A6 #LTHEchat within reason stepping away: take a walk, read a couple of chapters, do something different then return to reflecton. But also remembering quite what reflection is & of course remembering how to ask those big open questions

A5 #LTHEchat I do like the idea of multiple framing which is similar, & comes up in some of the literature on management education especially in an uncertain climate. However I recognise I could be more effective than I am in using it in my own practice

A4 #LTHEchat all of them but in the strict context of gathering supporting evidence for impact peer & autobiographical are probably most important. They are relevant because they capture impact over time which can be crucial

A3 #LTHEchat practice, constructive mentoring, & also coming across concepts which explain my actions & experiences to an extent that they benefit my own understanding

A2 #LTHEchat student, with the proviso that you could argue that student-centred learnng is a tautology. Nevertheless I think students must be at the centre of what we do

A1 #LTHEchat perhaps identifying clear examples of impact in reflection & presenting evidence without the whole thing coming across as over-descriptive

Hi - I'm Martin. I'm from London but doing some travelling this month so joinng this evening's #LTHEchat from Mannheim so Guten Abend

Thanks for a great #LTHEchat . I'm off to figure out how I can build a humorous account of today's online shopping misdelivery into a class on how businesses choose their Internet strategy

A6 #LTHEchat we've actually worked with a professional comedian in the past - as well as a load of people who have helped academics to learn various theatre & related skills - so there's scope for explicit training. Perhaps recognise it more explicitly as something lecturers do to engage students

A5 #LTHEchat sensitivity, knowing where not to go, & dealing with cases quickly where something does go wrong through inappropriate humour

A4 #LTHEchat also deploy humour a bit more carefully online than in person because you can't gauge reactions

A4 #LTHEchat apart from racist or sexist humour there are other cases which can land inappropriately with particular students: without going into detail I had to deal with fallout from a light-hearted remark (not by me) which some found disrespectful. Also sometimes dealing with v serious issues

A3 #LTHEchat I'd see it as part of the structure & delivery of material & a way of maintaining attention, involving students, & sometimes making rather dry subjects (like obscure American financial instruments which happen to be called CDs) memorable. It also marks out educators as individuals

A2 #LTHEchat nevertheless there's a point that a well-placed joke could be very effective in ensuring that I actually remembered learning about a key point

A2 #LTHEchat quite variable. I remember as a postgraduate a finance lecturer doing a magnificant riff on CDs being both an abbreviation of Certificates of Deposit & at the time a very popular format for recorded music but with hindsight am unsure if that helped me understand CDs in finance

A1 #LTHEchat it's very much part of the toolkit for many of us if only subconsciously: more generally humour is an important tool in helping us through things which could be quite challenging whether it's studying at a uni or teaching there

Hi - this is Martin joining this #LTHEchat from London. I'm a parent to 2 students as well as an academic so pleased to see Dad jokes mentioned as a category of humour

Thanks for a great & topical #LTHEchat

A6 #LTHEchat I actally think this is part of a broader issue, & a perennial challenge, of how to balance centralised & consistent policies with autonomy of both learners & educators. My concern is that we'll find we get guidelines which are heavy-handed & perhaps too focused on assessment

A5 #LTHEchat I wonder if there are opportunities around students knowing more about GenAI than educators, though the preliminary work that I & colleagues have done suggests this is far from being the norm. Perhaps inviting their own ideas on how to balance AI & human skills now & in the future

A4 #LTHEchat I think the professional context especially given the extent to which unis are expected to prioritise employability can be a counterweight to concerns about students being instrumental. They are going into a workplace on graduation where they will be expected to know & understand things

A3 #LTHEchat I think a barrier to this (& it applied to me despite best efforts to achieve otherwise) is actual or perceived lack of understanding of what AI can do among educators

A2 #LTHEchat grumpy middle-aged academic version is to remark that handwritten exams & (if only we could find a way to implement them at scale) tutorials/vivas are also secure forms of assessment

A2 #LTHEchat a couple of things we've done quite a lot but which are in danger of getting overused. We can get students to write reflective work & as an example I asked them to submit screenshots as evidence they'd actually done particular things online (though I guess GenAI could fake these) 1/2

A1 #LTHEchat 1st immediate issue is that in my field - Business & Management - effective verbal communication & crafting persuasive text is an important skill & the fact that students might outsource this to GenAI creates challenges in how we teach & assess this 2nd issue is around information 1/2

Hi - this is Martin joining today's #LTHEchat from London

Thanks for a great #LTHEChat

A6 #LTHEChat AI makes the algorithms we work with a whole lot more complex & a whole lot less deterministic in that an individual could put something into AI multiple times & get the same answer. But understanding biases & managing them is fundamental to using AI especially determining how to prompt

A5 #LTHEChat beyond the platform comparison that I've mentioned, compare different students' use of the same platform, consider 'reverse engineering' the way that somebody has worked the algorithm to create some influence or otherwise, look at what platforms know or think they know about people 1/2

A4 #LTHEChat I think it's very much part of our teaching role & a skill & area of understanding that runs across disciplines. Also I think in a rather febrile political environment (whether that's driven in part by social media or not) understanding & respecting multiple viewpoints is important

A3 #LTHEChat I'm less conscious of it than some others but marketing academics in particular who've looked at social media campaigns have reported students getting what looks like a v skewed view of what's out there. It's an interesting digital manifestation of different staff & student perspectives

A2 #LTHEChat in principle yes but I think this is an extension of evaluating critically the relevance & authenticity of sources of information which should be at the core of being a university student. The source and nature of bias is evolving & students need the skills to adapt to this

A1 #LTHEChat put simply it's the extent to which material which we see on social media particularly is biased, whether directly through an algorithm or through choice of platform (always instructive to compare responses to an issue between BlueSky & Twitter) or how you navigate a platform

Hi - I'm Martin and a slightly late arrival (sorry) to this #LTHEChat from an unexpectedly spring-like London

A6 #LTHEchat I have colleagues on BlueSky so couldn't possibly comment! But I do get positive feedback from students especially. In terms of relationships with other staff I'd hope that the various things I do mean something to other people

A5 #LTHEchat lots of things matter in online spaces eg providing background info about different participants & encouraging them to build up personas & that influencing participation & their role in an online community

A4 #LTHEchat this is subtle: there are definitely gender differences between typical expectations around belonging although there are many other factors

A2 #LTHEchat a lot depends on attention to detail: remembering students' needs, encouraging them to be involved in activities, etc. There's also a big difference between commuter students & those on campus in how they interact with activities in the university

A1 #LTHEchat this is something that's often overlooked in dealing with students. There's huge scope for student facing staff to foster belonging eg through organising activities & through things like bringing alumni into uni activities with current students

A3 #LTHEchat this is something I've strong feelings about: a few actions around uni staff, professional as well as academics, knowing students' names & coming in with some understanding of their background, really makes a difference. A good customer relationship management system is v valuable

Hi - I'm Martin from London & a slightly late arrival for this #LTHEchat

Thanks Alina for a great #LTHEchat

A6 #LTHEchat it has to be about incorporating it into everyday conversations about practice & into whatever CPD we do &shoudn't be a bolt-on. For Business Schools there are parallels with conversations on business ethics 10-15 years ago: we couldn't just have 1 session on ethics & say it was covered

A5 #LTHEchat apart from the sort of interdisciplinary activity that @dompates.bsky.social provides in our institution I'd suggest opportunities to work on case studies etc around climate change. We've had students doing relevant placements who've been able to offer their own perspective

A4 #LTHEchat I'm inclined to separate out the really frightening & overwhelming emotions which are certainly some people's response to climate change from a broader responsibility at least in anything vocational to prepare students for an uncertain world

A3 #LTHEchat possibly that they don't appreciate the complexity of the subject. Interestingly despite some of the rhetoric which crops up on social media, including the bizarre way that net zero gets demonised, it's v rare in my experience to find outright denial of climate change among our students

A2 #LTHEchat definitely relevance but also an a-ha factor that they're seeing something in a new way or perhaps seeing new connections etc. I like to introduce frameworks & concepts on the basis it'll give students a new perspective on what they know & there're plenty of examples around climate 1/2

A1 #LTHEchat in my context it tends to imply learning with real & current issues. So a student looking at what climate change means for a business or community which they know something about & have a connection with is an example

Hi - Martin joining this #LTHEchat from a very rainy London (though the effect that it rains almost every day for quite a while is neither unprecedented nor particularly unexpected in a maritime climate so isn't in itself evidence of climate change)

A6 #LTHEchat a bit of both: it's absolutely the sort of thing that individual educators should encourage by creating effective communities but senior leaders also need to form a climate where this is seen as a worthwhile thing to do