Generative AI (GAI) has burst on the higher education (HE) scene dramatically, and while some faculty have been thinking about what this means for learning and teaching before then, others are seemingly confronting these issues in practice for this first time in Semester 1, 2024. This phenomenon mirrors popular surveys that have been published recently (Fletcher & Neilsen, 2024), which report that although GAI is in the news for some people, for the general population, a very small proportion (e.g. 2%) have used the most widely-known GAI service, ChatGPT, even once, and furthermore can see no, or very little, use for this technology in their work or private lives. However HE faculty who see GAI as a threat and would like to ban it have limited, if any, ability to do so. The implication is that activities designed to facilitate and assess learning need to be revised or devised such that those activities can either be completed using GAI, and that use is inherent in the activity, or they cannot be completed using GAI. However faculty are cautioned not to assume that GAI cannot be used in such a case, and to make a genuine effort to test any assumptions.