A6 #LTHEChat this is another argument for light touch & pliability: use the framework to set down principles without being unduly restrictive. Agree that as with much else in HE learning there is a balance & there can be an element of experimentation in getting it right

A5 #LTHEChat if management consultancy project-based modules count then yes (trust me: I have a lecture on why people in businesses sometimes hate management consutancies). Interestingly a criticism of business simulations among 1st year students is they can seem artificial 1/2

A4 #LTHEChat part of me wants to answer that this works best in circumstances where there's no contradiction. It should be possible to set up a simulation for example which is based on a very rigorous understanding indeed of scenarios

A3 #LTHEChat Business Management needs as flexible & pliable framework as possible because it's such a varied discipline. Perhaps the best approach is to think of a framework in terms of minimum standards which a module/structured activity/game should meet including relevance to subject

A2 #LTHEChat more a comment than an answer but particularly with unusual approaches such as simulation the students who struggled weren't necessarily less experienced or weaker in subject matter understanding: it was much more readiness/willingness to adapt to new approaches to learning 1/2

Anyway A1 #LTHEChat I've done a lot with simulations over the years including early in my career feeding scenarios to students through email, a medium which at the time was still fairly new for non-techie people. Huge variation in the extent to which students 'got' what we were trying to achieve

Hi - I'm Martin just arrived late (sorry) for this #LTHEChat : I'm lousy with heights & in a previous life worked for a company which did software for rail signals among other things so the animation for the 1st q touches a nerve with me!

A6 #LTHEchat (sorry had to step away to eat something) I think much more signposting & indication of where to go for help...

A4 #LTHEchat as others have said we need to be in a workplace that supports us mentally so all the things that contribute to a teaching team being focused & collegiate. That's hard to achieve on a big course with many lecturers 1/2

A3 #LTHEchat being able to notice when students are struggling is among (many) benefits of always having some small-group teaching. Pacing & managing student workload not just within a module but across a whole degree so that demands on time are sensible 1/2

A2 #LTHEchat perhaps it's among the things which only get noticed if they are missing: students aren't conscious of it when all goes well but whether it's mild mid-term blues or major problems they become aware if there are difficulties & nobody to help

A1 #LTHEchat I think of creating an environment especially in 1st year undergraduate or 1st term postgraduate - so where there's a transition - where if students go somewhat outside their comfort zone, which they should be prepared to, it's in a way which doesn't make them unduly vulnerable

Hi - I'm Martin in London here for this #LTHEchat - for all sorts of reasons this is a vital topic especially for undergraduates where much of my work is

Thanks Nurun for a great #LTHEchat . My takeaways are around thinking of AI specifically in conjunction with concepts of dialogic learning & also fast & slow rather than just broader question of what it means for HE

A6 #LTHEchat Ha! Just talking last week to new students about Kahneman thinking fast & slow incl vulnerability to biases when thinking fast. Across a complete degree you need both: slow learning is important where students need to develop a new way of thinking typically analytical & critical 1/2

A5 #LTHEchat a challenge in dialogic learning is getting the right level of direction in a conversation: I'd argue that it needs to be guided so that it covers learning points but not scripted even loosely. Potentially AI could help to manage this balance

A4 #LTHEchat used it a little but I tend to see it as a tool to help with facts & understanding though I recognise that for most students there's more to it than that

A3 #LTHEchat I feel as though these are guiding principles of any use of AI: keep up to date about what it can do & learn your own personal ways to use it effectively. Watch out for any problems including hallucinations & bias & figure out how you would intervene & explain limitations to students

A2 #LTHEchat pro is that generative AI could be a good source of conversation starters & arguably the way that somebody could guide AI using prompt engineering is similar to the way they'd guide a group of students through a structured conversation 1/2

Also A1 #LTHEchat good to see Gordon Pask mentioned in the blogpost to reinforce the importance of a conversation. In large-scale higher ed the challenge is carrying on a worthwhile conversation with a large group of students

A1 #LTHEchat a concept I've long been aware of but unpacked in more detail recently. It implies that learning takes place when there's a (typically to some extent guided) conversation between teacher & learner. It implies that engaging in the conversation reinforces facts & conecpts for the learner

Hi - I'm Martin in London looking forward to this #LTHEchat

A6 #LTHEchat For pure learning, notes as reflection because even the fact of revisiting something you've learned or experienced after an interval helps you to see it in a different way, for creativity notes as art & perhaps I should be motivated to try something more than my plain digital notes

A5 #LTHEchat more note-making than note-taking but organising notes is potentially rather a useful AI application so long as the author doesn't relinquish control & still internalises some of the content

A4 #LTHEchat for digital notes keep it simple but I do set out to be rigorous about consistency in layout, font, etc

A3 #LTHEchat mine is that you can keep it simple if that's best. I'm in awe at some of the structured, diagrammatic, cross-platform approaches discussed here but I also know that a list of bullet points as the takeaways from something can also be useful

Also A2 #LTHEchat in principle digital notes should be easy to search & navigate though I'm unsure whether this is always the case in practice

A2 #LTHEchat embedding audio/video/graphics could be useful for jogging students' memories as well as offering useful explanations

A1 #LTHEchat I'm not as diligent a note-taker as I should be & given that in practice I don't handwrite v much I'm much more comfortable using a tablet or even laptop for notes than paper. I do find it useful to take down key points in talks, meetings, etc & to focus on how I'd summarise them

Hi - Martin from Bayes in London looking forward to a new academic year of #LTHEchat . Induction week for our undergraduates, & postgraduates last week, so I've been leading inclusive teamwork sessions

At the international @mobts.bsky.social conference today: 2 group activities in or workshop using paper tools to complement an AI world, a glass labelled with my name for reuse, and one of the host institution staff demonstrating a VR headset

V conscious from some perspectives that AI has the classic characteristic of disruptive innovations: it challenges accepted assumptions & therefore changes the way that the success of a tehnology can be evaluated

Interesting conversation about energy consumption for AI: can you ever identify savings in the need for computing power which would offset the energy used by AI?

Nice to attend an event which focuses on positives of new opportunities opened up by AI. Some of it is down to more computing power = more ability to analyse large & messy datasets = benefits to scholarship

Learning about RAG= retrieval augmented generation in the AI context & applying it to assessment design. A v different take on AI & assessment from what I've encountered before

I'm in Tooting - in the Jenner wing of St Georges - for a day of conversations about AI & what it means for a university

A5 #LTHEChat I'd ask them to practise & see how their understanding evolves

A4 #LTHEChat possibly to understand what could be behind an AI image & what sort of prompts could have created it

A3 #LTHEChat limited experience but I think prompting it for something that doesn't look like a stereotypically grotesque AI image will be a task for my students this autumn

A2 #LTHEChat students tended to come up with the sort of faintly grotesque (if that's not being unduly harsh) images which come to mind in discussions of AI art

A1 #LTHEChat hi - Martin from London - got students to generate AI images as a specific exercise to learm what tools are available & their limtations

Thanks all for a great #LTHEchat

A6 #LTHEchat perhaps the most important are permission to take risks when trying something new & ability to work as a team possbly across multiple roles & preferably involving students as co-creators

A5 #LTHEchat this is among the specialisms for ed tech people mentioned in my previous post. Lots of scaffolding & careful user experience design

A4 #LTHEchat as the field has matured I've also been struck by the extent to which learning technologists can acquire v specialist knowlege in areas incl immersive learning, so it's worth knowing who knows (a common knowledge management issue)

A4 #LTHEchat this applies to a whole load of tech within HE & not just immersive experiences. Foster people who work at the borders of tech & learning so have knowledge spanning both. Value them especially if their roles seem hard to understand because they didn't exist 30 years ago

A3 #LTHEchat 2 related answers. 1st is that as with much else you need to build a climate where pedagogy is valued so looking at the pedagogic issues is something that's done as a matter of course. 2nd is to build collaboration between pedagogic & tech experts so both are built in at every stage

A2 #LTHEchat it depends on the context: for instance for medical students OSCEs (objective structured clinical evaluations) are immersive & explicitly a form of assessment. As a principle which isn't always attainable it's good to measur active participation

A1 #LTHEchat with suitable tech it can definitely be scaled. Having multiple parallel small groups is a possible way to scale it but not the only one. I recall IBM implementing massive online conferences as online jam sessions as early as 2001 which indicate what could be possible

Hi - Martin joining this #LTHEchat on a sunny evening in London