In his 1932 book on The Sociology of Teaching Willard Waller explained how instructors and students negotiated and renegotiated the boundaries of student learning and assessment. In this paper we revisit the same issues by considering how contemporary instructors and students, now armed with artificial intelligence tools such as ChatGPT, Google Gemini, Microsoft CoPilot, Midjourney, and LM Studio rejoin the battle. We take as a case our own online courses where we have created conditions to normalize the use of artificial intelligence by instructors and students. By modeling the use of generative AI tools, encouraging their use as part of the learning process, and making such use visible to all we are able to examine their impact. To create such conditions we took several steps. First, we explicitly introduced AI applications in the courses. Second, we encouraged students to bring any additional AI tools into the courses to support their own work on assigned tasks. In both cases the use of tools was made visible so that everyone was aware of them. AI tools and applications are introduced into the course by instructors and students alike. Indeed, we encouraged students to share any AI tools that they found useful. As a first level of analysis we created an inventory of AI tools used by either instructors and/or students. We examined the use of the tools for specific purposes, gathering both the prompts employed and the resulting products. At the next level we considered the impact of AI tool use in products central to the course. Finally, we considered the overall effect of AI use on the maintenance of course requirements. These analyses allow us to review and interpret the course requirements and student performance on those requirements from the perspective of their legitimacy in an era of artificial intelligence.