#LTHEChat A6 At last , I can say yes. But there is an important caveat - depends how it is used.

#LTHEChat A5 No. And what level of error in the diagnosis of cheating are you prepared to accept?

#LTHEChat A4 I feel a certain repetition in the air. No, again. To use GenAI effectively you have to become more critical and analytic.

#LTHEChat A3 Not unless we let it! We need to develop systems where humans are the indispensable centre

#LTHEChat A2 Isn’t No the answer to this Q as well? We have to find ways of ‘dealing with’ GenAI to be fair to our students

#LTHEChat A1 ChatGPT is now a label for a variety of LLMs with different characteristics. Isn’t NotebookLM a more likely indication of the future?

#lthechat A3 How about - “we have no time. We have to cover everything on the syllabus.”

#lthechat A2 When I was involved in undergraduate teaching, used several revision games to assist retrieval, e.g. students have to pick 2 cards at random from a pack and suggest links between the ideas or concepts on the cards

#LTHEchat A6 Must suppress my tendency to procrastinate and learn the Elmsley Count! This will enhance my ability to astonish!

Just received a tweet from a source I do not recognise which shows a woman being viciously attacked and dragged off. How does this qualify as the free speech we were promised? How do we get rid of this evil content?

#LTHEchat A6 Ego is often the killer ingredient!

#LTHEchat A5 Introduce a relevant concept or a short clip or extract which you do not fully understand yourself and work through it with the group.

#LTHEchat A3 Having a public (civilised) argument with another colleague can work wonders. We discovered this principle by accident.

#LTHEchat A3 Asking students (in groups so nobody is singled out) to generate what they think is a stupid question can work. You can often show that the question wasn’t stupid and it starts to establish a climate where everyone can ask.

#LTHEchat A2 Quizzes are (or should be) so easy to set up that we are in a much better position to find out.

#lthechat A6 Think we need to start by questioning what we are looking for in graduate outcomes and specifically reject the narrow ‘job/salary’ predictions beloved by some of our paymasters.

#lthechat A3 As GenAI is increasingly likely to have some impact on virtually every profession our graduates enter then we need to give them a basic grounding in what the tech can do, what it cannot, and how we might manage its very significant costs and liabilities.

#lthechat A1 As we cannot predict precisely what employment will look like in 5 years time then we must prepare students for uncertain futures by emphasising flexibility and ways of searching out opportunities.

#lthechat A6 How do we know what GenAI actually costs? (Using the broadest possible definition of cost to range from environmental to labour exploitation)

#lthechat A5 That we ignore it and fail to take advantage of it, and thereby don’t help students adopt an appropriate critical stance.