But this is just sort of the start of this new version of working with these tools, and we need to start thinking about what sort of boundaries we want to put in place, both for students and for ourselves with them.

I think for the online space, as you say, Rebecca, the online asynchronous is kind of the perfect storm of AI problems.

I've been thinking that there's an impulse to try to solve that problem through better course design.

If we can have more transparent learning objectives, if our assignments are more authentic, if we can combine those so students know, here's why I'm doing this project and here's what I'm going to get out of it, and it aligns with my personal and professional goals.

Those are all things that are going to help students resist an unhelpful use of AI and lean into the hard work of learning.

I don't think that's sufficient.

[chuckles] I do think that's necessary.

Can you talk a little bit about some ways in which AI tools can be helpful in increasing student learning?