procedures give the benefit of the doubt to students. We are at the point (I am) of just giving up and letting them cheat" You still need evidence to prove they used it. AI 'detection' tools are no such thing and the OIA are clear that a finding from such a tool is insufficient. The false positive rates are the issue. 12:38:29 From SH to Everyone: I found this very interesting: https://policyexchange.org.uk/publication/evidence-of-learning-through-assessment/ 12:38:31 From EA to Everyone: I am working on creating guidance for our students and am framing it around how we learn and how AI use can help or hinder that process and creating a framework around how new they are to the subject or not and what this means for how and when they use AI plus contextualizing use to different domain areas. It is a WIP and the next stage will be me working with students and getting their input so it is fit for purpose! I am not focusing on tools as these are moving so quickly! eg gems and gpts disappearing 12:38:33 From MD (2) to Everyone: Reacted to "I am working on creating guidance for our students and am framing it around how we learn and how AI use can help or hinder that process and creating a framework around how new they are to the subject or not and what this means for how and when they use AI plus contextualizing use to different domain areas. It is a WIP and the next stage will be me working with students and getting their input so it is fit for purpose! I am not focusing on tools as these are moving so quickly! eg gems and gpts disappearing" with πŸ‘ 12:38:38 From MC to Everyone: I was reading the report at the same time. As for methodological constraints, it looks like the evidence of the report comes from a short desk review and a relatively small number of roundtable discussions. Therefore, the findings might not provide definitive evidence about UK students or institutions. 12:38:40 From MD (2) to Everyone: Removed a πŸ‘ reaction from "I am working on creating guidance for our students and am framing it around how we learn and how AI use can help or hinder that process and creating a framework around how new they are to the subject or not and what this means for how and when they use AI plus contextualizing use to different domain areas. It is a WIP and the next stage will be me working with students and getting their input so it is fit for purpose! I am not focusing on tools as these are moving so quickly! eg gems and gpts disappearing" 12:38:42 From J (5) to Everyone: Reacted to "This chat function is driving me mad." with πŸ˜‚ 12:38:42 From JE to Everyone: Reacted to "This chat function is driving me mad." with πŸ˜‚ 12:38:47 From DS to Everyone: Replying to "Can I ask a simple question here. Why is using AI cheating? Is it not using skill that is learnt to perform a task set?" It's only 'cheating' if it's not permitted, I guess. 12:38:54 From MD (2) to Everyone: Reacted to "Can I ask a simple question here. Why is using AI cheating? Is it not using skill that is learnt to perform a task set?" with πŸ‘ 12:38:56 From MOA to Everyone: What is root cause of students cheating? Are they struggling? Is the teaching up to par? there is always something deeper to consider 12:39:03 From CR to Everyone: Reacted to "Can I ask a simple question here. Why is using AI cheating? Is it not using skill that is learnt to perform a task set?" with 🀨 12:39:03 From OT to Everyone: Reacted to "What is root cause of students cheating? Are they struggling? Is the teaching up to par? there is always something deeper to consider" with πŸ‘ 12:39:04 From T (2) to Everyone: Reacted to "For some students facing personal/difficult circumstances and who are unable to complete their assessments, AI has made it quicker and easier for them to hand something in rather than mitigating and potentially delaying their studies or having to acknowledge what they might perceive as a personal failure. Many students may not have the intention to use AI when they begin a module but then due to external factors they use it as a last resort" with πŸ‘ 12:39:05 From EA to Everyone: Reacted to "What is root cause of students cheating? Are they struggling? Is the teaching up to par? there is always something deeper to consider" with πŸ‘ 12:39:11 From PM to Everyone: Reacted to "I found this very interesting: https://policyexchange.org.uk/publication/evidence-of-learning-through-assessment/" with πŸ‘ 12:39:18 From RC (2) to Everyone: Reacted to "I am working on creating guidance for our students and am framing it around how we learn and how AI use can help or hinder that process and creating a framework around how new they are to the subject or not and what this means for how and when they use AI plus contextualizing use to different domain areas. It is a WIP and the next stage will be me working with students and getting their input so it is fit for purpose! I am not focusing on tools as these are moving so quickly! eg gems and gpts disappearing" with πŸ‘ 12:39:22 From T to Everyone: Reacted to "What is root cause of students cheating? Are they struggling? Is the teaching up to par? there is always something deeper to consider" with πŸ‘ 12:39:25 From R to Everyone: Can I ask a simple question here. Why is using AI cheating? Is it not using skill that is learnt to perform a task set? ANS: If you put an assessment question in chat GP and its spews out an answer - this is not learning- its gaining an academic advantage and breaches academic regulations !!!! 12:39:29 From SH (2) to Everyone: Replying to "Can I ask a simple question here. Why is using AI cheating? Is it not using skill that is learnt to perform a task set?" Thank you for raising this - we need to reframe how we view assessment as a tool to enhance learning throughout a module rather than just a test of compliance. 12:39:32 From IG (2) to Everyone: Replying to "Can I ask a simple q..." As a Computer Science dept we don’t view AI use as cheating because it is just the working reality as people enter the jobs market. Unfortunately though, Claude is already more effective than a middling undergraduate at…well…most things. So it is very unclear what we should even aim for, 12:39:39 From RM to Everyone: Reacted to "As a Computer Science dept we don’t view AI use as cheating because it is just the working reality as people enter the jobs market. Unfortunately though, Claude is already more effective than a middling undergraduate at…well…most things. So it is very unclear what we should even aim for," with πŸ‘ 12:39:39 From J (5) to Everyone: Replying to "Can I ask a simple question here. Why is using AI cheating? Is it not using skill that is learnt to perform a task set?" If AI is doing something for you that you would not be able to do without AI, then it is probably cheating. 12:39:52 From A to Everyone: Reacted to "Can I ask a simple question here. Why is using AI cheating? Is it not using skill that is learnt to perform a task set? ANS: If you put an assessment question in chat GP and its spews out an answer - this is not learning- its gaining an academic advantage and breaches academic regulations !!!!" with πŸ‘ 12:39:52 From C (2) to Everyone: Replying to "Can I ask a simple question here. Why is using AI cheating? Is it not using skill that is learnt to perform a task set?" I think this a really good point, especially for students with additional learning needs. No one thinks badly of you if you don't perform your statistical calculations by hand - SPSS isn't considered cheating. I think if you struggle with transforming abstract thought into words & 'academic' language, then AI can be a fabulous tool. 12:39:57 From RC to Everyone: Reacted to "As a Computer Science dept we don’t view AI use as cheating because it is just the working reality as people enter the jobs market. Unfortunately though, Claude is already more effective than a middling undergraduate at…well…most things. So it is very unclear what we should even aim for," with πŸ‘ 12:40:00 From RC to Everyone: Reacted to "Thank you for raising this - we need to reframe how we view assessment as a tool to enhance learning throughout a module rather than just a test of compliance." with πŸ‘ 12:40:16 From RC to Everyone: Reacted to "I think this a really good point, especially for students with additional learning needs. No one thinks badly of you if you don't perform your statistical calculations by hand - SPSS isn't considered cheating. I think if you struggle with transforming abstract thought into words & 'academic' language, then AI can be a fabulous tool." with πŸ‘ 12:40:17 From C (2) to Everyone: Reacted to "As a Computer Science dept we don’t view AI use as cheating because it is just the working reality as people enter the jobs market. Unfortunately though, Claude is already more effective than a middling undergraduate at…well…most things. So it is very unclear what we should even aim for," with πŸ˜‚ 12:40:19 From LG (2) to Everyone: Reacted to "As a Computer Science dept we don’t view AI use as cheating because it is just the working reality as people enter the jobs market. Unfortunately though, Claude is already more effective than a middling undergraduate at…well…most things. So it is very unclear what we should even aim for," with πŸ‘ 12:40:27 From HB (2) to Everyone: Replying to "Can I ask a simple question here. Why is using AI cheating? Is it not using skill that is learnt to perform a task set? ANS: If you put an assessment question in chat GP and its spews out an answer - this is not learning- its gaining an academic advantage and breaches academic regulations !!!!" Then it's the wrong type of assessment??? 12:40:29 From NM to Everyone: Replying to "Can I ask a simple q..." AI can be a great assistant (not cheating) but getting it to generate an assignment would be cheating 12:40:33 From AGF to Everyone: Replying to "Can I ask a simple question here. Why is using AI cheating? Is it not using skill that is learnt to perform a task set?" to improve their learning... but also to enter the graduate world able to use AI tools appropriately 12:40:39 From J (5) to Everyone: Reacted to "AI can be a great assistant (not cheating) but getting it to generate an assignment would be cheating" with πŸ’― 12:40:53 From MD (2) to Everyone: Reacted to "I think this a really good point, especially for students with additional learning needs. No one thinks badly of you if you don't perform your statistical calculations by hand - SPSS isn't considered cheating. I think if you struggle with transforming abstract thought into words & 'academic' language, then AI can be a fabulous tool." with πŸ‘ 12:41:04 From LW to Everyone: Reacted to "I think this a really good point, especially for students with additional learning needs. No one thinks badly of you if you don't perform your statistical calculations by hand - SPSS isn't considered cheating. I think if you struggle with transforming abstract thought into words & 'academic' language, then AI can be a fabulous tool." with πŸ‘ 12:41:13 From LW to Everyone: Reacted to "AI can be a great assistant (not cheating) but getting it to generate an assignment would be cheating" with πŸ‘ 12:41:21 From CH (2) to Everyone: If the issue is that AI can do your assignment as a student and you think they are not learning then - the student is not the issue. 12:41:21 From LW to Everyone: Reacted to "to improve their learning... but also to enter the graduate world able to use AI tools appropriately" with πŸ‘ 12:41:29 From R to Everyone: Reacted to "What is root cause of students cheating? Are they struggling? Is the teaching up to par? there is always something deeper to consider" Its easy to blame the tool isnt it? Every bad workman does that. Its done because students want to short circuit the system, in their busy lives some of them just want the answer. Its gaming. 12:41:29 From RC to Everyone: Reacted to "If the issue is that AI can do your assignment as a student and you think they are not learning then - the student is not the issue." with πŸ‘ 12:41:32 From RM to Everyone: Reacted to "If the issue is that AI can do your assignment as a student and you think they are not learning then - the student is not the issue." with πŸ‘ 12:41:32 From HB (2) to Everyone: Reacted to "Reacted to "What is root cause of students cheating? Are they struggling? Is the teaching up to par? there is always something deeper to consider" Its easy to blame the tool isnt it? Every bad workman does that. Its done because students want to short circuit the system, in their busy lives some of them just want the answer. Its gaming." with πŸ‘ 12:41:33 From JE to Everyone: Replying to "I am working on creating guidance for our students and am framing it around how we learn and how AI use can help or hinder that process and creating a framework around how new they are to the subject or not and what this means for how and when they use AI plus contextualizing use to different domain areas. It is a WIP and the next stage will be me working with students and getting their input so it is fit for purpose! I am not focusing on tools as these are moving so quickly! eg gems and gpts disappearing" I have just done something similar, over the summer. Currently waiting for more students to actually use the guidance and report on what's helpful/not helpful. In my experience it doesn't help that things are moving very fast, and teachers independently create AI guidance (for their modules, departments in some cases). 12:41:35 From CH (2) to Everyone: The comment was to the chat - not really with the presentation. 12:41:37 From EH to Everyone: Reacted to "If the issue is that AI can do your assignment as a student and you think they are not learning then - the student is not the issue." with πŸ‘ 12:41:44 From JE to Everyone: Reacted to "I was reading the report at the same time. As for methodological constraints, it looks like the evidence of the report comes from a short desk review and a relatively small number of roundtable discussions. Therefore, the findings might not provide definitive evidence about UK students or institutions." with πŸ‘ 12:41:47 From HB (2) to Everyone: Reacted to "If the issue is that AI can do your assignment as a student and you think they are not learning then - the student is not the issue." with πŸ‘ 12:41:48 From NG (3) to Everyone: Reacted to "If the issue is that AI can do your assignment as a student and you think they are not learning then - the student is not the issue." with πŸ‘ 12:42:02 From NB (2) to Everyone: Reacted to "I am working on creating guidance for our students and am framing it around how we learn and how AI use can help or hinder that process and creating a framework around how new they are to the subject or not and what this means for how and when they use AI plus contextualizing use to different domain areas. It is a WIP and the next stage will be me working with students and getting their input so it is fit for purpose! I am not focusing on tools as these are moving so quickly! eg gems and gpts disappearing" with πŸ‘ 12:42:11 From SG (4) to Everyone: For me, this comes back to effective module and programme design - what needs to be assessed and why, and then a better alignment of what that assessment therefore needs to be 12:42:15 From HB (2) to Everyone: Removed a πŸ‘ reaction from "Reacted to "What is root cause of students cheating? Are they struggling? Is the teaching up to par? there is always something deeper to consider" Its easy to blame the tool isnt it? Every bad workman does that. Its done because students want to short circuit the system, in their busy lives some of them just want the answer. Its gaming." 12:42:16 From EA to Everyone: I have also been emphasizing to students (and others) that knowledge is still vital in an AI age: https://arxiv.org/abs/2506.11015 Barbara Oakley et als article has been very useful for this. 12:42:17 From PS to Everyone: Reacted to "I have also been emphasizing to students (and others) that knowledge is still vital in an AI age: https://arxiv.org/abs/2506.11015 Barbara Oakley et als article has been very useful for this." with πŸ‘ 12:42:19 From JE to Everyone: Reacted to "What is root cause of students cheating? Are they struggling? Is the teaching up to par? there is always something deeper to consider" with πŸ‘ 12:42:26 From LG (2) to Everyone: Replying to "Can I ask a simple q..." But is it really possible to design an AI-proof assessment (unless it involves eg a viva as discussed). 12:42:51 From IG (2) to Everyone: Replying to "If the issue is that..." I do appreciate the intent behind this, but there is simply no assessment that is β€œAI proof” . β€œIf an AI can answer the question”. Stop there. It can. 12:42:54 From CH (2) to Everyone: Authentic assessments should include AI tasks (in some cases) 12:42:59 From LB to Everyone: Another issue, around this idea of 'where is the line', is that technology is evolving very quickly and so while genAI use is clear (well 'ish), but what about AI which is now embedded within other technologies in education, for example in MS Office or within Adobe etc. So how do we regulate and accommodate for these embedded AI technologies? 12:43:17 From PS to Everyone: Reacted to "I do appreciate the intent behind this, but there is simply no assessment that is β€œAI proof” . β€œIf an AI can answer the question”. Stop there. It can." with πŸ‘ 12:43:22 From RC to Everyone: Reacted to "Authentic assessments should include AI tasks (in some cases)" with πŸ‘ 12:43:24 From YP to Host and panelists: There is certainly a perception that AI can answer anything. 12:43:25 From R to Everyone: Dawson states we cannot design an AI proof assessment - we need to "safeguard" some assessments but we cannot do for all (ie face to face exams) 12:43:29 From IG (2) to Everyone: Replying to "If the issue is that..." Anything that it is reasonable to expect a 50% UG to do, an AI can do. 12:43:29 From SM to Everyone: Reacted to "Another issue, around this idea of 'where is the line', is that technology is evolving very quickly and so while genAI use is clear (well 'ish), but what about AI which is now embedded within other technologies in education, for example in MS Office or within Adobe etc. So how do we regulate and accommodate for these embedded AI technologies?" with πŸ‘ 12:43:37 From P to Everyone: Part of the issue is that for coursework assessments is there anything that AI cannot answer? 12:43:39 From NG (2) to Everyone: Replying to "Can I ask a simple question here. Why is using AI cheating? Is it not using skill that is learnt to perform a task set? ANS: If you put an assessment question in chat GP and its spews out an answer - this is not learning- its gaining an academic advantage and breaches academic regulations !!!!" vivas are not necessarily AI-proof, really. 12:43:41 From JE to Everyone: Reacted to "I have also been emphasizing to students (and others) that knowledge is still vital in an AI age: https://arxiv.org/abs/2506.11015 Barbara Oakley et als article has been very useful for this." with πŸ‘ 12:43:42 From RC to Everyone: Reacted to "Anything that it is reasonable to expect a 50% UG to do, an AI can do." with πŸ‘ 12:43:48 From CK to Everyone: Replying to "Another issue, around this idea of 'where is the line', is that technology is evolving very quickly and so while genAI use is clear (well 'ish), but what about AI which is now embedded within other technologies in education, for example in MS Office or within Adobe etc. So how do we regulate and accommodate for these embedded AI technologies?" And there is a problem that many of the checkers will pick up Grammarly use - which a university might tell a student it's fine to use... 12:43:53 From HB (2) to Everyone: Replying to "Can I ask a simple question here. Why is using AI cheating? Is it not using skill that is learnt to perform a task set? ANS: If you put an assessment question in chat GP and its spews out an answer - this is not learning- its gaining an academic advantage and breaches academic regulations !!!!" Probably not 100% - if a student wants to use it, they will (or anything else that could give them a perceived advantage) but there are ways to mitigate, build it in responsibly etc 12:43:59 From EA to Everyone: There is an issue with needing to build up foundational knowledge though where it would be better for a student to be able to answer or work through something even if AI can answer it. 12:44:00 From PS to Everyone: Authentic to what? the workplace? What about being authentic to the forms of knowledge creation within the discipline? 12:44:07 From T (2) to Everyone: Reacted to "Authentic assessments should include AI tasks (in some cases)" with πŸ‘ 12:44:21 From CR to Everyone: Reacted to "vivas are not necessarily AI-proof, really." with πŸ‘ 12:44:22 From AM (3) to Host and panelists: πŸ‘ 12:44:23 From JM (2) to Everyone: Reacted to "Authentic to what? the workplace? What about being authentic to the forms of knowledge creation within the discipline?" with πŸ‘ 12:44:24 From J (5) to Everyone: Reacted to "And there is a problem that many of the checkers will pick up Grammarly use - which a university might tell a student it's fine to use..." with πŸ’― 12:44:24 From JE to Everyone: Replying to "I have also been emphasizing to students (and others) that knowledge is still vital in an AI age: https://arxiv.org/abs/2506.11015 Barbara Oakley et als article has been very useful for this." Yes, such an incredible insight into the "why" of learning. 12:44:44 From SG (4) to Everyone: "AI Veganism" 12:45:08 From LH to Everyone: The term 'conscientious objection' seems to becoming more widespread. 12:45:13 From EA to Everyone: Replying to "Another issue, around this idea of 'where is the line', is that technology is evolving very quickly and so while genAI use is clear (well 'ish), but what about AI which is now embedded within other technologies in education, for example in MS Office or within Adobe etc. So how do we regulate and accommodate for these embedded AI technologies?" I have come across a different tool called Harper which is a browser extension and only sticks to correcting grammar and typos etc and won't re-write sentences. It also doesn't use info to train its LLM unlike grammarly 12:45:20 From JE to Everyone: Reacted to "There is an issue with needing to build up foundational knowledge though where it would be better for a student to be able to answer or work through something even if AI can answer it." with πŸ‘ 12:45:36 From FB to Everyone: Reacted to "I have also been emphasizing to students (and others) that knowledge is still vital in an AI age: https://arxiv.org/abs/2506.11015 Barbara Oakley et als article has been very useful for this." with πŸ‘ 12:45:36 From KF to Everyone: Reacted to "I have also been emphasizing to students (and others) that knowledge is still vital in an AI age: https://arxiv.org/abs/2506.11015 Barbara Oakley et als article has been very useful for this." with πŸ‘ 12:46:12 From MS (3) to Everyone: Students have to understand that they will have to work under different constraints in the work place. As such, as long as all assessment briefs layout exactly what you can do or not do with AI, this will help students with their resilience 12:46:30 From MM to Everyone: G’s piece this week – Students just need to know where they stand on AI, https://wonkhe.com/blogs/students-just-need-to-know-where-they-stand-on-ai 12:46:42 From EH to Everyone: Reacted to "G’s piece this week – Students just need to know where they stand on AI, https://wonkhe.com/blogs/students-just-need-to-know-where-they-stand-on-ai" with ❀️ 12:46:49 From SJ to Everyone: Replying to "I have recently come across this resource which I think will be a great basis of debate for both students and staff in UK HE GenAI:N3 - Manifesto for Generative AI in Higher Education" This is a useful and simply written manifesto, hope it leads to fruitful debates including educators, learners and future employers. 12:46:53 From JE to Everyone: Reacted to "G’s piece this week – Students just need to know where they stand on AI, https://wonkhe.com/blogs/students-just-need-to-know-where-they-stand-on-ai" with πŸ‘ 12:47:11 From E (2) to Everyone: Reacted to "Anything that it is reasonable to expect a 50% UG to do, an AI can do." with πŸ‘ 12:47:11 From EH to Everyone: Reacted to "This is a useful and simply written manifesto, hope it leads to fruitful debates including educators, learners and future employers." with πŸ‘ 12:47:23 From PD to Everyone: The Bigger question we should all be building into our courses is who benefits from AI? AI is not neutral, its impacts vary hugely, its already dull to repeat the tech bro mantra of what it can be sued for, we are focusing less on how it can also increase surveillance, standardise work & intensify workloads. Isnt the question more about who controls it, who benefits from it, & what happens to human knowledge, skills & autonomy? 12:47:27 From JE to Everyone: Reacted to "Students have to understand that they will have to work under different constraints in the work place. As such, as long as all assessment briefs layout exactly what you can do or not do with AI, this will help students with their resilience" with πŸ‘ 12:47:36 From SM to Everyone: Reacted to "The Bigger question we should all be building into our courses is who benefits from AI? AI is not neutral, its impacts vary hugely, its already dull to repeat the tech bro mantra of what it can be sued for, we are focusing less on how it can also increase surveillance, standardise work & intensify workloads. Isnt the question more about who controls it, who benefits from it, & what happens to human knowledge, skills & autonomy?" with πŸ‘ 12:47:37 From JO to Everyone: Reacted to "It does create huge stress for students, and also for lecturers who face marking work that they suspect may be AI generated. This additional labour is not accounted for by Universities" with πŸ‘ 12:47:37 From T to Everyone: Reacted to "G’s piece this week – Students just need to know where they stand on AI, https://wonkhe.com/blogs/students-just-need-to-know-where-they-stand-on-ai" with πŸ‘ 12:47:44 From CR to Everyone: Reacted to "The Bigger question we should all be building into our courses is who benefits from AI? AI is not neutral, its impacts vary hugely, its already dull to repeat the tech bro mantra of what it can be sued for, we are focusing less on how it can also increase surveillance, standardise work & intensify workloads. Isnt the question more about who controls it, who benefits from it, & what happens to human knowledge, skills & autonomy?" with πŸ‘ 12:47:46 From ZP to Everyone: Reacted to "The Bigger question we should all be building into our courses is who benefits from AI? AI is not neutral, its impacts vary hugely, its already dull to repeat the tech bro mantra of what it can be sued for, we are focusing less on how it can also increase surveillance, standardise work & intensify workloads. Isnt the question more about who controls it, who benefits from it, & what happens to human knowledge, skills & autonomy?" with ❀️ 12:48:14 From SJ to Everyone: Reacted to "I am working on creating guidance for our students and am framing it around how we learn and how AI use can help or hinder that process and creating a framework around how new they are to the subject or not and what this means for how and when they use AI plus contextualizing use to different domain areas. It is a WIP and the next stage will be me working with students and getting their input so it is fit for purpose! I am not focusing on tools as these are moving so quickly! eg gems and gpts disappearing" with πŸ‘ 12:48:30 From LG (2) to Everyone: Reacted to "Probably not 100% - if a student wants to use it, they will (or anything else that could give them a perceived advantage) but there are ways to mitigate, build it in responsibly etc" with πŸ‘ 12:48:41 From FB (2) to Everyone: Picking up on the point about authentic to the discipline.. in law we are experimenting with restricted reading lists (ie only a few possible sources) for essays. We want to keep some essays due to the nature of legal education benchmarks and what we are trying to do but also address the fact that many students are tempted to over-use AI for essay writing. 12:48:42 From RM to Everyone: Reacted to "I have recently come across this resource which I think will be a great basis of debate for both students and staff in UK HE GenAI:N3 - Manifesto for Generative AI in Higher Education" with πŸ‘ 12:49:01 From SK to Everyone: Hello all - just wanted to share what we're doing in this space from an SU Advice perspective. Some of the challenges we've seen is the use of AI to bridge a gap either academically, or if the student is having personal challenges and AI becomes a sort of 'emergency tool.' We've been working as part of our 'Fit to Submit' campaign to really have a transparent dialogue with students in terms of AI, how they feel about it and some of the things they need to be aware of it. As part of this, we've been working on a sort of 'Academic Integrity Toolkit' talking about Academic Integrity, AI, building this into everyday student practice, and being transparent about some of the "risks" when the foundational understanding or confidence isn't there. It also goes into what being picked up on misconduct actually means in practice, and their rights in this area. Just thought it might be useful to share from a student support perspective! πŸ™‚ 12:49:02 From EA to Everyone: Related to isolation I have been encouraging students to keep networking and getting to know their peers as with AI use there has been a drop off in attendance and conversation and presence in classes on and offline. So have been emphasizing why social learning is key especially building up durable skills - empathy, negoation, active listening and so on 12:49:13 From JM (2) to Everyone: Reacted to "Hello all - just wanted to share what we're doing in this space from an SU Advice perspective. Some of the challenges we've seen is the use of AI to bridge a gap either academically, or if the student is having personal challenges and AI becomes a sort of 'emergency tool.' We've been working as part of our 'Fit to Submit' campaign to really have a transparent dialogue with students in terms of AI, how they feel about it and some of the things they need to be aware of it. As part of this, we've been working on a sort of 'Academic Integrity Toolkit' talking about Academic Integrity, AI, building this into everyday student practice, and being transparent about some of the "risks" when the foundational understanding or confidence isn't there. It also goes into what being picked up on misconduct actually means in practice, and their rights in this area. Just thought it might be useful to share from a student support perspective! πŸ™‚" with ❀️ 12:49:17 From SM to Everyone: Reacted to "Related to isolation I have been encouraging students to keep networking and getting to know their peers as with AI use there has been a drop off in attendance and conversation and presence in classes on and offline. So have been emphasizing why social learning is key especially building up durable skills - empathy, negoation, active listening and so on" with πŸ‘ 12:49:25 From DS to Everyone: The argument "I didn't know it wasn't permitted" is most unlikely to be accepted as a valid defence, or even acceptable mitigation, in a disciplinary context. The Panel will point to the Declaration, the Student Handbook, some slide in a lecture, a passage in an e-mail, etc. to shoot down that argument. 12:49:27 From EA to Everyone: Reacted to "The Bigger question we should all be building into our courses is who benefits from AI? AI is not neutral, its impacts vary hugely, its already dull to repeat the tech bro mantra of what it can be sued for, we are focusing less on how it can also increase surveillance, standardise work & intensify workloads. Isnt the question more about who controls it, who benefits from it, & what happens to human knowledge, skills & autonomy?" with ❀️ 12:49:33 From SM to Everyone: Reacted to "Hello all - just wanted to share what we're doing in this space from an SU Advice perspective. Some of the challenges we've seen is the use of AI to bridge a gap either academically, or if the student is having personal challenges and AI becomes a sort of 'emergency tool.' We've been working as part of our 'Fit to Submit' campaign to really have a transparent dialogue with students in terms of AI, how they feel about it and some of the things they need to be aware of it. As part of this, we've been working on a sort of 'Academic Integrity Toolkit' talking about Academic Integrity, AI, building this into everyday student practice, and being transparent about some of the "risks" when the foundational understanding or confidence isn't there. It also goes into what being picked up on misconduct actually means in practice, and their rights in this area. Just thought it might be useful to share from a student support perspective! πŸ™‚" with πŸ‘ 12:49:47 From EA to Everyone: Reacted to "Picking up on the point about authentic to the discipline.. in law we are experimenting with restricted reading lists (ie only a few possible sources) for essays. We want to keep some essays due to the nature of legal education benchmarks and what we are trying to do but also address the fact that many students are tempted to over-use AI for essay writing." with πŸ‘ 12:49:56 From EA to Everyone: Reacted to "Hello all - just wanted to share what we're doing in this space from an SU Advice perspective. Some of the challenges we've seen is the use of AI to bridge a gap either academically, or if the student is having personal challenges and AI becomes a sort of 'emergency tool.' We've been working as part of our 'Fit to Submit' campaign to really have a transparent dialogue with students in terms of AI, how they feel about it and some of the things they need to be aware of it. As part of this, we've been working on a sort of 'Academic Integrity Toolkit' talking about Academic Integrity, AI, building this into everyday student practice, and being transparent about some of the "risks" when the foundational understanding or confidence isn't there. It also goes into what being picked up on misconduct actually means in practice, and their rights in this area. Just thought it might be useful to share from a student support perspective! πŸ™‚" with ❀️ 12:49:56 From ZP to Everyone: Reacted to "Related to isolation I have been encouraging students to keep networking and getting to know their peers as with AI use there has been a drop off in attendance and conversation and presence in classes on and offline. So have been emphasizing why social learning is key especially building up durable skills - empathy, negoation, active listening and so on" with πŸ‘ 12:50:06 From KF to Everyone: Reacted to "Related to isolation I have been encouraging students to keep networking and getting to know their peers as with AI use there has been a drop off in attendance and conversation and presence in classes on and offline. So have been emphasizing why social learning is key especially building up durable skills - empathy, negoation, active listening and so on" with πŸ‘ 12:50:43 From CT to Everyone: 100% if we get it wrong, we'll really fail our students 12:50:46 From TL to Everyone: Reacted to "Another issue, around this idea of 'where is the line', is that technology is evolving very quickly and so while genAI use is clear (well 'ish), but what about AI which is now embedded within other technologies in education, for example in MS Office or within Adobe etc. So how do we regulate and accommodate for these embedded AI technologies?" with πŸ‘ 12:50:56 From TL to Everyone: Reacted to "And there is a problem that many of the checkers will pick up Grammarly use - which a university might tell a student it's fine to use..." with πŸ‘ 12:51:08 From PD to Everyone: Spot on G and many governments being afraid of the tech-bros unermines us all. 12:51:11 From PS to Everyone: Replying to "Picking up on the point about authentic to the discipline.. in law we are experimenting with restricted reading lists (ie only a few possible sources) for essays. We want to keep some essays due to the nature of legal education benchmarks and what we are trying to do but also address the fact that many students are tempted to over-use AI for essay writing." That sounds like a properly considered approach. Too often the term "authentic" gets bandied around as though there is something somehow not real about university-bound activities. 12:51:18 From SJ to Everyone: Reacted to "G’s piece this week – Students just need to know where they stand on AI, https://wonkhe.com/blogs/students-just-need-to-know-where-they-stand-on-ai" with πŸ‘ 12:51:21 From CR to Everyone: Reacted to "Spot on G and many governments being afraid of the tech-bros unermines us all." with πŸ‘ 12:51:24 From JE to Everyone: Reacted to "The argument "I didn't know it wasn't permitted" is most unlikely to be accepted as a valid defence, or even acceptable mitigation, in a disciplinary context. The Panel will point to the Declaration, the Student Handbook, some slide in a lecture, a passage in an e-mail, etc. to shoot down that argument." with πŸ‘ 12:51:24 From KH (2) to Everyone: Reacted to "The Bigger question we should all be building into our courses is who benefits from AI? AI is not neutral, its impacts vary hugely, its already dull to repeat the tech bro mantra of what it can be sued for, we are focusing less on how it can also increase surveillance, standardise work & intensify workloads. Isnt the question more about who controls it, who benefits from it, & what happens to human knowledge, skills & autonomy?" with πŸ‘ 12:51:25 From PS to Everyone: Reacted to "Related to isolation I have been encouraging students to keep networking and getting to know their peers as with AI use there has been a drop off in attendance and conversation and presence in classes on and offline. So have been emphasizing why social learning is key especially building up durable skills - empathy, negoation, active listening and so on" with πŸ‘ 12:51:54 From TL to Everyone: Reacted to "G’s piece this week – Students just need to know where they stand on AI, https://wonkhe.com/blogs/students-just-need-to-know-where-they-stand-on-ai" with ❀️ 12:52:04 From R to Everyone: I think this needed a 2 hour slot!! We have merely scratched the surface. Thank you WONKHE I have another meeting. 12:52:14 From J (5) to Everyone: Reacted to "Picking up on the point about authentic to the discipline.. in law we are experimenting with restricted reading lists (ie only a few possible sources) for essays. We want to keep some essays due to the nature of legal education benchmarks and what we are trying to do but also address the fact that many students are tempted to over-use AI for essay writing." with πŸ‘ 12:52:20 From HL to Everyone: Fabulous contribution from G and wonderful to hear AI use/competency/accessibility linked to sense of belonging! This is something we are looking at in my university currently. 12:52:31 From LN to Everyone: Reacted to "Fabulous contribution from G and wonderful to hear AI use/competency/accessibility linked to sense of belonging! This is something we are looking at in my university currently." with ❀️ 12:52:39 From EA to Everyone: Removed a ❀️ reaction from "Hello all - just wanted to share what we're doing in this space from an SU Advice perspective. Some of the challenges we've seen is the use of AI to bridge a gap either academically, or if the student is having personal challenges and AI becomes a sort of 'emergency tool.' We've been working as part of our 'Fit to Submit' campaign to really have a transparent dialogue with students in terms of AI, how they feel about it and some of the things they need to be aware of it. As part of this, we've been working on a sort of 'Academic Integrity Toolkit' talking about Academic Integrity, AI, building this into everyday student practice, and being transparent about some of the "risks" when the foundational understanding or confidence isn't there. It also goes into what being picked up on misconduct actually means in practice, and their rights in this area. Just thought it might be useful to share from a student support perspective! πŸ™‚" 12:52:49 From KH (2) to Everyone: Replying to "The Bigger question we should all be building into our courses is who benefits from AI? AI is not neutral, its impacts vary hugely, its already dull to repeat the tech bro mantra of what it can be sued for, we are focusing less on how it can also increase surveillance, standardise work & intensify workloads. Isnt the question more about who controls it, who benefits from it, & what happens to human knowledge, skills & autonomy?" Yes, and where does the climate emergency fit into this conversation? 12:52:52 From LS to Everyone: Fantastic contribution G - really brought the conversation to life with a lot of power. 12:53:03 From JM (2) to Everyone: Replying to "Hello all - just wanted to share what we're doing in this space from an SU Advice perspective. Some of the challenges we've seen is the use of AI to bridge a gap either academically, or if the student is having personal challenges and AI becomes a sort of 'emergency tool.' We've been working as part of our 'Fit to Submit' campaign to really have a transparent dialogue with students in terms of AI, how they feel about it and some of the things they need to be aware of it. As part of this, we've been working on a sort of 'Academic Integrity Toolkit' talking about Academic Integrity, AI, building this into everyday student practice, and being transparent about some of the "risks" when the foundational understanding or confidence isn't there. It also goes into what being picked up on misconduct actually means in practice, and their rights in this area. Just thought it might be useful to share from a student support perspective! πŸ™‚" This is so important and love the idea of 'Fit to Submit'. Many of o 12:53:09 From PD to Everyone: G excellent points-we cant avoid the broader politics of AI 12:53:19 From SK to Everyone: Reacted to "This is so important and love the idea of 'Fit to Submit'. Many of our students are fearful of using the mitigation process even when justified as it has an impact on their long-term goals, career timelines, personal lives and so resort to this 'emergency use' of AI just to get the assignment done. Useful to discuss the risk of one versus the other" with ❀️ 12:53:24 From VG to Everyone: Reacted to "This is so important and love the idea of 'Fit to Submit'. Many of our students are fearful of using the mitigation process even when justified as it has an impact on their long-term goals, career timelines, personal lives and so resort to this 'emergency use' of AI just to get the assignment done. Useful to discuss the risk of one versus the other" with πŸ‘ 12:53:28 From MOA to Everyone: The problem is at institution level the conversations are NOT happening with students. they are cherry picking students to suit their outcome needs 12:53:43 From VG to Everyone: Reacted to "Hello all - just wanted to share what we're doing in this space from an SU Advice perspective. Some of the challenges we've seen is the use of AI to bridge a gap either academically, or if the student is having personal challenges and AI becomes a sort of 'emergency tool.' We've been working as part of our 'Fit to Submit' campaign to really have a transparent dialogue with students in terms of AI, how they feel about it and some of the things they need to be aware of it. As part of this, we've been working on a sort of 'Academic Integrity Toolkit' talking about Academic Integrity, AI, building this into everyday student practice, and being transparent about some of the "risks" when the foundational understanding or confidence isn't there. It also goes into what being picked up on misconduct actually means in practice, and their rights in this area. Just thought it might be useful to share from a student support perspective! πŸ™‚" with ❀️ 12:54:25 From J (5) to Everyone: Reacted to "The problem is at institution level the conversations are NOT happening with students. they are cherry picking students to suit their outcome needs" with πŸ‘ 12:54:28 From I to Everyone: Amazing G - really highlighted some of the tensions in current AI approaches. Great point about AI filling gaps that the learning enivronment is failing to facilitate active engagement in person 12:54:40 From EA to Everyone: Reacted to "Amazing G - really highlighted some of the tensions in current AI approaches. Great point about AI filling gaps that the learning enivronment is failing to facilitate active engagement in person" with πŸ‘ 12:54:53 From KM to Everyone: We need to hear what students are using and why BUT There is a fear from students to share what/how they use AI in case they are put through an academic process and accused of not using AI in line with institutional policy 12:54:54 From EH to Everyone: A lot of excellent points here G - thank you so much for sharing your thoughts. 12:55:05 From LH to Everyone: Thank you for an excellent discussion. 12:55:06 From PD to Everyone: The irony is in the age of AI the bosses and surveys from the likes of WEF say we need more critial thinking employees. 12:55:08 From YP to Host and panelists: There are children are growing up believing that they can’t compete with AI. 12:55:08 From I to Everyone: agreed MOA! 12:55:15 From SK (2) to Everyone: Reacted to "Fabulous contribution from G and wonderful to hear AI use/competency/accessibility linked to sense of belonging! This is something we are looking at in my university currently." with ❀️ 12:55:16 From J (5) to Everyone: Reacted to "We need to hear what students are using and why BUT There is a fear from students to share what/how they use AI in case they are put through an academic process and accused of not using AI in line with institutional policy" with πŸ‘ 12:55:29 From CR to Everyone: Reacted to "The irony is in the age of AI the bosses and surveys from the likes of WEF say we need more critial thinking employees." with πŸ‘ 12:55:34 From ME to Everyone: Thoughtful and articulate feedback G 12:55:42 From EA to Everyone: Yes we need to look at the root drivers of the behavior we are seeing with AI 12:55:59 From SH (2) to Everyone: Replying to "Part of the issue is that for coursework assessments is there anything that AI cannot answer?" But it doesn't always answer well and that is the message that we need to be teaching - the criticality skills so that students know when their voice has more power. 12:56:18 From EA to Everyone: Grades, graduate job market etc\ 12:56:35 From HL to Everyone: so sorry to have to leave before the session actually ends. Really important points being raised here - and yes, I'd make space for a longer session on these issues! Thank you everyone. 12:56:45 From PD to Everyone: Fascinating none of the sector bosses talked about the wider social/political impact of AI but G did. 12:56:48 From RC to Everyone: Reacted to "We need to hear what students are using and why BUT There is a fear from students to share what/how they use AI in case they are put through an academic process and accused of not using AI in line with institutional policy" with πŸ‘ 12:57:14 From DM (2) to Everyone: Thank you all, very interesting conversations today! I have to jump into my next meeting. 12:59:01 From FW to Everyone: Thank you everyone, great conversations! 12:59:05 From C (3) to Everyone: Many thanks for this session 12:59:10 From C to Everyone: My institution stopped using it last year🀨 12:59:57 From MS (3) to Everyone: Many thanks for organising this session 13:00:21 From SW (3) to Everyone: who/what provides that feedback? 13:00:49 From L to Everyone: Many thanks for this insightful discussion 13:00:54 From MB to Everyone: Thanks all! 13:01:06 From EA to Everyone: How do you stop AI agents from completing work on the platform? 13:01:25 From LB to Everyone: Thanks all, goodbye 13:01:40 From ER to Everyone: I have to leave too, thanks everyone. 13:01:45 From KC to Everyone: Surely students could use Ai tool to answer the questions? 13:01:51 From A (2) to Everyone: I had an email about this yesterday and this really worries me as a direction of travel from an inclusivity, student experience and relational perspective. This writing sample generates an 'Author Capability Profile' that a student's writing will be judged against - the use of the word capability here horrifies me - we don't all demonstrate our capability through how we write 13:02:50 From RC to Everyone: Reacted to "How do you stop AI agents from completing work on the platform?" with πŸ‘ 13:03:12 From GB to Everyone: There are some barriers in place on the questions such as a timer and removing the capability to copy and paste answers 13:03:13 From EA to Everyone: Reacted to "How do you stop AI agents from completing work on the platform?" with πŸ‘ 13:03:23 From MS (2) to Everyone: thank you 13:03:24 From LF to Host and panelists: Thank you! 13:03:25 From A to Everyone: Thank you so much! 13:03:38 From R (2) to Everyone: Very informative, thank you 13:03:39 From SH (2) to Everyone: Thanks everyone! Interesting discussions and some great resources shared in the chat. 13:03:44 From G to Everyone: Thank you all! 13:03:52 From JAS to Everyone: Thank you everyone, really great presentations and discussion. 13:03:58 From SD to Everyone: Many thanks everyone! 13:03:59 From BH to Everyone: We all hope that students’ writing style develops over their time at university. I’d be really curious about how this is reflected in the tool - also noting that AI is influencing how students (and academics) write their own original content (as a habitual β€˜not-but-er I am starting to avoid that now!) 13:04:06 From J (2) to Everyone: Thank you all! 13:04:09 From PS (2) to Everyone: Thank you so much everyone. 13:04:10 From YP to Host and panelists: This has been an hour well spent. A longer session is needed, with more students too. 13:04:13 From SW (3) to Everyone: students' 'capability' will hopefully increase as they progress though - would this measure yr3 writing against yr1 writing? 13:04:22 From PD to Everyone: Thanks everyone especially G! And all colleagues comments in the chat. Who'd guess collective thinking is useful. 13:04:27 From MM (2) to Everyone: Thank you 13:04:42 From EA to Everyone: Reacted to "We all hope that students’ writing style develops over their time at university. I’d be really curious about how this is reflected in the tool - also noting that AI is influencing how students (and academics) write their own original content (as a habitual β€˜not-but-er I am starting to avoid that now!)" with πŸ‘ 13:04:46 From CG to Everyone: Thank you - a superb session! 13:04:51 From GB to Everyone: Replying to "I had an email about..." Hi A, we would be happy to have a follow up discussion to share more about how this approach works. What is important to recognise is that we do not make a decision based on one test alone as we have multiple layers of evidence, including Q&A’s 13:04:57 From EA to Everyone: This has been a great session thank you! 13:05:02 From SH to Everyone: Thank you! 13:05:03 From JC (2) to Everyone: Thank you 13:05:05 From SG (3) to Everyone: Thank you 13:05:05 From P (2) to Everyone: thank you very much 13:05:05 From MC (3) to Everyone: A very useful hour spent… Thank you! 13:05:06 From MM to Everyone: All links to the report, chat transcript, slides, and recording will be with you later this afternoon! 13:05:06 From SB (2) to Everyone: Thank you! 13:05:07 From AA to Everyone: Thank you - a great session 13:05:07 From GC to Everyone: Thank you all - great session! 13:05:07 From JS to Everyone: thank you 13:05:10 From MA to Everyone: Thank you! 13:05:10 From DR to Everyone: Thank you 13:05:12 From LP to Everyone: great session, make it longer next time! 13:05:14 From J to Everyone: Thank you 13:05:15 From KE to Host and panelists: Thanks very much 13:05:18 From SL to Everyone: Thank you 13:05:20 From LM to Everyone: Thank you! 13:05:24 From JDF to Everyone: Thank you