12:04:37 From Angela Nartey to Everyone: Hello from Kent 12:04:39 From Ivana Ćurčić to Everyone: Hello from London 12:04:40 From David Whitelock to Everyone: Hi from a sunny Hull :) 12:04:43 From Jackie Rogers UWE to Everyone: Hello from a lovely sunny Bristol 12:04:54 From Andrew Robinson to Everyone: Hello from Worcester 12:04:55 From Adina Pirtea to Everyone: Hello from Birmingham! 12:05:00 From Jesrine Clarke-Darrington to Everyone: Hello from Sheffield 12:05:08 From Helen Boulton (NTU) to Everyone: Hello from Nottingham 12:05:09 From Ian Connerton to Everyone: Hello from Leeds! 12:05:10 From Jayne Hopkins to Everyone: Hello from Lincoln! 12:05:10 From Helen.White to Everyone: Hello from London 12:05:12 From Roz to Everyone: Hello from sunny Lewes 12:05:21 From Deborah Davies to Everyone: Hello from Reading 12:05:25 From Anne Hanlon-Bucher to Everyone: Hi from Glasgow! 12:05:26 From wahid khan to Everyone: Hi from sunny Bradford 12:05:27 From hbowstead1 to Everyone: Hello from windy Plymouth! 12:05:43 From Fiona Mc to Everyone: hello from Inverness - 🌞 loads of sunshine all over the UK. 12:05:44 From David Jackson to Everyone: Hi from Manchester :) 12:05:45 From Livia Scott to Everyone: https://kortext.com/educating-ai-generation/ download the full report here! 12:05:55 From Tim Bolton to Everyone: Hi From West Sussesx 12:05:57 From Sarah Drummond to Everyone: Hello from sunny Suffolk (remote from usual Newcastle Uni) 12:05:57 From Olivia Corcoran to Everyone: Hello from Wolverhampton. 12:06:06 From Anna McCraith to Everyone: HI from a modern - in London 12:06:07 From Miranda Hall to Everyone: Hi, from Manchester! 12:06:24 From Matt Whyndham to Everyone: can’t click that link it seems, or copy paste it?? 12:06:30 From Fred Milton to Everyone: Hi from a very sunny Middlesbrough 12:07:02 From Kevin Hamer to Everyone: Hi from Warwick 12:07:38 From Mark to Everyone: Finally someone gets it! 12:08:05 From Livia Scott to Everyone: Hi Matt, I’m not sure why that is, please give me your email and I can share it with you directly. Alternatively the link to download will be in the post-event materials in your inbox this afternoon 🙂 12:08:43 From Matt Whyndham to Everyone: @Livia. It’s a zoom webinar setting somewhere. I used Finger 1.0 and typed it!! 12:08:53 From Fiona Mc to Everyone: tell that to records, government and DP Officer. It is challenging.. 12:09:06 From Fiona Mc to Everyone: *governance.. 12:09:20 From Livia Scott to Everyone: @Matt thanks for the note - do let me know if you have any further issues 12:09:53 From David.Callaghan to Everyone: AUdio dipping for me - anyone else? 12:09:55 From Fiona Douglas to Everyone: Slight sound issues. Cuts out briefly. 12:10:04 From Eloise Ellis to Everyone: Yes, very poor audio 12:10:05 From Per Laleng to Everyone: Yup sound drops 12:10:27 From David.Callaghan to Everyone: Thanks Rachel - Cam off might help :-) 12:10:28 From Will Heathcote to Everyone: Seems fine now 12:10:32 From p mann to Everyone: Will the recording be shared at the end as think this is something other staff here should be watching 12:10:36 From Livia Scott to Everyone: Apologies everyone - hopefully that should be rectified now. If not we have a back up plan. 12:10:45 From Emma Zoe Davenport to Everyone: Hi Livia, yes, if a link could be provided, this would be great as otherwise I have to commit to receiving information from Kortext and, while I'm grateful for their work here, I don't want to sign up to their communications just yet. 12:10:49 From Livia Scott to Everyone: Yes you will all receive a copy of the recording this afternoon as well as all slides 🙂 12:10:50 From Matt Whyndham to Everyone: Local interpretation : yes!! Innovation occurs at the edge, not the centre. 12:13:42 From Jas Ahmad to Everyone: Hi Livia, will the material you send later include the white paper Rachel refers to? Thanks. 12:15:31 From Tom Guy to Everyone: The big elephant in the room is that businesses will adopt AI (especially agentic and automated workflows) faster that education can ever keep up - especially in the UK/EU where AI adoption is terribly slow 12:15:45 From Helen Carter to Everyone: It is interesting that the government are asking for evidence about AI with a view to legislation, which feels so very compliance based. 12:16:04 From Livia Scott to Everyone: Yes it will. You can also download the white paper here (https://kortext.com/educating-ai-generation/) and a write up on wonkhe https://wonkhe.com/blogs/controlled-experimentation-with-ai-the-power-of-a-pilot/ 12:16:15 From Richard Mason (Bath) to Everyone: I'm not sure experimentation can always happen within clear ethical parameters with AI 12:16:53 From Helen Kempster to Everyone: I joined late so this may already have been mentioned, but on the compliance/legislation theme I am wondering what impact the upcoming EU AI legislation will have. 12:17:20 From Livia Scott to Everyone: We can ! 12:17:47 From Fiona Douglas to Everyone: Useful to hear experimentation encouraged. We need to get away from notions of shame and being not-expert enough if we want to bring the majority of staff with us. We need open and non-judgemental conversations and question-raising. 12:18:03 From Livia Scott to Everyone: That was a really clear message from all of the interviews we did, Fiona. 12:18:06 From Helen Carter to Everyone: Helen K, I teach EU law and agree that there should be a close eye on what they are doing. 12:18:14 From Dr James Shea to Everyone: I see lots of scaremongering from really quite senior non-university educational folks who think students are using AI to write essays and that universities are 'doing nothing'. That's hugely frustrating. We need some strong counter messaging. 12:18:57 From Mark to Everyone: If your assignment can be outsourced to AI, it's your assignment that's the problem... 12:19:27 From Sam to Everyone: Most assignments in UK are essays that you can write at home in several weeks, of course students will cheat. We need to move away from these assignments 12:20:10 From Anna McCraith to Everyone: Yes to Tony Guy -business can adapt and want to adapt faster - I'd say largely as we have so little money. Or less agile (dare I say older) workforce? Or largescale workaround processes? Or it is as we are saying student mustn't cheat to make their work easier so we can't either? Thoughts appreciated 12:20:17 From Matt Whyndham to Everyone: Examine the process, not jus the end product. 12:20:29 From Fiona to Everyone: The environmental impact of AI in general seems to have been forgotten. 12:20:31 From Rob Witts to Everyone: Is anyone having conversations about the environmental impact of AI? This is a real challenge for institutional sustainability goals 12:20:48 From Julian Chaudhuri to Everyone: So, one of the key issues here is behaviour change for academics and course teams to seriously review their assessments in the age of AI. That is not a small ask given how overworked academics are. 12:21:10 From Rachel Maxwell to Everyone: @Fiona, interestingly, the environmental impact was part of our conversations 12:21:13 From Ian to Everyone: @Sam - Disagree We need to look at process not product (100% Agree) but you cannot secure assessment even in a Uni Setting We need to identify how students can use AI to co-author work and use the AI to leverage their skills not replace them 12:21:41 From Sara Moze to Everyone: Excellent point, @Julian! 12:22:06 From Ian to Everyone: Environmental is interesting as there's a big focus on Electricity & Water use for Data Centres, yet some companies are using Air Cooling - much lower environmental impact 12:22:13 From Livia Scott to Everyone: It’s worth noting that we spoke to leaders across the sector about how they have and are planning to respond, you can see the write up here: https://wonkhe.com/blogs/educating-the-ai-generation-institutional-ai-response-is-a-human-not-a-policy-challenge/ 12:22:25 From Fiona to Everyone: @Rachel, could you summarise the concerns and how they were addressed? Sorry if already mentioned, I had to join late. 12:22:29 From Sam to Everyone: If I evaluate the process, the assignment is not the essay uploaded anymore. So you actually agree that we need to change the assignment :) I would love to know how I can examine the process of essay writing 12:23:03 From Rachel Maxwell to Everyone: @Fiona I'd need to revisit my notes to find that information. 12:23:15 From Matt Whyndham to Everyone: @sam : ask s’s to explain their choices at the beginning, middle, and finishing-off stages. 12:23:16 From Simon Clemmensen to Everyone: @Ian I completely agree. AI is here to stay. We need to empower students to use AI ethically, not to set up hurdles. The challenges our ways of delivering and assessing education, but that’s just the way it has to be 12:23:18 From Miranda Hall to Everyone: Environmental concerns have been visible in discussions at all levels at Manchester - it is an active debate and we have a group that is actively looking at it. We are also doing some things around myth busting e.g. comparing impact of AI vs other activities. 12:23:49 From Anna McCraith to Everyone: yes agree Fiona, Rob. Really worrying sustainability for many in HE but wanted by leads. @Julian - agree - prof support exactly true too can't change fast as overworked doing the day job - often forgotten as they get unnoticed cuts. 12:23:53 From Mark to Everyone: You can't. We need to move toward in-person demonstrations of appropriate knowledge acquired, whether AI was used in the process or not. 12:24:10 From Sam to Everyone: @matt AI can do that too. If it's in writing. If you mean with a VIVA, I totally agree, which is 100% my point that a written at home assignment is not possible anymore 12:24:37 From Walaa to Everyone: Can these projects can be shared with other educators? 12:25:18 From Jenkins, Cloda to Everyone: how many people are working on all this training/activity at university and Faculty level in Southampton? (paid for their time people). Looks like massive activity 12:25:30 From Henry Dorling UWTSD to Everyone: @Sam perhaps the process should be thinking analysing and critiquing rather than the essay writing itself 12:25:30 From Rachel Maxwell to Everyone: That makes so much sense @Kate in terms of starting from where people are at 12:25:46 From Will Heathcote to Everyone: There is a fine balance between assessment authenticity, security, and feasibility that needs to be found, which an institutional-level policy can't solve on it's own. 12:25:51 From Ian to Everyone: Vivas - I attend with AI glasses that can /hear the question and supply an answer - not secure 12:26:00 From Mike Brits to Everyone: I think there has been an evolution in teaching, from teacher in front of classroom, to async lectures, to now AI teaching in smaller increments. I look forward to seeing how assessments will also evolve to smaller, smarter increments. 12:26:02 From Fiona Douglas to Everyone: I was in a session yesterday with someone from Deakin (see today's THE - https://www.timeshighereducation.com/news/no-defence-against-wearable-ai-exams-researchers-warn) re how AI wearables can impact on even in-person demonstrations of knowledge. 12:26:44 From Amy Harrison to Everyone: Hi, I'm working as part of the Advancing Assessment team at Southampton, looking at GenAI and Assessment, as part of a 5 year, strategic project. We're very happy to talk/share with others if you're interested please get in touch with us ! advancingassessment@soton.ac.uk 12:27:08 From Per Laleng to Everyone: There is some scope for (self-)reflective written assessment and encouraging students to find their own voice. It's pretty obvious when (most) students are off-loading their writing to an AI. 12:27:23 From Sam to Everyone: Yeah, but everyone can access chatGPT from home, while not everyone is James Bond with hidden tech to help them in a real conversation. VIVA is still much better than a written essay, 12:27:42 From Parama Chaudhury to Everyone: The wearable tech in in person assessments have come up for us as well - but it doesn't mean that we shouldn't therefore have any safeguards eg we refresh our policies as calculators developed. How can we do this? 12:28:10 From Mirjam Hauck to Everyone: "Critical" AI Literacy should also mean "critical" as in "grounded in EDIA principles" https://about.open.ac.uk/sites/about.open.ac.uk/files/files/OU%20Critical-AI-Literacy-framework-2025.pdf 12:28:17 From Ian to Everyone: Sam - What is the problem with "At Home Essay writing"? 95% (approx) claim to use AI for their study - How do you determine what the user told the AI and what the AI Wrote. IF I give AI A list of bullets (my text and research) and ask it to write a paragraph is that AI written or Student led ? More importantly - is it a problem ? 12:28:51 From Ginny Henderson to Everyone: I do think we saw similar 'suspicions' when the internet became accessible (being of the generation that remembers pre internet) and we had access to all this different information (evidence based and otherwise) 12:29:00 From Fiona Douglas to Everyone: The AI wearables like glasses can be expensive, so danger of two-tier system - the haves and the have nots. 12:29:10 From Per Laleng to Everyone: On wearables: https://www.legalfutures.co.uk/latest-news/high-court-witness-coached-via-smart-glasses-while-giving-evidence 12:29:31 From David Christopher to Everyone: @perlaleng. I disagree. I am actually a champion of integrating AI into pedagogy at U-Leicester, especially in a distinction between using it for inputs (learning tool) and outputs (plagiarism). But in test exercise after test exercise, faculty were not able to clearly distinguish AI-generated outputs and genuine student outputs. With the proper prompts, the AI has become very good at imitating common student mistakes. 12:29:37 From wahid khan to Everyone: What skills are humans not able to achieve (not just find difficult) that AI is designed to address? 12:29:44 From Kim Woodall to Everyone: Mirjam - the OU link is not working 12:30:03 From Sebastian Teicher to Everyone: https://www.open.ac.uk/blogs/learning-design/wp-content/uploads/2025/01/OU-Critical-AI-Literacy-framework-2025-external-sharing.pdf 12:30:11 From matt robb to Everyone: I agree that the core of any response is the building of critical thinking and creativity skills that have value in HE and beyond. The key is to accurately assess these skills with a developmental mindset. Without good data, it's impossible to know how students are really progressing and what the impact of teaching really is 12:30:19 From Matt Whyndham to Everyone: links are not working for me, might b a zoom setting? 12:30:37 From Sam to Everyone: @Ian the problem is that we cannot prove whether the content was generated, which is an issue on its own. If we cannot detect it, in my opinion we should not use that type of assignment. Yes, for me it's a problem. In your example you gave AI your points and research, but that is an assumption that I cannot make. What if everything is generated? How do I provide fair evaluations? 12:30:42 From Rob Witts to Everyone: When we are talking about 'AI' are we talking about LLMs and related tools? If so, the fact that these technologies are based on theft of authors' work is a major ethical issue 12:30:46 From David.Callaghan to Everyone: The last link from Sebastian is fine for me 12:30:52 From Martha Quinn-Forgan to Everyone: Is it really that helpful to start from the assumption that students are going to be trying to cheat the system? 12:31:04 From Kim Woodall to Everyone: D and S Yes same, thanks 12:31:11 From Rachel Maxwell to Everyone: You can download the Educating the AI Generation whitepaper here: https://kortext.com/educating-ai-generation/ 12:31:14 From Fiona Mc to Everyone: @fiona douglas - AI glasses can be a cheap as £30. I have a pair, and can record, take photos, instant translate ( to a point) and be used on calls (audio). They work via an app 12:31:14 From Richard Mason (Bath) to Everyone: Some institutions seem to be moving back towards prescribing/policing coursework/open lane assessment (i.e. detection). Anyone working in this context or got any insights? 12:31:25 From Henry Dorling UWTSD to Everyone: As an Academic Developer one of the challenges in Curriculum Review is aligning with AI institutional policy and acknowledging programme area complexities in module content, teaching and learning as well as staff attitudes and understanding around AI usage plus potential impacts on student experience....help! 12:31:25 From Will Heathcote to Everyone: Written assignments and vivas can be used in conjunction with one another. For some subjects, forming written and oral arguments are core to their learning outcomes. 12:31:26 From Cathy TV to Everyone: I think an important point for consideration is how AI can help us move away from traditional assessment like essays, reports and exams, to an assessment method that actually works better for a broader spectrum of students, including those with learning difficulties. 12:31:48 From Helen Carter to Everyone: I think there is a culture of 'Jim is using AI< so why shouldn't I?' which does mean we should assume that plenty of students are cheating. 12:32:09 From Anna McCraith to Everyone: Not a question on being bright. But you can be a prof in something very distant to digital skills! And prof service also - very bright. All can be too busy to learn, too unaware that there is something to learn. Not willing to engage in the way that the training is delivered (learning styles, remote working etc) 12:32:31 From Amy Harrison to Everyone: We're finding our students are extremely cautious about AI use and very aware of environmental/political factors 12:32:44 From Parama Chaudhury to Everyone: Agree with Helen - the HEPI etc surveys have shown the % of students using AI in their academic work, so this is not an assumption 12:32:46 From Helen Carter to Everyone: @Cathy I am working on a lot of thinking around SEND teaching and design including authentic assessment, I agree with you. 12:33:06 From Anna McCraith to Everyone: Always a slight surprise on how little academics want to learn for our prof staff who take new system change far far faster... 12:33:21 From David Christopher to Everyone: And the sweeping assumption that they all are is simply a way of maintaining integrity. It's the old "if one pig can talk" metaphor - then we can broadly assume that all pigs can talk. Policy and integrity must be developed assuming that only any one student may be 'cheating' but that must apply to all. 12:33:31 From Richard Poole to Everyone: should we be better at considering what we WANT to educate our learners in relation to Subject expertise and also application of knowledge within the future workforce/societal in realtion to AI and other tech through a balanced curriculum across 360C of UG teaching? Would this then progress to the style of assessment and how we assess their mastery of such tech tools? 12:33:38 From Rachel Maxwell to Everyone: The recent Wonkhe research from Jim D and Mack showed that students are using AI in lots of different ways, not just to write their essay for them, but in planning, thinking, structuring etc. 12:34:15 From Colin Mitchell to Everyone: Re the environmental impact of AI - https://www.forbes.com/sites/johnkoetsier/2025/12/03/new-data-ai-is-almost-green-compared-to-netflix-zoom-youtube/ 12:34:23 From Livia Scott to Everyone: Research Rachel refers to - I’m biased but it’s really cracking piece to look not just at how many students are using it, but understanding how https://wonkhe.com/blogs/trained-to-stop-learning-how-students-are-experiencing-assessment-and-learning-in-an-age-of-ai/ 12:34:28 From Ian to Everyone: I was at a research workshop last week which was focused on a business problem - What struck me was the difference between the experts who use AI to amplify their cognitive abilities and those who use it to simply eradicate their learning. We need to encourage students to be the 1st. As for writing with AI - Look at Kelly Web-Davies work on Voice First written assessment 12:34:32 From Helen Carter to Everyone: My kid doesn't want to learn via AI because he is worried about cognitive development! 12:34:32 From David Christopher to Everyone: @Rachel. This is such an important distinction: using it as an input (learning tool) and an output (cheating). 12:34:34 From Bianca to Everyone: I'd like to hear about AI and grading if we can! Specifically, what guidelines we should have for instructors on what are legitimate ways to use AI, if any. 12:34:34 From Ginny Henderson to Everyone: Agree @Rachel Maxwell. It can be used in different ways and not just about writing it all for you 12:34:43 From Mirjam Hauck to Everyone: Send me a message, please, and I send you the framework: mirjam.hauck@open.ac.uk 12:34:51 From Matt Whyndham to Everyone: planning, thinking, structuring ARE writing. Not the making sentence bit maybe, but still authorship. 12:35:00 From Bubba Gaeddert to Everyone: Do we think adults are cheating the system by using AI in projects of every day work? 12:35:00 From Tamaryn Meek Ip to Everyone: Reverse scaffolding with GenAI can also be a good approach 12:35:21 From Per Laleng to Everyone: @Christopher - don't get me wrong. I agree with you about humanising AI. But what's interesting about self-reflective writing is that it is less traditionally academic and is grounded in the student's actual experience which by definition the AI has not had. Of course students can engage an AI with their own experiences - and this can cut both ways. 12:35:22 From Dan Amin to Everyone: Really good point Bubba. No, they're not cheating ! 12:35:35 From Mia Preece to Everyone: Interesting research here re cognitive offloading… https://drphilippahardman.substack.com/p/the-cognitive-offloading-paradox?img=https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F5f863631-2554-4a25-b0bb-f56166752153_1350x1614.png&open=false 12:35:42 From Matthew to Everyone: Learners and instructors need more very basic and practical tools on how to use AI effectively and safely. Best practice and guidance on what many ‘experts’ will consider to be basic processes 12:35:53 From wahid khan to Everyone: Recently there have been a series involving even some of the most highly regarded law firms in the world using AI to advise on the law and getting it completely wrong. Are we deskilling people by encouraging them to use AI instead of gain human skills? 12:36:06 From wahid khan to Everyone: *of cases 12:36:09 From Sam to Everyone: I don't want my student to structure or plan with AI, because those are also skills that I want them to develop! Not only they are outsourcing the content, but also the planning, the thinking, the research, the everything. 12:36:28 From Rachel Maxwell to Everyone: The thing that really struck me from Jim and Mack's research was the need for a verification moment and how that impacted student use of AI. But vivas etc are an expensive method of assessment. Has any one got any other ways of verifying learning without a full viva e.g. changing code under controlled conditions without having to do the whole assessment with invigilation? 12:36:40 From Amara to Everyone: Great point @Martha. For many students, AI is an ‘out of class, out of hours, always available’ academic support tool. Cognitive outsourcing is a problem yes, but starting with learning outcomes is key. AI may be a solution in one context and a problem in another. 12:36:42 From Sam to Everyone: Using AI when you have a certain level of knowledge and mastery is a thing. Using AI when you have no skills developed is hindering their learning 12:37:10 From Sara Moze to Everyone: Re cognitive offloading - also this paper by Kosmyna et al. (2025): https://arxiv.org/pdf/2506.08872 12:37:13 From Ian to Everyone: Sam - very true - but are they doing that due to laziness, or the fact they haven't been taught how to do it 12:37:39 From Bubba Gaeddert to Everyone: If adults in their careers are not being shamed for using AI and we don't consider it cheating in the real world, then we should be training students for the real world, right? Isn’t one aspect of school about prep for the real world? 12:37:53 From Kate Borthwick to Everyone: Re: cognitive offloading - this is viewed differently by different student groups e.g. international students, neurodiverse students 12:37:57 From Sam to Everyone: Well, we definitely need to offer these learning opportunities, and I do workshops on academic writing, literature searching, etc, and participation is really low :) 12:38:52 From Per Laleng to Everyone: This on the use of AI scribes from a GP (think note-taking): https://benngooch.substack.com/p/i-was-an-enthusiastic-early-adopter?r=vbz6&utm_medium=ios&triedRedirect=true 12:38:59 From Sam to Everyone: If adults in their careers generate wrong information with AI, they should be absolutely shamed for it. It's not just for students :) 12:39:12 From Ian to Everyone: Amara you say "Cognitive outsourcing is a problem" When did you last use a sat Nav or similar... That is potentially cognitive off loading 12:39:13 From Helen Carter to Everyone: Do you ever feel like students don't 'need' study skills input @Sam? 12:39:54 From Sam to Everyone: @helen, I think they definitely do, but they might not know how important certain things are. 12:40:10 From Helen Carter to Everyone: My worry is that students can be misaligned in the understanding of their own abilities and so do not engage in study skills activities, despite the opportunity for growth even of capable students. 12:40:25 From Matt Whyndham to Everyone: In professional contexts, some *intentional* off-loading, AKA delegation, is normal. Expected even. Non-critical offloading is where you might have problems. 12:40:52 From David Christopher to Everyone: @Sam. Using Sat Nav misses the point. That is a tool for navigating when I am not learning to become a cartographer. Cognitive offloading is a central prpblem to the purposes of learning. 12:41:02 From Angela Nartey to Everyone: Great to see a range of principles being developed institutionally. UCU has recently publishes a set of high level principles that institutions may find of interest: https://www.ucu.org.uk/media/15656/Principles-for-use-of-artificial-intelligence/pdf/UCU_AI_principles_March_26.pdf 12:41:14 From Fiona to Everyone: My concern is how AI so often gets it wrong! You only have to look at AI summaries when you google something... 12:41:14 From Ian to Everyone: @Megan - whats your view on Grammarly Pro ? 12:41:51 From Debbie McVitty to Everyone: @Fiona absolutely - this is why people REALLY need ot understand what AI can and can’t do and be critical users not credulous ones 12:41:57 From David Christopher to Everyone: Lol. Grammarly Pro is so functionally bad that it works to actually flag AI use in my opinion. 12:41:58 From Richard Poole to Everyone: Please share the QR code for the Exeter AI Strategy please 12:42:50 From Henry Dorling UWTSD to Everyone: @Bubba totally agree. students should be taught real world skills which now whether we like it or not includes AI 12:42:52 From Kate Borthwick to Everyone: We are piloting Teachermatic and custom agents with JISC for AI marking and feedback 12:42:53 From Fiona to Everyone: @ Debbie, yes. I often wonder whether 'false' info is simply being perpetuated without anyone REALLY being able to scrutinise it. 12:43:25 From Fiona to Everyone: … due to lack of time, energy, and everything just being speeded up 12:43:35 From Fiona Douglas to Everyone: Maybe if academics felt more confident thinking about if/how/where to use AI in their research, that might help with thinking about their teaching. Microsoft has recently published the Academic Researcher's Guide to Generative AI - Methods and Prompting with Microsoft 365 Copilot Chat. Suggestions on how to integrate into research practice and some useful templates for those new to (or terrified of) prompt writing.: https://arch-center.azureedge.net/Credentials/the-academic-researchers-guide-to-generative-ai.pdf 12:43:36 From Matt Whyndham to Everyone: sounds like Prototypes (solve a question) rather than Pilots (first stage of rollout). 12:44:10 From Kate Borthwick to Everyone: Absolutely @Megan - we also want to understand our use of digital tools/procurement/piloting processes better. AI is shining a useful light on lots of activities! 12:44:35 From Debbie McVitty to Everyone: @Fiona agree but I think your point speaks to the importance of being sensitive to our collective emotional response to AI and the reality of feeling like anxiety, bewilderment, exhaustion! 12:44:43 From Ale Armellini to Everyone: Should Universities have an overarching "AI Policy", or should they not? We've seen two approaches to this. In the earlier presentation, Rachel said that such policies don't work. Megan's view, on the other hand, is that they're needed and our institutions are likely to have such a policy. Do colleagues have a view on this? 12:44:51 From Fiona to Everyone: And how do you know if something is wrong/false if you don't do the research properly? 12:45:14 From Fiona Douglas to Everyone: @Fiona - build in verification steps so you can check. 12:45:22 From Matt Whyndham to Everyone: @ Ale: light wight princples, yes please. Detailed directives, no thanks. 12:45:31 From Miranda Hall to Everyone: We are also using a prototype/pilot approach at Manchester. our first tranche are in progress so will be interesting to see the impact. We have an internal form where anyone can submit an idea - interested to hear how others are approaching identifying ideas to test new ideas? 12:46:10 From Chahna to Everyone: Great point about readiness of the community. This has been a helpful starting point for discussion in our community about what GenAI means for marketing education — drawing on educator insights and helping us think through institutional contexts and the discipline, and how we rethink curriculum, pedagogy, and assessment towards human–AI collaboration and critical judgement. We need more of these discipline-specific conversations alongside the sector wide and institutional ones. https://academyofmarketing.org/marketing-education-sig-white-paper-on-genai/ 12:46:28 From Kate Borthwick to Everyone: Some staff resources https://generic.wordpress.soton.ac.uk/genai/ 12:46:33 From Sam to Everyone: I think there is a massive difference if for myself, with 3 degrees and hopefully enough knowledge, decide to use AI to help me in my practice, and a student with very little knowledge does the same. I am able to spot the mistakes, understand the limitations, and use AI to help me. A student did not even prove they understand the topic they are studying. I think you need to first learn and master your topic before AI can become a trustworthy companion 12:46:57 From Fiona to Everyone: @Sam, completely agree 12:47:11 From Will Heathcote to Everyone: I would still advocate for a central policy with the flexibility of being translated locally. 12:47:48 From Yingnian Tao to Everyone: We have been mapping the GenAI policies in teaching, learning, and assessment in uk HEIs. Our initial findings are that there are inconsistencies and uncertainties on multiple levels, e..g, regarding AI detection tools, AI used in marking, reference and citation of AI. 12:47:52 From Ian to Everyone: I think there is a massive difference if for myself, with 3 degrees and hopefully enough knowledge, decide to use AI to help me in my practice, and a student with very little knowledge does the same. I am able to spot the mistakes, understand the limitations, and use AI to help me. A student did not even prove they understand the topic they are studying. I think you need to first learn and master your topic before AI can become a trustworthy companion 100% agree Sam - see my early comment 12:47:55 From Livia Scott to Everyone: www.exeter.ac.uk/about/vision/enabling-ai/ is the link on Megan’s QR code 12:48:04 From Ale Armellini to Everyone: @Matt Agreed - basic principles are needed. A wide-ranging, cover-it-all AI policy, no thanks. I tend to agree with Rachel. 12:48:06 From Livia Scott to Everyone: But the slides will be shared afterwards, alongside all other resources 12:48:29 From Matt Kemp to Everyone: There needs to be a middle ground of making use of AI to help prepare and upskill students as future graduates but at the same time not scaring students with policy which will punish AI use as that will make students uncomfortable using AI and make them feel unable to talk about it. 12:48:33 From Bubba Gaeddert to Everyone: Multiple degrees may not mean that someone can teach students effectively need to know however. 12:48:37 From Rachel Maxwell to Everyone: Flexibility within a framework! 12:48:46 From Helen Carter to Everyone: Yingnian, I can foresee an analogy with the literacy gap, where some students grasp and advance with AI and others just rely on it to their detriment. 12:49:44 From Shar to Everyone: This has been really interesting., as have the discussions in the chat - great to hear the perspectives of others. I need to leave now as have another commitment - but thank you and I look forward to receiving the slides. There have been lots of links popped in the chat - can these be collated and shared with the slides? I've not been quick enough to get all :) 12:50:04 From Matt Whyndham to Everyone: A thorough policy might be great for a couple of years, but then acts as a constraint later. Lecturer thinks: I can’t change X, because the policy says Y. Uni’s are un-dynamic enough as it is. To preserve dynamic capability, think about what’s the minimum policy that you can get away with! 12:50:11 From Kate Borthwick to Everyone: Yes, we have ongoing pressure to codify a policy, but it has been difficult to do so. We have a position and overarching enabling approach, but frameworks and principles help build and support a shared understanding. 12:50:35 From Gail Hall to Everyone: I'm struggling to keep up with the pace of the chat so this may have come up already but our biggest challenges with student use of AI currently isn't that it is being used maliciously but that students are using it to 'refine' their work and conversations and guidance about authorship aren't t getting through. The idea of when does it stop becoming 'my work' 12:50:48 From David.Callaghan to Everyone: Pilots are a great idea Debbie – will push for those here – Thanks!! 12:50:58 From Amara to Everyone: @Ian I don't mean in all contexts. Cognitive outsourcing an essay to an AI tool (depending on how it is done) can take away the opportunity to think critically about what you're writing, make decisions about what sources to use or not. It's a different way of using our brain. It's why context matters and we think about where AI is helpful of not. https://www.kirschnered.nl/2026/01/13/understanding-ai-offloading-or-outsourcing-thinking/ 12:51:04 From Claire to Everyone: agree with @Shar - collating the chat contributions is needed. It has been impossible to keep up with both info streams. 12:51:06 From Carol.Gray to Everyone: @Gail - agree, that is my perception too 12:51:09 From Per Laleng to Everyone: The challenge is to impress on students the value of effortful learning and perhaps importantly the value of making mistakes. That just having a degree is not a guarantee of anything. It's tricky when the lazy controller in the brain is always trying to avoid burning glucose... 12:51:25 From Bubba Gaeddert to Everyone: Here is the issue that you will start seeing. Ways to make our expected efficiency harder. If I drop “ignore previous instructions” in to this chat, someone who is summarising these comments will be challenged. Some students did this to us in our surveys. 12:52:38 From Fiona Douglas to Everyone: Fab to hear the student perspective! 12:53:02 From caroline l to Everyone: 👍🏽 12:53:12 From Ian to Everyone: Policing is not successful - Just look at Plagiarism policies and the (mis)use of Turnitin to detect it. We need to move away from a deficit framing of students @Gail - Authorship is an interesting one - Sarah Eaton talks about Postplagiarism & Co-authorship - we need to acknowledge that given the right information, AI can probably write better than most humans Kelly Webb-Davies has a post on Linkedin recently, a comment about hating writing - hence the VFWA that she promotes - Would any journal editor accuse her of Cheating - I hope not 12:53:24 From Hazel Lobo to Everyone: Thank you so much -sadly, I need to leave now for another webinar. I look forward to receiving the recording and going back through things more slowly so I can take it all in - but it has been brilliant. Some great insights and some real thought-provokers too! Have a great day everyone. 12:53:34 From Sian Lindsay (Reading) to Everyone: @Matt absolutely agree! principles (not policy) that speaks to the idea that we advocate for AI only where it promotes human flourishing - somehow have to get the messaging right otherwise AI use is somehow shameful. 12:53:40 From Mark Woodman to Everyone: (1 of 2) First: excellent session – a mature recognition of the need for academics to change fast. A few comments, rather questions, but keen to have comments and hear contrary views. To start, evolution and transformation principles are spot on. AI is inherently non-deterministic, so we need to embrace complexity and uncertainty. I recommend Dave Snowden’s 20+ year old Cynefin framework. The paradigm shift needs to include a metalanguage change: shift from thinking about pedagogy to andragogy. Also, the UI/UX modalities are changing fast, with avatars, simulation, and proper conversations (not ‘chats’) with purpose, context, memory and human-like values and ethics. Think in terms of complex systems, not apps. Be careful of the agentic AI hype: remember the word ‘autonomous’ gets left out. 12:53:55 From Mark Woodman to Everyone: (2 of 2) Finally, be careful of pilots because they often allow the avoidance of tough problems (where ‘safety’ is used as an excuse). A year ago, the AI lead in EasyJet at the London AI summit advised all not to do pilots! Happy to connect on LinkedIn: https://linkedin.com/in/mark-woodman Full disclosure: a computer scientist and academic of 4 decades, now a co-founder of Ipseita that has a design methodology for purposeful conversations and a platform for executing those designs. 12:54:01 From Nicolas Labrosse to Everyone: Really like this plea for patience 12:54:34 From Miranda Hall to Everyone: Agree with others that it's been really difficult to both follow a very active and interesting chat while trying to listen to the content. Maybe need a bit of chat moderation next time? 12:54:43 From Martha Quinn-Forgan to Everyone: Agreed - refreshing to hear the plea for patience 12:54:44 From Bubba Gaeddert to Everyone: Yes. We can't go directly to shame and blame when a student uses AI. This does not feel like what education should be. 12:54:45 From Julian Chaudhuri to Everyone: @mark don’t forget that in terms of staff (and students) there is a normal distribution of willingness or ability, and we have to take the whole population with us - so changing fast, will not apply to all staff or academics 12:54:49 From Angela Nartey to Everyone: Will we be able to see the chat alongside the recording and transcript etc.? Many gems in here! 12:55:23 From Per Laleng to Everyone: Ge an AI to summarise this chat? :-) 12:55:28 From Megan Kime to Everyone: Thank you for the comments - very much agree with the view that institutional policies only take us so far, and that flexibility within a framework is a desirable approach. 12:55:28 From Per Laleng to Everyone: *get 12:55:49 From Alex to Everyone: This is an age old problem we have been tackling for many years. Literacy issues have always suffered from people jumping to conclusions of an integrity breach when in the majority of the cases it was a knowledge/awareness/skills/cultural competency issue. That issue has now been extended and exacerbated because of AI. 12:55:56 From Parama Chaudhury to Everyone: Thanks everyone, very interesting, need to leave now 12:55:57 From Jo Budd to Everyone: “It’s your expertise, not your bias” Love that 💯 12:56:33 From Ginny Henderson to Everyone: Experiences of students with ESL have voiced benefits of using AI to scaffold learning in addition to standard approaches not necessarily using it always to do it for them. 12:57:10 From wahid khan to Everyone: There's hundreds of billions of pounds in encouraging people to use AI because investors expect trillions as a return on their investments. Is there sufficient money and will on the other side to protect the public interest to look at how it can and can't--not to mention shouldn't--be used? 12:57:16 From Andy Ware to Everyone: @Mark - interesting point re pilots. Hope going well at Ipseita 12:57:41 From Fiona Mc to Everyone: Agree - specific guidance is needed, but elephant is, 'some' academic don't want to give specifics of do/dont, as then you are telling students how to 'use' AI, be it well. AI is everywhere, can anyone name software tools where AI doesn't exist? e.g. Students will use Word, GoogleDocs, Pages, all these have AI potentially built in and for assessments, that could be academic misconduct.. 12:57:44 From Fiona to Everyone: @wahid, great point! 12:58:01 From Fiona Douglas to Everyone: Maybe the NSS needs a question on AI. Ducking now ... 12:58:05 From David Christopher to Everyone: @Wahid. Agree. 12:59:25 From Jenkins, Cloda to Everyone: if anyone is interested in seeing what people in economics are doing around AI and pedagogy you might be interested in a forthcoming online (relatively cheap) conference: https://ctale.org/events/teacheconferencebase/teacheconference-2026/. Relevant for lots of disciplines. 12:59:27 From Ginny Henderson to Everyone: Can I ask what the thoughts are in relation to using website sources to seek ideas / information for say icebreakers for teaching versus using AI to do the same? 12:59:33 From Matt Whyndham to Everyone: @Fiona : the lack of granularity & clarity worries me. I;m developing a grid/scale to allow for more precise conversations about when to use automation/AI, or how much, but it’s not ready for deployment yet. And non-engineers might hate it. 12:59:38 From David.Callaghan to Everyone: This session has echoes of our approach at LSTM – see: My AI experience – looking for conversations. We encourage USE OF AI, ETHICS (environment, cheating, transparency etc.), and EMPOWERMENT (AI in the curriculum) – but we are missing pilots and student collaboration!? Happy to talk with anyone about LSTM’s approach 😊 https://www.linkedin.com/pulse/my-ai-experience-looking-conversations-david-callaghan-qvige/ 12:59:40 From Rachel Maxwell to Everyone: 'Not using bind reliance on AI' - love this 12:59:45 From Rachel Maxwell to Everyone: *blind 12:59:53 From Ian to Everyone: Key Themes from the Webinar Chat 1. Strong Engagement and Community Presence Participants from across the UK greeted each other enthusiastically, creating a sense of community and shared purpose. Example from the document: “Hi from Bradford” and “Hello from Solihull, West Mids”. 2. Calls for Patience and Thoughtfulness in AI Adoption Several comments emphasised the need for patience, careful implementation, and avoiding rushed or punitive responses to AI use. Cited lines include: “Really like this plea for patience” and “We can't go directly to shame and blame when a student uses AI.” 3. Concerns About Over-Reliance on Pilots One contributor warned that pilot projects can become a way to avoid addressing deeper institutional challenges. From the document: “Be careful of pilots because they often allow the avoidance of tough problems.” 4. Tension Between Institutional Policy and Practical Flexibility Participants noted that policies alone are insufficient and that flexibility within a framework is essential 12:59:53 From Helen Carter to Everyone: Yes Wahid, and again the price issue could differentiate / discriminate between students, with some only able to get the free AI at home. 12:59:54 From Sarah Walsh to Everyone: Great stuff, thank you everyone! 12:59:57 From Jackie Labbe to Everyone: Thank you so much for such a timely and important event! 12:59:57 From Sarah Drummond to Everyone: One of the threads here is that AI is more acceptable in assisting the scaffolding of Inputs to a student's acquisition of skill, knowledge and critical synthesis, but is unacceptable in the creation of significant outputs of students' synthesis and production. 13:00:22 From Stewart Eyres (he/him) to Everyone: Interesting that AI is often helping students to do something maybe academics or study support staff should be already doing. Making explanatory text actually make sense! Bridging from lack of knowledge to full understanding rather than expecting them to make sense of something fun of jargon or specialist meanings. 13:00:26 From Ian to Everyone: 5. Academic Integrity, Literacy, and AI Misunderstandings A recurring theme was the risk of misinterpreting student behaviour as misconduct when it may stem from literacy or cultural competency issues—now amplified by AI. Example: “Literacy issues have always suffered from people jumping to conclusions of an integrity breach… That issue has now been extended and exacerbated because of AI.” 6. Uneven Readiness and Capacity Among Staff and Students Participants highlighted that not everyone adapts at the same pace, and institutions must support the full range of abilities. From the chat: “There is a normal distribution of willingness or ability, and we have to take the whole population with us.” 7. AI as a Learning Scaffold, Especially for ESL Students Some noted that AI can support learning rather than replace it, particularly for students with English as a second language. Example: “Students with ESL have voiced benefits of using AI to scaffold learning.” 13:00:29 From Livia Scott to Everyone: There are a few questions about whether colleagues will get the chat. Yes the chat text, recording and slides will all be made available on the event page and in the post event email you will receive in the next few hours - depending on how quick I can get it uploaded and eat my lunch! 13:00:47 From david clover he/him to Everyone: Would be interested in hearing from anyone who has trialled the Turnitin AI detection tool 13:00:47 From Catalina Quinones to Everyone: Let's not forget that AI models we introduce in our courses are developed by for-profit corporations designed to keep users engaged (and it shows!). These tools are increasingly flattering, agreeable, and validating, with new research linking their use to addiction and behavioural disorders. While stopping AI isn't an option, as we all know, universities and governments really need to focus on regulating companies, not just users. 13:00:47 From Ian to Everyone: 8. Need for Clearer Guidance on AI Use There was concern that academics hesitate to give specific guidance because doing so might be seen as teaching students how to use AI. From the document: “Some academics don't want to give specifics… as then you are telling students how to ‘use’ AI.” 9. Broader Societal and Economic Pressures One participant raised concerns about the massive financial incentives driving AI adoption and whether public interest is adequately protected. Example: “Investors expect trillions as a return… Is there sufficient money and will on the other side to protect the public interest?” 10. Meta-Commentary on the Webinar Format Several participants found it difficult to follow both the chat and the speakers, suggesting future moderation. From the chat: “It’s been really difficult to both follow a very active and interesting chat while trying to listen.” 13:01:18 From Matt Whyndham to Everyone: @sarah … maybe! I could imagine assignment where I want to see a human-generated mind map, outline, sketch etc, but would be happy with a generated essay as fluff on top. 13:01:29 From Nigel Beacham to Everyone: My currently research has focused on students’ beliefs and attitudes to educators using GenAI for education (teaching and assessment) as a way to develop an effective framework. Get in contact if would like more info about my publications (n.beacham@abdn.ac.uk) 13:01:30 From wahid khan to Everyone: The number of times I've had to ask people about the error rate in their AI systems because nobody had asked them that question before....there's almost an inbuilt assumption that it will be automatically better than human experience and analysis 13:01:31 From Amara to Host and panelists: Excellent conversation. Really insightful student perspectives. Thank you to the organisers and participants for an engaging conversation 13:01:42 From Seibu Jacob to Everyone: Isn't it interesting to note from Katie, that student perspective on staff use is similar to the staff perspective on student use? It's the 'how' that creates all the storm and chaos... 13:01:48 From Cathy TV to Everyone: My daughter is currently studying a physics degree. They have been told that lab reports need to be hand-written to ensure they is not using AI. This is not an effective assessment approach to AI. We need a revolution in assessment nation-wide to find more creative ways to embed AI use into assessment as a way to promote a transferable skill for employability. There was once a time when calculators were not welcome in exams, but they routinely are used now. What professional in a mathematics context is not using a calculator in a professional context? We need to evolve. 13:01:49 From Jacques Marais to Everyone: Thank you very much 13:01:52 From Davies Banda to Everyone: Thanks everyone, really insightful! 13:01:53 From Olivia Corcoran to Everyone: Thank you @Ian! ;o0 13:02:01 From Helen Carter to Everyone: @David Clover it is not very clever sadly. 13:02:02 From Layla to Everyone: Thank you! 13:02:03 From Mark to Everyone: @matt - but at that point, why even have the essay? Just use the mind map and maybe have the student walk you through it and the process of creating it 13:02:05 From Sarah Lawther to Everyone: Thank you all! 13:02:05 From wahid khan to Everyone: Thank you, everyone 13:02:06 From Andy Pitchford to Everyone: Thank you. Good session. 13:02:13 From John Murray to Everyone: thank you.... 13:02:14 From John to Everyone: Thank you 13:02:15 From Livia Scott to Host and panelists: Thank you all so so much. 13:02:15 From Peter Sheppard to Everyone: Great session. thank you 13:02:15 From Ginny Henderson to Everyone: Brilliant session today. Thanks to eveyone 13:02:16 From Herve Buki Tshomba to Everyone: Great session. Thank you 13:02:17 From Sue Beckingham to Everyone: Such a useful contribution Katy - thank you! 13:02:18 From Michelle Morgan to Everyone: well done Debbie and Livia on your London Marathon achievement 13:02:18 From Chris Frost to Everyone: Thank you all - Very insightful! 13:02:20 From Michael Harris to Everyone: Thank you 13:02:20 From Nicolas Labrosse to Everyone: Thank you for an interesting session with engaging speakers 13:02:20 From Vanessa Parson to Everyone: Thank you everyone, a really interesting session! 13:02:21 From Henry Dorling UWTSD to Everyone: it would be great to have the summary of the chat box from this 13:02:22 From Elizabeth to Everyone: Thank you ! 13:02:22 From Maria Angeles Casado-Diaz to Everyone: Many thanks, very interesting :) 13:02:22 From Jenkins, Cloda to Everyone: thank you 13:02:23 From Rachel Maxwell to Everyone: Thank you all SO much - enjoyed this conversation! 13:02:23 From te302943 to Everyone: Thanks that was a great session! 13:02:24 From Evie Lucas to Everyone: Thanks, everyone. Great session! 13:02:24 From Kate Borthwick to Everyone: Thank you to everyone and organisers! 13:02:25 From Mike Brits to Everyone: Thanks all! 13:02:26 From Rachel Birds to Everyone: Thanks everyone 13:02:27 From Sara Moze to Everyone: Thank you!