2024: ASCILITE 2024 Conference Proceedings

Amid the growing practice of engaging with students as partners in learning and teaching, there have been well-known critiques of the practice’s often small-scale, extra-curricular, project-based, and often exclusive, models of student

Amid the growing practice of engaging with students as partners in learning and teaching, there have been well-known critiques of the practice’s often small-scale, extra-curricular, project-based, and often exclusive, models of student participation. In this research, we respond to these concerns through the evaluation of a whole-of-class approach to student partnership which harnessed a scalable, online peer-recommender platform known as RiPPLE (Recommendation in Personalised Peer Learning Environments). Through the platform, educators partner with students to develop a large repository of learning resources where students can contribute by authoring learning resources and/or reviewing and providing feedback on their peer's submissions. In this study, we present the evaluation of this intervention, including the development of a transferable survey instrument based on key outcomes related to student partnership. Survey results (N= 889) indicated that many, though not all, of the previously evidenced benefits of partnership occurred, for example, students’ self-reported gains in learning engagement and self-efficacy about their ability to contribute learning resources. These findings suggest that large-scale, in-class partnerships have promising potential to expand the benefits of partnership at scale and open up new insights on how to leverage technology to support large-scale, inclusive learning and teaching innovations.

This theoretical paper proposes a model to address the multifaceted challenges of science education by integrating two evidence-based approaches: the Learner-Generated Digital Media (LGDM) projects framework and the Cognitive Acceleration

This theoretical paper proposes a model to address the multifaceted challenges of science education by integrating two evidence-based approaches: the Learner-Generated Digital Media (LGDM) projects framework and the Cognitive Acceleration through Science Education (CASE) framework. The Model is analogous to a funnel, with its wide top representing the broad field of science education and its narrow bottom symbolising transformative learning. It leverages LGDM’s self-regulation benefits and CASE’s structured five-stage approach – Concrete Preparation, Cognitive Conflict, Social Construction, Metacognition, and Bridging. The model categorises the complexity of science learning into six critical pillars: lack of conceptual understanding, cognitive challenges, language barriers, lack of hands-on learning, lack of robust assessments, and social issues. Applying the Funnel Model aims to develop cognitive skills, enhance learning strategies, and foster practical skills. This paper presents the Funnel Model and discusses a methodological approach to validation using Design-Based Research (DBR). The research plans to address three key questions to refine and enhance the Funnel Model in improving science education outcomes.

Tertiary student engagement with information and academic literacy online resources provided by centralized units is low. Although these resources are designed to prepare students for their assessments, they are often positioned

Tertiary student engagement with information and academic literacy online resources provided by centralized units is low. Although these resources are designed to prepare students for their assessments, they are often positioned peripherally to students’ learning environments. In attempting to position resources within students’ learning environments, our Library team conduct regular user experience (UX) testing of a course we have designed in our institution’s learning management system. Our two-year UX project has focused on the design and organization of resources that show students examples and guidance with how to do their assessments. Over two rounds of data collection and analysis, UX methods of usability testing, card sorting, low-fidelity wireframing, and high-fidelity prototyping helped identify student preferences for organising and accessing our resources. Findings indicate that students value the provision of relevant examples and guidance that show them what is expected in assessments and that they want direct access to that content as part of their courses. Implications for design include maximizing ease of use by positioning links to relevant examples and guidance in the assessment instructions and/or specific learning materials of courses, with the content being linked to positioned within a centralized repository in the same online learning environment.

Finding engaging and authentic ways to assess required competencies which are resistant to academic misconduct is a challenge for tertiary psychology education. While simulation-based tasks are commonly used to assess postgraduate

Finding engaging and authentic ways to assess required competencies which are resistant to academic misconduct is a challenge for tertiary psychology education. While simulation-based tasks are commonly used to assess postgraduate students’ development of professional competencies, they are less commonly used in undergraduate programs to assess pre-professional competencies. Interactive oral assessments have been suggested to achieve authenticity while inhibiting academic misconduct, and to be feasible within an online learning environment. The current study presents students’ and markers’ perceptions of an interactive oral task implemented to assess fourth-year psychology students’ counselling and reflection skills. Results suggest that students and markers perceived the interactive oral task to be an authentic assessment of knowledge and skills required for future practice, which encouraged deeper learning than written assessments or exams, and was resistant to academic misconduct. Despite feeling anxious about the new assessment format, both students and markers reported finding the engaging nature of the task enjoyable and indicated that they would like to be involved in more interactive oral assessments in the future. The extent to which these findings reflect the current literature, and the role for interactive oral tasks in the innovative, authentic assessment of pre-professional competencies which promote academic integrity are discussed.

Professional learning plays an important role in improving teaching skills of university academics. Scholarship of Teaching and Learning (SoTL) is a central framework as well as methodology for designing and delivering professional

Professional learning plays an important role in improving teaching skills of university academics. Scholarship of Teaching and Learning (SoTL) is a central framework as well as methodology for designing and delivering professional learning. As of 2022, 39% of Australian universities offer a graduate certificate in learning and teaching (GCLT) or similar to upskill academics. These courses are either fully or partially online; and nearly all include a dedicated SoTL unit or draw on SoTL generally across its content. Little is known about how GCLTs and similar courses affect teaching practice and long-term professional growth of academic staff, calling for a deeper exploration of SoTL-informed professional learning on academics’ skills and careers. This study offers an evidence-based perspective through the exploration of academic experiences in a SoTL-focused unit within a fully online GCLT in a mid-range Australian university. A survey of the unit’s first three graduating cohorts (2015-2017), attracted 30 respondents (56% of invitees), generating new insights into how professional learners navigate online, self-regulated, asynchronous learning spaces and how this learning affects their teaching and careers. Findings speak to learner motivation, impact and general effectiveness of online professional learning.

Artificial intelligence represents an emerging frontier for higher education institutions, potentially personalising learning, automating tasks, and supporting student outcomes. This study examines international students’ perceptions of

Artificial intelligence represents an emerging frontier for higher education institutions, potentially personalising learning, automating tasks, and supporting student outcomes. This study examines international students’ perceptions of the recent proliferation of generative artificial intelligence tools in the context of academic learning and assessment. The study involved N = 223 students from three different higher education institutions located in Australia, Germany and Italy. The focus was on the student’s competence in artificial intelligence and their perception of six different generative artificial intelligence tools concerning learning and assessment. The findings suggest that the dimensions of competence in artificial intelligence vary considerably and that students from different countries have a comparable level of competence in artificial intelligence. Further findings indicate that the expected support of generative artificial intelligence tools for learning and assessment is perceived differently. This study highlights the need for increased pedagogical attention to artificial intelligence, bridging the gap between students' enthusiasm and technical knowledge. It suggests that effective integration of generative artificial intelligence tools should also prioritise the development of critical thinking and comprehension skills over content generation.

Students are active players in feedback processes, often seeking and eliciting feedback information to understand expected quality standards regarding their assignments. While student-elicited feedback can benefit learning, little is known

Students are active players in feedback processes, often seeking and eliciting feedback information to understand expected quality standards regarding their assignments. While student-elicited feedback can benefit learning, little is known about its impact on students' evaluative judgement and how best to leverage it. Hence, this paper examines two technology-mediated feedback encounters elicited by a student through videos sent to her teachers in a blended unit of a postgraduate education course at an Australian university. The student sought feedback information to understand whether her project proposal met the task requirements. Results showed that those two feedback encounters were productive, suggesting that these interactions iteratively refined her focus and calibrated her understanding of the quality standards of the assignment. By exploring the conditions that enabled the student to elicit feedback encounters, we identified that strategies used in the context of the unit, like earlier opportunities for feedback, timeliness of feedback comments and use of video feedback to provide clear, detailed, and supportive information could potentially enable productive feedback encounters. Additionally, our findings suggest that a relational perspective of feedback is equally important to build a trusting and supportive environment that encourages students to elicit feedback encounters.

The contemporary post-digital university is ever more dependent on the expertise and labour of ‘third space’ professionals such as learning designers. Reporting on the initial findings of a recent survey, this paper presents a snapshot of

The contemporary post-digital university is ever more dependent on the expertise and labour of ‘third space’ professionals such as learning designers. Reporting on the initial findings of a recent survey, this paper presents a snapshot of the people who do the work of learning design, their perspectives on their work and their contributions to teaching and learning in higher education. Four defining characteristics emerged through thematic analysis of 90 survey responses: 1) learning designers come from varied academic and professional backgrounds; 2) our job functions, working conditions and organisational settings can vary significantly; 3) our work practices—and so the knowledge and skills required for the role—can be highly diverse; 4) despite the variety, a shared motivation and sense of purpose is shaping emergent professional identities. Adopting a socio-material lens, this paper presents a rich picture of an expanding profession, providing vital insights into the practices, identities, and impact of learning designers.

Advances in artificial intelligence (AI) are undoubtedly changing the practice and profession of learning design. While the full impact is yet to be realised, learning designers grapple daily with the challenges, risk, and opportunities

Advances in artificial intelligence (AI) are undoubtedly changing the practice and profession of learning design. While the full impact is yet to be realised, learning designers grapple daily with the challenges, risk, and opportunities these technologies represent for changing how students learn, how faculty teach, and how we design. So, what knowledge, skills, and mindsets do learning designers need to survive and thrive in a post-AI higher education sector? This paper reports on a project to co-design an AI literacies framework for and with a team of learning designers. Using the world café method, we conducted an online workshop with a group of 18 learning designers, drawing on our collective experience and expertise to ideate and refine the essential elements of an AI literacies framework. The data generated was then coded and thematically analysed to develop a practical framework comprising four domains and 16 specific elements, each elaborated to describe the knowledge, skills, and mindsets required for post-AI learning design. This framework informs the development of training programs and professional learning opportunities for learning designers.

Learning is a core competency for learning designers, but formal training and development often still presents a challenge—especially for novice learning designers. This paper reports on the initial stages of a design-based research

Learning is a core competency for learning designers, but formal training and development often still presents a challenge—especially for novice learning designers. This paper reports on the initial stages of a design-based research project to conceptualise a purpose-led portfolio-based training program, based on cognitive apprenticeship principles, that cultivates in novice learning designers the knowledge, skills, mindsets, and values necessary to be effective in their current roles and future careers. The evidence-based, research-informed THRIVE framework is described, alongside how it shapes specific elements of the planned portfolio. The conceptualisation of the portfolio and supporting training program focuses on ‘purpose’ as a response to changing employee needs and motivations in the modern workplace, while also preparing learning designers to thrive in their work. This has implications for how we design and deliver professional learning for learning designers, as well as deepening our understanding of employee motivation and engagement in the field.

In this study, we examine the use of ChatGPT as a team member to enhance code review education and promote self-regulated learning among programmers of varying experience levels. A case-study approach was used to answer three research

In this study, we examine the use of ChatGPT as a team member to enhance code review education and promote self-regulated learning among programmers of varying experience levels. A case-study approach was used to answer three research questions about code quality, perceived benefits, and challenges. Participants reported diverse perspectives on the quality and utility of ChatGPT-generated code, with novice programmers gaining a deeper understanding of code interactions and experienced programmers refining their code through iterative prompt optimisation. Despite the benefits, challenges emerged, such as concerns about the potential negative impact of generative AI on learning experiences and the difficulties posed by foundational knowledge gaps in effectively interacting with ChatGPT. The findings suggest that ChatGPT is a promising tool for supporting code review education, especially for novice programmers, and for fostering self-regulated learning strategies like elaboration and metacognition. Future research should validate these results with larger sample sizes and address the identified challenges to better integrate generative AI tools in educational contexts.

With the advent of generative AI (GenAI) technologies, academic integrity has become a pressing concern for higher education institutions. This study explored the publicly available guidelines from Australia's Group of Eight (Go8)

With the advent of generative AI (GenAI) technologies, academic integrity has become a pressing concern for higher education institutions. This study explored the publicly available guidelines from Australia's Group of Eight (Go8) universities regarding assessment design in response to GenAI tools. The findings indicate a common concern about the challenges GenAI tools pose to traditional assessments, with current AI detection tools deemed insufficient. However, GenAI also presents opportunities to reassess and redesign assessments to enhance academic integrity and learning. The guidelines were provided around two main pieces of advice: exploiting GenAI tools' limitations to make it difficult to complete assessments using GenAI tools and making assessments more relevant to students to increase their engagement and reduce reliance on GenAI. Common recommendations in the guidelines included testing assessments' vulnerability to GenAI, emphasising critical thinking, incorporating contextual elements, designing authentic assessments, using alternative assessment formats, focusing on process-oriented and staged assessments, and using collaborative or in-class assessments. Potential challenges of redesigning assessments as well as limitations of recommended approaches in making assessments totally immune to GenAI tools were also acknowledged. However, ways of addressing these challenges particularly in specific educational contexts remained largely unaddressed. Despite shared concerns and strategies provided in the guidelines to design more rigorous assessments less vulnerable to GenAI tools, the specificity of guidelines varied across institutions. The findings underscore the need for continuous evaluation and adaptation of assessment practices to uphold academic integrity in the face of evolving GenAI technologies.

Micro-credentials have been widely adopted in tertiary education to provide a means of recognising new types of study, typically focusing on specialist topics with an applied focus. Although they are primarily designed as standalone

Micro-credentials have been widely adopted in tertiary education to provide a means of recognising new types of study, typically focusing on specialist topics with an applied focus. Although they are primarily designed as standalone certifications, they are increasingly playing a role within larger programmes of study, either as additional learning opportunities or integrated through the stacking of credits. In postgraduate study, micro-credentials can support specialisation and differentiation within higher degrees such as master’s programmes. However, the design of these micro-credentials varies widely in terms of focus areas, stacking options, number of credits, and time taken to complete. This article reports on an interview study of postgraduate students at a New Zealand institution who have completed at least one micro-credential as part of their learning journey in order to identify the ideal characteristics of a postgraduate micro-credential from the students’ perspectives. The results suggest that the legitimacy of accreditation is valued, as is stackability, and the length should be between ten and twelve weeks for a 15 credit micro-credential. However, equally important is the way the learning is designed, with flexibility of learning, opportunities for collaboration, and a high level of critical thinking valued by the interviewees.

This paper introduces a conceptual evaluation learning analytics (LA) model developed by Keypath Education and Melbourne Business School to analyse student engagement in an online learning environment. The paper describes how a targeted LA

This paper introduces a conceptual evaluation learning analytics (LA) model developed by Keypath Education and Melbourne Business School to analyse student engagement in an online learning environment. The paper describes how a targeted LA intervention was grounded within the ICAP theory for active learning to identify, visualise and analyse student engagement metrics in a 100% online setting. The architecture of the model, including its design principles and underlying assumptions, are broadly examined against the latest research in educational, LA, and data analytics research. This includes a discussion of our initial phase testing results of captured student data alongside a discussion of key questions and desired study outcomes for the upcoming phase 2 of the data intervention. As a result, this paper provides both specific insights into how we created an evidence based and pedagogically sound evaluation model of online student engagement within a specific suite of asynchronous educational tools, as well as more general and practical insights into how other universities could develop similar approaches to enhance understanding and support of a growing online student population.

Self-directed skills are crucial for video-based learning as learners often need to manage their pace, set goals, and engage with content independently. While much research focuses on the effectiveness of design and design principles in

Self-directed skills are crucial for video-based learning as learners often need to manage their pace, set goals, and engage with content independently. While much research focuses on the effectiveness of design and design principles in facilitating self-directed learning (SDL) in multimedia environments, boundary conditions arise due to the highly individualized and unique nature of each learning trajectory. This paper reports the findings of a case study involving five university students who speak English as an additional language (EAL). It explores the difficulties they faced while learning mathematics with instructional videos and the approaches they used to address these challenges in the context of Content and Language Integrated Learning (CLIL). Findings from video-stimulated recall (VSR) and semi-structured interviews reveal that language issues influenced and drove many decisions in their self-directed learning paths. Notably, the challenges of grasping academic language and terminology led participants to spend considerable time and effort on navigating video designs to aid language comprehension and on seeking extra resources to better understand the lectures. However, the lack of timely feedback and expert guidance posed further challenges for these EAL learners in identifying their knowledge gaps, thereby complicating the search for resources appropriate to their language and academic levels.

Online digital exams, both with and without online invigilation, have become a common form of assessment in Higher Education, particularly since the COVID-19 pandemic. However, the impact of online exams and online invigilation

Online digital exams, both with and without online invigilation, have become a common form of assessment in Higher Education, particularly since the COVID-19 pandemic. However, the impact of online exams and online invigilation (proctoring) on student experience, stress levels, and academic performance remains underexplored, especially for disadvantaged or underrepresented student groups. Despite growing concerns over inequitable outcomes in Higher Education, there is limited large-scale research investigating how these online assessment methods may exacerbate existing disparities. This paper addresses this gap by analysing data from a large-scale survey (N = 16,010) conducted across five semesters at an Australian University (2021-2023). Specifically, it examines the exam preparedness and experiences of on-campus students who sat online digital exams with and without proctoring. By exploring the intersectionality of gender, international status, and language, the study aims to assess whether and how online proctoring exacerbates inequities among disadvantaged student populations. Our findings suggest that social and cultural factors significantly influence exam preparedness, stress levels, and perceived academic performance, with proctoring amplifying these disparities.

As generative artificial intelligence (GenAI) continues to disrupt the way higher education is delivered, universities are responding at pace with strategies and resources to ensure responsible and ethical use of the technology by our

As generative artificial intelligence (GenAI) continues to disrupt the way higher education is delivered, universities are responding at pace with strategies and resources to ensure responsible and ethical use of the technology by our students as they prepare for future professions. The integration of GenAI into teaching and learning activities is being diffused into educators’ practice on a spectrum from caution through to positive educational transformation. In this paper, a team of educational designers in an Arts Faculty shares case studies and reflections from our educator colleagues to explore the uneven uptake of the technology. We argue that the focus on assessment security is blurring the potential of GenAI to create collaborative, exploratory and expansive learning experiences for our students. We suggest a programmatic approach to ‘becoming’ a graduate will allow space for educators to interrogate their teaching, learning and assessment activities to ensure our graduates can imagine themselves as professional selves in an uncertain future.

Students undertaking professional degrees are often expected to step into the workplace fully formed, with unrealistic expectations around their experience and capabilities. Universities, facing an increasingly competitive market in a

Students undertaking professional degrees are often expected to step into the workplace fully formed, with unrealistic expectations around their experience and capabilities. Universities, facing an increasingly competitive market in a neoliberal context, are focused the student experience, attraction and retention metrics, as students demand return on their investment of money and time. Alongside this, criticism of work readiness and employability comes from graduates and the industries that need them. It is in this space that technology and innovation can offer simple, albeit disruptive ways of increasing the possibility of connecting tertiary students with industry partners to facilitate authentic learning. Early workplace experience, undertaken while still studying, provides both students and employers an opportunity to understand their respective needs within a temporary low risk and low stakes environment. A platform for connecting students with industry for paid employment experiences that sit outside the ubiquitous and often unpaid internships and practicums, offers authentic ways of preparing graduates for the workforce. It also has the potential to improve the way industry connects with the university enabling a richer experience for all; students, universities and industry partners.

This study explores the design of CONNECTspace, a novel teaching environment at the University of Sydney Business School, aimed at fostering and enabling connected learning at scale. Using participatory action research and cogenerative

This study explores the design of CONNECTspace, a novel teaching environment at the University of Sydney Business School, aimed at fostering and enabling connected learning at scale. Using participatory action research and cogenerative dialogue, the project addresses the challenge of creating spaces that build connections between students, staff, and disciplines. The design focuses on five key capacities: engaging with the crowd, the group, the individual and the knowledge, generating ideas, sharing work, building social connections, and creating safe spaces for success. The study highlights the importance of changing dynamics, functions, and relationships within teaching spaces to support connectivity, creativity, and effective learning. The findings offer insights for designers and educators seeking to transform traditional teaching spaces into collaborative, connected learning environments that transform both the structural and pedagogical experience of teaching at scale.

A collaborative experiential learning course involves two or more learning institutions. Operational constraints in designing such a course, especially when the institutions are in different locations, motivated the application of

A collaborative experiential learning course involves two or more learning institutions. Operational constraints in designing such a course, especially when the institutions are in different locations, motivated the application of Community of Inquiry (COI) with online components, which typically finds application in blended learning. This article describes a new application of COI in a collaborative experiential learning course with a case study that involved two universities at different countries. The course included students from a university learning about Sustainable Development Goals (SDG) in communities at the locality of another university. The application of COI was measured using factor pattern matrix (FPM). Students’ perceived learning was measured using reflection and course feedback. COI was rated well by students from both universities with indication of strong social and cognitive presences. The cognitive presence of visiting students appeared dominant through activities, while of host students through reflection. The study describes a new application of COI in areas other than blended learning.

This paper presents a proposed research framework aimed at addressing the critical need for innovative approaches in healthcare education by exploring the implementation of Augmented Reality (AR) and Virtual Reality (VR) technologies

This paper presents a proposed research framework aimed at addressing the critical need for innovative approaches in healthcare education by exploring the implementation of Augmented Reality (AR) and Virtual Reality (VR) technologies across Australasia. Utilizing an Educational Design Research (EDR) methodology, the proposed study seeks to develop a comprehensive, context-sensitive framework for the effective integration of AR and VR in healthcare curricula. The study navigates the unique challenges posed by Australasia's diverse cultural landscape, varying resource availability, and distinct institutional policies. Through iterative cycles of analysis, design, development, and evaluation, the proposed research intends to create and assess contextualized AR/VR experiences, their impact on student learning outcomes, and their potential to enhance healthcare education quality. The resulting framework and guidelines are intended to serve as a robust foundation for healthcare institutions across Australasia, potentially revolutionising healthcare professional training and ultimately contributing to improved patient care and public health outcomes. This proposed research not only addresses a significant gap in the current literature but also provides practical, evidence-based solutions for the successful adoption of cutting-edge technologies in healthcare education. Finally, the proposed framework generalisability to a global context focusing on the United Nations Sustainable Development Goals of quality education and good health for all.

This study examined the relationships between students’ self-reported perceptions of learning environment, students’ course marks, learning strategy and online study duration measured by clickstream data in an undergraduate flipped

This study examined the relationships between students’ self-reported perceptions of learning environment, students’ course marks, learning strategy and online study duration measured by clickstream data in an undergraduate flipped classroom course amongst a cohort of Australian first-year university students. The clickstream data identified two groups of students using two distinct learning strategies focusing either on completing the assessments in the course or on the learning activities preparing for the face-to-face learning. Students’ perceptions of learning environment were measured by a self-reported questionnaire. Using cluster analysis, students were grouped as either having positive or negative perceptions. Of the students who adopted a learning strategy focusing on assessments, a significantly higher proportion of them hold negative perceptions of learning environment. In contrast, amongst students who used a learning strategy focusing on completing the preparation activities, a significantly lower proportion of them had negative perceptions. Furthermore, students who hold negative perceptions were also found to study less hours than their classmates who had positive perceptions. The multiple regression analyses showed that self-reported perceptions could explain only 4.8% of variance in students’ course marks, whereas learning strategy and online study duration measured by clickstream data predicted around 17.2% of variance in students’ course marks.

This study investigates the relationship between students’ beliefs about intelligence (fixed vs. growth mindset) and their engagement and behaviour in an online learning platform. The data was collected from 28 students enrolled in

This study investigates the relationship between students’ beliefs about intelligence (fixed vs. growth mindset) and their engagement and behaviour in an online learning platform. The data was collected from 28 students enrolled in COMP90082 – Software Project subject at The University of Melbourne. Students’ beliefs about intelligence were measured through a survey administered during the first week, while their online learning behaviours were captured through clickstream data from the learning management system. The study adopted a two-fold approach: first, students’ learning strategies were identified through cluster analysis of their online session duration. By examining over 41,000 learning actions —such as accessing course materials, participating in discussions, and completing assignments— three distinct learning strategies emerged: “light”, “light-intensive”, and “intensive.” Subsequently, the relationship between these learning strategies and students’ beliefs about intelligence was examined using data visualisation techniques, chi-square tests, and logistic regression models. The findings revealed that students with a growth mindset were more likely to adopt intensive and engaged learning approaches within the online platform. Conversely, those with a fixed mindset tended to exhibit lower engagement levels and less intensive learning strategies. The study may contribute to the growing literature on the psychology of online learning and highlight the potential for tailoring instructional interventions and platform design to foster a growth mindset, thereby enhancing student engagement and academic success in digital learning environments.

In the two years since the launch of ChatGPT in November 2022, the higher education sector in Australia has experienced both the great potential of generative artificial intelligence (genAI) to transform learning and teaching, but also the

In the two years since the launch of ChatGPT in November 2022, the higher education sector in Australia has experienced both the great potential of generative artificial intelligence (genAI) to transform learning and teaching, but also the serious threat to assessment security and assurance of learning that it poses. In light of recent regulatory calls for accountability in academic integrity, this article focuses on the issue of assessment security and redesign, given the affordances of readily available large language models. A nation-wide survey of STEM academics revealed that 37% of respondents had not even tested their assessments in a genAI app; that there was little consensus – and possible misunderstandings – concerning approaches for improving assessment security; and that sector recommendations were either not well understood, or not favoured, particularly those advocating a move towards program-level assurance of learning and only securing assessments at key points of a degree program. These results highlight the need for significant support and guidance for teaching academics—in terms of both creating a clear understanding of how best to respond to assessment redesign as future consensus emerges, and institutional workload in implementing those responses —in order for challenges posed by genAI to assurance of learning to be met successfully.

This research explores Studio-based Learning (SBL) within Human-Computer Interaction (HCI) subjects, focusing on the crucial elements required in the design of maker spaces to enhance user experience (UX) design education. As HCI becomes

This research explores Studio-based Learning (SBL) within Human-Computer Interaction (HCI) subjects, focusing on the crucial elements required in the design of maker spaces to enhance user experience (UX) design education. As HCI becomes increasingly complex and interdisciplinary, traditional classroom settings often fail to provide the required experiential learning environment for certain subjects. Our study examines various subjects in the discipline, highlighting diverse interactivity requirements and the potential of Studio-based Learning to effectively address students' and staff’s needs. We analyse the impact of studio settings on the learning outcomes and expectations of students, especially in fostering creativity, collaboration, and hands-on engagement. Our research findings indicate that studio-based classrooms significantly improve student learning experiences in interactive and practical subjects, although effective planning around space and time constraints can impede its full implementation.

The arrival of ChatGPT and other generative AI (genAI) tools has ushered in a new era in education and presented significant challenges to academic institutions. It has also delivered new concerns for educators who seek to support, and to

The arrival of ChatGPT and other generative AI (genAI) tools has ushered in a new era in education and presented significant challenges to academic institutions. It has also delivered new concerns for educators who seek to support, and to certify, students’ learning. In addition, the potential and in some cases the necessity for students to learn to engage these new tools in preparation for future work in a professional or research context is emerging apace. This raises important questions for the form and focus of student learning in higher education. It also calls for guidance for educators, especially those who may not be familiar with the operation or implications of these new technologies for their teaching. This paper presents an innovative typology for designing assessment in this context, and that offers language to discuss academic integrity issues and to authorise AI use. The typology draws on and extends scholarship related to groupwork, considering the role of the genAI as a ‘group member’. It provides examples of related approaches to assessment design, and of level descriptors that educators may use as a basis for rubrics to recognise and define the qualities of good student use of genAI tools in this context.

This paper explores the implementation of Technology-Enhanced Learning pedagogies across four schools through scalable and cross-disciplinary collaboration at a Western Australian university. Using innovative support initiatives

This paper explores the implementation of Technology-Enhanced Learning pedagogies across four schools through scalable and cross-disciplinary collaboration at a Western Australian university. Using innovative support initiatives, co-created with academic and professional staff and students, our resources focus on bridging gaps in essential academic and digital literacies and fostering student agency and self-regulation. Grounded in transition pedagogy and adaptive learning, these initiatives enhance preparedness and inclusivity for a diverse cohort of students. We seek to address the lack of student perspectives on generative AI (GenAI) tools available to date, sharing recent data that reveals students' lack of confidence in using GenAI for learning and assessments. This paper explores GenAI’s role in shaping educational practice and provides recommendations to improve its integration. These insights will potentially complement the whole-of-institution curriculum transformation initiative at our university, emphasising the importance of feedback literacy and self-regulated learning in an evolving educational landscape. Our initiatives promote self-regulated and co-regulated learning, to enable students and staff to collaboratively improve the learning process and outcomes. Finally, this paper discusses the challenges encountered, offering actionable insights for institutions aiming to enhance student preparedness through collaboration.

The AI-Teacher Teaching Tasks Spectrum (AITTTS) was conceived as a way to understand the relationship between human teachers and the ever-evolving AI technologies in education. This study demonstrates how the AITTTS framework can be

The AI-Teacher Teaching Tasks Spectrum (AITTTS) was conceived as a way to understand the relationship between human teachers and the ever-evolving AI technologies in education. This study demonstrates how the AITTTS framework can be operationalised into a tangible intervention, showcasing the design models and practical applications of the AITTTS in real-world educational settings. By categorising teaching tasks into a spectrum, the AITTTS delineates the roles that AI and human teachers can play, providing a structured and nuanced understanding of their collaboration. As a result of the practical application of the AITTTS, a design model was birthed in this study. It highlights various aspects of holistic student outcomes such as positive electronic nonverbal communication (eNVC) cues, adaptive learning paths, and interactive learning responses as elements by which AI should be designed. By providing a structured approach for educators to incorporate AI tools and interventions in their learning environments, this research lays the groundwork for further exploration of the synergistic relationship between AI and human teachers in modern education. This framework can serve as a guide for educators to develop and implement AI-enhanced teaching strategies, fostering a more dynamic and responsive educational landscape.

Generative AI is increasingly used in higher education, prompting the need to effectively test, refine, and robustly evaluate its educational impact. Tools like Generative Pre-trained Transformers (GPTs) enable conversational interactions

Generative AI is increasingly used in higher education, prompting the need to effectively test, refine, and robustly evaluate its educational impact. Tools like Generative Pre-trained Transformers (GPTs) enable conversational interactions that support Constructivist learning designs: active learning strategies allowing students to engage deeply with course material through reflection and discourse. However, in our initial trials with an AI-tutors, students reported greater learning utility from non-Constructivist activities. This underscores the importance of not only developing new GPT tools but also educating students on their optimal use, designing assessments to foster appropriate learning strategies, and refining the tools themselves. We also explored self-directed learning scores but found no significant correlation with AI-tutor use-strategies, and only a slight preference for AI-tutors among highly self-directed learners. When using retrieval augmented generation (RAG) most learners could not distinguish between different large language models (LLMs) implying cheaper but refined models may be appropriate. Finally, we find AI-tutors offer a compelling value proposition to universities; student’s perceive value of the AI-tutor exceeds the associated compute costs of running the AI-tutor. Similarly, students tend to prefer AI-tutors over similarly priced teaching alternatives.

Learning Analytics systems are emerging as a powerful tool for student success, optimising curricula, and informing data-driven decisions. However, these will not be achieved without effective implementation strategies tailored to

Learning Analytics systems are emerging as a powerful tool for student success, optimising curricula, and informing data-driven decisions. However, these will not be achieved without effective implementation strategies tailored to institutional contexts. This study compares the learning analytics practices of five diverse Australian universities, offering a nuanced exploration of the similarities, differences, and patterns that characterise their adoption journeys. We will work to identify the factors that contribute to successful implementation and enhanced impact. Our findings emphasise the importance of aligning learning analytics initiatives with institutional contexts, student demographics, and unique needs, emphasising the necessity of tailored approaches that resonate with stakeholders and address specific challenges. Our intention is to provide a practical roadmap for Higher Education Institutions seeking to benefit from learning analytics, giving them the means to harness the full potential of these tools.

The unprecedented advancements of Generative Artificial Intelligence (GenAI) tools have generated controversies surrounding their potential for transforming educational practices, and democratising knowledge sharing, while acknowledging

The unprecedented advancements of Generative Artificial Intelligence (GenAI) tools have generated controversies surrounding their potential for transforming educational practices, and democratising knowledge sharing, while acknowledging risks to current educational practices. In order to understand the potential and risks of GenAI tools on educational practices, recent research point to the need to develop student and teacher AI literacy skills and to investigate the impact of GenAI integration in learning and assessment practices. In addressing the call for more research in the field, this study reports on the integration of GenAI tools in an academic assessment in a postgraduate course for pre-service language teachers at an Australian university. Data were collected from students’ reflections of their adoption of GenAI tools for planning their assessment and from qualitative surveys. Thematic analysis was employed to identify students’ perceived challenges and benefits in adopting GenAI for essay writing. Pre-service teachers recognised benefits in adopting GenAI for planning and generating ideas for academic writing but recognised the importance of mitigating risks created by inaccuracies or biases in content. The findings confirm the importance of transparency in the integration of GenAI and developing student awareness of and training in ethical use of GenAI for higher education.

This paper highlights the importance of utilizing innovative evidence-based teaching strategies that keep students motivated and engaged to support success in their tertiary academic studies. Research consistently reports that students are

This paper highlights the importance of utilizing innovative evidence-based teaching strategies that keep students motivated and engaged to support success in their tertiary academic studies. Research consistently reports that students are more likely to persist and succeed in their studies when they feel supported, challenged, and connected to their learning environment. Listening to tertiary student voices between 2021-2023 on what strategies improved their engagement and learning, this paper summarises student suggestions over six trimesters at a rural Australian university. The strategies nominated by students as supporting successful learning were the use of a flexible submission portal for assessments, clearly defined rubrics, video explanation of assessments, providing exemplars of requirements and the consistent presentation of unit content across the learning management site. By incorporating a flexible submission portal for assessments, clearly defined rubrics, video explanation of assessments, providing exemplars of requirements, and presenting units consistently across the learning management site, these were consistently the strategies students voted over three years as being most helpful to their learning. This paper emphasizes the need for universities to listen to student evaluation suggestions and prioritize effective teaching strategies as a key factor in promoting student retention, success, and overall satisfaction in higher education.

Generative AI is developing at an exponential pace, showing immense potential for reshaping teaching and learning methodologies. Designing high-quality examinations demands careful consideration, such as incorporating diverse question

Generative AI is developing at an exponential pace, showing immense potential for reshaping teaching and learning methodologies. Designing high-quality examinations demands careful consideration, such as incorporating diverse question types to assess different levels of understanding and ensuring alignment with learning outcomes. However, many university educators encounter challenges in designing effective examinations due to insufficient training. This paper outlines our work-in-progress in leveraging generative AI, specifically large language models, as a copilot in examination design. In this study, we are evaluating large language models’ performance in assessing examination questions based on four key quality criteria. Preliminary findings indicate that ChatGPT 3.5 achieved comparable performance to the state-of-the-art in classifying questions by cognitive complexity, as defined by Bloom’s taxonomy. Additionally, ChatGPT 3.5 demonstrated promising initial results across other criteria. In conclusion, generative AI shows substantial potential to serve as a valuable tool in assisting university educators in enhancing the overall quality of examination design.

New technologies like Generative AI and Immersive Reality are set to change higher education dramatically. They offer unique ways to improve learning outcomes, boost creativity, and provide better access to quality education. But

New technologies like Generative AI and Immersive Reality are set to change higher education dramatically. They offer unique ways to improve learning outcomes, boost creativity, and provide better access to quality education. But, incorporating these technologies also comes with challenges, such as ethical issues, the need for big financial investments, and environmental concerns. This paper explores how Generative AI and Immersive Reality affect higher education, highlighting their benefits and the obstacles to their adoption

The COVID-19 pandemic significantly disrupted higher education but also accelerated the adoption of technology-enhanced learning and innovative teaching practices to promote student-centred learning in higher education. Nevertheless

The COVID-19 pandemic significantly disrupted higher education but also accelerated the adoption of technology-enhanced learning and innovative teaching practices to promote student-centred learning in higher education. Nevertheless, traditional, didactic, teacher-centred approaches in university teaching are still prevalent. Specifically, Information Systems (IS) and other technology-related disciplines are expected to adopt technological innovations more readily. Moving beyond the pandemic, there is a need to reassess the current state of Information Systems education and explore technologies that have been effectively deployed to identify best practices. This study involves reviewing thirteen subjects as part of a Master of Information Systems course offered by one of Australia’s leading universities. It aims to identify innovative technology-enhanced practices that promote student-centred learning, assess their adoption levels and impact, and reflect on any difficulties hindering their adoption. We identified three innovative technology applications that effectively facilitate student-centred learning: web-based interactive content, online collaborative workspaces, and simulation games. However, we found that these technologies are primarily adopted for tutorials. Nevertheless, the use of technology has led to a notable shift from the traditional teaching approach to a flipped classroom model. The findings highlight the need for university-wide support, policy changes, and investments in time, resources, and staff training to enhance student-centred learning through the use of technology.

Demand for online higher education has grown considerably in recent years but comes with a unique set of challenges. Online students often experience lower sense of connection, which may give impetus to join student-led social media

Demand for online higher education has grown considerably in recent years but comes with a unique set of challenges. Online students often experience lower sense of connection, which may give impetus to join student-led social media groups. Use of these groups may exacerbate another challenge: the reportedly greater levels of vengeful dissent towards staff from online students, which, in on-campus students, has been linked to low procedural justice perceptions. This study explored the association between procedural justice perceptions and vengeful dissent in online and on-campus education, examining the moderating effect of student-led social media groups. A total of 127 adults (M age = 25.46, SD = 7.82; 73.22% female) who were either studying or had recently completed a degree at an Australian university in either fully online or on-campus mode (64 online; 63 on-campus) completed an online self-report survey. As hypothesised, low procedural justice perceptions were more strongly associated with greater vengeful dissent in online students and use of student-led social media groups strengthened the association in online students only. The findings represent the first to empirically explore the justice perception-dissent relationship in online learning and have several implications for policy and practice in navigating online education.

The rapid advancements in artificial intelligence (AI) are opening up a complex world where human and AI coexist. It is imperative to develop our understanding of human-computer relationship, and to enhance graduate creativity in order to

The rapid advancements in artificial intelligence (AI) are opening up a complex world where human and AI coexist. It is imperative to develop our understanding of human-computer relationship, and to enhance graduate creativity in order to ensure their competitiveness in a technology-rich word. Recent research has begun to view AI as an independent collaborator and has explored the use of Human-AI Co-Creation (HACC) to foster creativity. However, it remains unclear how HACC practices can be designed to truly benefit undergraduate creativity. The solution to this issue lies in the creation of autonomous learners who can maintain agency in their interactions with AI, aligning with the core idea of Heutagogy. Therefore, this position paper proposes a conceptual framework of HACC for enhancing undergraduate creativity, and explores how the principles of heutagogy can be mapped onto the design of HACC practice.

Learning design involves creating educational opportunities that are engaging and effective. In many countries, this process must attune to indigenous ways of being and knowing. In the context of Aotearoa New Zealand, the learning design

Learning design involves creating educational opportunities that are engaging and effective. In many countries, this process must attune to indigenous ways of being and knowing. In the context of Aotearoa New Zealand, the learning design process requires the ability to create culturally inclusive learning opportunities that are respectful of Maori culture, but also beneficial to all learners - a process that calls for deeper reflection and understanding of tikanga Maori (Maori customs and practices). This paper highlights the experiences of migrant learning designers and teachers in Aotearoa New Zealand, who work at the intersection of Maori knowledge and Western educational practices. As non-indigenous immigrants, learning designers, teachers, and educational researchers, the authors drew on autoethnography as the methodology, to analyse and reflect on their role as allies of Maori, the indigenous people of Aotearoa New Zealand. This research aims to find and share ways of reconciling principles of learning design with different ways of knowing, whilst honouring the Maori culture. The paper contributes to wider debates in education that discuss how indigenous knowledge systems can enrich modern educational practices.

In today’s increasingly competitive Higher Education (HE) market, academic jobs are more precarious than ever. The way academics do their day-to-day job is under increasing scrutiny, with their outputs measured through the rigid lens of

In today’s increasingly competitive Higher Education (HE) market, academic jobs are more precarious than ever. The way academics do their day-to-day job is under increasing scrutiny, with their outputs measured through the rigid lens of performativity and financial profit. Professional Learning (PL) is an institutional approach aimed towards achieving and sustaining high quality teaching and innovation among academic staff. The significance of PL to developing academics’ skills and fostering their professional identity has been confirmed by peer reviewed research. However, how to design and deliver PL that is meaningful to academic workforce, while empowering academics and supporting them in finding solutions to their teaching and learning problems, remains up for debate. This paper offers a conceptual way forward; arguing for a complete re-think of the predominant way of doing PL in universities in favour of placing Design Thinking (DT) at the heart of the matter. Grounded within a robust theoretical approach and scaffolded with a practical toolkit, DT can enable a nurturing environment to engage and empower academics, building their confidence and equipping them with a methodology for problem solving into the future.

Combinations of simulations and games provide learners with a virtual environment where they can immerse themselves in highly contextualised, work-related scenarios, encouraging experimentation and learning from mistakes without

Combinations of simulations and games provide learners with a virtual environment where they can immerse themselves in highly contextualised, work-related scenarios, encouraging experimentation and learning from mistakes without compromising the safety of real patients. This pilot study investigated how interactive online simulations supported students’ disciplinary knowledge, care of diverse patients, and the development of students’ professional attitudes and beliefs. Four urinary tract infection (UTI) scenarios (two involving Transgender patients) were delivered to medical and pharmacy students through an interprofessional-education (IPE) activity. Evaluation involved pre- and post-activity questionnaires. There were 26 participants (18 females/ 8 males; range: 18 – 36 years]), including 11 medical and 15 pharmacy students. We found statistically significant changes in self-reported knowledge, skills and confidence to manage UTI (all p<0.001); competence to care for Transgender patients (2.21 vs. 2.74; p=0.001) and awareness of specific health needs of Transgender people (3.74 vs. 4.42; p=0.028). This pilot study demonstrated the potential of simulation-gaming platforms in evaluating and enhancing students' learning, offering a novel and sustainable approach to IPE. Simulations are a versatile teaching approach that can be adapted to promote cultural awareness and inclusivity across various fields in higher education.

This paper reports the use of worked example videos, with students as partners, using Echo360 and containing embedded polls in a postgraduate accounting subject which offered limited opportunity for in-class practical activities. A total

This paper reports the use of worked example videos, with students as partners, using Echo360 and containing embedded polls in a postgraduate accounting subject which offered limited opportunity for in-class practical activities. A total of twelve worked example videos were produced and deployed to assist students with their learning. Each video included embedded polls which aimed to further engage students and reinforce key concepts. Results were compared for students who engaged with the videos and polls with those who had not. Findings revealed that students who viewed the videos and participated in the polls demonstrated significant improvement in the final exam and overall marks. This study is one of the first to examine the use and benefits of using dialogue videos with embedded polls as a means of increasing learning, engagement, and overall student results.

Self-regulated learners achieve academic success by employing specific cognitive, metacognitive, behavioural, and resource management strategies. In fully online learning environments, these strategies are critical but are often

Self-regulated learners achieve academic success by employing specific cognitive, metacognitive, behavioural, and resource management strategies. In fully online learning environments, these strategies are critical but are often challenging for first-year undergraduates to develop. This study presents a novel approach to supporting undergraduates' development of Self-Regulated Learning (SRL) skills in a fully online first-year psychology course. Seven SRL activities were embedded as micro-assessments within the summative assessment structure. Qualitative and quantitative data from students across multiple teaching periods were analysed. Results show that embedding content-specific SRL activities improved academic performance, increased engagement, and built a stronger online learning community. The impact of deliberately integrating SRL principles into the course design and assessment structure on student Self-Regulated Learning Online (SRL-O) questionnaire scores at the start and conclusion of the course will also be discussed. Overall, this study demonstrates that purposeful integration of SRL principles into course design and assessment can improve academic outcomes and foster positive learning experiences for first-year undergraduate students who are studying online.

This concise paper emphasises and amplifies the themes of this year’s ASCILITE Conference by elaborating on their importance contributing to higher education’s vital agenda of advancing human rights, democracy, justice and sustainability

This concise paper emphasises and amplifies the themes of this year’s ASCILITE Conference by elaborating on their importance contributing to higher education’s vital agenda of advancing human rights, democracy, justice and sustainability. We address the conference themes —learning spaces, pedagogies, and technologies— from a macro perspective, considering a range of urgent global issues with which higher education is entangled. These issues shape the possibilities and risks of higher education everywhere, as well as technology enhanced learning in particular. In the paper, we consider a range of challenges posed by the current global polycrisis, present a framework for confronting these challenges within higher education, and offer a set of questions for collective consideration in order to strengthen the higher education community’s ability to cope with a threatening and unstable future.

This paper presents a case study of how technology support moved from being a just in time (JIT) help service to developing capability and capacity building through a process of building digital self-efficacy (DSE). By active membership of

This paper presents a case study of how technology support moved from being a just in time (JIT) help service to developing capability and capacity building through a process of building digital self-efficacy (DSE). By active membership of the UNSW Online Learning and Innovation Community of Practice (OLI CoP) a process of action learning cycles was undertaken in partnership to focus on pedagogy ahead of technology. By doing so, a scalable change process was initiated that brings the coalition of the willing into being core university influencers. As a result, the academics see technology become embedded into their pedagogical practice rather than a tool alone. This case provides insights from the key learnings which have, in turn, enabled a new model of technology support delivery. This model has also provided career growth opportunities for both academics and the educational technology services (ETS) team, while also supporting student learning.

This paper conceptualises an interdisciplinary co-design approach for piloting and iteratively implementing programmatic assessment transformations at the University of New South Wales (UNSW). Using systems thinking and co-design

This paper conceptualises an interdisciplinary co-design approach for piloting and iteratively implementing programmatic assessment transformations at the University of New South Wales (UNSW). Using systems thinking and co-design principles, we engaged diverse stakeholders across various disciplines to address collective challenges such as overassessment and inadequate feedback. Literature reviews and consultations suggest that programmatic assessment can improve assessment processes and enhance student engagement. The project so far provides insights for higher educational institutions on the importance of collaborative design and continuous feedback, demonstrating the potential of programmatic assessment to align with curricular goals and enhance student learning outcomes.

Our paper discusses a collaborative project between built environment professionals and academic educators. The project is about digitalising construction site visits as an online Canvas module for senior architecture students as part of

Our paper discusses a collaborative project between built environment professionals and academic educators. The project is about digitalising construction site visits as an online Canvas module for senior architecture students as part of their third-year core course titled: Project Management. The course is one of two courses that are required upon graduation to become a registered architect in Aotearoa, New Zealand. The module is designed with two key aspects in mind: the learning objectives that adhere to school accreditation requirements and the ‘Signature pedagogical practices’ determined by the educational institution: Waipapa Taumata Rau, University of Auckland. In this paper, we discuss our insights gained from designing an interactive, immersive, and hybrid learning experience.

In this study, we investigate whether video-based Statement of Advice (SOA) assessments can help students effectively develop the advisory knowledge and skills required by the financial services industry. Eleven students enrolled in an

In this study, we investigate whether video-based Statement of Advice (SOA) assessments can help students effectively develop the advisory knowledge and skills required by the financial services industry. Eleven students enrolled in an undergraduate financial planning unit participated in this pilot study. Five students completed a written SOA assessment, while six students completed a video-based SOA assessment. The initial results show that the video SOA group outperformed the written SOA group in conceptual knowledge, communication skills, and presentation skills. However, these differences were not statistically significant. While video-based SOA assessments appear to be a promising approach for developing students' digital financial advisory skills, the small sample size in this pilot study limits our ability to draw statistically robust conclusions. Future research with larger sample sizes is needed to validate these findings and explore students' perceptions of and attitudes toward the use of video-based assessments in delivering financial advice.

Branching scenarios are educational tools where dental students can explore their decision making in a clinical environment without risking harm to patients. By incorporating productive failure, adaptive learning and serious gaming

Branching scenarios are educational tools where dental students can explore their decision making in a clinical environment without risking harm to patients. By incorporating productive failure, adaptive learning and serious gaming elements into their design, they offer interactive and personalised learning environments. We aimed to design a branching scenario based on a patient presenting with dental pain and evaluate its implementation in a classroom setting. We employed a validated serious gaming model as the framework for our design and mapped a decision tree on a scalable whiteboard for the case. A survey platform was used to build the scenario using rule-based logic. The scenario included multiple ‘learning points’ with tailored feedback. Students can track how many learning points they have ‘unlocked’ and are encouraged to revisit previously uncovered pathways. Classroom observations, learning analytics and student feedback have been collected to evaluate the activity. Preliminary feedback has informed improvements to the branching scenario design and educators have found the learning analytics can be used to tailor future teaching sessions. Future steps include useability testing and design improvements based on student feedback.

This paper investigates the efficiency of assistant professors and postdocs’ learning design interventions in connection with their participation in a teacher professional development (TPD) program (n = 62). Using the concept of Efficient

This paper investigates the efficiency of assistant professors and postdocs’ learning design interventions in connection with their participation in a teacher professional development (TPD) program (n = 62). Using the concept of Efficient Learning Design and a survey among educators, the efficiency of their designs is analysed, and the underlying factors are identified. The study shows that 92% (n = 57) of the design interventions had a positive impact, 73% (n = 45) had an impact equal to or higher than the required effort, and 8% (n = 5) made no significant difference or even had a negative impact. The paper identifies six factors for efficient learning design interventions based on the educators’ responses. These include leveraging opportunities where teaching requires redesign, guiding educators on effective pedagogical methods, utilising peer feedback and collaboration, creating reusable, technology-supported activities and materials, supporting educators’ design decisions and professional development, and ensuring a positive experience. Additionally, educators can benefit from a broad understanding of impact beyond improved learning outcomes.

Expansion of technology-mediated learning spaces creates opportunities for disrupting traditional learning and teaching norms and practices. Combining technological affordances and humour in online learning environments offers potential

Expansion of technology-mediated learning spaces creates opportunities for disrupting traditional learning and teaching norms and practices. Combining technological affordances and humour in online learning environments offers potential gains in student engagement and learning. Current research reports effectiveness of using humour for teaching but less on practical guidance for educators in how to professionally develop this. This paper is a critical autobiographic narrative about the experience of developing short comedy videos for teaching concepts that students commonly struggle with in an undergraduate methods of research course. Insights for practice include a seven-step method and critical reflection for educators interested in developing skills and networks for disrupting traditional teaching methods to create targeted humorous videos for specific concepts in their courses.

Entrusting GenerativeAI (GenAI) to complete tasks that require critical engagement with content can have wide-spread implications to the integrity of student learning outcomes. This paper presents the preliminary findings of a

Entrusting GenerativeAI (GenAI) to complete tasks that require critical engagement with content can have wide-spread implications to the integrity of student learning outcomes. This paper presents the preliminary findings of a mixed-methods survey of Australian university students (n=399) on their use of GenAI in their studies. Preliminary findings suggest student GenAI use in universities is common, with approximately one third of students using GenAI and 53% engaging with ChatGPT alone. In open-ended responses, stigma and judgement towards students utilising GenAI to complete their assignments is evident. Stigma may entrench a culture of secrecy around integrating GenAI into the student workflow, which may work against any initiatives to increase citation or transparency in the sanctioned use of GenAI. Students also discussed implications for employability, skill development, and the originality of their work, with 80% of students concerned that GenAI is devaluing their degrees. These findings require universities to critically engage with either: building a culture of engagement with, or increasing surveillance against the use of GenAI in student assessments (reflecting the GenAI stance of each university).

With the advent of new technologies such as virtual reality (VR), educators have shown interest in using them to enhance the online learning experience. To investigate the impact of VR on students' foreign language learning outcomes and

With the advent of new technologies such as virtual reality (VR), educators have shown interest in using them to enhance the online learning experience. To investigate the impact of VR on students' foreign language learning outcomes and engagement, a longitudinal comparative study was conducted. This study focused on learning small talk skills with two groups, an experimental group using VR and a comparison group using Zoom. Both groups met weekly to discuss small talk skills and bonding strategies in groups and practiced small talk in pairs. The student interactions were recorded on both platforms and graded by two raters at three points during the course. Additionally, students completed an engagement survey and participated in focus group interviews. Results showed that both groups improved their small talk skills over time with no significant difference in learning gains and engagement. Participants were divided into VR enthusiasts, who appreciated the enhanced sense of presence and identity through avatars, and VR sceptics, who doubted the value and usability of VR. To continue this project, the researchers aim to further leverage the benefits of VR in international contexts to promote cross-cultural communication.

The purpose of this research was to investigate students’ perceived self-regulated learning and participation in a blended environment. A shorten Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 63 first-year

The purpose of this research was to investigate students’ perceived self-regulated learning and participation in a blended environment. A shorten Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 63 first-year students at a Singaporean Technical and Vocational Education and Training (TVET). Trace data was collected from the learning management system to gain insight into students’ online participation. The survey show that students were extrinsically motivated, used rehearsal strategy the most, but scored the lowest in critical thinking. Trace data revealed that students primarily accessed group activity worksheets, and spent the most time on quizzes. Positive correlations were found between time spent on resources and organization, elaboration, as well as critical thinking.

While much attention has been focused on improving student outcomes, there is growing interest in supporting teachers' reflection on their teaching practice using Generative Artificial Intelligence (GenAI) technologies. This paper examines

While much attention has been focused on improving student outcomes, there is growing interest in supporting teachers' reflection on their teaching practice using Generative Artificial Intelligence (GenAI) technologies. This paper examines the application of Large Language Models (LLMs) such as GPT-4 to automate the analysis of secondary school teachers' teaching practice in Singapore, specifically within the context of one of the teaching areas identified by the Singapore Teaching Practice model: using questions to deepen learning. We aimed to demonstrate the effectiveness of LLMs in analyzing classroom lessons in this teaching area. The methodologies employed in this study included the collection of classroom data and their analysis, both manually and using LLMs. Specifically, this involved transcribing the classroom lessons and analyzing each question using LLMs, with the results compared to a ground-truth dataset created through manual analysis. The findings suggest that LLMs are effective in providing, forming the basis for future teacher reflection and the potential for automated self-reflection tools in Singapore schools.

Media and Immersive experiences in higher education provide students the opportunity to engage with course content in ways that were not previously possible. The Media and Immersive team at the University of New South Wales, Sydney (UNSW)

Media and Immersive experiences in higher education provide students the opportunity to engage with course content in ways that were not previously possible. The Media and Immersive team at the University of New South Wales, Sydney (UNSW) was created to support academics in developing innovative solutions and to foster engagement from students with new forms of content delivery. This paper will outline the affordances and challenges of media and immersive applications at UNSW and examine the possibilities that artificial intelligence and open educational resources offer in overcoming some of the barriers to widespread adoption.

This paper presents a work-in-progress report on an innovative approach to integrating generative AI capabilities into the assessment process, focusing on research proposal development. Specifically, the study explores the impact of

This paper presents a work-in-progress report on an innovative approach to integrating generative AI capabilities into the assessment process, focusing on research proposal development. Specifically, the study explores the impact of incorporating an AI-powered "critical friend" that provides targeted feedback and guidance to students as they craft their research proposals. The aim is to evaluate how this AI-powered support system affects students' critical AI literacy, the quality and transparency of the collaborative assessment process, and, ultimately, the strength of the final research proposals. Through a mixed-methods approach combining surveys, focus groups, and analysis of student work and interactions with generative AI, the researchers seek to uncover key insights on the benefits, challenges, and ethical considerations of leveraging AI to enhance the research proposal development experience. The findings from this study will contribute to the growing body of literature on the role of AI in academic assessments and provide practical recommendations for educators and institutions looking to responsibly integrate these emerging technologies.

The recent emergence of GenAI (GenAI) has generated significant interest and intense debate in higher education learning and teaching. Under this scenario, researchers and policy makers have begun to gain an understanding of what factors

The recent emergence of GenAI (GenAI) has generated significant interest and intense debate in higher education learning and teaching. Under this scenario, researchers and policy makers have begun to gain an understanding of what factors may influence university teachers’ acceptance and use of GenAI in teaching. Research has shown that how teachers conceptualise teaching shape their pedagogical approach to some degree. Using a phenomenographic qualitative research design, the study examined variations of Australian university teachers’ conceptions of teaching with GenAI via semi-structured interviews. Thematic analysis of the interview transcripts was conducted to identify themes prior to a second pass inductive analysis, enabling the researchers to compare and contrast perspectives. Three qualitatively different conceptions were identified: 1) GenAI is used in teaching to develop students’ understanding, critical thinking, and reflection; 2) GenAI is used in teaching to reproduce learning and teaching artefacts; and 3) GenAI are just tools, only having limited applications in teaching. Of the three categories of conceptions, only the first category was student-centred/learning-focused conceptions, which aimed to use GenAI in teaching to support students’ learning and understanding. This work will provide educators with a framework to utilising GenAI in the classroom to support student-centred learning.

Blended learning (BL) in higher education (HE) has for decades been considered a transformative way for universities to reach a wider range of students, increasing equity and availability to meaningful learning experiences. However, there

Blended learning (BL) in higher education (HE) has for decades been considered a transformative way for universities to reach a wider range of students, increasing equity and availability to meaningful learning experiences. However, there is little in the BL literature around teaching academics and instructional designers’ experiences and perspectives on BL. This case study explores collaborative redesign through the reflections of a team comprising an academic Unit Chair, Learning Designer, and a Sessional Lecturer. It illustrates how a collaborative BL redesign process strengthened a unit that in 2022 had been deemed to be unsuccessful, and built educator capability through professional learning (PL). The result was a pedagogical and learning shift, which led to the unit’s successful delivery for online and on campus students in 2023. The findings have implications for BL and insight into collaborative design team experiences offering value to the academic community at large and foregrounding the value of pursuing a ‘ground-up’ collaborative BL redesign model.

An interdisciplinary group of researchers designed an innovative mobile application (app) to support bioscience language proficiency among pre-registration nursing students. The app's design, which incorporated features for audition and

An interdisciplinary group of researchers designed an innovative mobile application (app) to support bioscience language proficiency among pre-registration nursing students. The app's design, which incorporated features for audition and speaking prompts, was a key factor in its effectiveness. The same pedagogical approach was applied to alternative topics within the unit in Moodle, the university’s learning management system (LMS). The intervention in both forms (IC) was trialled and evaluated in a pilot study with two consecutive student cohorts in 2023 (n1=631, n2=218). Student access to each form of the condition was measured via technology-provided user analytics. The intervention condition (IC) uptake was higher in its LMS form compared to the app form. However, there were more initial attempts of the standard condition (SC) than the IC overall, indicating a tendency towards novelty avoidance. This article highlights and discusses the challenges of implementing novel technology-enhanced learning (TEL) approaches, focusing on students as stakeholders. Recommendations are proposed to improve user uptake of TEL approaches by focusing on strategies to enhance students’ perceptions of the TEL’s utility. A consistent ‘sales pitch’ to students as stakeholders is suggested.

Generative AI, such as ChatGPT, Google Gemini, Bing CoPilot, and similar models, bring changes in how students interact and search for knowledge online. Researchers are increasingly interested in exploring the factors that influence this

Generative AI, such as ChatGPT, Google Gemini, Bing CoPilot, and similar models, bring changes in how students interact and search for knowledge online. Researchers are increasingly interested in exploring the factors that influence this change in student interaction with generative AI. This study examines the factors that influence students' intention to use generative AI in the context of a Bangladeshi engineering university. As part of a larger study, this research reports initial findings from pilot data. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT), the study examines the role of social influences and cognitive processes in AI adoption of students. Using a quantitative research approach, the study reveals that factors such as social influence, student image, job relevance and perceived usefulness significantly influence students' intention to use generative AI. While male and female students have similar attitudes towards the use of generative AI, local students significantly differ from international students in perceived usefulness, perceived ease of use, and result demonstrability of generative AI tools. These observations can guide educational institutions to integrate generative AI models in the learning environment and offer more interactive and personalised learning experiences for students.

This paper outlines the design and implementation experience of a mentorship-based teaching approach for a third-year undergraduate Information Systems on Digital Strategy and Transformation. In its first iteration in 2021, the course

This paper outlines the design and implementation experience of a mentorship-based teaching approach for a third-year undergraduate Information Systems on Digital Strategy and Transformation. In its first iteration in 2021, the course struggled with a lack of engagement between staff and students, and overwhelmed students at the end of the semester. The mentorship-based teaching approach was trialled in the second iteration of the course to encourage learner agency and improvement in the students’ learning journey. Implementation of mentorship-based teaching resulted in a higher overall course satisfaction rate and improved staff-student engagement. The application of the mentorship model has been continually fine-tuned each semester since its implementation in 2021. The experience from this design and implementation serves as a case study to incorporate mentorship into the curriculum to facilitate learner agency. Educators may apply a similar process and framework to design a mentorship-based teaching strategy regardless of discipline.

This study investigates the future direction of biomedical engineering education in higher education. It examines the perceptions of learning activities, modes, and styles among a group of biomedical engineering students at an Australian

This study investigates the future direction of biomedical engineering education in higher education. It examines the perceptions of learning activities, modes, and styles among a group of biomedical engineering students at an Australian university. The survey findings reveal that both traditional and progressive pedagogies are preferred by the respondents. This paper concludes that traditional face-to-face lecturing maintains its value in biomedical engineering education.

With increased demand for skilled professionals in science and technology, universities are broadening entry requirements resulting in students entering these specialised degrees with potential knowledge gaps. This presents an opportunity

With increased demand for skilled professionals in science and technology, universities are broadening entry requirements resulting in students entering these specialised degrees with potential knowledge gaps. This presents an opportunity to uplift student capability through personalised learning journeys, enhancing their university readiness. This report details the Monash College's new maths uplift program, which uses skills analysis tools and self-assessment processes to determine “where students are” on their learning journey, both at entry to the Monash College and through to their first year of university. Mapped to the maths requirements of their chosen degree, this program comprises three key components: (1) a comprehensive Teaching and Learning progression that maps the learning trajectory via six core domains of mathematics, (2) a set of skills analysis tests aimed at different entry and exit points in mathematics, and (3) a large set of self-paced online learning modules recommended to students based on the outcomes of their individual skills analysis tests. The three key components work together to provide a tailored educational experience supporting students towards their destination degrees. This paper reports on the development of this uplift program and presents preliminary findings indicating positive impacts on student preparedness and engagement.

Artificial Intelligence (AI) is increasingly influencing various aspects of teaching and learning in tertiary educational institutes. This concise paper presents the preliminary findings of an ongoing research that aims at exploring

Artificial Intelligence (AI) is increasingly influencing various aspects of teaching and learning in tertiary educational institutes. This concise paper presents the preliminary findings of an ongoing research that aims at exploring university students' perceptions of the use of AI in higher education settings. Phenomenographic framework has been adapted as the methodological guide for this research. Semi-structured interviews were conducted among students of an international university to capture students' perceptions. Findings revealed that university students possess diverse perspectives on the use of AI in higher education settings. Four qualitatively distinct categories of perceptions of AI emerged from the interview data. It is found that university students perceive the use of AI as a) an essential academic aid, b) a facilitator of personalized learning, c) an inhibitor to critical thinking, and d) an ethical challenger. Findings have pedagogical, administrative, and ethical implications for developing AI-driven technology-focused policy that facilitates diverse student needs.

The Four-Component Instructional Design (4C/ID) model facilitates complex learning, while Peer-Assisted Learning (PAL) offers a robust framework for collaborative acquisition of knowledge and skills. This study investigates how a

The Four-Component Instructional Design (4C/ID) model facilitates complex learning, while Peer-Assisted Learning (PAL) offers a robust framework for collaborative acquisition of knowledge and skills. This study investigates how a collaborative environment, integrated within the 4C/ID framework, can enhance the effectiveness of online tutorial development by learning designers. Employing a qualitative approach, we explored the underlying mechanisms of the design process. Preliminary findings suggest that integrating PAL with 4C/ID improves the quality and engagement of online educational content. This research suggested the potential of collaborative strategies in instructional design, proposing a model that could be beneficial for enhancing future educational practices.

This preliminary study surveys university instructors’ reported experiences of generative artificial intelligence (GenAI) knowledge and attitudes. The collective perceptual information from this study aims to provide the University with

This preliminary study surveys university instructors’ reported experiences of generative artificial intelligence (GenAI) knowledge and attitudes. The collective perceptual information from this study aims to provide the University with information on the type and level of support needed, from administrators to faculty members, in their teaching. Preliminary findings showed that in terms of knowledge of GenAI tools, most instructors perceived generally high mean scores of their readiness to use GenAI tools except for their low ability to use the GenAI tools. Although the instructors perceived the lowest threat of GenAI tools on their work, there are several teaching related and ethical concerns that were discussed in this paper. In terms of their attitudes towards GenAI tools, they perceived favourably the use of GenAI tools for their teaching.

This paper explores the integration and impact of a polling solution (EchoPoll) enhanced with artificial intelligence (AI) in a first-year university anatomy and physiology course. The primary aim of this study was to evaluate the student

This paper explores the integration and impact of a polling solution (EchoPoll) enhanced with artificial intelligence (AI) in a first-year university anatomy and physiology course. The primary aim of this study was to evaluate the student and instructor perspectives of integrating this new polling tool into this course. The overall aims for the integration of the tool itself were to increase student engagement, provide real-time feedback, and facilitate deeper understanding of complex concepts in a subject area that has historically been taught in traditional and often didactic face-to-face modalities. Anonymous feedback gathered from two different cohorts of students from 2023 and 2024 regarding their experiences using the polling tool was overwhelmingly positive – particularly in terms of enjoying the interactivity, opportunities to improve comprehension of difficult subject matter in real-time and overall learning. This paper discusses the features of the polling tool itself, its application in different classroom scenarios such as lectures, laboratories and workshops, and how it supported both the students and the instructor to change their approaches to exploring anatomical and physiological concepts based on shared understanding and experiences.

The rapid advancement of generative AI tools, like ChatGPT, has significantly impacted academic integrity in higher education. This paper explores the integration of oral assessments with traditional project evaluation in data analytics

The rapid advancement of generative AI tools, like ChatGPT, has significantly impacted academic integrity in higher education. This paper explores the integration of oral assessments with traditional project evaluation in data analytics courses to address these challenges. While oral assessments cannot completely prevent cheating, they enable examiners to probe students' understanding more deeply. We present an overview of our assessment design and processes rather than detailed student results. We compare the implementation of oral assessments in a fully online professional course and a face-to-face undergraduate course. Moreover, we compare results before and after oral assessment training and explore AI’s role in efficiently generating individualised questions. Our findings demonstrate that oral assessments reduce academic dishonesty, enhance comprehension, and increase assessment rigour.

This concise paper aims to propose a framework for enhancing intercultural communication competencies among Chinese as foreign language (CFL) learners using Heutagogical-based Mobile Social Media spaces. Integrating qualitative and

This concise paper aims to propose a framework for enhancing intercultural communication competencies among Chinese as foreign language (CFL) learners using Heutagogical-based Mobile Social Media spaces. Integrating qualitative and quantitative data analysis with Activity Theory (AT) and the Design for Transformative Mobile Learning (DTML) framework, this study seeks to develop a potentially effective educational approach. By leveraging mobile social media, the envisioned framework intends to support autonomous learning and foster intercultural competencies among CFL learners.

The integration of three-dimensional (3D) modelling tools in educational settings promises a transformative shift in teaching complex concepts. Despite their potential, the actual deployment of such tools faces substantial pedagogical and

The integration of three-dimensional (3D) modelling tools in educational settings promises a transformative shift in teaching complex concepts. Despite their potential, the actual deployment of such tools faces substantial pedagogical and technical challenges, primarily due to the "visualization gap" between traditional 2D resources and 3D constructs. This gap can significantly hinder students' understanding and retention of complex spatial concepts critical in disciplines such as medicine, engineering, and architecture. To address these challenges, this paper introduces the Integrated VR Educational Technology Assessment (IVRETA) framework, designed to evaluate and guides the development of virtual reality (VR) and augmented reality (AR) tools in education. IVRETA assesses tools across three dimensions: Interaction and Usability, Learning Enhancement, and Authentic Pedagogy and Adaptability. Applying this framework, we evaluate 3D Whiteboard, a practical tool designed to facilitate dynamic interaction with 3D models and enhance educational outcomes through immersive learning experiences. The paper underscores the potential of the 3D Whiteboard in bridging the visualization gap and improving educational practices across various disciplines, demonstrating how IVRETA can guide the assessment and improvement of educational technologies. By providing a robust foundation for the development and enhancement of educational technologies, IVRETA supports ongoing innovation in educational settings.

A core element of clinical education is the observed structured clinical examination (OSCE) that simulates real-life clinical practice. These OSCEs can be enhanced through combining the best elements of emerging technologies in the design

A core element of clinical education is the observed structured clinical examination (OSCE) that simulates real-life clinical practice. These OSCEs can be enhanced through combining the best elements of emerging technologies in the design of enhanced simulation environments to prepare healthcare graduates for changing clinical practice as it integrates new and emerging technologies. New and emerging immersive reality (XR) headsets that allow digital enhancement of practice with real tools and procedures can be combined with haptic feedback such as a high-fidelity manikin within an interactive immersive room that can replicate a wide variety of real-world scenarios at the touch of a button. In this way XR can enhance authentic learning in clinical and first responder practice by enabling exposure to critical elements of clinical simulation in a safe, contextual learning environment that is cost effective and scalable compared to the expense of simulations involving actors and physical real-life sets. In response this concise paper introduces the development of a framework for enhanced simulation practice using the Blended Learning Simulation Suite (BLISS).

Mobile learning, thrust into the spotlight during the COVID-19 pandemic, has a rich 40-year history with a robust body of research predating 2020. This concise paper revisits mobile learning in light of the accelerated technological

Mobile learning, thrust into the spotlight during the COVID-19 pandemic, has a rich 40-year history with a robust body of research predating 2020. This concise paper revisits mobile learning in light of the accelerated technological advancements and shifting educational practices post-pandemic. By examining the evolution of mobile learning frameworks and integrating recent advancements in AI and wearable technologies, we propose a contemporary redefinition that emphasises an accessible mobile ecology. We further explore the theoretical foundations and emerging scenarios in mobile learning, focusing on authentic learning experiences with current trends.

Presently, artificial intelligence (AI) is primarily utilized in user experience (UX) research for handling routine tasks like text conversion (e.g., transcription, survey preparation) to manage large volumes of data efficiently. However

Presently, artificial intelligence (AI) is primarily utilized in user experience (UX) research for handling routine tasks like text conversion (e.g., transcription, survey preparation) to manage large volumes of data efficiently. However, its potential as a collaborative partner in generating ideas and insights remains largely untapped, possibly due to the limited AI education among UX researchers. There is a recognized need to enhance AI literacy among Human-Computer Interaction (HCI) students to effectively utilize AI tools in UX research for an AI-driven future. Despite its growing importance, the integration of AI literacy into HCI curricula remains insufficient. This study aims to explore AI’s potential in addressing current challenges in UX research and assess UX researchers’ readiness to adopt AI tools. Through in-depth interviews with five early-career UX researchers, it examined their experiences, challenges, and perspectives on integrating AI. Thematic analysis of the interview data uncovers insights, revealing that AI has significant potential to overcome challenges in collecting, interpreting, and synthesizing qualitative data, as well as in translating user needs into design concepts. The findings are intended to inform strategies for incorporating AI literacy into HCI education, aligning with industry demands for AI-enabled expertise in UX design.

This study explores the impact of gamification on student engagement in a first-year Managerial Communication unit at a large Australian university. Gamified elements such as points and leaderboards were integrated into online and

This study explores the impact of gamification on student engagement in a first-year Managerial Communication unit at a large Australian university. Gamified elements such as points and leaderboards were integrated into online and classroom activities, aiming to enhance academic, cognitive, social, and affective engagement. Using a quasi-experimental design, the study employed pre- and post- gamification surveys and thematic analysis of student reflections. Results indicated significant improvements in cognitive engagement and social engagement with teachers, with students reporting increased motivation and satisfaction. While academic and social engagement with peers showed no significant differences, qualitative data revealed that competition and rewards fostered a sense of achievement and collaboration. These findings align with existing literature, suggesting that gamification can create a more interactive and supportive learning environment. This study contributes to the growing evidence on the efficacy of gamification in education.

Reading comprehension is a skill that is crucial in everyday life, as it allows people to read critically and understand the various texts they encounter. Reading comprehension is not a skill that is actively taught or improved upon in

Reading comprehension is a skill that is crucial in everyday life, as it allows people to read critically and understand the various texts they encounter. Reading comprehension is not a skill that is actively taught or improved upon in most Western countries, despite its relative importance to everyday life. As a result, university readers struggle with comprehension skills, which can impact their employment prospects. The present study explores the initial implementation of a potential solution to this issue. This study will focus on Phase 1 of a larger project and will implement a qualitative methodology of reflexive journaling to reflect on the initial curriculum design, pedagogical practice, and technological challenges and evaluate the construction and implementation of an online learning platform designed to assist students in improving reading comprehension.

This reflective narrative explores the experiences of a mentoring group of three involved with the ASCILITE Women in Academic Leadership program (WiAL). It considers the difficulties and isolation which women in academe can face

This reflective narrative explores the experiences of a mentoring group of three involved with the ASCILITE Women in Academic Leadership program (WiAL). It considers the difficulties and isolation which women in academe can face, specifically where their interests align with Technology Enhanced Learning. It demonstrates how support builds resilience to develop impact statements to enable recognition through promotion and awards. Through these accounts, the value of lived experience and shared interest underpins the success of the mentoring program and highlights how the lack of power structures can enhance mentoring outcomes.

In higher education, the third space can be defined as a place where blended professional and academic roles and skills overlap to achieve common goals which primarily focus on student outcomes. This liminal space can be challenging to

In higher education, the third space can be defined as a place where blended professional and academic roles and skills overlap to achieve common goals which primarily focus on student outcomes. This liminal space can be challenging to lead in as third space areas are typically complex, with a great need for problem-solving and resourcefulness. Career pathways for third space leaders do not follow a straightforward or linear trajectory and fit-for-purpose training and education opportunities for these roles are scarce. Examples of third space environments are educational design, learning design, learning technology and quality assurance. This paper explores common leadership traits and super-powers (key strengths or unique skills), which could contribute to a model for effective leadership in the third space.

Interactive orals (IOs) are described as a pedagogically rigorous and authentic form of assessment. However, there is little research to-date on the assessor experience of facilitating a conversation and marking ‘on the fly’, nor the

Interactive orals (IOs) are described as a pedagogically rigorous and authentic form of assessment. However, there is little research to-date on the assessor experience of facilitating a conversation and marking ‘on the fly’, nor the student experience of thinking ‘on the spot’. This paper investigates assessor and student experiences of IOs in the context of a large Australian business school where IOs were implemented in five courses from several sub-disciplines. Participant interviews confirmed what is already known about IOs and their place as an assured assessment of learning in the Artificial Intelligence (AI) age. This study contributes to new knowledge on the assessor experience and suggests that academics will need a distinct skillset to ensure reliable and valid ‘conversational’ assessments.

The integration of Generative AI (GenAI) technology in higher education demands active and creative pedagogical responses. In this paper we report on an emerging creative educational design approach which introduces activities for working

The integration of Generative AI (GenAI) technology in higher education demands active and creative pedagogical responses. In this paper we report on an emerging creative educational design approach which introduces activities for working with GenAI in imaginative ways. Through multidisciplinary research, we are iteratively designing activities to engage educators and students in creative and critical inquiry of GenAI with metaphors. First, we introduce the background and rationale for using metaphor to explore GenAI in education. Our approach to generative AI draws on postdigital ideas that consider technology as entwined in our lives, rather than as separate tools. Put simply, GenAI is neither inherently good nor bad for education. Research on metaphor as a powerful learning tool of analogy is reviewed. A detailed account of workshop learning activities is then provided, including their design, implementation, and preliminary findings. The aim is to broaden approaches to using and integrating such technologies, and to serve as an alternative model for other educators to adapt for their own practices. Finally, we discuss future, creative possibilities with GenAI and metaphor.

The Melbourne InnovatEd program at the University of Melbourne supports innovation in educational technology, addressing the crucial need for innovative solutions in teaching and learning in higher education. By fostering a holistic

The Melbourne InnovatEd program at the University of Melbourne supports innovation in educational technology, addressing the crucial need for innovative solutions in teaching and learning in higher education. By fostering a holistic approach, InnovatEd empowers educators and students to identify problems and devise impactful solutions. Established in 2019, the program offers a Bootcamp and an Incubation Funding Program, providing space, tools, support, and funding pathways. The Bootcamp engages participants in developing innovation skills, while the Incubation Program offers tailored support to bring ideas to fruition. Over five years, InnovatEd has supported 23 teams, enhancing teaching and learning through EdTech. The program has successfully cultivated connections within the University and industry, facilitating real-world project development and fostering an entrepreneurial mindset. Innovation programs in large organisations, such as InnovatEd, face challenges such as ensuring technology sustainability, providing post-program support, and addressing cultural barriers. InnovatEd aims to establish robust support structures and promote continuous innovation, essential for improving education in the age of AI.

This paper outlines the initial development and delivery of a Global Classroom (GC) experience using COIL (Collaborative Online International Learning) pedagogy for students studying in health and health sciences, that capitalises on the

This paper outlines the initial development and delivery of a Global Classroom (GC) experience using COIL (Collaborative Online International Learning) pedagogy for students studying in health and health sciences, that capitalises on the opportunities for interdisciplinary health humanities experiences using the campus museums and galleries of participating partners at The University of Melbourne, National University of Singapore, and The University of Hong Kong. The goal of the curriculum is to enhance students’ intercultural capabilities, including effective communication and effective teamwork skills, and to develop an understanding of different cultural and global perspectives on healthcare. The innovations of this project relate to the transplantation of museums-based interdisciplinary pedagogy for students studying in health into a virtual learning environment, using digital surrogate objects and collections. Technology-enhanced learning is integral to the project design, in the creation of shared digital collections in synchronous online learning.

University teachers are in the midst of a messy and entangled postdigital era. They face a constant stream of data and increasingly visible teaching as a consequence of digital media and AI spaces. This prompts the need for identity work

University teachers are in the midst of a messy and entangled postdigital era. They face a constant stream of data and increasingly visible teaching as a consequence of digital media and AI spaces. This prompts the need for identity work to reconsider the personal, professional and societal meanings of the role of teachers in a world where people and machines are becoming further interwoven. Narrowing it down to social media spaces that encompass context collapse, it is becoming increasingly difficult to draw a line between personal and professional facets of life. Higher education teachers, who contribute to social media, construct fluid, greatly changeable and intermingled identities. The current study aims to conceptualise the practices and roles that may guide these emerging identities using a theoretical vignette as a tool. The presented case can initiate the discussions on who we are and who we are becoming in the current realities and prompt questions about learning and teaching in the networked society.

This research in progress examines student engagement in online synchronous learning sessions, focusing on trends from extended lockdowns during the COVID-19 pandemic to the present day within a higher education pathways subject. While our

This research in progress examines student engagement in online synchronous learning sessions, focusing on trends from extended lockdowns during the COVID-19 pandemic to the present day within a higher education pathways subject. While our longitudinal data provides insights into declining student engagement trends, the reliance on chat messages within online synchronous sessions as the primary measure of engagement may only partially capture the multifaceted nature of student engagement. By re-examining the student engagement model by Kahu, we identified a possible direct link with student structural factors as influences on student engagement. As a result, we propose a model representation that further emphasises the interrelated influences of multiple dimensions of student engagement. The next phase of this study is to develop a broader range of engagement metrics, including direct feedback from students, which is expected to provide a better understanding of student engagement trends.

Since the general public’s ability to access generative AI in November 2022, higher education faces significant challenges and opportunities. This paper examines how generative AI affects a framework for quality online assessment, which

Since the general public’s ability to access generative AI in November 2022, higher education faces significant challenges and opportunities. This paper examines how generative AI affects a framework for quality online assessment, which includes academic integrity, authenticity, equity of access, information integrity, quality feedback, and student experience. Drawing on feedback from survey respondents and focus group/interview participants from a range of stakeholder groups, the study provides qualitative insights on the impact of generative AI on assessment. Findings highlight both potential benefits, such as improved performance and efficiency, and challenges, including threats to academic integrity and equity of access. The paper explores the implications of generative AI and discusses the trade-offs educators and assessment designers face when designing assessments that must balance innovation and preparing students for the generative AI-enhanced workplace, with the need for integrity and fairness.

This paper reports on a pilot study exploring the use of generative AI and anthropomorphic coaches to enhance students’ reflective practices. Reflective practice is crucial for critical thinking and self-awareness. AI-driven feedback

This paper reports on a pilot study exploring the use of generative AI and anthropomorphic coaches to enhance students’ reflective practices. Reflective practice is crucial for critical thinking and self-awareness. AI-driven feedback systems and lifelike avatars may create interactive, engaging environments for deeper student reflection. Drawing on observations from an ongoing project using Soul Machines Studio at the University of Auckland Business School, this inquiry considers anthropomorphic AI coaches’ ability to provide timely feedback and support reflective work in postgraduate courses. As a work-in-progress, we describe two use cases: (a) Refining team collaboration through AI-guided reflection and (b) providing feedback on reflective journal writing. We also outline future work on scalability, longitudinal studies, learning management system integration, cross-cultural adaptation, and ethical frameworks. We highlight AI's potential to develop students’ reflective practices and contribute to integrating advanced technologies in education.

Effective feedback is crucial to foster student motivation, clarify expectations and promote self-reflection and accountability. Although evidence from research findings show that video feedback is effective, written feedback remains the

Effective feedback is crucial to foster student motivation, clarify expectations and promote self-reflection and accountability. Although evidence from research findings show that video feedback is effective, written feedback remains the dominant method used. This research uses a between-group design to examine students’ perceptions of video and written feedback and their emotion on the feedback. A sample of 389 first-year undergraduate management students participated in a survey evaluating feedback for relevance, clarity, and helpfulness. Overall, all students were positive about the feedback they received with those who received video feedback giving higher ratings on the three areas. Comparisons between recipients of video and written feedback on positive emotions yielded significant differences that were not present when comparing on negative emotions.

This paper advocates using large language models (LLMs) to enhance students' open-ended mathematical problem-solving skills. The literature review reveals that using large language models (LLMs) in educational settings is an emerging field

This paper advocates using large language models (LLMs) to enhance students' open-ended mathematical problem-solving skills. The literature review reveals that using large language models (LLMs) in educational settings is an emerging field with limited research evidence. Much of the existing literature focuses on the perceptions of educators and other stakeholders and evaluations of LLM model accuracy rather than their potentially transformative impact on educational outcomes or personalised learning in mathematics. This paper reports on the ongoing development of a study to provide such evidence. It presents expected results derived from our preliminary development work, which suggests that teaching students to utilise LLMs like ChatGPT effectively can enhance their critical thinking and analytical skills in mathematical problem-solving. Initial observations and iterative refinements inform these anticipated outcomes during the pilot phase of our research.

The integration of Artificial Intelligence (AI) into the higher education landscape has caused upset to many long-held practices in the sector as educators question the future. The male-dominated leadership landscape in AI reflects broader

The integration of Artificial Intelligence (AI) into the higher education landscape has caused upset to many long-held practices in the sector as educators question the future. The male-dominated leadership landscape in AI reflects broader gender disparities prevalent in STEM fields. This position paper investigates the challenges women face in academic leadership within the context of AI and proposes strategies to address these disparities. By examining reflective narratives from three women leaders in higher education, we identify themes of visibility, recognition, and inclusive leadership. Our findings highlight the importance of mentoring programs and collaborative leadership models to support women in AI leadership roles. We argue that diverse leadership not only fosters innovative solutions and equitable access but is also crucial for ethical AI development. Promoting diverse voices in AI leadership can drive meaningful change, ensuring AI technologies benefit a broader demographic and align with ethical standards. Future research should focus on strategies to enhance visibility and support for women leaders in AI, addressing both gender and cultural dynamics.

This study investigates the enhancement of peer code reviews in software engineering education through the integration of Generative Artificial Intelligence (GenAI) with contextual awareness. Previous implementations of GenAI, such as

This study investigates the enhancement of peer code reviews in software engineering education through the integration of Generative Artificial Intelligence (GenAI) with contextual awareness. Previous implementations of GenAI, such as ChatGPT, lacked detailed context about the educational content and assessment goals, limiting their effectiveness. Our work-in-progress research addresses this gap by providing GenAI with additional static and dynamic contextual information, including project overviews, pull-request descriptions, and comments. In a controlled study involving 26 students from a 12-week software engineering course, we compared the efficacy of the original GenAI system with a context-enhanced version. Results demonstrated that the context-aware GenAI provided more accurate and useful feedback, as perceived by the students. These findings suggest that incorporating contextual information improves the quality of automated peer reviews, offering a promising tool for educators to enhance student learning and engagement in code review activities.

The field of educational technology (EdTech) is characterised by innovation and emerging technologies which continually provide new opportunities to enhance learning environments. As the theme of the Australasian Society for Computers in

The field of educational technology (EdTech) is characterised by innovation and emerging technologies which continually provide new opportunities to enhance learning environments. As the theme of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) 2024 conference suggests, the field explores emerging frontiers in learning spaces, pedagogies, and technologies and findings from this exploration should be made accessible to the community. Academic publishing is a key channel through which outcomes are disseminated to researchers and practitioners. Therefore, it is important to understand the current state of the publishing terrain opportunities can be embraced while also addressing the challenges that threaten the integrity and sustainability of EdTech publishing into the future. In this position paper the current opportunities and challenges relating to EdTech publishing are explored with reference to open data from journal ranking organisations, journal websites, and related literature. The aim is to examine how these issues, including scale, cost, peer review, generative AI, and the integrity of the publishing processes influence the perceived impact of EdTech journals. This discussion informs the identification of key questions that stakeholders in the field need to address to ensure a sustainable and impactful future for EdTech publishing.

The arrival of ChatGPT in late 2022 and the subsequent explosion of Gen AI tools and apps has had a significant disruptive effect in the higher education sector and has required a rapid response across the higher education sector. This

The arrival of ChatGPT in late 2022 and the subsequent explosion of Gen AI tools and apps has had a significant disruptive effect in the higher education sector and has required a rapid response across the higher education sector. This response is needed at the institutional level of policy, as well as quality assurance. However, responses are also required at the level of learning design, with a particular focus on assessment. While the focus has largely been on implications for academic integrity and potential changes to assessment, this position paper explores the role of third space workers, such as learning designers, academic developers and educational leaders, in developing and updating the skills required of academics to stay current and to maintain and ensure education quality in the era of Gen AI. While responses to Covid-19 have shown the potential for rapid upskilling of academic staff, the emergence of Gen AI requires a more fundamental rethink of what and how we design for learning and assessment. The expertise of third space workers is crucial in this process.

This paper explores the use of Generative AI (GenAI) in university assessments, focusing on transparency and best practices. The study examines the implementation of GenAI guidelines in a Master of Cyber Security program from 2023 to 2024

This paper explores the use of Generative AI (GenAI) in university assessments, focusing on transparency and best practices. The study examines the implementation of GenAI guidelines in a Master of Cyber Security program from 2023 to 2024. Course conveners aimed to enhance learning by encouraging GenAI use for efficiency, while addressing academic integrity concerns. The evolving university policies and the challenges of detecting GenAI misuse are discussed. The paper highlights the importance of clear guidelines and transparent communication to foster shared understanding for AI use. Findings suggest that transparent AI policies can support both students and educators in navigating the complexities of AI in education.