About the event
Two years on from the emergence of ChatGPT, the impact of GenAI in HE has been profound. In this Learning & Teaching Forum we discussed ways of embedding GenAI in the curriculum to develop students' AI critical literacies. An external expert from King's College, as well as London Met colleagues who have used GenAI with their students, discussed their experiences to date and shared lessons learnt in the process.
The London Met Learning & Teaching Forum series provided an important cross-institutional space to foreground some of the excellent work in areas relating to learning and teaching and create a dedicated space to facilitate the sharing of effective practice whilst also bringing together our academic community.
The Forum was aimed at Course Leaders, Module Leaders, Academic Mentors, Heads of School, Heads of Subject and HOSEAOs, as well as interested colleagues from across professional services. Previous events had discussed Assessment, Social Justice , NSS initiatives, the experience of international students and the impact of Generative AI on HE.
Each year, the forum series leads up to our annual Learning & Teaching Conference, which will take place in late June 2025.
Guest speaker
Dr Chahna Gonsalves
‘Are We Strengthening Learning with AI, or Distorting It?’
This talk addresses a pressing question at the intersection of technology and education: Is AI genuinely enhancing student learning, or is it quietly reshaping—and potentially distorting—fundamental learning processes? Drawing on research insights, practical frameworks, and case studies from King’s College London, I will examine how AI’s integration in higher education impacts critical thinking, ethical awareness, and the authenticity of assessment. Through real-world examples, we will explore assessment strategies that embrace AI as a catalyst for skill development, transparency initiatives designed to foster trust, and frameworks that help educators and students approach AI thoughtfully. We will also consider the evolving roles of educators and institutions in guiding students toward responsible, skill-enriching AI use. By the end, I hope to spark a discussion on how we can balance AI’s potential benefits with its risks, ensuring it becomes a partner in learning rather than an unexamined shortcut.
