Abstract
Whilst Covid-19 raised a range of questions about the utility of the Learning Management System (LMS) and other technologies for teaching and learning, the advent of Generative AI (GenAI) poses new and fundamental questions about the teaching and learning technology ecosystem of our universities. We argue that these questions extend beyond the impact of GenAI on student learning, the assessment of students and academic integrity. Rather, the impact of GenAI on higher education represents a threshold concept that, once grasped, will entail a paradigm shift in the sector’s self-understanding.
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