ASCILITE Publications
type: channel
description: ASCILITE Publications (ISSN 2653-665X) is a peer-reviewed, fully open access platform dedicated to advancing research and practice in Technology-Enhanced Learning (TEL) in Australasia and internationally. The publication aims to broaden the evidence base for TEL by supporting both traditional and non-traditional scholarly outputs that document innovation, analyse emerging practices, and strengthen the theoretical, pedagogical, and organisational foundations of technology-supported education. Aims and Scope 1. Advance knowledge in Technology-Enhanced Learning Research may address digital learning design, learning analytics, online and blended learning, AI-enabled learning environments, assessment and feedback technologies, student experience, or organisational and sector-level approaches to digital transformation. 2. Present rigorous analysis of practice The platform supports high-quality practice-based scholarship, case studies, design-based research, reflective analyses, and evaluative work that provide transferable insights for educators and learning practitioners. 3. Support methodological and epistemic diversity Submissions may employ quantitative, qualitative, mixed-methods, theoretical, design-based, experimental, or computational approaches, provided they offer a clear contribution to the TEL knowledge base. 4. Increase accessibility and reach of sector knowledge By publishing beyond conventional journal formats, ASCILITE Publications aims to elevate impactful work that may otherwise remain within institutional or conference contexts, expanding the global dissemination of TEL innovation and evidence. 5. Foster an inclusive scholarly community The publication encourages participation from early-career researchers, doctoral and masters candidates, teaching-focused academics, learning designers, and professional staff, reflecting the multidisciplinary nature of Tel practice and research.
publisher: ASCILITE
language: en
publication name: ASCILITE Publications
issn: 2653-665X
items: 2025 Governance of artificial intelligence and data in Australasian tertiary education
items: Assessment by design
items: Designing rich feedback encounters
items: Leading beyond roles
items: Human-led, tech-empowered
items: Australian tertiary education in 2040
items: From recoil to reflective
items: Battle of the Bots
items: AI nudging in education
items: Rethinking assessment strategy in the age of Generative AI and considering programmatic design
items: Collective wisdom in action
items: Postcards of practice
items: Professional standards for learning design
items: Becoming third space
items: From classroom to career
items: Future-ready from year one
items: Designing for change
items: Collaborative reflection in online education
items: Assessment in the age of AI
items: Beyond visual fidelity
items: Course-aligned generative AI-based intelligent tutoring
items: Strategic synergies
items: The enduring value of teachers in feedback processes
items: Invisible architects
items: Rewiring EdTech support: A collaborative model for empowering staff capability at scale
items: PETRA AI
items: Developing a values-based ethics learning tool
items: Seeking a foundational understanding of instructional video use in tertiary music education
items: PolyFeed—Enhancing feedback literacy and strategies with feedback analytics
items: Enhancing engagement in large postgraduate capstone classes

2025 Governance of artificial intelligence and data in Australasian tertiary education
type: item
description: This whitepaper is a follow-up of the Australasian Council of Open and Digital Education (ACODE) survey in 2024 on the governance of artificial intelligence (AI) and data in Australasian higher education (Selvaratnam, Ames & Leichtweis, 2024). Last year’s results showed that the sector was in the earlier stages of maturity, while the latest survey, conducted in the second half of 2025, shows growth in operationalising AI. The survey assesses the extent to which institutions have advanced their AI strategies, promoting social and emotional well-being, psychological safety, and strengthening ethical and data governance. To this end, the JISC AI Maturity Model for Education is used to gauge the sector’s growth in the governance of AI and data, both in policy and practice. The outcomes show that the sector has made progress in the last 12 months. The challenges were mainly resourcing constraints and a lack of systemic governance.
subject: ACODE Whitepapers
  topic: section
subject: Whitepapers
  topic: category
subject: Governance of artificial intelligence
  topic: keywords
subject: Australasian tertiary education
  topic: keywords
subject: Policy and practice
  topic: keywords
creator: Ratna Selvaratnam
creator: Steve Leichtweis
creator: Kate Ames
creator: Travis Cox
creator: Patrick Stoddart
creator: Alanieta Lesuma-Fatiaki
creator: Gordon Cunningham
rights: Copyright (c) 2025 Ratna Selvaratnam , Steve Leichtweis, Kate Ames , Travis Cox, Patrick Stoddart, Alanieta Lesuma-Fatiaki , Gordon Cunningham https://creativecommons.org/licenses/by/4.0
date: 2025-12-13
publication date: 2025-12-13
starting page: 1
ending page: 9
doi: 10.65106/apubs.2025.2786

Assessment by design
type: item
description: Assessment classification plays a critical role in ensuring transparency, coherence, and academic integrity across higher education curricula. The rapid emergence of generative artificial intelligence (genAI) has intensified the need for institutions to assure learning outcomes that are demonstrably independent of AI-generated content. This challenge is compounded by the need to manage institutional risks, particularly misconduct arising from inappropriate genAI use, and to uphold assessment validity as a measure of student learning. Despite this urgency, there remains a lack of structured, scalable frameworks that support both pedagogical intent and institutional governance in assessment classification. This paper addresses that gap by proposing a revised classification system, comprising assessment categories and types, designed to meet the diverse needs of students, educators, and governance bodies. The model aims to enhance clarity, support constructive alignment, and enable data-informed decision-making across the curriculum. Drawing on TEQSA’s genAI principles and the Australian Qualifications Framework (AQF), the approach integrates verb-based classification aligned with learning outcomes to support a course-level approach to assessment. While implementation is ongoing, the proposed model offers a practical, standards-aligned response to institutional and regulatory challenges, contributing a framework that supports a pedagogically sound assessment while strengthening institutional capacity to assess and mitigate risk.
subject: ASCILITE Conference - Full Papers
  topic: section
subject: Conferences
  topic: category
subject: assessment classification
  topic: keywords
subject: academic integrity
  topic: keywords
subject: generative artificial intelligence (genAI)
  topic: keywords
subject: learning assurance
  topic: keywords
subject: curriculum governance
  topic: keywords
subject: risk mitigation
  topic: keywords
subject: conceptual framework
  topic: keywords
creator: Anne-Marie Chase
rights: Copyright (c) 2025 Anne-Marie Chase https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 615
ending page: 624
doi: 10.65106/apubs.2025.2785

Designing rich feedback encounters
type: item
description: Feedback is a cornerstone of effective learning, yet it remains one of the most persistently complex challenges in higher education, for educators and students alike. This workshop introduces current thinking about student-centred feedback practices, and then explores the implications for how we can design valuable (and sustainable) feedback encounters across the course and through technologies. The workshop has four broad sections: Understanding feedback: This section briefly explains current thinking about feedback as a student-centred process. It introduces concepts of evaluative judgment, and feedback literacy. Building off these concepts we begin to identify a series of heuristics for our feedback designs. Designing for a feedback-rich course: Using research-informed design heuristics, educators and learning designers will work collaboratively to audit and reshape their own courses to support a feedback-rich experience, one that builds student agency, feeds forward, and fosters continuous engagement. Along the way we will tackle questions such as how we can build early and frequent feedback encounters, and explore examples of impactful exemplar strategies, AI formative feedback, and peer feedback. Sustainable feedback delivery: This section of the workshop narrows to the practice of teacher-delivery of feedback. The provision of feedback by teachers is a time consuming, effortful and emotional task. This workshop draws on a decade of research into audio, video, and screencast-based feedback and will offer explicit guidance on how to create these rich feedback artefacts, and how to do it efficiently. Through hands-on activities, participants will create their own multimedia feedback artefacts, testing sustainable workflows and content principles. Debating the role of AI in feedback: The workshop will close with a discussion of the emerging possibilities of AI feedback agents. While these rapidly evolving tools raise exciting possibilities for scalability and res…
subject: ASCILITE Conference - Pre-Conference Workshops
  topic: section
subject: Conferences
  topic: category
subject: feedback
  topic: keywords
subject: Understanding feedback
  topic: keywords
subject: designing feedback
  topic: keywords
subject: sustainable feedback
  topic: keywords
subject: feedback and AI
  topic: keywords
creator: Michael Henderson
rights: Copyright (c) 2025 Michael Henderson https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 149
ending page: 149
doi: 10.65106/apubs.2025.2783

Leading beyond roles
type: item
description: What if leadership in higher education wasn’t about position or power—but about purpose, connection, and collective impact? This workshop invites you to think differently about leadership. It offers space to reflect, write, and reimagine your leadership practice in a way that is relational, values-led, and grounded in community. Together, we will challenge dominant ideas—such as the lone hero, top-down command, or leadership as control—and instead explore approaches that centre listening, inclusion, and alignment across roles, disciplines, and initiatives. Designed for educators, researchers, professional staff, and academic leaders at all levels, the workshop creates a collegial and constructive space for deep thinking and real conversation. Participants will engage with structured frameworks to identify their leadership contexts, surface the challenges and opportunities they face, and explore what it means to bring people along to do hard things—together. Through guided writing, narrative development, and critically constructive peer coaching, this is a space for people who want to lead with clarity, kindness, and commitment to shared purpose.
subject: ASCILITE Conference - Pre-Conference Workshops
  topic: section
subject: Conferences
  topic: category
subject: Relational leadership
  topic: keywords
subject: peer coaching
  topic: keywords
creator: Kelly Matthews
rights: Copyright (c) 2025 Kelly Matthews https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 148
ending page: 148
doi: 10.65106/apubs.2025.2782

Human-led, tech-empowered
type: item
description: This workshop aims to: Introduce participants to a human-centred framework for evaluating educational technologies. Explore how this framework has been adapted to assess AI tools in teaching and learning. Critically evaluate the parameters of the AI evaluation framework- what’s missing, where do we need to go next- and contribute to collaborative input for cross-institutional development. Facilitate collaborative evaluation of AI tools across key dimensions: pedagogical value, ethical considerations, and impact on human expertise.
subject: ASCILITE Conference - Pre-Conference Workshops
  topic: section
subject: Conferences
  topic: category
subject: Evaluation
  topic: keywords
subject: educational AI tools
  topic: keywords
creator: Joan Sutherland
creator: Nicholas English
rights: Copyright (c) 2025 Joan Sutherland, Nicholas English https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 146
ending page: 147
doi: 10.65106/apubs.2025.2781

Australian tertiary education in 2040
type: item
description: Following the COVID-19 pandemic, the emergence of generative AI has created significant upheaval for Australian tertiary education. This uncertainty has been exacerbated by policy uncertainty both globally and within the Australian context. In alignment with the conference theme, this workshop will explore what it means to educate in an era of continuous change. The workshop will adopt a format built on Klein's (1998) decision-making methodologies. There will be two phases: the first will focus on mapping future scenarios for Australian tertiary education, and the second will focus on what needs to occur now, particularly in terms of changes to practice. Participants will gain collective insight into future trajectories for tertiary education and develop practical approaches for adapting teaching and learning accordingly.
subject: ASCILITE Conference - Pre-Conference Workshops
  topic: section
subject: Conferences
  topic: category
subject: artificial intelligence
  topic: keywords
subject: Universities Accord
  topic: keywords
subject: future
  topic: keywords
subject: teaching
  topic: keywords
subject: policy
  topic: keywords
creator: Jason Lodge
creator: Edward Palmer
rights: Copyright (c) 2025 Jason Lodge, Edward Palmer https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 144
ending page: 145
doi: 10.65106/apubs.2025.2780

From recoil to reflective
type: item
description: The sudden emergence and unprecedented growth of GenAI tools in the higher education landscape presents educators with new and significant challenges. In the face of these, we argue that educators should move from prohibition to supporting students to learn through collaboration with GenAI, but that their own values towards assessment and AI are central to this shift. This workshop will build on an assessment typology developed by the authors. The typology has been designed to assist educators to identify and communicate authorised GenAI use, and to build assessments that identify and prescribe appropriate student use of GenAI tools. Participants will leverage GenAI tools to reflect on their own biases and practices related to assessment design and GenAI. This reflective approach encourages educators to explicitly articulate aims for student learning as well as their own values for assessment design. The hands-on workshop will offer participants opportunities to deepen their teaching practice, while refining assessments relevant to their own teaching contexts. The design and delivery of the workshop will draw on the hosts’ experiences providing professional development workshops in their home institution that have introduced staff to GenAI tools, challenges and uses; teaching practice; assessment design; and student feedback literacy.
subject: ASCILITE Conference - Pre-Conference Workshops
  topic: section
subject: Conferences
  topic: category
subject: Generative AI
  topic: keywords
subject: teacher reflection
  topic: keywords
subject: authorised use
  topic: keywords
subject: assessment design
  topic: keywords
creator: Kate Tregloan
creator: Huiseung (Sarah) Song
creator: Shannon Rios
rights: Copyright (c) 2025 Kate Tregloan, Huiseung (Sarah) Song, Shannon Rios https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 141
ending page: 143
doi: 10.65106/apubs.2025.2779

Battle of the Bots
type: item
description: The ongoing expansion of Generative Artificial Intelligence (GenAI) technologies since the launch of OpenAI’s ChatGPT in late 2022 has created an unprecedented level of uncertainty about learning and teaching practice in the tertiary education sector. The rapid pace of change and the steady release of new tools and functionalities have made staying informed a challenge for time-poor educators, students, institutional leaders and third space practitioners. This light-hearted panel discussion aims to alleviate some of this stress by showcasing the strengths and weaknesses of some of the leading GenAI platforms by comparing their performance when tasked with a selection of learning and teaching-related use cases. Our goal for the session is to provide attendees with an opportunity to discuss the important characteristics of useful GenAI applications as we test and develop an assessment rubric for the output from the bots and evaluate the tools together.
subject: ASCILITE Conference - Symposia / Panels
  topic: section
subject: Conferences
  topic: category
subject: GenAI
  topic: keywords
subject: evaluation
  topic: keywords
subject: human-AI
  topic: keywords
subject: curriculum design
  topic: keywords
subject: learning support
  topic: keywords
creator: Penny Wheeler
creator: Colin Simpson
creator: Wendy Taleo
creator: Antony Tibbs
rights: Copyright (c) 2025 Penny Wheeler, Colin Simpson, Wendy Taleo, Antony Tibbs https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 138
ending page: 140
doi: 10.65106/apubs.2025.2778

AI nudging in education
type: item
description: Higher education faces declining student engagement, resulting in poor motivation and course completion rates. Students struggle with workload management, social disconnection, and limited meaningful interactions with instructors and peers (Naylor et al, 2017). These challenges are intensified in digital learning environments where isolation is common. Artificial Intelligence (AI)-driven nudging systems offer potential solutions through timely, personalised feedback to improve motivation, increase behavioural engagement, and reduce dropout rates by restoring connection and teacher presence. This panel examines tensions surrounding persuasive AI through the EngageAI project, which uses persuasive AI technology to deliver personalised behavioural nudges to enhance student’s learning experience. Four panellists will discuss: Does AI nudging's technical promise translate into meaningful outcomes? Are we empowering learners or creating algorithmic dependency? Can persuasive AI survive institutional constraints like budget limitations, privacy policies, and educational conservatism? The panel explores whether AI nudging represents adaptive learning's future or technological control over student behaviour.
subject: ASCILITE Conference - Symposia / Panels
  topic: section
subject: Conferences
  topic: category
subject: AI ethics
  topic: keywords
subject: student autonomy
  topic: keywords
subject: persuasive technology
  topic: keywords
subject: online learning
  topic: keywords
subject: educational innovation
  topic: keywords
creator: Rhodora Abadia
creator: Gosia Ludwichowska-Alluigi
creator: Reid Honan
creator: Srecko Jocsimovic
creator: Martin McCarron
rights: Copyright (c) 2025 Rhodora Abadia, Gosia Ludwichowska-Alluigi, Reid Honan, Srecko Jocsimovic, Martin McCarron https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 135
ending page: 137
doi: 10.65106/apubs.2025.2777

Rethinking assessment strategy in the age of Generative AI and considering programmatic design
type: item
description: Generative Artificial Intelligence (Gen-AI) presents a profound challenge for designing and implementing authentic tertiary assessment. The rapid adoption of platforms such as OpenAI’s ChatGPT has intensified concerns about assessment validity and integrity (Namoun et al., 2024). These concerns are particularly salient in health science (HS) programs, where excessive reliance on Gen-AI may undermine the development of clinical reasoning and decision-making competencies, affecting professional readiness and patient safety. This presentation reports on a project employing a three-cycle action research methodology to enhance responsiveness to Gen-AI–related assessment challenges. Cycle 1 involved developing an innovative Assessment Appraisal Tool aligned with national and institutional integrity guidelines (Flinders University, 2023; Lodge et al., 2023a, 2023b; Monash University, 2023; TEQSA, 2022; Torrens University, n.d.). The tool assigns an AI risk score (out of 30) indicating the likelihood that an assessment could be generated by Gen-AI and was piloted across three foundational HS subjects. Cycle 2 refined the tool based on feedback and extended its application to additional HS subjects, identifying targeted strategies for redesign. Cycle 3, currently underway, implements and evaluates these redesigns to improve authenticity, learning, and academic integrity. We will also discuss the emerging theoretical links between this project and programmatic assessment design. We will conclude by considering the strategic and practical meeting points where this project may align with future institution-wide programmatic assessment design strategies, addressing the ongoing challenges of Gen-AI while ensuring assessment of learning.
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: academic integrity
  topic: keywords
subject: assessment reform
  topic: keywords
subject: artificial intelligence
  topic: keywords
subject: action research
  topic: keywords
subject: programmatic assessment
  topic: keywords
creator: Noosha Ehya
creator: Amber Moore
creator: Manisha Thakkar
creator: Dhivya Rajasekaran
rights: Copyright (c) 2025 Noosha Ehya, Amber Moore, Manisha Thakkar, Dhivya Rajasekaran https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 112
ending page: 113
doi: 10.65106/apubs.2025.2776

Collective wisdom in action
type: item
description: This panel explores the lived experience of cross-institutional collaboration in a major multi-university research initiative investigating students’ perspectives on generative AI in higher education. Bringing together researchers from four leading Australian universities, the project exemplifies how sector-wide partnerships can overcome institutional silos, foster methodological innovation, and generate richer, more inclusive insights. Panellists will reflect on the benefits, challenges, and transformative potential of working collaboratively at scale, offering practical strategies and provocations for others seeking to harness collective wisdom in response to sector-wide challenges.
subject: ASCILITE Conference - Symposia / Panels
  topic: section
subject: Conferences
  topic: category
subject: cross-institutional collaboration
  topic: keywords
subject: generative AI
  topic: keywords
subject: student voice
  topic: keywords
subject: higher education
  topic: keywords
subject: research partnerships
  topic: keywords
creator: Trish McCluskey
creator: Michael Henderson
creator: Kelly Matthews
creator: Margaret Bearman
creator: Lisa-Angelique Lim
creator: Aneesha Bakharia
rights: Copyright (c) 2025 Trish McCluskey, Michael Henderson, Kelly Matthews, Margaret Bearman, Lisa-Angelique Lim, Aneesha Bakharia https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 132
ending page: 134
doi: 10.65106/apubs.2025.2775

Postcards of practice
type: item
description: The rapid rise of Generative AI (GenAI) tools is reshaping conversations about assessment and feedback in higher education. While much institutional attention focuses on detection, compliance, and academic integrity (Cotton et al., 2024), this presentation shifts the lens to educators and how they are actually using GenAI in assessment practice. We present findings from a grant-funded initiative at UNSW that explores educator-led innovation through a Postcards of Practice approach. The Postcards of Practice are one-page, practice-based narratives where educators document their use of GenAI tools. These postcards highlight applications including formative feedback generation, student prompting literacy, assessment redesign, and co-creation with AI. They reveal how educators are experimenting with GenAI to support student learning while navigating ethical concerns, transparency, and pedagogical alignment. Our study uses a qualitative interpretive methodology, combining thematic analysis of the postcards with follow-up interviews. The analysis draws on theoretical frameworks including feedback literacy (Carless & Boud, 2018), dialogic assessment (Nicol, 2010), and new paradigm feedback design (Winstone & Carless, 2020). We also apply institutional and national GenAI guidelines (Liu & Bridgeman, 2023; Perkins, 2023) to surface shared values such as authenticity, inclusivity, and responsible innovation that guide educators’ decisions. The aim of this study is to explore how educators are experimenting with GenAI in assessment and feedback, and to capture their emerging practices and reflections through the Postcards of Practice initiative. The central research question guiding this work is: How are educators integrating GenAI into assessment and feedback, and what opportunities, challenges, and support needs arise from these practices? This work advances Technology Enhanced Learning (TEL) by providing empirical insights into how GenAI is actually integrated at the coalfa…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: Generative AI
  topic: keywords
subject: postcards of practice
  topic: keywords
subject: assessment innovation
  topic: keywords
creator: Michael Cowling
creator: George Joukhadar
creator: Pranit Anand
creator: Siobhan Wills
creator: Kate Nicholls
rights: Copyright (c) 2025 Michael Cowling, George Joukhadar, Pranit Anand, Siobhan Wills, Kate Nicholls https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 110
ending page: 111
doi: 10.65106/apubs.2025.2774

Professional standards for learning design
type: item
description: Learning design as a profession remains in a liminal space, increasingly central to digital education yet without the formal recognition or collective voice enjoyed by other professional domains. This panel addresses the current lack of shared professional standards by asking: What values, practices and indicators of quality might form the basis of a professional standards framework for learning designers? Drawing on established models from education and technology professions, and sociological theories of professionalisation, the panel invites ASCILITE participants to collaboratively explore what such a framework might look like, how it should be developed, and why it matters. Through guided provocations and participatory workshop activities, attendees will help shape a draft map of core values, domains of practice and levels of expertise, forming the foundation for further community-led work.
subject: ASCILITE Conference - Symposia / Panels
  topic: section
subject: Conferences
  topic: category
subject: Learning Design
  topic: keywords
subject: Education Design
  topic: keywords
subject: Professional standards
  topic: keywords
creator: Michael Henderson
creator: Keith Heggart
creator: Nhung Nguyen
creator: Simon Paxton
creator: Jacqueline Trebilco
creator: Scott Bradey
creator: Lila Azouz
rights: Copyright (c) 2025 Michael Henderson, Keith Heggart, Nhung Nguyen, Simon Paxton, Jacqueline Trebilco, Scott Bradey, Lila Azouz https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 129
ending page: 131
doi: 10.65106/apubs.2025.2772

Becoming third space
type: item
description: This Pecha Kucha presentation offers a reflective autoethnographic narrative of one third space educational developer’s transition from operational course-level support to co-leadership in the Scholarship of Teaching and Learning (SoTL), curriculum transformation, and digital innovation. Working within a faculty-based initiative that integrates embedded scholarship with academic partnership, this role illustrates how hybrid professionals contribute to institutional transformation through relational, scholarly practice. The presentation is grounded in Third Space Theory (Whitchurch, 2008), which conceptualises the space between academic and professional roles as a site of emergent identity and leadership. Turner’s (1969) concept of liminality further describes the transitional nature of this work, situated within and across organisational boundaries. The approach is also informed by Hutchings, Huber, and Ciccone’s (2011) integrative vision of SoTL, which emphasises embedded scholarly practice as a catalyst for institutional change. Drawing on Felten’s (2013) principles of good SoTL practice and Lukes et al.’s (2024) strategic tools for building SoTL cultures, the presentation showcases the scholarly agency of third space professionals in enabling evidence-informed teaching and learning improvement. The twenty-slide narrative unfolds in four interconnected arcs. First, it traces the role evolution from reactive support to proactive scholarly partnership in SoTL. Second, it reflects on hybrid professional identity, including the emotional labour, invisibility, and pursuit of legitimacy often associated with third space roles. Third, it illustrates practice-based contributions to student learning through program-level assessment design, capability framework development, and collaborative SoTL projects. Fourth, it considers institutional enablers and constraints that influence the sustainability and visibility of third space contributions. Although focused on a single pr…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: third space professionals
  topic: keywords
subject: autoethnography
  topic: keywords
subject: professional identity
  topic: keywords
subject: educational development
  topic: keywords
subject: curriculum transformation
  topic: keywords
subject: SoTL
  topic: keywords
subject: institutional change
  topic: keywords
subject: hybrid roles
  topic: keywords
subject: reflective practice
  topic: keywords
subject: higher education reform
  topic: keywords
creator: Diana Saragi Turnip
rights: Copyright (c) 2025 Diana Saragi Turnip https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 108
ending page: 109
doi: 10.65106/apubs.2025.2773

From classroom to career
type: item
description: A national and global gap in transferrable work-ready skills among new graduates has led to calls both internationally (Strohmetz et al., 2015) and within Australia (Hamilton et al., 2018) for the adoption of a competency-based approach to curriculum design, focusing on skill acquisition as well as discipline knowledge (Jhangiani & Hardin, 2015). Despite this, undergraduate programs still often lack structured opportunities for students to develop generalisable skills that are highly valued by employers, such as resilience, critical thinking and reflective practice. Responding to this gap, the subject Applied Psychology (PSY1APP) was recently developed at La Trobe University to build work-ready competencies in psychology students. PSY1APP promotes deep active learning and strong student engagement through peer-to-peer knowledge construction, experiential learning (Kolb, 1984), and innovative digital tools. These include a unique reflective e-portfolio assessment, and video interviews with psychology alumni which are embedded into the Learning Management System and the e-portfolio, enhancing the authenticity of taught material and bridging the gap between psychology theory and practice. The current study aimed to examine the effectiveness of PSY1APP in increasing students’ generalisable skills and knowledge using a mixed-methods longitudinal study. Participants were 60 students (83.3% women, 15% men, 1.7% gender non-binary, Mage = 24.6 years, SDage = 9.86) who undertook PSY1APP in 2023. Students completed pre- and post-semester surveys measuring variables such as mindfulness, stress management and wellbeing. Qualitative open-ended text feedback was also solicited at post-test regarding students’ experience of the subject. Paired-sample t-tests revealed that upon completion of the subject, students practiced more mindfulness and stress management behaviours than at the beginning of semester; these effects were small to moderate in size. Students also reported improved…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: graduate employability
  topic: keywords
subject: work-ready skills
  topic: keywords
subject: work-integrated learning
  topic: keywords
subject: applied psychology
  topic: keywords
subject: quantitative
  topic: keywords
creator: Katja Petrovic
creator: Carina Chan
rights: Copyright (c) 2025 Katja Petrovic, Carina Chan https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 106
ending page: 107
doi: 10.65106/apubs.2025.2771

Future-ready from year one
type: item
description: In an era of accelerated technological and societal change, the employability of graduates is an urgent concern for tertiary education institutions (Clarke, 2018). Graduates are increasingly expected to demonstrate teamwork, emotional intelligence, and lifelong learning skills alongside disciplinary expertise (Haselberger et al., 2012; Moore & Morton, 2017). However, evidence shows a lack of transferable skills among new graduates (Hurrell, 2016), and many curricula still lack explicit integration of these capabilities. In response to calls for the embedding of transferable skills into undergraduate curricula, the first-year subject Applied Psychology (PSY1APP) was recently developed at La Trobe University to develop work-ready competencies in psychology students. PSY1APP incorporates a range of assessments (including an unconventional reflective e-portfolio) which facilitate personal and professional growth and align with the competency-based learning models recommended in psychology education (Jhangiani & Hardin, 2015; Naufel et al., 2019). The subject also enhances engagement and authenticity through a variety of innovative digital learning tools – such as video interviews with psychology alumni embedded into the Learning Management System and the e-portfolio assessment – which further demystify career pathways and model diverse applications of psychology skills and knowledge. A qualitative study was conducted to explore students' engagement with PSY1APP and obtain feedback as part of a co-design process (Cooper & Krishnan, 2020). It comprised four focus groups with a total of 14 participants (10 women and 4 men, aged between 18 and 52 years, Mage = 31.6, SDage = 12.1) who had recently completed PSY1APP at La Trobe University. Focus groups had an average duration of 64 minutes and were conducted 3-5 weeks after the end of semester. Reflexive thematic analysis (Braun & Clarke, 2023) resulted in three broad themes, each comprising between two and three subthemes. 1…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: graduate employability
  topic: keywords
subject: work-ready skills
  topic: keywords
subject: work-integrated learning
  topic: keywords
subject: applied psychology
  topic: keywords
subject: qualitative
  topic: keywords
creator: Katja Petrovic
creator: Carina Chan
rights: Copyright (c) 2025 Katja Petrovic, Carina Chan https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 104
ending page: 105
doi: 10.65106/apubs.2025.2770

Designing for change
type: item
description: Since OpenAI’s release of ChatGPT (November 2022), generative AI models have proliferated and evolved rapidly. Beyond chat-based interactions and text generation, newer multi-modal and reasoning models incorporate image, video and audio generation and interpretation, as well as citation tools. These tools are increasingly embedded into mainstream productivity systems (e.g., Copilot in the Microsoft suite), lowering barriers to everyday use. The widespread availability of AI tools has had a profound impact on education. In Australia, the AI disruption has prompted the higher education sector to rethink existing assessment practices to mitigate misuse while adopting approaches that support the ethical, critical, and responsible use of AI (Lodge et al., 2023). As Huijser et al. (2024) explain, the challenge for academics and professionals supporting teaching and learning in higher education is not just to build technical proficiency with these tools, but also to build staff capabilities to critically engage with AI’s complexities and make informed decisions on its appropriate use in teaching contexts (Markauskaite et al., 2022). The project aims to design and iteratively refine a layered professional development (PD) suite to support staff AI literacy, defined as the capabilities enabling individuals to critically evaluate, communicate, and collaborate with AI (Long & Magerko, 2020). In this design case, I ask: How can responsive PD scaffold staff adaptability, critical judgment, and ethical engagement with AI? This approach responds to critiques that Technology Enhanced Learning (TEL) PD initiatives primarily focus on knowledge and skill acquisition and to calls for PD that goes beyond tool proficiency by intentionally designing for “learning about AI…, learning with AI…, and learning for human-AI collaboration” (Carvalho et al., 2022, p.2). The PD suite iterates an earlier pilot approach to support staff AI literacy at the same institution (Tibbs et al., 2024). This …
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: AI literacy
  topic: keywords
subject: professional development
  topic: keywords
subject: TEL
  topic: keywords
subject: adaptable educators
  topic: keywords
subject: educational change
  topic: keywords
creator: Charmaine Herfkens-Fernandez
rights: Copyright (c) 2025 Charmaine Herfkens-Fernandez https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 102
ending page: 103
doi: 10.65106/apubs.2025.2769

Collaborative reflection in online education
type: item
description: How can higher educational educators break free from the isolation of online teaching and build meaningful professional connections? This presentation explores how an Australian University has adapted ‘Teaching Squares’ as initiative to suit a digital environment, offering a flexible, scalable model for collaborative professional development among online educators. At its core, the initiative transforms solitary online teaching into a shared journey of observation, reflection, and growth. The purpose of this initiative is to address a persistent challenge in online education including lack of structured opportunities for peer interaction and reflective dialogue. Many online educators work in silos, rarely witnessing how others design or deliver their courses. The use of teaching squares program reimagines professional learning by bringing educators together through structured, non-evaluative peer observation which is designed not for critique, but for inspiration and self-reflection. Originally implemented in face-to-face university settings, Teaching Squares brings together three to four educators to observe each other’s teaching over a fixed period. In a digital space, instead of in-person classroom visits, participants share a curated selection of course artefacts including recorded lectures, forum threads, LMS navigation, announcements, and assessment materials. These are reviewed asynchronously, enabling participants to engage with rich teaching content at their own pace. This is then followed by a structured reflection and a virtual group debrief. This approach is underpinned by principles from the Scholarship of Teaching and Learning (SoTL), social constructivism, and collaborative learning theory. It recognises that peer-led reflection can deepen teaching practice and build collegial bonds, particularly when done in a psychologically safe, non-judgemental space. Rather than being evaluated, each educator reflects on their own practice after observing others,…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: peer learning
  topic: keywords
subject: reflective practice
  topic: keywords
subject: online teaching
  topic: keywords
subject: collaboration
  topic: keywords
subject: professional development
  topic: keywords
subject: digital pedagogy
  topic: keywords
creator: Rupinderdeep Kaur
creator: Amanda Bridgewater
creator: Joanne Harmon
rights: Copyright (c) 2025 Rupinderdeep Kaur, Amanda Bridgewater, Joanne Harmon https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 100
ending page: 101
doi: 10.65106/apubs.2025.2768

Assessment in the age of AI
type: item
description: Generative artificial intelligence (AI) is reshaping assessment strategies in higher education. In units with online content especially, educators face increasing pressure to assess foundational knowledge with both authenticity and integrity. Multiple-choice questions (MCQs), long valued for their scalability and efficiency, are now perceived as inauthentic and vulnerable to AI-enabled academic misconduct. A common response has been the abandonment of online MCQs. However, this risks leaving foundational knowledge unassessed, creating knowledge gaps and weakening the cognitive scaffolding essential for higher-order thinking and complex skills (Sweller, 2011). We present a strategy to reframe MCQs as both authentic and AI-aware instruments that support sustainable educator workload and motivate deeper learner engagement. Built on Action Mapping (Moore, 2017)—well-known in corporate instructional design, but under-utilised in higher education—we first shifted questions from rote recall to decisions anchored in real-world scenarios where foundational knowledge informs action. This results in authentic questions that help learners navigate real-world scenarios, outperforming typical people who do not possess knowledge or skills gained in a unit. Next, we added a novel layer to the framework to make the questions AI-resistant. This layer relies on inherent shortcomings of AI trained on large language databases, as well as entrenched reasoning biases common across LLM AIs. The result is a suite of questions that top-performing AIs consistently and confidently answer incorrectly. This design process led to what we call A+ MCQs—making questions that are: Applied: Rooted in discipline-specific, real-world decisions requiring knowledge-based judgement. Authentic: Reflective of lived or professional realities to increase relevance and engagement. AI-aware: Iteratively refined until AI responses consistently falter, ensuring human cognition drives success. A+MCQs were piloted i…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: authentic assessment
  topic: keywords
subject: AI-aware
  topic: keywords
subject: MCQs
  topic: keywords
creator: Jeremy Stothers
creator: Yogita Ahuja
creator: Prerna Varma
rights: Copyright (c) 2025 Jeremy Stothers, Yogita Ahuja, Prerna Varma https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 98
ending page: 99
doi: 10.65106/apubs.2025.2767

Beyond visual fidelity
type: item
description: Healthcare training using simulation has experienced significant technological advancement, with immersive reality (XR) enhancements demonstrating impressive visual sophistication and procedural authenticity. However, this progress conceals a critical misalignment between technological priorities and educational outcomes. Current XR healthcare education operates under what we term the "fidelity fallacy" - the assumption that high visual realism automatically translates to effective clinical preparation (Hamstra et al., 2014). This presentation challenges this paradigm, arguing that the industry emphasis on environmental authenticity has systematically neglected the affective dimensions essential for clinical competence. Contemporary research reveals that XR healthcare implementations predominantly focus on anatomical accuracy and procedural fidelity, while very few incorporate emotional regulation elements (Li, 2024). This disparity is particularly problematic given evidence that emotional resilience significantly impacts clinical performance and patient outcomes. Research consistently demonstrates that healthcare professionals and other stakeholders experiencing elevated stress show substantially decreased diagnostic accuracy and reduced communication effectiveness during critical incidents (Akhtar et al., 2025a). Yet existing XR systems present static, pre-programmed scenarios that fail to respond to learners emotional states, creating an authenticity gap between training and practice. The disconnect becomes more pronounced when examining real-world clinical demands. Healthcare professionals face numerous unexpected variations during critical events, requiring constant emotional regulation and adaptive decision-making. Current XR implementations, despite their visual sophistication, cannot adapt to individual emotional responses, limiting their effectiveness in preparing learners for these complex realities. Whilst many simulation centres collect biometric data, v…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: healthcare simulation
  topic: keywords
subject: XR technology
  topic: keywords
subject: emotional resilience
  topic: keywords
subject: biometric adaptation
  topic: keywords
subject: clinical education
  topic: keywords
subject: fidelity paradigm
  topic: keywords
creator: Md Haseen Akhtar
creator: Thomas Cochrane
rights: Copyright (c) 2025 Md Haseen Akhtar, Thomas Cochrane https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 96
ending page: 97
doi: 10.65106/apubs.2025.2766

Course-aligned generative AI-based intelligent tutoring
type: item
description: Intelligent tutoring systems (ITS) utilise artificial intelligence to deliver personalised educational content, guidance, and feedback. Recent advances in Generative AI (GenAI) have shown considerable promise in the development of ITSs, offering the potential to provide highly tailored educational experiences. However, current GenAI-based systems frequently suffer from critical limitations such as content hallucination, generation of overly complex responses, and misalignment with defined course objectives, undermining pedagogical effectiveness and risking academic integrity. Existing GenAI-powered educational tools often rely on vast, unfiltered internet-sourced training data, lacking the ability to restrict outputs exclusively to course-specific materials. This typically results in feedback that is either overly generic, misaligned with curriculum sequencing, or pedagogically inappropriate. Traditional ITSs, relying on rigid, rule-based structures, similarly face difficulties in capturing the nuanced, context-rich language typical in higher education environments. Research suggests potential solutions using context-free grammar (CFG) and predictive parsing techniques. Nevertheless, these methods have traditionally been limited to experimental laboratory environments, and their efficacy in comprehensive educational contexts remains underexplored. This research addresses these gaps by proposing a novel intelligent tutoring platform that integrates CFG and Earley’s parsing algorithm with a GenAI model specifically trained on curated, course-aligned content. Unlike traditional systems, our approach uniquely considers the student’s specific position within the course learning trajectory and their current understanding level, ensuring output is both cognitively appropriate and pedagogically relevant. For instance, if a student demonstrates difficulties in Week 6 activities, the system intelligently identifies underlying conceptual gaps originating from earlier weeks (e.…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: intelligent tutoring systems
  topic: keywords
subject: generative AI
  topic: keywords
subject: context-free grammar
  topic: keywords
subject: Earley's parsing
  topic: keywords
subject: personalised learning
  topic: keywords
creator: Abdullahi Chowdhury
creator: Siamak Mirzaei
creator: Mohammad Afikuzzaman
rights: Copyright (c) 2025 Abdullahi Chowdhury, Siamak Mirzaei, Mohammad Afikuzzaman https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 94
ending page: 95
doi: 10.65106/apubs.2025.2765

Strategic synergies
type: item
description: This Pecha Kucha will explore how a large metropolitan Australian university is strategically investing in the pedagogically expertise of learning designers (Lodge, 2023) to lead institutional wide assessment transformation and artificial intelligence (AI) capability development. As AI becomes increasingly embedded in higher education (Perkins, 2024), institutions face mounting pressure to ensure the integrity and relevance of student learning outcomes. In response, learning designers are being placed across faculties to lead both systemic change and targeted support for educators, navigating a complex digital and cultural shift. Their nuanced understanding of discipline-specific needs enables them to co-design solutions that balance assessment security, AI literacy, and pedagogical integrity (Lodge, 2023). Applying a hub-and-spoke model that connects nuanced disciplinary expertise with a centrally driven strategy, the team of learning designers are collaborating with academics to drive change at scale and lead educational innovation. These designers work closely with teaching staff to adapt assessment practices in ways that are contextually relevant and pedagogically sound. At the same time, they are bridging institutional silos by co-developing cross faculty resources, contributing to academic integrity frameworks, curating and disseminating exemplars of effective practice, and facilitating professional learning. Their work includes mapping assessment against program outcomes, redesigning tasks for authenticity and AI resilience, supporting the development of academic and student AI literacy, and enabling scalable approaches to feedback and moderation. This coordinated approach ensures that local innovation aligns with institutional priorities, enabling meaningful and sustainable assessment transformation. This presentation will showcase one faculty’s approach which includes a scalable and sustainable series of workshops aimed at engaging hundreds of academic staf…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: learning design
  topic: keywords
subject: assessment transformation
  topic: keywords
subject: innovation
  topic: keywords
subject: Generative AI
  topic: keywords
subject: collaboration
  topic: keywords
creator: Tanya Henry
creator: Dale Hansen
rights: Copyright (c) 2025 Tanya Henry, Dale Hansen https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 92
ending page: 93
doi: 10.65106/apubs.2025.2764

The enduring value of teachers in feedback processes
type: item
description: The rapid integration of generative artificial intelligence (GenAI) into higher education has sparked debates about the future role of teachers (Chan & Tsi, 2024), including in providing feedback information to students. While GenAI offers unprecedented accessibility and immediacy, this presentation argues that teachers' expertise remains irreplaceable in productive feedback – i.e., processes in which students make sense of information about their performance and use it to improve the quality of their work or learning strategies (Henderson et al., 2019, p. 1402). Drawing on a large-scale, cross-institutional survey involving 6,960 Australian university students (Henderson et al., 2025), this Pecha Kucha highlights students' perceptions of GenAI versus teacher feedback. The quantitative analysis revealed that nearly half of them (49.7%) reported using GenAI for feedback. However, they rated teacher feedback as more helpful and significantly more trustworthy. While 83.9% found GenAI feedback helpful, only 60.1% considered it trustworthy, compared to 90.5% who trusted teacher feedback. This trust gap may reflect the inconsistent quality identified in GenAI's feedback comments (Venter et al., 2024). The thematic analysis of 5,736 open-ended responses from students who used GenAI for feedback yielded 8,498 coded instances, revealing four interrelated characteristics in which teacher feedback was perceived as outperforming GenAI. Contextualisation and Relevance: Teacher feedback was perceived as more sensitive to specific assignment contexts (95.2% of 669 instances rated GenAI as less contextualised than teacher feedback) and more relevant to learning objectives (84.6% of 123 instances rated GenAI as less relevant). This contextual awareness enables teachers to identify what matters within disciplinary and course-specific frameworks. Reliability and Accuracy: Students perceived teacher feedback as significantly more reliable and trustworthy (95.4% of 1143 instances), refl…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: feedback
  topic: keywords
subject: generative AI
  topic: keywords
subject: higher education
  topic: keywords
creator: Jimena de Mello Heredia
creator: Michael Henderson
creator: Margaret Bearman
creator: Jennifer Chung
creator: Tim Fawns
creator: Simon Buckingham Shum
creator: Kelly Matthews
rights: Copyright (c) 2025 Jimena de Mello Heredia, Michael Henderson, Margaret Bearman, Jennifer Chung, Tim Fawns, Simon Buckingham Shum, Kelly Matthews https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 90
ending page: 91
doi: 10.65106/apubs.2025.2763

Invisible architects
type: item
description: Higher education has recently experienced significant disruptions from the COVID pandemic to the rise of generative AI. In addition, a focus on inclusion and accessibility have required thoughtful and intentional responses to the design of quality learning. Technology plays a significant role in designing these responses and contributing to innovative learning experiences that prepare students for the real world (Pelletier et al., 2022). While these disruptions and changes are challenging, they provide opportunities to spotlight the valuable role of education and learning designers in supporting transitions to online learning, redesigning assessment and creating engaging online learning activities and environments (Bellaby et al., 2020). These (predominantly) professional staff are critical to the design and development of technology enhanced learning experiences (D’Souza, Luu & Cui, 2022, Altena et al., 2019, Halupa, 2019). However, despite their valuable contribution to this work, the contribution of education and learning designers remains largely hidden, undocumented and unacknowledged in the sector. Bisset (2018, p. 18) noted that “Educational designers themselves need support and professional development to identify and articulate the way in which their professional interactions at the personal, relational, and institutional level bring different dimensions to the role” and D’Souza et al. (2022) similarly highlighted the need for future research to identify the influence of educational designers. To address these identified needs, the Learning Design Evidence Framework has been developed to assist learning designers to support their value proposition in collaborations with academic teams, guide them to be more intentional in those collaborations, and provide a means to evidence to institutions the impact of good design in promoting quality teaching and learning. It is a means by which learning designers can ‘show’ what they ‘know and do’. (Boreland, Henry & Sh…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: learning designer
  topic: keywords
subject: education design
  topic: keywords
subject: learning design framework
  topic: keywords
subject: evidencing value
  topic: keywords
creator: Jennifer Boreland
creator: Tanya Henry
creator: Sue Sharpe
rights: Copyright (c) 2025 Jennifer Boreland, Tanya Henry, Sue Sharpe https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 88
ending page: 89
doi: 10.65106/apubs.2025.2762

Rewiring EdTech support: A collaborative model for empowering staff capability at scale
type: item
description: The rapid evolution of digital tools and heightened expectations for technology-enhanced learning are driving academics to continually upskill and adopt emerging digital tools in their teaching. However, the support systems surrounding these tools have often been fragmented, reactive, and insufficiently integrated into our institutional structures. Offering limited opportunities for staff to build the confidence and capability needed to use educational technologies effectively and independently. Moreover, the absence of systemic coordination contributes to staff anxiety and disengagement. For example, teaching staff reported feeling overwhelmed with troubleshooting the Moodle gradebook during peak assessment periods, uncertainty about who to contact and frustration with inconsistent, incorrect or delayed responses from vendor support. Those less confident with the technology often reverted to manual workarounds or avoided adopting new tools and features altogether. To address these challenges at our university, we developed the Cyclic EdTech Support Model: a unified, collaborative framework that shifts from traditional siloed EdTech support to a connected, scalable and feedback-driven ecosystem. Informed by constructivist learning theory, socio-technical systems thinking and continuous improvement principles, the model focuses on moving from dependency to empowerment. Giving staff the confidence to navigate the EdTech ecosystem independently while still feeling supported. It emphasizes community learning, distributed expertise, and the importance of feedback loops in complex systems to enable scalable innovation. It operates on six interconnected elements: Capacity-building at the Start: where staff and students are onboarded through training and workshops(e.g. Hands-on workshops on key edtech tools prior to the start of the term for staff, Orientation Week demo for students) Self-help Enablement: using digital resources and chatbot support to reduce barriers encour…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: capability building
  topic: keywords
subject: digital confidence
  topic: keywords
subject: collaborative support
  topic: keywords
subject: feedback loops
  topic: keywords
subject: scalable
  topic: keywords
subject: transformation
  topic: keywords
creator: Anoop Pappachan Malekudiyil
creator: Pradhiban Duraisamy
rights: Copyright (c) 2025 Anoop Pappachan Malekudiyil, Pradhiban Duraisamy https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 86
ending page: 87
doi: 10.65106/apubs.2025.2761

PETRA AI
type: item
description: As Generative AI (GenAI) technologies become more commonplace in educational settings, its far-reaching impact on assessment, teaching and learning can be felt across all educational sectors. In terms of assessment, dealing with a technology that can easily produce written work such as an essay with high levels of accuracy and written style, teachers have been challenged in navigating this new space. Two challenges exist – how teachers can effectively share specific, appropriate and permitted GenAI use for a task, and how students may share with their instructors how they have used it. Previous models of GenAI integration into assessment generally exist on a spectrum of total and free GenAI use to this set of technologies being essentially banned (see AIAS scale by Perkins et al., 2024), with little specificity. PETRA AI (PErmissive and TRAnsparent) is a single page web application that addresses these challenges by providing teachers a way to permit specific and fine-grained use of GenAI for an assessment task in the form of a digital badge and also allows students to share how they used AI for a task to ensure compliance and transparency. This badge can then be downloaded as an image or embedded into an online learning platform to provide more transparency for all parties.
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: Generative AI
  topic: keywords
subject: disclosure
  topic: keywords
subject: sharing
  topic: keywords
subject: transparency
  topic: keywords
subject: permission
  topic: keywords
creator: Stoo Sepp
rights: Copyright (c) 2025 Stoo Sepp https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 84
ending page: 85
doi: 10.65106/apubs.2025.2760

Developing a values-based ethics learning tool
type: item
description: Disruptive technologies create value tensions that students need to consider, irrespective of their discipline or professional context. These value tensions arise when competing values are present in a technosocial context. In 2018-2019, a card-based ethics learning tool was created to support students in developing values-based ethics and data literacy competencies. The cards engage students in considering ethical dilemmas and values when designing or using technologies and are informed by doctoral findings and classroom observations (Fernando, 2017; Fernando, 2020). The first prototype of these cards was primarily aimed at undergraduate IT students, and was presented to local collegiate communities, at MozFest 2019, a conference sponsored by Mozilla, and at ETHICOMP 2020, the leading international computer ethics conference (Author, 2020). This early prototype of the conversation cards was based on value tensions but had not been validated or expanded to address the values-based ethics competencies in other discipline contexts. At present, the authors are working on a funded Scholarship of Teaching and Learning (SoTL) project to extend the initial prototype by applying the theorising of Shannon Vallor (2018) and Shoshana Zuboff (2019) to the value tensions conceptual framing. Vallor (2018) theorised 12 technomoral virtues that people should consider when using or designing technologies, whereas Zuboff (2019) theorised surveillance capitalism, where the commodification of personal data through the design and use of technologies may curtail human freedom and dignity. The technomoral virtues and surveillance capitalism informed our identification of values to include in the conversation cards. These theoretical framings provide rigour while establishing clarity for learners. Student-centred and active learning pedagogical principles are realised in the conversation cards (Dada et al., 2023). The cards support problem-solving, reasoning, ethical understanding and resp…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: disruptive technologies
  topic: keywords
subject: ethics
  topic: keywords
subject: OER
  topic: keywords
creator: Anisha Fernando
creator: Siaw Mei Sim
creator: Kathy Darzanos
creator: Kirsten Wahlstrom
creator: Nina Evans
rights: Copyright (c) 2025 Anisha Fernando, Siaw Mei Sim, Kathy Darzanos, Kirsten Wahlstrom, Nina Evans https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 82
ending page: 83
doi: 10.65106/apubs.2025.2759

Seeking a foundational understanding of instructional video use in tertiary music education
type: item
description: Despite the widespread use of instructional video and other technologies across higher education, the role of learning technologies in tertiary music education remains largely unexplored (Zhukov, 2015). Instructional videos have been shown to be a widely used pedagogical tool within higher education in Australia (Colasante, 2022; Fyfield et al., 2019; Henderson et al., 2017). Music is a domain in which students typically engage in extensive independent practice and learning (Jorgensen, 2000; Zhukov, 2015), presenting a strong use case for the provision and use of asynchronous learning materials to support this independent study and practice (Grant, 2013; Johnson, 2022). However, in the context of tertiary music education, there is little empirical evidence to confirm widespread use of instructional videos in explicit or self-directed learning, or to explore the pedagogical purposes they serve (DeWitt et al., 2013). This Pecha Kucha reports on preliminary findings from the first phase of a mixed-methods research project on the use of instructional videos in tertiary music education. The research project aims to address these gaps in the literature by (1) establishing foundational understandings of current practices relating to instructional video in tertiary music education, (2) investigating how educators’ values and perspectives influence pedagogical decisions regarding video selection and design, and (3) evaluating the impact of various multimedia design features on student learning gains, drawing on theories such as Mayer’s (2014) Cognitive Theory of Multimedia Learning (CTML) for analysis in subsequent phases. The first phase of the research involved distributing an online survey to tertiary music educators and students across Australian and international institutions. The survey collected both quantitative and qualitative data, which are currently being analysed using statistical methods and inductive thematic analysis, respectively. Quantitative data describes…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: instructional video
  topic: keywords
subject: multimedia learning
  topic: keywords
subject: music education
  topic: keywords
subject: video learning
  topic: keywords
subject: tertiary music
  topic: keywords
subject: teaching music online
  topic: keywords
subject: survey
  topic: keywords
creator: Joshua Milton
rights: Copyright (c) 2025 Joshua Milton https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 80
ending page: 81
doi: 10.65106/apubs.2025.2758

PolyFeed—Enhancing feedback literacy and strategies with feedback analytics
type: item
description: Quality feedback is crucial to student success and learning experience; yet higher education continues to struggle with the provision of effective feedback. Scholarship in feedback studies has shifted from viewing feedback as a product transmitted from teachers to students, to promoting it as a two-way process in which students and teachers engage in interactive dialogue (Yang & Carless, 2013). However, predominant feedback practices still follow a one-way paradigm, with teachers having very limited understanding of how students engage with feedback. This is partly due to the difficulty in tracking ways learners interact with feedback. Consequently, there is a lack of support for students to benefit from feedback and for teachers to improve feedback strategies. To bridge the gap between students and teachers in a feedback process, we propose feedback analytics as a solution. Feedback analytics collects, analyses, and reports on students’ interactions with feedback. Such data-based insights have great potential to scaffold the development of students’ feedback literacy, manifested in active involvement in seeking feedback, interpreting it, acting on it, and regulating the emotions that may arise during feedback processes (Carless & Boud, 2018). By capturing, analyzing, and reporting data about learners’ interactions with feedback, feedback analytics can enhance reflections among learners on their learning progress and teachers on ways to support learners. In this presentation, we introduce a novel feedback analytics system that builds on key feedback theories including feedback literacy (Carless & Boud, 2018), dialogic feedback (Yang & Carless, 2013), and learner-centred feedback (Ryan et al., 2023). The tool can: a) support students to make sense of feedback and act on it; and b) support teachers to track student interactions with feedback and provide targeted support. The system contains a student-facing tool and a teacher-facing tool, both leveraging AI technologi…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: feedback analytics
  topic: keywords
subject: feedback literacy
  topic: keywords
subject: dialogic feedback
  topic: keywords
subject: higher education
  topic: keywords
subject: human-AI interaction
  topic: keywords
creator: Yi-shan Tsai
creator: Bhagya Maheshi
creator: Hiruni Palihena
creator: Thomas Ka Ho Ng
rights: Copyright (c) 2025 Yi-shan Tsai, Bhagya Maheshi, Hiruni Palihena, Thomas Ka Ho Ng https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 78
ending page: 79
doi: 10.65106/apubs.2025.2757

Enhancing engagement in large postgraduate capstone classes
type: item
description: Student engagement is increasingly recognised as an important factor influencing achievement and learning in higher education (Kahu & Nelson, 2018; Mandernach, 2015). Sustaining meaningful engagement in large classrooms is difficult, particularly with diverse student cohorts and generational differences in learning preferences (Cuseo, 2007; Giunta, 2017; Maringe & Sina, 2014; Mendoza, 2019). While technology-enhanced learning (TEL) tools are widely used to promote engagement through active learning (McKinsey & Company, 2022), they do not always address the deeper, relational aspects of engagement that help students feel connected and supported (Crawford et al., 2024). In an era of constant technological change, personal teacher-student and peer relationships remain vital to creating safe and supportive environments where students feel seen and are encouraged to share ideas, ask questions, and seek help. This Pecha Kucha introduces a classroom-based intervention designed to enhance engagement in a large postgraduate accounting capstone unit. It draws on Kahu and Nelson’s (2018) concept of the educational interface, a psychosocial space where institutional and student factors interact. It also builds on the findings of Kahu, Picton and Nelson (2020), who found that supportive conversations, empathy and encouragement as key triggers for student engagement. This intervention involves an oral participation assessment that incorporates structured participation and one-on-one interaction to foster connection and conversation. The unit enrolled approximately 250 students across three workshops of 65–95 students each, many from diverse cultural and linguistic backgrounds. Engagement in such contexts is challenging, particularly when students face barriers to oral participation. To address this, the participation assessment was reimagined to be inclusive and multifaceted. For consistency and efficiency in assessment, groups were formed through a structured networking activity…
subject: ASCILITE Conference - Pecha Kuchas
  topic: section
subject: Conferences
  topic: category
subject: case study
  topic: keywords
subject: student engagement
  topic: keywords
subject: large classroom
  topic: keywords
subject: human-centric pedagogy
  topic: keywords
subject: oral participation
  topic: keywords
subject: employability skills
  topic: keywords
subject: multicultural education
  topic: keywords
creator: Dhayani Kirubaharan
rights: Copyright (c) 2025 Dhayani Kirubaharan https://creativecommons.org/licenses/by/4.0
date: 2025-11-28
publication date: 2025-11-28
starting page: 76
ending page: 77
doi: 10.65106/apubs.2025.2756