Great idea... although not sure if I could have explain my PhD thesis in a dance
11.03.2026 22:29
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Great idea... although not sure if I could have explain my PhD thesis in a dance
Thanks for the feedback, Rachel. You may not remember, but I learned a lot from the external examiner course that you delivered for Advance HE nearly 3-4 years ago. It was very helpful. Thank you very much #LTHEChat
A1 It makes me reflect on surface and deep #learning, and on how students can demonstrate it in visual, written, and performance ways. Also, how critical thinking is evolving to use AI as a tool to evaluate outputs (like students are becoming like 'PhD supervisors' reading thesis drafts) #LTHEChat
Apologies, I just joined very late (and I thought this term would be more relaxed 😂) and am catching up with some questions. Great topic #LTHEChat
A2 In my case, I prefer to call it a 'challenging enough' assessment, in which #students can choose some theories / concepts / tools, apply the #theoretical concepts covered in the module, and #evaluate the quality of the literature resources. It can be a #visual or written assessment #LTHEChat
A3 by showing #examples of ethical use of #AI tools and practising them in class. Analysing the #prompts, #outputs, and cases of #hallucinations. An open discussion with students about how they think can use Gen AI tools #LTHEChat
A6 Be more flexible with some policies, like the AI-Proof Assessments. Depending on the discipline, some assessments can use #exams, but critical analysis should be based on analysing prompts and outputs in written #assessments. #Presentations are good, but do not avoid students using AI #LTHEChat
Q6: How can institutions ensure that educators retain autonomy in deciding how GenAI fits (or does not fit) within their pedagogical practice?
Reply with A6 #LTHEChat and your response
A4 Depending on the #discipline, students can analyse real cases, especially if they feel connected with them. For example, about #sustainability, I notice some students care more about social aspects than environmental ones. Giving them #choice is important #LTHEChat
A5 Identify the different uses of AI in supporting learning. It is key to first recognise the issues with AI #hallucinations and their impact on academic #misconduct cases. Then explore solutions to improve critical analysis of prompts and outputs, and number of interactions with the tool #LTHEChat
Q5 What opportunities can we create for students to make informed choices about when and how to use GenAI in ways that support, rather than replace, their learning?
Reply with A5 #LTHEChat and your response
Learners are being given a chance to take “stackable” postgraduate modules from member institutions of the University of London as it prepares for the introduction of England’s new Lifelong Learning Entitlement, reports Tom Williams #EduSky #LLE
https://ow.ly/oFYG50YseAr
The opportunity to submit your abstract to the #EDULEARN26 conference is drawing to a close - you have until the 12th March! If you can't come to the conference in person, you can present virtually. See what's included in each participation format: buff.ly/z2OwrrY ⭐
Don’t forget to join us tomorrow, Wednesday 8-9pm BST, for #LTHEchat, which will explore “Talking About GenAI in Higher Education As If Education Came First” with
@rmforsyth.bsky.social
Read the blog post at: lthechat.com/2026/03/06/l...
Our latest article, co-created with students: Marta Dermaku Hajdini and Noor Ghumran. We share 5 practical tips to apply Universal Design for Learning (UDL) in business education and support inclusive teaching - Westminster Business School #WBS #UDL #InclusiveTeaching
I agree with you, Patricia, but I noticed that when something is urgent (for example, in academic misconduct cases), students tend to respond more quickly when I use their personal email addresses. But more detailed info will be in their university email. Not an easy solution #LTHEchat
A6: I changed my approach. Instead of feeling that I matter to students, I believe that if "I did my best to help", given the support I received from my HE institution. External validation is important to some extent, but meaning comes from what I believe and feel was the 'right' action #LTHEChat
Do you feel that you matter to students and colleagues? What makes you feel that way?
Q6: Do you feel that you matter to students and colleagues? What makes you feel that way?
Reply with A6 #LTHEChat and your response
A1. It will reduce the professional distance between students and lecturers. Students may perceive us as more approachable, build trust, and feel more confident sharing things with us. But not all students are keen on this. We need to understand the context of each HE institution #LTHEChat
A2. There is no magic solution application to all student, but knowing their names, being approachable to answer their questions, using examples and communication channels that they are be more familiar, may reduce a professional distance and creates meaning #LTHEChat
A3. When some 'experts' create spaces that they think are valuable for students, but the latter do not see any value in engaging. For example, contacting students only through the university email, when some students prefer personal emails or even social media #LTHEChat
A5. That may depend on students' preferences. Whether we have spaces like a discussion board, MS Teams group, AI chatbots, using VR with scenarios, topis related to their own needs, then some may engage and find meaning on those spaces #LTHEChat
How can we create mattering moments in online spaces?
Q5. How can we create mattering moments in online spaces?
Reply with A5 #LTHEChat and your response
A4. It may depend on the students' background. Some students were more confident when interacting with lecturers and peers of the same gender, ethnicity, etc. Any staff member who has an impact on students has a responsibility to care. Students prefer someone with the final decision #LTHEChat
Is the work of belonging/mattering gendered? Who does the work of caring for students? Who do students want to do the mattering and caring roles?
Q4. Is the work of belonging/mattering gendered? Who does the work of caring for students? Who do students want to do the mattering and caring roles?
Reply with A4 #LTHEChat and your response
Where might institutional processes unintentionally undermine students’ sense that they matter?
Q3. Where might institutional processes unintentionally undermine students’ sense that they matter?
Reply with A3 #LTHEChat and your response
How do our everyday interactions signal to students that they are noticed, valued, and taken seriously, that they matter?
Q2. How do our everyday interactions signal to students that they are noticed, valued, and taken seriously, that they matter?
Reply with A2 #LTHEChat and your response
If a sense of belonging is framed as something students need to have to be a successful student, what might change if we instead focused on what we do as student-facing staff to foster belonging?
Q1. If a sense of belonging is framed as something students need to have to be a successful student, what might change if we instead focused on what we do as student-facing staff to foster belonging?
Reply with A1 #LTHEChat and your response
Great topic and thanks to all the LTHEchat community for sharing good ideas and practices #LTHEchat
A6: It should be both top-down and bottom-up. For example, we have an MS Teams for personal tutors for the whole school who share questions, and we answer them, a good place for discussion. I created an MS Teams chat for my teaching team (8) and colleagues interested in pedagogy #LTHEChat