Description

In this episode, Priten speaks with Tamsyn Smith, Senior Learning Designer and Team Lead at the University of Southampton, who is halfway through a PhD investigating how generative AI can support inclusive education. Tamsyn shares her journey from childhood programming to classroom teaching to higher ed learning design, and reflects on how COVID-19 and AI arrived as dual "cataclysmic shifts" that educators are still navigating. The conversation explores data privacy pitfalls, the myth of digitally-native students, and why Universal Design for Learning matters more than ever—ultimately landing on a hopeful note: most students are ethical, and the real question isn't whether they're cheating, but whether we're giving them meaningful reasons to learn.

Key Takeaways:

• Students still need foundational skills. Just as calculators didn't eliminate the need to understand math, AI doesn't eliminate the need to write well—you can't evaluate output you couldn't create yourself.
• Don't assume students are cheating. Research shows most students use AI ethically; if they're over-relying on it, ask whether assignments are meaningful or just busy work.
• Read the terms and conditions. Before asking students to use any tool, educators must understand what data it collects and where that data goes.
• Use a simple privacy heuristic. If you wouldn't post it on social media, don't put it into a generative AI tool.
• Technology should open doors, not add burdens. Universal Design for Learning means educators do the work to minimize barriers—not hand students another tool and call it support.

About Tamsyn Smith:
Tamsyn Smith is a Senior Learning Designer Team Lead at the University of Southampton, where she has worked for over 13 years supporting staff and students with educational technology and digital capabilities. She works closely with academics staff as well as leading a team delivering training on emerging technologies, including generative AI, and she has particular expertise in inclusive education practices. Tamsyn holds SCMALT membership and is a CMALT assessor, and her work has been recognised through Vice Chancellor's Awards and an AdvanceHE Collaborative Award for Teaching Excellence.

Tamsyn is currently pursuing a PhD in E-Research and Technology Enhanced Learning at Lancaster University, where her research explores how educators can use generative AI to support inclusion through Universal Design for Learning (UDL) implementation. Her work draws on Cultural Historical Activity Theory (CHAT) to examine the complex relationships between technology, pedagogy, and inclusive practice in higher education contexts.