A6 #LTHEchat a shift towards carrots rather than sticks in AI policies working to internalise (including in students' perceptions) that AI has potential to foster learning rather than focusing on prohibiting its inappropriate use

A5 #LTHEchat there are perhaps some fundamental points which have different implications in different disciplines notably that it shouldn't be used as an excuse to avoid learning at all & should facilitate students' ability to function through their careerss whether they're eg classicists or bankers

A4 #LTHEchat interesting that you mention both staff & students. Perhaps there's an issue as in other areas of staff modelling good practice & if staff are transparent & demonstrate deep understanding & also preparedness to learn from those arund them students are motivatd to do the same

A3 #LTHEchat I see this as a difference between the initial reaction to availability of AI and involvement in its ongoing use. Focusing on detection & academic misconduct was a reasonable response when GenAI 1st became available. It isn't an appropriate focus for continuing work on what AI can do

A2 #LTHEchat catching up - again there are parallels with early days of lots being available online: abundance when the web became available meant that students needed to know the difference between authoritative sources & a web page put together by a chancer. AI & hallucinations & rapid change 1/2

A1 #LTHEchat also there's an effect - reminiscent of what we saw in the early days of widespread use of the web outside specialised techie & academic communities - that there's a lot of buzz around AI being important which isn't related to sober assessment of what it can do

A1 #LTHEchat in studying innovation I've always used disruption to refer to changes which significantly challenge assumptions which we already have. AI is disruptive eg in challenging assumptions on what sort of assessment, including essays, is effective in HE & in what tools students use to study

Hi - looking forward to this #LTHEchat having given a lot of thought to AI beyond the initial flutter of interest. I'll need to step away for a bit at some point within the hour but still hoping to contribute

A6 #LTHEchat understanding where OfS & others fit into the picture. Having good internal experts who are committed to make things happen. Recognising the overlap between doing the best for students & scholarship & compliance with quality requirements. Agility to respond to changed circumstances

A5 #LTHEchat this is part of what I alluded to earlier: any sort of initiative around teaching & learning tends to be perceived as unwelcome extra work. Make it into a project for an interested group of people. Engage with how OfS operates & treat the relationship of OfS to unis as critical friends

A4 #LTHEchat good question - hopefully any good practice should run across the range of courses.

A3 #LTHEchat for stronger learning experiences lots of things that come up regularly in these chats: pedagogic events, communities of teaching scholars, but for OfS it would be useful to have insight into how they work & what they expect (I attended such a session a few years ago which was v useful)

A2 #LTHEchat same things that have been challenging around quality assurance etc for years (1) like every initiative this feels as though it only adds to workload (2) dichotomy of how much you work to look good in metrics & how much to do the best for students though there should be scope to do both

A1 #LTHEchat it's a perfect example of something that looks like a detail change but is in fact v significant: it's a big incentive to address multiple aspects of our work which I think is no bad thing despite some reservations about the metrics used

Hi - happy new year & please excuse my late arrival in today's #LTHEchat

With lots of help from @dompates.bsky.social & technicians Claudia & George, this afternoon a few Business Management students got to work hands-on with augmented reality & 3D printed materials, so explore some tools of the 4th & subsequent industrial revolutions with manufacturing & clinical uses

A postscript of sorts to yesterday's #LTHEchat about loneliness. I had a conversation once about what it would be like to attend a conference where nobody talked to you. For me it wouldn't be a big deal, perhaps comparable to going to the theatre & really not liking the play 1/2

Thanks everybody for a great #LTHEchat & Happy Christmas to the community when we get there!

A6 #LTHEchat mentoring is important but needs to be followed up to ensure it's effective. Checking in on how people are doing including (without being intrusive) how the rest of their life is going: I've encountered several cases where academics are struggling because of factors unrelated to work

A5 #LTHEchat if done properly it should include a review once it's been in place. The support for people in business taking on visiting roles - which in my experience usually involves provision of red wine & non-alcoholic alternatives where appropriate - works well as it includes review meetings 1/2

A4 #LTHEchat we offer a lot of mentoring to new staff. I think it works well for those coming through a conventional academic career progression & I've seen v good support for people from elsewhere working as visiting lecturers. I'm less sure about transition from work elsewhere to full-time in HE

A3 #LTHEchat Time. A scrap of self-belief that as I was young things would get better. The confidence to say that I didn't want to pursue the academic path I was on & look for something a bit different (actually not that different in the scheme of things but still). Using the counselling service 1/2

A2 #LTHEchat a difficult one to answer as I want to be careful what I share! Not so much in my career but as a student myself there was a stage of being lonely, a commuter student so I had little contact with peers beyond the minimum necessary in lectures & tutorials & felt disconnected 1/2

A1 #LTHEchat a sense of lack of connection & not having the opportunity to communicate or mix with people. Sometimes it's strongest when there are other people around but the connections aren't there. A cliché perhaps but you can be very lonely in a crowd

Hi - I'm Martin from London and today's #LTHEchat relates to a load of points around student wellbeing that really interest me

A6 #LTHEChat - catching up late - predominantly back to the idea of communities of inquiry & ensuring that you are part of a group of people with practical support on how to develop their scholarship. Also set expectations: scholarship by its nature is often slow eg iterations of action research

A2 #LTHEChat yes because it's meant I reflect on learning & teaching & also because I've become part of various networks - including this one - of learning & teaching scholars. My concern is how much I'm able to put it into my own practice

A1 #LTHEChat I'm a teaching focused academic so my research/scholarship etc is v much along the lines initially identified by Boyer as Scholarship of Teaching & Learning

Hi - I'm Martin & might be a slightly intermittent participant in this #LTHEChat

A6 #LTHEchat if it's a single tip then persevere & support students who appear to be struggling with independent study & recognise that for some it can be very challenging indeed

A5 #LTHEchat this feels v much like a q with no magic answers except perhaps to recognise that facilitating independent study can be a significant amount of work for educators

A4 #LTHEchat potentially a lot. Even without independent study I'm interested in the idea that students might be able to choose between a number of different paths through a module, potentially achieving the same at the end of it but figuring out what works best for them

A3 #LTHEchat for 1st year undergraduates - also though they're less familiar in my role for postgraduates who have been in the working world & away from study - lack of confidence in how to study & what's expected of them & for those who do need support from peers lack of connection with others 1/2

A2 #LTHEchat where possible v detailed instructions on what to do including where students do need to make their own independent decisions

A1 #LTHEchat I'd want a lot of scaffolding, even though it's independent I'd want somebody to guide me through my own ideas, & perhaps the opportunity to go for a long walk & think about it

Hi - I'm Martin participating from the kitchen table having just eaten (& cooked) so #LTHEchat has arrived here more than me arriving at the chat. Have an emojo

For those interested after today's #LTHEchat, I wrote the 2nd (more positive) part of this article - I think you need a subscription whether insitutional or individual to see it. Do teaching fellowships actually improve teaching? www.timeshighereducation.com/depth/do-tea...

Thanks @richbale.bsky.social for a particularly worthwhile #LTHEchat

A6 #LTHEchat it's a cliché to relate this to AI but we're going through a period of change in the way that we consume & interpret information that's at least comparable to emergence of widespread use of the Internet 25 years ago. This has profound implications for HE (& won't make unis obsolete) 1/2

A5 #LTHEchat this was a big part of my Times Higher article. Link fellowship to other initiatives about learning & teaching - eg a group might work together on a teaching innovation then could apply together for fellowship citing one another as collaborators. Ensure transparency of process 1/2

A4 #LTHEchat for me, the teaching team, professional staff across a range of functions & especially those whose role didn't fit into traditional silos, peers in other unis with similar roles, also to some extent students given work on co-creation of material & students as partners

A3 #LTHEchat I found gathering evidence both difficult & worthwhile once I'd done it. There are all sorts of sources but making the connection & getting the level of detail right is tough

A2 #LTHEchat the flip side is that it can look like a tick-box exercise eg when claims are referred on minor but specific points so the feedback is more how to present it than how to do some useful reflection so there's an imperative on mentors in particular to make it constructive

A2 #LTHEchat SFHEA applications in particular, not just my own way back but those I've mentored, & even those which have been difficult to get right, have been really valuable for reflection & identifying relevant case studies. Also the applicants form a useful community of practice

A1 #LTHEchat I should probably also say that I was in formal leadership roles with undergraduate learning, 1st course director then associate dean, for around 13 years before going on sabbatical

A1 #LTHEchat my role right now is a bit unusual because I'm in the middle of a spell of sabbatical from teaching except I've come back to teach - in other words it's a split sabbatical. I'm an education-focused academic in a business school principally working with undergraduates

I’m Martin in London. Particularly interested in this #LTHEchat because among other things I had a piece in the Times Higher about fellowships a couple of years ago. A colleague who had very negative experiences of the scheme wrote about these & I did a companion article defending the scheme 1/ 3

A6 #LTHEchat for me specifically? Perhaps go back to my answer to q1 & think about how the lumper/splitter dichotomy works for students in the context of sustainability especially for undergraduates preparing for potentially 40+ years in the workplace

A5 #LTHEchat time & institutional support (I should say my own uni is good on the latter). Sustainability should of course run through all that we do but sustainability initiatives do need to compete with others for resources & indeed for staff & student attention

A4 #LTHEchat a lot of my working life at least is about balancing competing pressures & that was a whole lot more the case when I was in leadership roles up until last year. If you recognise the competing pressures & also that you won't always get it right I think you're much of the way there