LTHEchat

@lthechat.bsky.social

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A collaborative project to discuss learning & teaching in HE with the wider community via tweetchats, first #lthechat 29.10.14, Wed 8-9pm UK time, join us!

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Q6. What’s one practice that helps you sustain your own wellbeing?

Q5. What’s an example of “caring rigour”?

Q4. How can we celebrate the relational side of learning and teaching?

Q3. Where do you see emotional intelligence making the biggest difference?

Q2. What leadership behaviours create positive energy?

Q1. What does a “well” academic community look like to you?

Q6: As generative AI becomes more embedded in social platforms, what new challenges or opportunities might emerge for teaching about algorithmic influence in HE?

Q5: What practical activities, assessments, or discussions have you (or could you) use to help students critically evaluate algorithm-curated content?

Q4: To what extent do educators have an ethical responsibility to address algorithmic influence on students’ knowledge formation? Is this outside of our teaching role?

Q3 How does algorithm-driven content contribute to misinformation or echo chambers among students, and what signs do you notice in your teaching?

Q2 Should algorithm awareness be formally embedded into digital literacy or academic skills curricula in HE? Why or why not?

Do you feel that you matter to students and colleagues? What makes you feel that way?

How can we create mattering moments in online spaces?

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?

Where might institutional processes unintentionally undermine students’ sense that they matter?

How do our everyday interactions signal to students that they are noticed, valued, and taken seriously, that they matter?

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?

Q5. What kinds of spaces, conversations, or communities help educators engage with climate change authentically over time?

Q4. How do emotions like anxiety, hope, or frustration show up in climate-related learning, and what responsibility do we have to respond to them pedagogically?

Q3. What do you find most difficult about engaging students with climate change in higher education, regardless of discipline or role?

Q2. In your experience, what makes learning feel authentic to students: is it the task itself; the purpose behind it; or how students are involved?

Q1. When you hear the phrase “authentic learning”, what comes to mind in your own role or context?

Q6: Should the drive to create an effective learning community in our institutions be top-down or bottom-up?

Q5 How can we design our learning activities to embed students within a wider learning community?

Q4 How do we ensure that our learning community is fully inclusive of all demographics of learners and staff?

Q3 How can we get staff on board with Learning Communities?

Q2 How do we promote the idea of a learning community to students?

Q1 What comes to mind when the term ‘learning community’ is mentioned?

Q6. What would help us to 'feel' a university culture?

Q5. If 'flourishing lives in the operational details,' what one thing would streamline HE workloads?

Q3. What enables staff to feel as though their development, wellbeing and contributions are valued?

What does flourishing in the workplace look like / mean to you?

Looking ahead: what is one small but meaningful change you could make in the next semester that keeps learning human in a GenAI-rich world?

Q5. GenAI does not “live” the same way in every discipline. Where do you see productive disciplinary differences emerging, and where are blanket policies getting in the way?

Q4. Transparency is described in the Manifesto as “the new integrity”. How comfortable are we “really” with being open about how GenAI is used by staff and students?

Q3. Many institutions have focused on detection and restriction. What would it look like to design learning and assessment assuming GenAI is present?

Q1. We talk a lot about GenAI as a “disruption”. What actually feels disrupted in your teaching or learning practice, and what hasn’t changed at all?

Q6. For someone facing redundancy or weighing up voluntary severance right now:
what’s one thing you’d want them to hear from people who’ve been there? #LTHEchat