That's a fair distinction, Gary. I wouldn't want to lose the student voice from promotion either. I'd be more interested in how a colleague understood and acted on feedback than their average score. Could that be the evidence we reward? #LTHEchat

That sounds really useful, Abbi. I'd be interested in what you've changed as a result. Perhaps our feedback deadlines should be worked backwards from when students next need it, rather than forwards from when they submitted the last piece? #LTHEchat

That's a fair challenge, especially on unequal access. Being able to question an answer assumes quite a lot of knowledge already. I'd put the burden on us to show what AI adds to the learning, rather than on students to justify doing without it. #LTHEchat

Yes, Giles. I'd want that triangulation to be something we do with colleagues, not another defence they have to assemble on their own. How we respond to the first difficult comment probably says more about the culture than any reassurance we give beforehand. #LTHEchat

Both! There goes my carefully constructed distinction, Sandra! Thank you for joining in. I'm glad the conversation has carried on today; the replies have given me plenty to think about too. #LTHEchat

This is helpful, Gary. I'd rather start by asking students to show us how a tool helped them understand something than ask them to prove they haven't used it. We still need boundaries, but suspicion seems a poor starting point for a conversation about learning. #LTHEchat

Yes, Santanu. I'd rather talk about students as learners than customers, but the point about staff matters enormously. We can't ask colleagues to create patient, supportive learning environments while giving them neither the time nor support to do it. #LTHEchat

I agree about understanding what we're handing over, Abbi. I'd gently push on needing to master it all first, though. Could AI sometimes support the learning of a process, rather than replace it? For me, the test is whether students can explain and question the result. #LTHEchat

I like this, Kate, though I'd take 'what am I paying for?' quite seriously. Can we make the teaching involved in designing and supporting peer learning more visible, without taking the ownership back from students? #LTHEchat

Yes, Abbi. I'd love us to ask what a student can carry from one assessment into the next, rather than just whether each module has assessed its outcomes. Where does feedback actually get used? That feels like a useful starting point for programme design. #LTHEchat

This is a lovely example, Sue. The important bit for me is that students get to do something with the feedback before the final judgement. We can talk a lot about learning from mistakes while designing assessments that give students no real chance to try again. #LTHEchat

Yes, and I think this is a necessary check on my argument. The same task can be a manageable stretch for one student and the last straw for another. I'd want us to understand what else they're carrying before deciding that more challenge is what they need. #LTHEchat

Absolutely, Martin. A cold room and an unclear brief aren't 'good friction'! I think we need to remove avoidable obstacles so students have the time and energy for the difficulty that actually belongs to the learning. #LTHEchat

Yes, Yaz, and omission is the bit I'd really want to dwell on. Spotting a wrong claim is one thing; noticing whose knowledge or experience never appeared is another. How do we help students question the frame of an AI answer, not just check its facts? #LTHEchat

This is a really important point, Chris. 'Be brave and challenge students' is easier advice to give when your own position is secure. As leaders, we need to back colleagues taking thoughtful risks, not just celebrate innovation when the scores look good. #LTHEchat

I like this, Gary. I'd also ask whether changing the questions is enough if we still use the answers to rank staff. Could we treat evaluation as the start of a conversation about learning, rather than a verdict on the lecturer? #LTHEchat

Thank you for saying this, Abbi. It's an important challenge to my question. I don't want to imply that unhappiness becomes worthwhile just because we learned something. For me, 'good friction' needs a much stronger justification than having survived it. #LTHEchat

For me, the leadership question is whether colleagues feel backed when they make a sound teaching decision that isn't immediately popular. I'd want us to distinguish a complaint about poor provision from discomfort with a worthwhile challenge, without dismissing either. #LTHEchat

On the geographies of higher education by @dougspecht.bsky.social: national pressures can reduce local opportunity.
I'd add it's not just 'where' that matters. Different unis provide very different environments, which enable different students to thrive.
geographical.co.uk/opinion/how-...