2024: ASCILITE 2024 Conference Companion Materials

Authentic assessment calls for authentic feedback (Dawson et al., 2021). Authentic feedback promotes the development of capabilities that transfer effectively from university to the workplace. I showcase an innovative process to improve

Authentic assessment calls for authentic feedback (Dawson et al., 2021). Authentic feedback promotes the development of capabilities that transfer effectively from university to the workplace. I showcase an innovative process to improve the feedback on an assessment task that simulates a real-life scenario to undergraduate finance students at the University of Sydney. Authentic feedback inspires students to engage in higher-order thinking, decision-making and problem-solving to resolve the feedback comments (Molloy et al., 2020). I schedule a series of pre-submission classes that are dedicated to debating the assessment task and required standards with students. Feedback can motivate students to evaluate their own work and incorporate the insights for better quality performance. I focus on developing students’ understanding of the criteria that concern practitioners. The impact of the process to deliver authentic feedback is reflected in students’ perceptions of the extent to which they were guided by helpful feedback on their learning. The context is an undergraduate third-year elective unit, Bank Financial Management, which the University of Sydney Business School offers to students as part of its Bachelor of Commerce program. The objective of the unit is to expose students to the management of financial risks in banks. The unit’s assessment includes a group assignment on cybersecurity preparedness. The assignment is based on a case prepared by Korinek and Allayannis (2022). The case is framed from the perspective of the chief information officer of a mid-sized financial institution that has experienced a massive and unprecedented cyberattack in which $450 million of customer funds were stolen. The objectives of the assignment are for students to recognise the frequency and tremendous costs of cyberattacks, devise an incident response plan to cyberattacks and understand the cyber regulatory regime in which corporations operate. The unit attracts more than 500 enrolments per year. I deploy strategies for students to engage productively in the kinds of feedback practices that take place in the workplace. The grading rubric describes qualities sought by employers. The pre-submission classes provide opportunities for students to debate the issues with their instructors and peers and to develop practical solutions. The instructions require students to write a business-style report and to treat a bank’s managers as their target audience for the report. The process relies upon the Canvas learning management system. The feedback is delivered through a series of discussions between students and educators. The feedback process has contributed to improvements in students’ impressions of the assessment task and the quality of the feedback itself. This poster fits within the conference theme of technology enhanced learning (TEL) pedagogies. To deliver authentic feedback, the instructors augment face-to-face teaching with TEL including through video recordings, video conferencing and online discussion forums. I outline the opportunities and threats to educational quality posed by using TEL applications to generate authentic feedback. By presenting and analysing an example from university teaching in finance, I demonstrate implications and issues arising from Dawson et al.’s (2021) framework for authentic feedback. Dawson et al.’s framework contains the five elements of realism, cognitive challenge, affective challenge, evaluative judgement and enactment. I apply the framework to a feedback process as a way of identifying its authenticity and guiding its adjustment in a more authentic direction.

Our aim in developing the Taipapaki process was to enhance teaching and learning at the University of Canterbury by providing purposeful and productive professional development, while modelling good pedagogical practice in the online

Our aim in developing the Taipapaki process was to enhance teaching and learning at the University of Canterbury by providing purposeful and productive professional development, while modelling good pedagogical practice in the online environment. Taipapaki combines traditional face to face coaching and support, with a technology enhanced flipped approach to providing background and essential elements for the development of a successful course. Underpinned by adult learning theory (Knowles, 1990), the Taipapaki process design allows for flexible, self-directed learning and enables a lecturer to build on their existing understanding and experience, at a time and pace that works for them. Characteristics of effective professional development, as recommended by Cordingley et al. (2015), Darling-Hammond et al. (2017) Hertz et al. (2022) and Richardson & Díaz Maggioli (2018), have been incorporated into Taipapaki. The recommendations implemented include: a well aligned, needs based approach that shares models of effective practice, involves the practical application of learning, opportunities for peer collaboration, reflection, coaching and support, and it is of a sustained duration. As well as engaging lecturers in enhancing their understanding, the Taipapaki process supports them in implementing what they learn into their current practice. It begins with a lecturer identifying a course to re/design and enhance. The chosen course then becomes the context for their professional development. Having a specific course to focus on enables lecturers to practically implement their new skills, and that practice supports them in applying those same skills in other courses they teach. Taipapaki provides seven ‘waves’ of learning, each focused on a specific area of course design and development. While all the waves encourage and support lecturers in the effective use of technology in their teaching, this becomes more evident in the waves which focus on ‘Course structure and visual design’, ‘Active learning’, and ‘UDL, content and technologies’. All waves involve the participating lecturer in enhancing their understanding of the topic through online resources and examples of good practice, applying their new learning with support from a team of experts, and reflecting on the results of their enhanced practice. The implementation of the Taipapaki process has been gradual. Following discussions with Heads of Faculty, to establish the most effective means of engaging their staff, lecturers who had expressed an interest in re/designing a course were identified and offered the opportunity to participate. To increase the collaborative learning elements of the process, all members of a course teaching team, or sometimes department, were encouraged to participate as a group. The flexible, learner centred nature of this initiative, and its practical application were emphasised, but the perceived lack of available time for professional development was often the greatest barrier to engagement. The Taipapaki process has now been made available to lecturers in all faculties, and feedback from those participating has been very positive. The implementation and uptake of Taipapaki across the University of Canterbury has been constantly evaluated. Academic Developer observation and informal staff feedback have led to the addition of more targeted invitations to participate, and additional course support for those who engage in the process. Research is currently being undertaken which targets the staff experience, to further refine a means of encouraging lecturer participation.

Most programs in higher education promise to develop some sort of technology or information literacy in their students (Oliver & Jorre de St Jorre, 2018). This may include the ability to use specialised tools in their field or to think

Most programs in higher education promise to develop some sort of technology or information literacy in their students (Oliver & Jorre de St Jorre, 2018). This may include the ability to use specialised tools in their field or to think critically about the use and development of modern technologies. However, it is not always clear how these skills are actually developed within study units or subjects (Bone & Ross, 2021; Oliver & Jorre de St Jorre, 2018), which are often offered as separate modules within a program. On the other hand, curriculum mapping has become a popular method for tracking skill development throughout educational programs. However, mapping can sometimes result in box-ticking exercises (Bone & Ross, 2021; Spencer et al., 2012), focusing on whether skills are present or absent in different subjects, based on the description of learning outcomes and the topics covered across individual subjects. Approaching curriculum mapping as a qualitative inquiry (Spencer et al., 2012) can help bridge the gap between formal descriptions of learning outcomes at the program and subject level, and the actual learning activities that students engage in. By following a progressive model of curriculum design (Knight, 2001), a qualitative perspective on curriculum mapping aims to identify skills development beyond their mere presence or absence. Instead, it seeks to explore how students are introduced to these skills, the range of opportunities they have to practice them at different levels of complexity, and how different activities connect to one another. Additionally, by combining multiple sources of information such as document and artifact analysis, interviews, and more, the mapping process can help uncovering barriers and enablers for curriculum reform that may not be apparent through simple box-ticking exercises. This poster will present an excerpt of a qualitative curriculum mapping project, focusing on how specialised data analysis tools are taught in two biology majors. It will highlight the challenges of fully integrating these tools across subjects to provide students with progressive opportunities for practice. Based on this specific case, this poster will provide examples of the type of information that can be collected and the kind of questions that can be addressed through a qualitative curriculum mapping process, depending on the particular needs of each program and the technological skills to be incorporated.

As Third Space educators, we work at the "interface between professional and academic activity" (Whitchurch, 2013, p. 55). Career progression in the Third Space is less defined and structured compared to traditional academic progression

As Third Space educators, we work at the "interface between professional and academic activity" (Whitchurch, 2013, p. 55). Career progression in the Third Space is less defined and structured compared to traditional academic progression. This lack of structure and definition, paired with women being more likely to move into Third Space roles, contributes to women being underrepresented in senior leadership roles in university settings (Denney, 2021). Being in this less understood space may also result in feelings of isolation and disconnect, particularly with the rise of remote work. This adds to the difficulties of staying abreast of the complexity of higher education, continuous evolution of technologies (generative AI), and diverse student needs. These factors demand that practitioners continually update their expertise and career profiles. LinkedIn is a platform for professional networking, collaborative learning space for career development, and supports over one billion users with features such as LinkedIn Learning, versatile profiles, and AI-driven career advice (LinkedIn, 2024). For Third Space professionals, it provides valuable opportunities to network, share achievements, and build personal and professional brands (Loganathan, 2023; Rycraft, 2018). A LinkedIn profile is a valuable job seeking tool and requires meaningful interaction and engagement. Challenges in using this platform include experiencing anxiety and imposter syndrome, resulting from comparisons with others (Marder et al, 2023). Women are less likely to leverage LinkedIn for promoting themselves, for example under utilising the summary field (Altenburger et al, 2017). Therefore, our team, focused on leveraging this platform to address these challenges to support the growth and leadership of women in the Third Space. This poster presents an interactive autoethnographic study as described by Chang (2008), to engage in self-reflective practice and connections, to examine how LinkedIn can enhance our professional identities as women in leadership roles within higher education and the Third Space. Conducted as part of the ASCILITE Community Mentoring Program for Women in Professional Leadership, we aim to support each other in career progression, reflective practice, and cross-university connections. Our approach was informed by Wenger’s (1998) communities of practice theory, which underscores the role of professional networks in fostering learning and growth, and the conceptual frameworks for Professional Identity (Bulei & Dinu, 2013) and Third Space capabilities (Henry & Boreland, 2024). This study involved self-assessment of LinkedIn profiles, best practices, and refining our approaches based on internal reflections and community feedback. Our initial findings indicate that regular engagement, thoughtful content curation, and active participation in professional groups significantly enhance visibility and networking. Well-developed LinkedIn profiles are personable and linked to ePortfolios. Mentorship and community support are vital in shaping strategies, fostering solidarity and collective growth. Our poster will present a conceptual framework for optimising LinkedIn to build professional identities for women in leadership within the Third Space. We aim to provide valuable insights for aspiring women leaders, helping them navigate the evolving educational landscape and build supportive professional communities.

In the ever-evolving landscape of higher education, the intersection of learning spaces and technology presents unprecedented opportunities to enhance student experiences. This poster highlights the effective use of 360-degree technology

In the ever-evolving landscape of higher education, the intersection of learning spaces and technology presents unprecedented opportunities to enhance student experiences. This poster highlights the effective use of 360-degree technology to create immersive digital learning experiences across various STEM disciplines in an Australian University. This poster demonstrates the implementation of Universal Design for Learning (UDL) principles in virtual laboratory tours. Our 360-degree virtual tours embody UDL's core principles (Meyer et al., 2014) by offering multiple means of engagement through immersive experiences, representation via diverse media formats (textual overlays, audible descriptions, graphical elements, and interactive hotspots). By adhering to digital accessibility guidelines (Ismailov & Chiu, 2022), it ensures that our virtual laboratory inductions cater to a wide range of learning preferences and needs, potentially enhancing the effectiveness of STEM education for diverse student populations. Traditional induction processes are often delivered face-to-face, facing challenges like time constraints, safety concerns, and limited accessibility. The COVID-19 pandemic has further highlighted the need for flexible, remote learning solutions (Rapanta et al., 2020). 360-degree virtual tours overcome barriers by immersing students in a digital environment, allowing them to become familiar with procedures before entering physical space (Tan & Tan, 2021). This technology also supports dynamic learning environments, enhancing teaching effectiveness and student engagement (Christopoulos et al., 2018). The effectiveness of 360-degree virtual tours has been demonstrated across various areas, from hospitality education to construction safety training (Pham et al., 2018; Patiar et al., 2017). Virtual tours offer numerous benefits, including cost-effectiveness, accessibility, and enhanced engagement. They also support authentic, experiential learning without time or location constraints, potentially improving knowledge retention and attitudes toward learning (Cardona et al., 2023). A key benefit of 360-degree technology is its web-based implementation, making experiences accessible across a wide range of devices and operating systems. While implementation may require some initial investment in hardware and expertise, the availability of consumer-grade tools and simple workflows makes adoption increasingly feasible for educators (Tan & Tan, 2021). This poster outlines the process of developing, implementing, and evaluating 360-degree virtual tours. The development phase began with the implementation of virtual tours in ten laboratories with large enrollments. Using specialised cameras (Insta360 X3), we captured spherical photographs of these laboratories, allowing students to virtually explore as if physically present. To enhance interactivity and educational value, we integrated various elements such as hotspots, videos, and quizzes using SharePoint Space and H5P platforms. The implementation phase involved incorporating these virtual tours into the online laboratory induction process. We seamlessly integrated the tours with existing course management systems to ensure easy access for students. For evaluation, we focused on qualitative assessment methods to gain insights into student experiences and perceptions on aspects such as ease of navigation, perceived realism, and overall utility of the virtual tours. This assessment was conducted through surveys and informal discussions, offering valuable feedback on the virtual tours' effectiveness in preparing students for physical laboratory work.

Traditional teaching methods in orthodontics employ static photos posing immense challenges as the learner is unable to conceptualise the changes in different planes that affect final tooth positions in the upper and lower jaws following

Traditional teaching methods in orthodontics employ static photos posing immense challenges as the learner is unable to conceptualise the changes in different planes that affect final tooth positions in the upper and lower jaws following treatment. Furthermore, the protracted treatment time of orthodontics ranges from 12 months (simple cases) to 36 months (complex cases) thus adding yet another dimension “patient growth” especially children often referred to as 4th Dimension of Time. Previous work at UQ with SBLi (Scenario Based Learning interactive https://youtu.be/PUIanIl5CFc?si=vDf8JwFjHixtzol7) (Naser-ud-Din, 2015) has shown that creating online teaching tools incorporating multimedia to address the concepts of dynamic change and is impactful for student learning on demand with global accessibility. Online asynchronous learning have three key strengths: firstly, flexibility for updating with contemporary software by learning designers and academics; secondly, ease for formative assessment for large cohorts and thirdly, international presence for potential commercialization. Feedback at UQ for postgraduate orthodontic students was overwhelmingly positive as students found interactivity highly engaging and appreciated the self-regulated aspect of it akin to that found in other publications (Hakami, 2021; Khoo et al., 2023; Naser-ud-Din, 2016). However, simulation creation is expensive (Kröger et al., 2017) and thus, it is essential to explore cost-effective teaching tools that are sustainable with the dental industry partners and easily translated into clinical practice. With advent of 3D simulations in Orthodontics, current literature is limited (Ho et al., 2022; Karanth et al., 2024; Sipiyaruk et al., 2023) and future best practices will require initiatives to enhance teaching recommendations. Moreover, LEAN an essential component for success in major industries who observer consistent success such as in aviation, and other professions have added value of efficiency, effectiveness, convenience and comfort. Hallmarks to improve outcomes and safety. The aim of this project is to complete 5 essential orthodontic chapters for the Doctor of Dental Surgery (DDS) students at MDS in (years 2-4) by introducing 3D simulations for orthodontic treatments start to finish; embedded in H5P teaching assessment tool. At present, limited number of such modules have been created with original clinical cases by the primary investigator (SN). Interactive online digital assets are valuable and need to be based on sound principles of Heutagogy for self-directed learning. Furthermore, LEAN foundation creates effectiveness and efficiency of delivery of core content. Essentially this project is aligned with Advancing students education strategy 2023-30 of the UoM P-9 “remove barriers to innovation and forge new partnership models between professional and academic”. At the time of writing there is lack of integrated 3D simulations for education in Orthodontics, thus addressing a gap to create interactive learning environments that are translated to clinical practice in dentistry. Thus utilizing in future CADCAM (Computer assisted Design Computer Assisted Manufacture) with efficiency and confidence for the graduate learner. The CADCAM tech is now widely incorporated by industry partners in dental technologies into mainstream Dentistry providing precision and speed. Refinement of these three modules will pave way as huge potential for commercialization under the banner of UoM with InnovateEd in near future. Moreover, the LEAN will assist in providing future sustainability.

This poster showcases the Technology-Enhanced Learning (TEL) pedagogy designed for a health discipline course at an Australian University. The use of the design thinking process for problem-based learning was implemented to enhance

This poster showcases the Technology-Enhanced Learning (TEL) pedagogy designed for a health discipline course at an Australian University. The use of the design thinking process for problem-based learning was implemented to enhance first-year students' creative and digital skills. Collaboration with the industry partners enabled an authentic learning experience. In the post-COVID era, students are more diverse, demanding, discerning, and inclined towards flexible learning to shape their educational experiences. To meet these evolving needs, we adhered to digital accessibility guidelines and Universal Design for Learning (UDL) principles, promoting inclusive education. A student-centric approach to TEL pedagogy is essential for delivering authentic and connected learning experiences (Ní Shé, 2022). In our health course, we designed interactive content using HTML5 Package (H5P) to create engaging learning materials and activities in health course modules. This included multiple-choice questions, interactive text, images, and videos, providing opportunities for students to answer questions, solve problems, and explore content knowledge. This also included formative feedback and opportunities for students to test their understanding. Additionally, design thinking was incorporated to allow students to test their understanding of the health applications, solve ‘wicked’ real-world problems and create human-centric solutions (Brenner et al., 2016). In a three-week course module, Week 1 presented an open-ended real-world problem, designed and developed in collaboration with an industry partner, to help students understand user needs and pain points. Later in the week, students defined the problem by narrowing the scope down and identifying characteristics of the user persona. In Week 2, students ideated multiple responses to the defined problem, utilising problem-solving skills and creativity (Jia, Jalaludin, & Rasul, 2023) to think critically and brainstorm the appropriate solutions using Miro, and then created a low-fidelity prototype to meet the user requirements. In Week 3, students applied their knowledge to test the solution against user needs, constructively aligned with the industry practices. Through the experience of design thinking to solve open-ended, real-world problems, we employed problem-solving learning pedagogy to develop an iterative process of group work (Dam?a & Wittek, 2020). Academics acted as facilitators rather than traditional lecturers, providing support and resources as needed, but allowing students to take the lead. Students took responsibility for their learning by collaborating to explore design thinking and refining their solutions as they gathered information and feedback from various sources, integrating their own disciplinary knowledge as jigsaw pieces (Calkins & Rivnary 2022). For the purpose of authentic assessment, we designed challenging activities that required students to apply design thinking in problem-solving. The assessment tasks focused on both the process and the final solution, as well as the reflective component, including self-assessment and peer assessment. Students increased their effort towards this problem-based assessment because it held more real-life relevance and allowed them to apply their knowledge and skills in practical contexts.

This poster showcases a case study of an Australian higher education institution’s artificial intelligence (AI) literacy staff development program. It offers practical suggestions to ASCILITE attendees on how to empower academic and

This poster showcases a case study of an Australian higher education institution’s artificial intelligence (AI) literacy staff development program. It offers practical suggestions to ASCILITE attendees on how to empower academic and professional staff to navigate the unknown terrain of generative AI collaboratively and responsibly. Since the release of ChatGPT in November 2022, higher education institutions have been grappling with its impact on assessment, teaching and learning, and the world of work (CRADLE Blog, 2023) -culminating in the Tertiary Education Quality and Standards Agency (TEQSA) Request for Information (RFI) about how institutions will engage with AI and secure course integrity (TEQSA, 2024). Effective institutional responses to TEQSA’s RFI are predicated on staff at all levels rapidly developing their AI literacy in order to conceptualise and implement the curriculum and assessment changes required. AI literacy is generally accepted to include understanding of AI tools and how they work, discussion of ethical and societal implications and critical evaluation of their outputs, and competency in integration of AI ethically and effectively into daily practice (Chan & Colloton, 2024; Hibbert, Melanie et al., 2024; Hillier, 2023). This poses a significant challenge for institutions because of rapidly evolving AI tools and the diverse capabilities and starting points of large staff cohorts, including among third space support staff responsible for implementation. ECU's evolving strategy for building organisational capacity in AI literacy is outlined in this poster. The approach, which aligns with ECU’s Framework and Guidelines for Ethical and Productive Use of AI (Edith Cowan University, 2023), is designed to empower and enable staff. It intentionally incorporates connectivist and constructivist learning theories, informed by Fink's Taxonomy of Significant Learning (Fink, 2013) and Miller's Pyramid (Miller, 1990). This meant (a) providing essential foundational knowledge about AI, (b) developing practical skills through hands-on experience and exploration, and (c) fostering collective capability through sharing and collaboration. These efforts complemented initiatives to support student AI literacy through similar impactful interventions (Sullivan et al., 2024). In 2024, ECU implemented the following activities to support academic and professional staff: “AI 101” Canvas site: Covers how AI works, ethical and societal considerations, and AI in learning and teaching. “Explore AI” workshops: Focused on practical exploration of AI tools that generate both text and images, as well as ethics, research and assessment. “AI Digest” Viva Engage Community: Provides regular updates about AI. Generative AI tools: A series of tools for trials e.g., custom chatbots and image generators. Workshops co-designed with Schools: Explores generative AI in discipline-specific ways (including arts, humanities, business, law and performing arts) Despite currently being voluntary, these initiatives have received strong engagement and positive feedback to date. ECU continues to iteratively improve its AI literacy offerings and expand staff engagement, collectively making sense of generative AI and its effects as an institution.

While there is an ongoing advocacy for transformative higher education through a collaborative research culture in a national university system (Almoro, 2024; Cubillan, 2024), there lacks an explicit and unified framework for researcher

While there is an ongoing advocacy for transformative higher education through a collaborative research culture in a national university system (Almoro, 2024; Cubillan, 2024), there lacks an explicit and unified framework for researcher development of valuable skills and competencies to inform its typology of research training, supervision and mentoring (Villanueva, 2024). We propose a researcher development and education framework to benefit open and distance elearning programs, or ODeL programs situated in the national university’s Open University constituent unit with a wide reach of students locally and in Southeast Asia (Alfonso, 2014). The framework is a by-product of our sustained intellectual and intertextual networking, engagements with an international network of researchers in doctoral education and consultations with teacher-researchers and other stakeholders in an open university. The framework is underpinned by the identity-trajectory theory, self-determination theory and the community of inquiry for learning community building in harnessing positive research student experiences (Villanueva & Eacersall, 2024). Key areas of the framework are namely, research as a personal and scholarly practice, a reflective practice, a collaborative practice and a technology-enabled practice. Surrounding these key areas are shared values of: (i) excellence, rigor and creativity; (ii) agency and wellbeing; (iii) sense of community, social responsibility and service to others; and, (iv) integrity, agency and future-ready. Further validation of the framework was conducted through focused group discussions across three faculties of study. Collaborative reflections among faculty members and research students were undertaken to further define specific research competencies as well as mindsets. A natural outcome was the conceptualization of three courses pilot-test the application of the framework in varied learning spaces for a range of learners within the Open University unit. MyPORTAL Course 1 is a formal course for graduate-level students crafting their personalized learning plans for selected research-related outputs while ASCEND Course 2 is non-formal short course for professional research staff and students to navigate their academic writing and research with the use of Generative AIs. WORKSPACE Course 3 is a self-paced micro-course as an opportunity for faculty members to spend dedicated sensemaking on current practices in mentoring and research supervision. These courses are meant to operationalize intentional learning alliance and community building to harness researcher identity development and sense of agency among research students in ODeL programs. Further research is recommended in launching these courses and towards the creation of graduate research support teams with researcher development specialists and volunteer research trainers and learning designers. The teams are meant to go beyond administerial functions to ensure exemplary pedagogy and practices, benefiting both research supervisors and their students. The study all the more highlights the Open University’s unique identity as a progressive driver of innovation and within a dominant residential-based university system’s seeking to translate the transformative education rhetoric into actual practice at the program and course levels. Finally, we lay our claim of an ODeL research culture that is truly open, collaborative and future-ready.

Feedback has a powerful impact on student learning (Hattie & Timperley, 2007). Although it has now become an essential component of higher education courses, learning how to receive and provide feedback can be difficult, as evidenced by

Feedback has a powerful impact on student learning (Hattie & Timperley, 2007). Although it has now become an essential component of higher education courses, learning how to receive and provide feedback can be difficult, as evidenced by dissatisfaction in student surveys on a global scale (e.g., MacKay et al., 2019). Carless and Boud (2018) argue that for feedback to be effective, students need to develop their feedback-related capabilities. To enhance student feedback capabilities, feedback should be viewed as a complex process that has the potential to enhance learning and which emphasizes student agency (Niemienen et al., 2021). Peer feedback offers a range of opportunities for promoting student agency, where students practice constructing, delivering, and receiving feedback (Nicol et al., 2014). In the shift to hybrid and digital learning contexts, such opportunities are frequently mediated by technology, which may require different or additional capabilities to traditional teacher-led feedback practices. A small body of work from the peer feedback literature has focused on what specific capabilities students need during the feedback process. For example, Han and Xu (2020) argue that the literacy needed for peer feedback includes cognitive readiness (making judgements and taking action) and social-affective readiness (appreciating feedback and managing affect). To expand on this, peer feedback has been conceptualized as entailing a cognitive aspect (knowing what to critique in the work), a critical thinking aspect (such as judging work), and a socio-emotional aspect (considering emotions and the social climate) (Cheng et al., 2023). With the understanding that feedback literacy can be developed over time (Malecka et al., 2022) and a recent focus on developing interventions to improve feedback skills (see Little et al., 2024), this poster presentation details the creation and development of a feedback literacy intervention which contains an online module to develop peer feedback skills. To participate in the intervention, students are required to reflect on their feedback literacy levels using a recently developed feedback literacy behaviour scale (FLBS) (Dawson et al., 2023). Following this, participants engage in a student-led, self-paced online module nested within the University’s learning management system. Each sub-module targets different peer feedback capabilities which have been categorized into five dimensions, including domain knowledge, using evaluative judgement, crafting and delivering the feedback message, managing the socio-emotional environment, and using motivation. After participation in the online module, students complete an organic and pre-existing peer feedback activity before assessing their feedback literacy levels once more through the FLBS (Dawson et al., 2023). A smaller sample of students are involved in focus groups, where insights into how the module has the potential to influence feedback capabilities are discussed. Participants also bring along student work to highlight how their feedback capabilities have been used. Through this intervention, learners may develop better feedback practices (including general feedback literacy). Crucially, they may also learn how to provide effective and helpful feedback information to their peers, which is one of the key requirements for moving beyond university and into the workforce.

Generative artificial intelligence (AI) is transforming the way students learn and complete assessment. Conservative estimates suggest that more than 50% of university students are using AI in their studies (Higher Education Policy

Generative artificial intelligence (AI) is transforming the way students learn and complete assessment. Conservative estimates suggest that more than 50% of university students are using AI in their studies (Higher Education Policy Institute, 2024). In particular, students have reported the benefits of using AI for real-time, personalised feedback (Chan & Hu, 2023). AI like ChatGPT are large language models, and as such their output should not be confused with knowledge on any given topic. As students are completing more of their studies off campus and without direct supervision (Lodge et al., 2023), feedback literacy - the ability to seek out, evaluate, and apply feedback to a task or process (Carless & Boud, 2018) - is critical. This study employed a self-regulated learning (SRL) framework to investigate how students are using AI for feedback (Pintrich, 2000). In individual sessions, psychology students completed a screen recorded, 25-minute essay, using AI to enhance their work. Following a questionnaire capturing AI experience and trust, perceptions of task difficulty, and feedback literacy behaviours, participants were asked to discuss how they used AI to complete the task while watching the essay screen recording. Essays were graded blindly and interview recordings were transcribed. While this study was predominantly exploratory, we also expected better essay performance to be associated with greater feedback literacy skills. A multiple regression found feedback literacy to be a significant predictor of essay performance (? = .46, t(25) = 2.56, p = .017). A thematic analysis (Braun & Clarke, 2006) of interview transcriptions identified four themes (and 10 subthemes) of AI use: feed forward (initial requests to AI), feedback (requesting AI assess own work), feedback evaluation (evaluating AI output), and AI avoidance (deliberately not using AI). Less than 20% of participants explicitly asked AI for essay feedback. Most feedback requests were instead for more “line level” language improvements. Upon receiving feedback from AI, all but one participant evaluated the accuracy or usefulness of AI content at least once. Requests to “expand,” “summarise,” “elaborate,” and “try again” directly enacted the user’s evaluation upon the AI output. Interestingly, half the participants also expressed active attempts to avoid AI. Many cited concerns that they “could just accidentally, subconsciously, just write it [the essay] the same” as AI. These findings are consistent with existing research demonstrating the positive effect of feedback on academic outcomes (Wisniewski et al., 2020), and the conceptualisation of feedback literacy as a sophisticated toolset required for feedback evaluation (Carless & Boud, 2018). Generative AI created a context of co-regulation between student and machine. Participants used generative AI to: outsource cognitively intense activities, motivate task completion by corroborating understanding, and enable and encourage help-seeking behaviour. The results of this study highlight the need for educational institutions to foster student feedback literacy skills that encourage thoughtful and carefully considered use of generative AI tools. Without SRL skills grounded in self-efficacy and a motivation to learn, AI operated more like a student than a student tool.

In PHIL1037: Critical Thinking, a first-year compulsory unit in the Bachelor of Arts at Macquarie University, mastering the structure and evaluation of arguments is an essential learning outcome. The process through which students learn to

In PHIL1037: Critical Thinking, a first-year compulsory unit in the Bachelor of Arts at Macquarie University, mastering the structure and evaluation of arguments is an essential learning outcome. The process through which students learn to do this is argument standardisation. The need for a tool arose from challenges in traditional critical thinking instruction, where the explicit and systematic representation of arguments is often overlooked. Dwyer et al. (2002) describe argument mapping as a visual representation of text-based arguments using a ‘box-and-arrow’ style flow-chart. Their research suggested that argument mapping can reduced cognitive load and facilitate both learning and cultivation of critical thinking skills. To address these challenges, we developed a digital Argument Standardisation Tool, taking into account feedback from PHIL1037 students and instructors. The tool is designed to help students identify and represent the premises and conclusions of arguments while disregarding non-essential elements. It provides a workspace for students to input statements, organise them into structured arguments, and label components such as conclusion, main premises, sub-premises, convergent, or linked. Key features include free text entry, labelling, logical ordering, sharing, saving and downloading of work for future use. This structured representation clarifies complex reasoning and supports critical analysis whilst ensuring an accessible and efficient process. The theoretical foundation of our tool is supported by research on argument mapping and cognitive science. Studies by van Gelder (2005) and Dwyer, Hogan, & Stewart (2012) highlight the benefits of explicating argumentative relationships, which our tool achieves through visual and textual representation. Gelder's emphasis on systematic skill development and practical teaching strategies guided our design to incorporate structured and iterative practice sessions. Meanwhile, Dwyer et al.'s findings inspired us to integrate visual representation techniques to clarify the logical structure of arguments and promote iterative analysis. Key stakeholders identified critical features for the tool: a general workspace for initial text input, a structured area for building arguments with appropriate labels, automatic logical ordering, and easy error correction. The tool also allows premises to be labelled as linked or convergent, ensuring an accurate representation of argumentative relationships. The tool was launched in Session 1, 2024. Initial feedback (n=80, representing an 80% response rate from the course) indicated high satisfaction, with an average user-friendliness and effectiveness rating of 8/10. Ninety-two percent of respondents reported an enhanced learning experience, 82% found it facilitated collaboration with peers and staff, and 48% anticipated using the tool in future studies. Initial implementation results are promising, indicating strong user engagement and effectiveness in enhancing critical thinking skills. The next phase will be informed by continued feedback from students and instructors, to refine the tool and explore its potential applications across other disciplines within the university. The Argumentation Standardisation Tool is a major advancement in TEL, enhancing teaching and learning of argumentation. It supports critical thinking in PHIL1037 and offers a model for future TEL initiatives in higher education. Given the broad applicability of critical thinking skills, this tool could be adapted for various disciplines, where effective argument analysis is essential.

Transaction analysis, the process of discerning which accounts are impacted (either increased or decreased) by a given transaction, is a fundamental accounting principle. While proficiency in this concept is vital for introductory

Transaction analysis, the process of discerning which accounts are impacted (either increased or decreased) by a given transaction, is a fundamental accounting principle. While proficiency in this concept is vital for introductory accounting students, it poses a significant challenge for many. We addressed this hurdle using Excel and Excel VBA to develop a fully automated Journal Entry Learning Object (JELO) spreadsheet designed to aid first-year accounting students in grasping the intricacies of analyzing business transactions. Grounded in cognitive load theory (CLT), our spreadsheet based JELO provides a user-friendly interface that helps students develop their skills without becoming overwhelmed. Cognitive load theory, pioneered by John Sweller, suggests that learning is optimized when instructional materials reduce unnecessary cognitive load, allowing students to allocate their cognitive resources efficiently toward understanding and mastering the task at hand. CLT distinguishes between three types of cognitive load: intrinsic, extraneous, and germane (Sweller, Ayres, & Kalyuga, 2011). Intrinsic cognitive load refers to the inherent difficulty associated with a specific instructional topic (Sweller, J. 2010). In transaction analysis, the intrinsic load is naturally high due to the complexity of understanding the impact of transactions on various accounts. To manage this, JELO has three tiers of transaction questions. Students are allowed to progress to more complex transactions only after demonstrating proficiency with the lower levels. Extraneous cognitive load is generated by inefficient presentation of information to learners (Paas & Sweller, 2014). JELO minimizes extraneous load through its intuitive and interactive design. By providing clear instructions, a logical interface, and eliminating unnecessary information, JELO ensures that students can focus on the essential aspects of transaction analysis without being distracted by irrelevant information. Germane cognitive load refers to the mental effort required to create schemas and integrate new information into existing knowledge structures (Sweller et al., 2011). JELO enhances germane load by offering scaffolded and immediate feedback. This feedback is designed to reinforce correct responses and guide students through their errors with hints and explanations, facilitating deeper cognitive processing and better schema construction. Our goal was to make skill acquisition enjoyable and, more realistically, to reduce the pain of learning transaction analysis. The JELO offers an alternative to traditional “drill and practice” methods by providing an easy-to-use, interactive learning tool that dynamically adjusts the difficulty of its questions to match the student's skill level. This adaptive learning approach ensures that students are continually challenged just enough to promote learning without becoming overwhelmed. Additionally, JELO's feedback mechanism aligns with CLT principles by providing immediate positive reinforcement and corrective guidance. By doing so, it helps students build confidence and competence in transaction analysis, leading to a more effective and engaging learning experience. By incorporating principles of cognitive load theory, JELO ensures that students are neither under-challenged nor overwhelmed. This careful balancing of students’ overall cognitive load facilitates a more effective learning environment, fostering both proficiency and satisfaction in mastering transaction analysis.