This morning, I’m reviewing a manuscript while watching a “cab ride” video on YouTube and thinking about how much calmer academic work is once final grades have been submitted.

I reject surveillance culture in my teaching, which means I don’t ever make a systematic effort to check for evidence of cheating or plagiarism, which just means that the obvious evidence I find anyway just makes me all the more angry.

Catching up on grading today, and I’ve been laughing out loud at some of my students’ Hypothesis annotations of class readings. I’m so glad I use this instead of discussion board responses: It’s so much more organic and creates more social presence in online classes.

🔗 linkblog: my thoughts on 'Generative AI course statement – George Veletsianos, PhD'

I mean this as a general observation and not generational handwringing, but it’s amazing how many cues my students take from YouTubers when recording video presentations for my class.