2023: ASCILITE 2023 Conference Companion Materials

This scientific poster presentation highlights the student-led feedback and modifications made to improve chemistry subjects, along with the subsequent impact on student outcomes. Our team has embraced technology-enhanced learning as an

This scientific poster presentation highlights the student-led feedback and modifications made to improve chemistry subjects, along with the subsequent impact on student outcomes. Our team has embraced technology-enhanced learning as an effective approach to enhance the learning experiences of a diverse student cohort. The literature emphasizes that blending face-to-face, online, and self-paced learning tools lead to increased student engagement and improved learning outcomes (Serrano et al., 2019). Our chemistry subjects have undergone significant evolution to incorporate technology-enhanced elements, such as custom-made resources like short lightboard videos and virtual laboratories, which are integrated with our active classroom environment. This integration of theory and practice fosters meaningful, dynamic, and student-centered learning, drawing upon Lev Vygotsky's Zone of Proximal Development (ZPD) to provide differentiated instruction through scaffolding. Our diverse student cohort consists of individuals with varying chemistry backgrounds and enrolled in different degree programs, yet they all undertake the same chemistry subjects. To cater to the varying entry-level knowledge, scaffolding resources have been provided to guide students with lower proficiency through complex concepts, while additional resources engage and challenge more experienced students. This approach places active classes within the optimal zone, where the average student is challenged beyond their comfort zone but not to the extent of disengagement. This instructional approach is complemented by a sociocultural structure that encourages critical engagement among students working in peer groups as well as with the educator. In the absence of our team, virtual educators, via our lightboard videos, support this sociocultural, student-centered approach between classes. The presentation will showcase innovative initiatives that embody the evolution of technology-enhanced learning, with a particular focus on the impact of lightboard videos and virtual laboratory experiments on students' overall learning experiences and outcomes. The influence of these resources is evident locally, nationally, and internationally, as demonstrated by usage statistics and invitations to showcase our work. These resources have garnered strong support from peer reviewers, academics, high school teachers, and key stakeholders. Through this abstract, we aim to provide a concise overview of our innovative approach to chemistry education, emphasizing the positive impact of technology-enhanced learning on student outcomes. Our findings contribute to the growing body of knowledge on effective instructional strategies in science education, and we believe they have the potential to inform and inspire educators in their pursuit of enhancing student learning experiences.

Collaborative and group-based learning provides a rich opportunity to enhance student outcomes (Prince, 2004). The Australian National University (ANU) Learning and Teaching Strategy (2022) outlines a goal to promote collaborative

Collaborative and group-based learning provides a rich opportunity to enhance student outcomes (Prince, 2004). The Australian National University (ANU) Learning and Teaching Strategy (2022) outlines a goal to promote collaborative pedagogies and ensure students experience group and team-based learning activities. Group assessment is a means to achieve this by structurally valuing and prioritising students working with their peers on complex problems and long-term projects. A small-scale exploratory study (unpublished) conducted by the Centre for Learning and Teaching (CLT) found only 11% of undergraduate courses at the ANU in 2022 had any element of group assessment, emphasising the need to support educators to incorporate more high quality group work and assessment across programs. To address this need, we developed and delivered a digital good practice guide and training workshop that aims to support educators to create and facilitate group assessments that work best for their context. At the heart of the project was a partnership with staff from the School of Engineering who expressed a keen interest in sharing their experience, knowledge, and existing resources relating to the design and support of group work with the broader University. We saw this as an opportunity to enable and enhance sharing between educators and education support staff across discipline areas and colleges, overcoming silos that exist within the University. To maximise our reach and impact, we chose to co-design a digital resource with the School of Engineering promoted through online communication channels because it offers an accessible format that is available all educators at or outside of the ANU. Our good practice guide for group work and assessment responds to the diverse needs and contexts of educators, translating theory from the literature into practical recommendations. The guide is underpinned by the theoretical framework of social constructivism (Vygotsky, 1980), and was created using a human-centred approach to design. The partnership with the School of Engineering made this design approach possible as it established a pathway for us to engage directly with end users. Importantly, we also engaged with staff from across other areas of the University to ensure the content and design of the guide addresses the learning and teaching contexts relevant to their discipline (e.g. predominantly male or International student cohorts) and the emerging context of transdisciplinary courses. This poster will present the process and outcomes of the project from the initial research and discovery phase through to the design, delivery, and evaluation of the good practice guide and accompanying workshop. Alongside this, we will present a critical reflection on how the partnership and engagement with educators across disciplines affected the design and ultimate impact of the resources.

Online learning is a well-established mode for tertiary education and training. However, technology-mediated learning at a distance continues to face challenges to participant engagement, despite the proliferation of models of effective

Online learning is a well-established mode for tertiary education and training. However, technology-mediated learning at a distance continues to face challenges to participant engagement, despite the proliferation of models of effective online learning and the implementation of increasingly sophisticated technologies to enhance learning (Bragg, Walsh & Heyeres, 2021). The critical need to build and maintain relationships for effective learning continues to be confounded by the geographic and temporal distribution of online participants as well as the nuances of the technology in use. Online learning occurs in collaborative text-spaces within learning management systems, social media spaces and their attendant learning objects such as forums, many of which foreground language as the primary resource for making meaning with others. As such, ongoing challenges to engagement in online learning may be viewed with fresh eyes by considering the language-based interpersonal affordances of these text-spaces. This pecha kucha presentation examines how the language choices made by learning facilitators impact on student engagement in online learning. It draws on a case study of the strategic use of evaluative language – the language used to express feelings and build relationships - by one teacher educator to engage initial teacher education students in online learning. Underpinned by the Systemic Functional Linguistic model of language (Halliday & Matthiessen, 2014) and following Martin & White (2005), appraisal analysis of weekly forum posts across three iterations of a unit of study shows how changes to language choices made by the teacher educator positively impacted on student engagement. This illuminates the relationship between online learning and language, and how judicious use of language-based meaning making resources can be used to improve online participant engagement.

Teamwork and collaborative problem solving competencies are important 21st century skills and considered key graduate attributes for employability and lifelong learning (e.g., Csapó & Funke, 2017). For students to develop collaborative

Teamwork and collaborative problem solving competencies are important 21st century skills and considered key graduate attributes for employability and lifelong learning (e.g., Csapó & Funke, 2017). For students to develop collaborative skills and competencies, group work and peer learning are widely-used approaches in higher education. Effective teamwork skills are often implicitly taught and notoriously disliked by students for many reasons including freeriding (social loafing), member dominance or disengagement. Well-functioning teams are underpinned by social-affective dimensions of group work such as respect for reviewers (Carless & Boud, 2018) and social cohesion (Bakhtiar et al., 2018). To positively influence group cohesion and develop team skills, formative peer evaluation of team members’ contributions have been shown to effectively support student agency in this process (Stenalt 2021, Sridharan et al., 2018). This case study explores the affordances of the digital peer review tools Feedback Fruits and Peer Assess Pro to facilitate feedback processes for the successful completion of high-stakes capstone group projects. Bachelor of Science students engage with anonymous team member evaluations of task completion as well as self-evaluation of team skills. To aid a major curriculum transformation at our university towards relational pedagogies, we embarked on an iterative and deliberate approach to scaling peer feedback. The approach aligns with educational design research integrating research and design processes for theoretical and practical outcomes (McKenney & Reeves, 2012, p. 76). Specifically, we aimed to understand 1) the student perception of technology facilitated peer feedback as learning for improved outcomes and raised self-awareness of teamwork skills, and 2) provide a non-threatening environment that enabled personal and collective agency for students as providers and receivers of feedback underpinned by Bandura’s (2001) social cognitive theory and human agency. Applying Bandura’s notion to group work, student agency can be enacted through a learner’s capacity to self-reflect on own capabilities (personal agency) as well as socially coordinated and interdependent efforts towards desired outcomes (collective agency). Questionnaire data on self-regulation (N=42) confirmed the usefulness of peer evaluation of team members’ contributions. However, only half of the students thought that peer feedback positively impacted group coherence and effectiveness such as time management, quality of submissions, or their own performance. Feedback and self-reflections on students’ own strengths and weaknesses were found to be empowering and generally supported team effectiveness. This was also evident from students’ comments (N=110) within the Feedback Fruits tool where students rated their self- and peer efficacy on six criteria: initiative, engagement, contribution, ideas and communication, focus, and harmony. We identified issues with timeliness and active engagement of the feedback received requiring further iterations of purposefully designed rubrics for intended learning outcomes. The impact of peer feedback on perceived self- and collective efficacy is highly complex and influenced by personal as well as sociocultural values (Bandura, 2001, p. 14). Our emphasis on feedback as a learning-centred process under controlled conditions (technology enhanced with clear rubrics) has shown that students can make the information work for themselves and their teams to improve high-stakes group project outcomes. Importantly, in agreement with Molloy et al. (2019), the development of feedback literacy helps to build academic skills, supports self-regulation and acknowledges feedback as a reciprocal process for future employability.

The rapid development and proliferation of synthetic media and AI-generated avatars present both challenges and opportunities for higher education. Increasingly, educational institutions must navigate complex ethical and pedagogical

The rapid development and proliferation of synthetic media and AI-generated avatars present both challenges and opportunities for higher education. Increasingly, educational institutions must navigate complex ethical and pedagogical considerations, as well as adapt to the latest AI technologies (Siemens et al., 2022). Ethical and pedagogical principles to guide AI use are urgently needed in education (Bozkurt et al., 2021). In this presentation, we share a practical perspective, framed by a specific case-study: the development and implementation of a large-scale, interactive business module featuring AI-generated ‘Guest Lecturers’ The AI-generated video content, along with other online activities, were designed to stimulate critical reflection and discussion about the ethical implications of AI in business. Now in its second iteration, the project represents a significant trial and evaluation of synthetic media to present educational concepts in a cohort of over 700 students. Fundamental ethical and pedagogical questions surfaced during the development and implementation of this learning media. How transparent should educators be about the processes and tools they adopt in producing content, for example (Pataranutaporn et al., 2021)? When does human presence add value in recorded video, be it in a pedagogical or parasocial sense (Beege et al., 2019)? And what forms of learning might benefit (or not) from automating video content (Li et al., 2016)? Based on evaluation data from focus groups and video analytics, we explore these questions and the potential affordances and limitations of synthetic media. We also reflect on the tools and techniques that were used to create the project, and implications for educational institutions as they seek to build capacity for AI content creation within traditional production ecosystems. An emergent typology for AI in educational media is explored, to help educators design for teaching and learning based on learning purposes and modes of delivery. Finally, we discuss how student feedback might inform the design, production and delivery of learning media, and future directions for student co-creation and agency.

Active learning, as defined by Bonwell and Eison (1991), involves students in doing things and thinking about what they are doing. Extensive research has highlighted the numerous benefits of active learning, including increased attendance

Active learning, as defined by Bonwell and Eison (1991), involves students in doing things and thinking about what they are doing. Extensive research has highlighted the numerous benefits of active learning, including increased attendance rates (Kozanitis & Nenciovici, 2022), improved learning outcomes (Ruiz-Primo et al., 2011), reduced achievement gaps for underrepresented students (Haak et al., 2011; Theobald et Al., 2020), higher-order thinking skills, and enhanced student performance (Freeman et al., 2014). In comparison to traditional lectures, any form of active learning has proven to be beneficial to student learning (Schneider & Preckel, 2017). However, most research on active learning has focused predominantly on face-to-face synchronous classrooms, with little attention to active learning in online asynchronous environments. This presents an opportunity to explore design solutions that promote active learning in these asynchronous settings where students lack real-time interactions with educators and peers. The advent of HTML5 (HyperText Markup Language version 5) or H5P has the potential to revolutionise active learning in online learning settings. As a free and open-source content creation tool, H5P offers various interactive and engaging content types that enable students to interact directly with course material in meaningful ways. This interactivity encourages students to participate actively in their learning process rather than passively obtaining information from lectures. Drawing from two case studies conducted at an Australian university, this presentation highlights how H5P can be used to enhance active learning in online asynchronous courses. The first case study investigates the design of H5P training modules for a platform that supports researchers in humanities and social sciences in their sensitive data access management. This platform is part of a nation-wide project involving 12 partnering institutions and government agencies in Australia. The second case study explores the implementation of H5P learning activities in a Vietnamese language course over three years. In both cases, H5P is used as a plug-in within the Moodle learning platform. Data collection for these case studies included interviews with educators and learning designers, Moodle reports, and participant feedback surveys. The findings from the thematic analysis and the learning analytics revealed substantial benefits of using H5P for active learning, along with the technical and pedagogical challenges encountered during the design process. The presentation features exemplary cases and insights from the case studies to suggest H5P design solutions that foster active participation, reflective thinking, and knowledge construction for students in online asynchronous settings.

This extended abstract delineates a collaborative endeavor between the School of Communication & Design and the Learning Design team at RMIT Vietnam. The project’s core objective was to uplift and reimagine blended learning approaches

This extended abstract delineates a collaborative endeavor between the School of Communication & Design and the Learning Design team at RMIT Vietnam. The project’s core objective was to uplift and reimagine blended learning approaches across selected courses. In line with the growing body of research endorsing the role of academic-designer partnerships in fostering technology-enhanced learning (Ellis et al., 2016; Nihuka & Voogt, 2012; Huber & Jacka, 2022; McDonald & Mayes, 2005), this initiative thrived on the close collaboration between academics and learning designers. What sets our approach apart is the non-homogenized implementation of blended learning changes. Instead of uniformly transitioning courses from face-to-face to a blended format, changes were specifically tailored based on the needs and learning outcomes of each course. This bespoke approach, combined with our multifaceted support framework and adaptive project management strategies, ensured that the course design was both effective and reflective of individual course characteristics. The multifaceted support framework leveraged initial design workshops to establish core principles and a shared vision, codesign of initial proof of concept course modules, design templates, a central site providing blended learning exemplars and pedagogical resources and ongoing consultations. Embedded throughout these were foundational frameworks for online and blended learning including Backward Design and Community of Inquiry (Wiggins & McTighe, 2005, Garrison et al., 2001). New tools to support active, social, asynchronous learning were also integrated into the LMS. Adaptive project management strategies addressed challenges as they arose. The transformed courses showcase innovative blended learning approaches personalized to disciplinary contexts, leading to positive measurable impacts. Academics reported feeling empowered by new skills gained through the collaboration and this positive reception extended the reach of the program, providing a catalyst for academics not directly involved to implement the approaches and tools used in the program in their own course design. Despite its success, the initiative was not devoid of challenges. Different priorities necessitated compromise, and academics required additional support to adapt to new the new technologies and pedagogical strategies. The project’s collaborative nature proved instrumental in surmounting these hurdles, enabling learning designers to progressively build academic involvement whilst addressing issues central to blended learning implementation in a Vietnamese context such as lack of familiarity and experience with blended learning (Le et al., 2021). The outcomes of this collaboration underscore the value of leveraging complementary expertise of academics and designers. Beyond elevating technology-enhanced learning, the project fostered mutual understanding, leading to wider impacts than initially anticipated. Insights gained can inform effective collaboration strategies and highlight organizational enablers to nurture such relationships and promote the move to blended learning and uplifting of courses on a larger scale. This tailored approach not only represents a best practice example in the TEL context but also signifies a progressive step in the broader landscape of higher education, which is rapidly evolving towards online and blended modalities. While our experience is grounded in the Vietnamese context, the inherent flexibility and adaptability of our methods make it a model that can be replicated and customised for diverse tertiary educational settings globally. As higher education continues its evolutionary trajectory, academic-designer collaborations such as this one, rooted in blended learning enhancement, will grow in significance. The insights and methods presented here offer valuable pointers for those aiming to advance pedagogical innovation.

Although the pandemic increased the adoption of non-education platforms for teaching, it brought challenges to online higher education. These challenges encompass fatigue from excessive use of video conferencing applications, frustration

Although the pandemic increased the adoption of non-education platforms for teaching, it brought challenges to online higher education. These challenges encompass fatigue from excessive use of video conferencing applications, frustration experienced by instructors when students keep their cameras off during online classes, low student engagement, and notable silence in response to questions or concerns. As digital education and online interaction continue to evolve, the concept of the metaverse has emerged as a potential solution to enhance engagement and collaboration within virtual spaces (Mistretta, 2022). The metaverse, as defined by the Acceleration Studies Foundation, represents the convergence of virtually enhanced physical reality and physical-persisted virtual space (Kye et al., 2021). It constitutes an interactive, three-dimensional virtual environment where individuals can interact with one another and digital entities, mirroring real-life interactions. The metaverse encompasses virtual worlds, online games, social networks, augmented and virtual reality experiences, and more. It blurs the line between the physical and digital realms, allowing for seamless and integrated experiences. Built upon the maturity of technologies such as virtual reality (VR), augmented reality (AR), big data, and blockchain, represents the future of education (Wu & Gao, 2022, cited in George, E. 2023). Hybrid and flexible environments facilitate the integration of these technologies, overcoming physical limitations and enabling students to immerse themselves in a completely virtual environment. Within this environment, students can engage in creative activities that foster learning, critical thinking, collaborative work, socialization, and positively impact student motivation (Almaguer et al., 2021; Burnett et al., 2021; Zhang et al., 2022). Virbela is a virtual reality platform that recreates real-world settings, dynamics, and human interactions in virtual environments. Unlike video conferencing, digital collaboration tools, and online forums, Virbela provides the ability to replicate physical offices, events, or learning spaces while maintaining a sense of community and culture (Virbela, 2023). Tec Virtual Campus is a Tecnologico de Monterrey virtual world created using Virbela. Accessible through a desktop application, this platform offers students a digital space where they can access using customizable avatars and enjoy freedom of movement as if they were on the physical campus (Villanueva, A. 2022). This environment enables the presentation of projects, complete class sessions, participation in forums, organization of educational events, and various other activities, all within an interactive 100% virtual space that utilizes three-dimensional animations and voice-enabled avatars. In this context, we will provide examples of two educational activities implemented within the Virtual Campus for high-enrollment online courses encompassing over 100 students from diverse regions in Mexico. These courses span distinct disciplines: Engineering and Sciences, and Social Sciences and Government. These examples aim to demonstrate that regardless of the subject being studied or course characteristics, this immersive resource can be utilized to add value and innovation to virtual classrooms.

This Pecha Kucha presentation will showcase The Adaptable Resources for Teaching with Technology (ARTT) project journey, emphasising partnerships, open educational practices (OEP), and a collection of learning activities and authentic

This Pecha Kucha presentation will showcase The Adaptable Resources for Teaching with Technology (ARTT) project journey, emphasising partnerships, open educational practices (OEP), and a collection of learning activities and authentic assessments. Background to the ARTT Collection In higher education, academics comprise both formally trained educators and those who rely on their own teaching practice. The latter often navigate through their experiences, relying on trial and error, intuition, and muddling through situations to articulate and justify their teaching choices (Echempati, 2023; Lund, 2016). While the teaching practices honed by experienced academics through years are highly valuable, they often remain overlooked and underutilised. This project seeks to address this void by providing a platform to share practices and resources in a collaborative and accessible way. What is ARTT? The Adaptable Resources for Teaching with Technology (ARTT) (LX.lab, 2023) collection was launched by LX.lab from The Institute for Interactive Media & Learning (IML) at the University of Technology Sydney (UTS) in 2019. ARTT’s focus is on enhancing student learning experiences through the pedagogically sound use of technology drawing on authentic teaching practices from within UTS and other higher educational institutions. Resources are developed into practical solutions that are easy to adapt by other educators in different teaching contexts. As an open collection, the resources within ARTT are accessible, reusable and adaptable by any academic seeking to enhance student learning experiences in a technology enhanced learning environment. How is ARTT collaborative? The ARTT collection has been collaboratively developed by a team of learning designers and curriculum developers, resulting in the capture of a diverse range of learning activities and assessments, all derived from high-quality teaching and learning designs. ARTT promotes diverse perspectives and innovative approaches to learning, fostering openness and empowerment among contributors. The complexities of education, particularly in the assessment sphere, have increased, emphasising the need to partner intentionally with students, academics, faculties, external industries, and communities to broaden the scope of these resources (Krause, 2023). This collaborative partnership, rooted in OEP, guarantees the preservation of authorship and upholds the integrity of the artefacts. How is ARTT used? The collection is hosted on the UTS website, comprising two distinct sections: learning activities and assessments. These resources are thoughtfully organised, commencing with clear objectives, followed by detailed, step-by-step implementation instructions for educators. Additionally, each resource provides estimated time commitments for both teachers and students, outlines the required technologies for effective implementation, and includes supporting evidence from the literature to validate its efficacy in teaching. Proper attribution to the original authors, in this instance, the dedicated academics and learning designers responsible for their development, is maintained, and the resources are made available under Creative Commons licenses. How is ARTT Future Focused? The COVID-19 pandemic disruption and advancements in Generative Artificial Intelligence (GenAI) have brought digital learning spaces and workplaces into sharper focus (McGuire & De Cremer, 2022). ARTT is an evolving collection continually adapts to changing needs and challenges in technology-enhanced learning. Our goal is to expand the selection of teaching and assessment resources through collaboration with new contributors. We endeavour to expand the ARTT collection through promoting it in learning and teaching forums. Future work will involve regular updates and iterations of the collection based on user feedback, emerging trends, and advancements in pedagogy and technology. Importantly, we aim for the collection to foster deeper partnerships, provide academics with a platform to share their teaching practices and offer open resources to enhance the student learning experience within and beyond our university.

Authentic assessment has been identified as an effective strategy to transform assessment, with a focus on measuring students’ success in skill-relevant and real-life situations (Wiggins, 1998). However, effectively implementing activities

Authentic assessment has been identified as an effective strategy to transform assessment, with a focus on measuring students’ success in skill-relevant and real-life situations (Wiggins, 1998). However, effectively implementing activities that can help foster authentic assessment, such as peer feedback, group work, or team-based learning, especially in online and hybrid courses and large cohorts, is a consistent challenge. (Shank, 2009) To combat this challenge, the higher education institution Deakin University partnered with the pedagogical technology company FeedbackFruits, with the initial focus on developing a solution aimed at optimising group work. Due to the positive impact of the partnership, the two organisations continued their collaboration and worked together on implementing faculty-wide authentic assessment strategies with pedagogical technology, across a wide range of course sizes and modalities. The first collaborative project was meant to build on FeedbackFruits’s two solutions, Peer Review, for streamlining peer feedback, and Group Member Evaluation, enabling group member evaluation. Deakin University signalled the need for a pedagogical feature that would ensure fairness in group work. The two organisations developed the Group Contribution Grading feature that based the students’ grades on the contribution of each individual to the group deliverable and allowed the instructor to later manually adjust the grade. With increased visibility for teachers and between students on their performance and contribution to group work, students had more opportunities for autonomy and self-regulation. The results of the initial collaboration encouraged Deakin University to continue collaborating with FeedbackFruits on a wider scope. Since FeedbackFruits’s pedagogical technology included multiple tools that supported a wide range of learning approaches, the new project introduced the possibility to link different elements of different assignment types to customise the setup flow of assignments. As a result, educators could create complete, diversified activities more quickly and easily, as well as access the combined analytics in one place. Following the success of the past projects, the two organisations, together with several other higher education institutions, developed an AI-powered tool, Automated Feedback, that provided instant formative feedback to students on “lower-level” academic writing concerns, such as citation, academic style, grammar, and structure, freeing up time for the instructors to provide personalised feedback on “higher-order” concerns such as comprehension and critical argumentation of concepts. The most recent collaborative project involved leveraging the team-based learning (TBL) framework to provide additional learning experiences in established authentic assessment, with plans to scale up across STEM faculty. Following the principles for defining and measuring authentic assessment (Schultz et al., 2021), the institution used the team-based learning Tool 4 to conduct intra-group evaluation after authentic group projects. The collaboration between Deakin University and FeedbackFruits resulted in a robust ecosystem of co-developed authentic assessment technology that has prioritised the lived experience of educators and continuous improvement. Combining the expertise of higher education practitioners and pedagogical technology developers enabled a highly engaging, innovative learning experience for all students.

Micro-credentials are seeing increasingly rapid adoption in higher education (McGreal & Olcott, 2022), however their efficacy is still being explored (Stefaniak & Carey, 2019); as Oliver (2019) notes, “rapid innovation can be exhilarating

Micro-credentials are seeing increasingly rapid adoption in higher education (McGreal & Olcott, 2022), however their efficacy is still being explored (Stefaniak & Carey, 2019); as Oliver (2019) notes, “rapid innovation can be exhilarating, but it can also confuse the very people who might benefit most” (p. i). This Pecha Kucha is derived from a project that examined the impact of awarding digital badges instead of assessment grades within a large undergraduate Initial Teacher Education course in Australia. The aim of the project was to examine the impact of micro-credentials on the student experience, including motivation and engagement with feedback, as well as the impact on the quality of university provision, including the alignment between university assessment and broader workplace standards frameworks. Traditional methods of assessment, such as numeric grades, may not reflect the full range of competencies that students hold and that will benefit them in their future careers (Bassett, 2015; Robinson & Aronica, 2015). Moving away from awarding marks/grades to using competency based micro-credentials may help to address this issue, as micro-credentials can be used to assess both skills and dispositions, as well as knowledge in practice. Micro-credentials (to be referred to as digital badges) may also contribute to a more holistic and detailed record of students’ achievements (Elliot et al., 2014). This work was broadly underpinned by theories of human motivation (Deci & Ryan, 1985). Specifically, and following from the aims outlined earlier, the project was guided by research on gamification and (student) motivation (Hamari & Koivisto, 2015; Hamari, 2017), and research on the impact of grades on student motivation (Butler, 2011). With respect to university provision, the project was guided by Stefaniak and Cary’s (2019) framework for implementing digital badges in higher education. What impacts did implementing digital badges have on student motivation and engagement with feedback? What impact did implementing digital badges have on university provision? Study design and implementation was informed by Stefaniak and Cary’s (2019) Framework for Successful Badge Program Implementation, which includes ‘Badge Instructional Design’, ‘Badge System Platform’, and ‘Badge Program Implementation’. A three-phase, mixed method approach was adopted, consisting of online surveys and semi-structured focus groups. Findings showed positive motivational and social impacts of digital badges, and positive effects on engagement with feedback, however removing grades from a course designed around traditional modes of assessment also caused significant student anxiety. It was also found that digital badges improved university provision through promoting constructive alignment between assessment and professional standards. There were also unexpected findings warranting future research, including how digital badges reduced student anxiety around the awarding of numeric grades. A number of key recommendations were made: 1) if using badges, remove marks 2) adopt a whole-of-school approach 3) badges are not a substitute for quality written feedback, 4) invest in appropriate software infrastructure, 5) developing a badge framework is important for both students and staff, 6) students need to know exactly what to expect, 7) develop a ‘badge tree’. Overall, it was found that digital badges have considerable potential to improve the student experience, however these benefits can be overshadowed by student anxiety if the badging system is not optimally conceptualised and executed.

As a formal institutional structure, university libraries represent at their core the collective knowledge and opportunity for deep personalised learning and professional development across the traditionalist subject matters. As

As a formal institutional structure, university libraries represent at their core the collective knowledge and opportunity for deep personalised learning and professional development across the traditionalist subject matters. As professionals working within rapidly-evolving fields of online learning, in particular those around Learning Design, we do not have this same level of access or historical record as more traditional subjects (Elmborg, 2011). The Digital Education Library is an exploration of bridging this gap in a collaborative, co-curated, less formal approach to professional development. In adapting the library structure to meet the needs and breadth of our team, we also have the opportunity to modernise for access and inclusion. This design accounts for the needs of modern hybrid work models and encourages recognition of the breadth of skills, knowledge, and interests existing within our own team structures. The [institution]’s Digital Education division comprises of four smaller areas; a Learning Design, Learning Media, Learning Environments, and Exams & e-Assessments teams, under its broader banner. These interconnected roles each add value and contexts to library content and design (Ilahi et al., 2019). With a diverse team from dispersed locations, curation and access to digital resources and physical books are embedded in the design to normalise and facilitate hybrid teams. With these factors considered, building a Digital Education library gathers a broad range of themes related to third space design needs. The platform chosen utilises a hybrid approach (UNESCO, 2003), alongside a physical library of works, focused on not just instructional design, but a broad range of adjacent themes related to the areas of the Digital Education division – assessment design, media and graphic design, user experience, learning design, academic development, as well as works focused on the scholarship of teaching & learning, leadership, team culture, and data literacy. The range of themes explored is intentionally designed to foster partnerships between areas of the team, and hold intentional and visible space for professional development. Agency within the team is also fostered through opportunity for co-creation, through the option for team members to easily share resources they’ve found interesting, with relevant tags, descriptors, and templates. This presentation will explore the Digital Education Library and its design process, from its dual perspective roles as both a library of digital education, and a digital library of education.

Online proctored exams have become a common experience for a significant number of higher education students. The rationale behind employing online surveillance revolves around the belief that these measures are essential for upholding

Online proctored exams have become a common experience for a significant number of higher education students. The rationale behind employing online surveillance revolves around the belief that these measures are essential for upholding academic integrity. However, discussions on assessment integrity often focus on comparing the motivations, conditions, and values of cheaters and non-cheaters. This binary approach potentially oversimplifies the complex nature of human motivation and behavior (Henderson et al., 2023). Cheating is influenced by a multitude of factors and motivations that can either encourage or discourage such behaviors (Brimble, 2016; Jenkins et al., 2022; Noorbehbahani et al., 2022). Merely comparing the two groups may overlook the intricacies that push students from one category to another. Therefore, this study aims to shed light on an underexplored group: students who were tempted to cheat but chose not to. These students can be viewed in two ways. Firstly, they represent a group at risk of cheating, necessitating research to develop targeted strategies supporting their integrity decisions. Secondly, they exhibit integrity despite the temptation, potentially offering insights into the nuanced 'tipping points' that go beyond existing binary comparisons. This Pecha Kucha reports on a large-scale study conducted within a single institution that explores the implications of online exams and the integrity behaviours and motivations of three groups of students: those who did not cheat and were not tempted to do so, those who did not cheat but who were tempted to cheat, and those who cheated. The data draws on an anonymous and voluntary student survey conducted in both semester 1 and semester 2 of 2022. Institutional research ethics approval was granted. The data comprises 11,333 fully completed surveys and offers interesting, and sometimes counter-intuitive findings which can help guide institutional responses. Broad insights will be offered in the Pecha Kucha presentation. This abstract offers preliminary findings based on ongoing analysis regarding the 28 motivating factors identified by the students that encouraged or discouraged cheating behaviours. Factors that encouraged cheating: Both the tempted and cheated groups identified similar motivating factors, such as the fear of failure and the financial burden of repeating a course. Surprisingly, the students who cheated chose fewer encouraging factors than those who were tempted but did not cheat. The importance of these motivations was similar for both groups. Factors that discouraged cheating: Regarding factors that discouraged cheating, all three groups (not tempted, tempted, and cheated) were asked their opinions. The non-cheating group listed more reasons and considered them more significant compared to the other two groups. The tempted group selected fewer reasons than the non-tempted group but more than the cheated group. However, the tempted and cheated groups rated the importance of these factors similarly. The Pecha Kucha will expand on the above and comment on some of these somewhat counterintuitive results.