2024: ASCILITE 2024 Conference Companion Materials

ASCILITE Conference - Pecha Kuchas

• It doesn't need to be so stressful! Exploring Medical Students with ADHD Online Learning Experiences through a Self-Determination Theory

  Anett Nyaradi, Kelly Valentin

  The rapid development of the online delivery in higher education has resulted in a proliferation of research. Key in this work are two critical streams: how to support diverse students in online learning spaces, and the need for greater theorisation to guide educators on the optimal design of such pedagogies. In this study we bring these two streams together by harnessing the lens of self-determination theory (SDT) to explore the experiences of medical students with Attention Deficit Hyperactivity Disorder (ADHD) in their online learning experiences. In doing so, we contribute key theoretical and practical knowledge on supporting innovative, inclusive online learning spaces for our increasingly diverse student cohorts. ADHD is a neurodevelopmental disorder characterised by persistent patterns of inattention, hyperactivity, and impulsivity (American Psychiatric Association, 2022). Studies indicate that the prevalence of ADHD in higher education settings is significant, and medical students are not exempt from this trend with self-reported prevalence suggests it could be as high as 24% (Emmers et al., 2017; Njuwa et al., 2020; Sedgwick-Müller et al., 2022). The nature of medical education, characterised by heavy workloads, time pressures, and complex material, can further pose unique challenges for individuals with ADHD affecting academic performance, professionalism and overall well-being (Im & Tamarelli, 2023). The literature implies that motivational alterations, particularly focusing on internal motivations, exist in people with ADHD, acting as mediators between environmental and social contexts and outcomes including behaviour and performance. Thus, what is the key in this issue is how students are supported to develop and enact their SDT to foster optimal engagement and ultimately their well-being and inclusion (Morsink et al., 2022). In this presentation we will present our findings of semi-structured interviews with medical students diagnosed with ADHD (n=10). Specifically, our study will organise results in relation to the three dimensions of SDT including: student autonomy, competence and relatedness. Findings include the students’ perceptions of the challenges related to flexible delivery, and how greater choice also at times led to barriers around their study decision-making (e.g., to attend lectures, to study asynchronously). Through our presentation we will further provide recommendations on strategies to create inclusive, autonomy-supportive online learning spaces for ADHD students in higher education settings.

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• Designing-in WebGIS Tools for digital learning terrains in Natural Environments

  Alexis Pang, Beau Picking

  Authentic learning environments (Herrington et al., 2014) have been widely acknowledged in creating engaging, meaningful and deep learning experiences, including for “novice” first-year undergraduate students (Roach et al., 2018). Natural Environments (ENVS10001) is a first-year undergraduate subject (unit) that aims to deliver foundational understanding of earth systems and processes to support studies in agriculture, natural resource management and civil engineering. One main obstacle to facilitating understanding in this domain is the unfamiliar scales of the landscape processes and phenomena (Resnick et al., 2017). Natural Environments has been using the granitic geology dominated landscape of Glenrowan in northeastern Victoria (Australia) as an authentic case study. In this presentation we explain how and why we re-designed authentic learning aligned tutorial interactions by integrating student-driven navigation of WebGIS tools such as Geoscience Australia and NatureKit portal to: (a) enable students to build understanding of how geology, geomorphology and ecology interact to result in the dynamic landscapes in the environment; (b) equip students with fundamental and valuable knowledge and skills in accessing free and publicly available datasets useful in their academic and future professional work; (c) demonstrate the authenticity of the curricular content to establish higher levels of learner engagement. The current learning design where dynamic control and interaction with spatial data is central, is just one iteration in the series of previous designs that moved from non-digital to static-digital resources in the learning environment. Generally, an anchored instruction aligned approach (The Cognition and Technology Group at Vanderbilt, 1990) was adopted. Prior to the tutorial, students attended two one-hour lectures explaining the structure of the earth, plate tectonics, and global-scale structural (volcanic and tectonic) landforms. We wanted students to develop an understanding of how, over “unfamiliar” geological (time) and spatial scales, geomorphological processes operating across different rock types resulting from geological processes (e.g. granite pluton emplacement amongst sedimentary rocks) result in the landscapes observed presently. During the class, with tutors as guides, students worked in groups and learnt how to use the Geoscience Australia portal to explore the Glenrowan region, centered around the Warby Ranges and the surrounding plains. Professional instructional videos developed in collaboration with the University of Melbourne Learning Environments media team were used to demonstrate how to use the portal to find geological and geomorphological information. Students were guided in the use of Google Earth to visualise terrain in pseudo-3D and using elevation transects. The spatial correlation of landform patterns and elements with different surface and subsurface geologies was key to unlocking students’ abilities to explain the “why” and “how” of landscape evolution, albeit at the basic level. Students had mostly positive experiences and learning outcomes shown in the post-subject survey (n = 30; scores of 4.6 to 6.0 for 12 questions on 7-point Likert scale) and comments. Technical issues encountered due to simultaneous class access to the portal, and gaps in explaining specific functionalities and their potential for further understanding, were highlighted. The authors acknowledge the strong support for this work through the University of Melbourne’s FlexAP programme.

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• Time Efficient & Cost Effective Online teaching tool with iConcepts in Orthodontics for DDS students @ UoM

  Shazia Naser ud Din

  Background Traditional teaching methods in Orthodontics include plaster models and photos which have been used for decades, however due to the nature of being static still images its difficult for 3-Dimensional (3D) changes in Orthodontics teaching, which has posed immense challenges as the learner is unable to clear concepts on the different planes that affect the final tooth positions not to mention the protracted treatment time ranges from 12 months (simple cases) to 36 months (complex cases). In 2024 with variety of platforms such as videos, 3D animations, interactive changes in face and teeth can be added to teaching tools for Orthodontics. Furthermore, orthodontic movements can pose difficulty in understanding the changes particularly in growing children adding to the 4th dimension. At UQ (Naser-ud-Din, 2015) and internationally (Bridges, 2015) provided experience with creating online teaching modules highlighting its strengths of flexibility, ease of access on demand and global presence. UQ developed SBLi -Scenario Based Learning interactive for Postgraduate Orthodontic students who found it highly engaging, with self-reflective and self-assessment elements useful. (Khoo et al., 2023; Naser-ud-Din, 2016). Generally simulations can be expensive to create (Kröger et al., 2017) and it’s essential to explore cost effective simulation teaching tools with industry partners for authentic learning experience. Aims There is a gap in the dental education sector, particularly with emerging CADCAM (Computer Assisted Design and Computer Assisted Manufacture), which can be used to enhance the learning of core concepts in biomechanics with the aid of 3D simulated online learning. This is reflected particularly for the university students in undergraduate courses who need to feel confident and clinically ready on graduation as Dentists. Thus, greater expectations to be aligned with current technological processes in dentistry. Over the past 5 years, in particular, there has been exponential improvements by the industry providing 3D simulations for treatment planning and patient communication, commonly referred to as the GPS for smile transformations. The aim of this presentation is to highlight the time efficiency and cost effectiveness of the learning tool in sync with contemporary demands in Orthodontics to provide authentic learning platform that prepares the clinician for real patients. Material & Methods Currently the CAD CAM technology provide 3D simulations as open access to general public and doctors portal which can be utilized for teaching core concepts related to biomechanics foundations for student learning, engagement and self-assessment. This project envisages to create a novel forum encompassing education revolution as massive changes in delivery will occur with speed and efficiency internationally with onlinelearning demands. Hence, robust online presence with an interactive textbook such as iConcepts in Orthodontics under the banner of UoM to assist students in Doctor of Dental Surgery at MDS shall pave the way to learning needs for the future. Results The purpose of iConcepts a digital interactive online textbook is to create lifelong learning opportunities in safe space for visual, auditory and kinesthetic with quizzes for interactive learning of concepts without pressure in class learning and feeling judged by peers. Interactive 3D Orthodontic learning directly translates into clinical applications for various orthodontic cases. In the past decade CAD CAM has become clinically relevant particularly with Clear Aligner Therapy adding to higher precision and patient satisfaction. Moreover, it is imperative to have Long Term Retention (LTR) (Irvine, 2020) of learning new tasks. It is essential that students in dentistry are aware of the digital workflows and have clinical preparedness on graduation as it’s the future and certainly here to stay. Both qualitative and quantitative data on student experience shall be collected and analysed to seek out the best practices and processes for instruction of delivery in Orthodontics for DDS cohort in particular and lifelong learning for all ages in general encompassing time efficiency and cost effectiveness. Conclusion The current iConcepts is developed by the author with Apple Education and prototype is being assessed with MSc Data Science cohort at UoM. Furthermore, it is refined by Master of Science Software Engineering students at UoM. Future Recommendations Novel teaching tools shall be marketed to developing universities internationally assisting the dissemination of information a flagship for UoM and revenue generation for department of Education at UoM. In future there will be more and more demand towards interactive concepts clarification (Poblete et al., 2020) and self-assessments hence iConcepts provides that ideal platform. Such technologies will become more prevalent in the future particularly with AI and translated into different languages/ sectors of education. Various faculties that showcase start to finish particularly lengthy/complex outcomes can benefit with timelapse videos and 3D CADCAM for clarity and comprehension for the entire process such as patient journey throughout treatment in Orthodontics.

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• Examining students’ learning experiences in hybrid environments

  Pei Jun See, Ben Daniel, Joyce Koh

  In the aftermath of the pandemic, a generation of students who are comfortable with learning online and prefer having the autonomy to decide how they want to learn – in-person or remotely – has emerged. Hybrid learning, where teaching instruction is given to students in different spatial settings at the same time, is a modality that has the potential to deliver stimulating learning experiences to support diverse learning needs. The experiences in various forms of learning – in-person, fully online and hybrid – have exposed students to various modalities of learning and access to resources. However, the absence of physical presence and the lack of feedback from remote students has caused lecturers to be uncertain of the effectiveness of hybrid lectures and tutorials. Thus, understanding students’ learning and their considerations when determining their preferred modality will provide lecturers with clear strategies for supporting students. This qualitative study aims to examine students' learning experiences in a research-intensive public University in New Zealand university. The study was guided by the following questions: (i) What are students’ perceptions of learning in a hybrid environment?; and (ii) How do students learn in hybrid environments? In-depth interviews with 15 students who have experienced hybrid education in a research-intensive public university in New Zealand was conducted using a descriptive case study. Three categories that described students’ considerations and dispositions towards learning in hybrid environments, and how various conditions and resources within their learning environment influenced their behaviours emerged. Preliminary findings found that students’ dispositions towards learning were critical factors that contribute towards their behaviours in a hybrid environment. Unlike traditional conceptions of teaching and learning, hybrid education requires students to be active participants in their learning and take charge of their own learning in aspects such as deciding how they best learn. Despite minimal social and physical interaction with lecturers and their peers, students found hybrid learning to be effective. Interviews with students who had experienced hybrid education highlighted perspectives that differed from previous studies. Remote students showed willing and drive to excel in their studies despite being disconnected from their peers in the physical spaces, and did not feel that they had less of a learning experience. This finding echoes that of Zhong et al., where social presence was not found to be significantly related to learning persistence. Students found having immediate access to information and lecturers to be more important than whether they could communicate and interact with other in-person classmates. The study recommends strategies lecturers can employ to improve teaching practices in hybrid environments. This includes ensuring all materials are digitally captured synchronously and having a student partner to monitor questions or teaching assistant to address questions the chatroom will help remote students greatly. Further analysis of the current data will take a closer look at how students’ dispositions play a part in students’ engagement levels and their behaviours in hybrid environments.

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• Responding to AI: Re-designing an assessment in a final year ITE curriculum specialization topic

  Melinda Thambi

  The influence of artificial intelligence “has enormous implications for higher education” (Bearman, Ryan & Ajjawi, 2023, p. 369). Those of us teaching in the higher education sector have felt this profoundly: after the rapid uplift in digital teaching and learning practices in response to COVID 19 we are required, yet again, to respond to a new set of challenges brought about by the impact of AI. As an example, chatbot technology is calling into question the reliability of the traditional essay as a valid assessment tool (Stokel-Walker, 2022), requiring significant critical reflection and reevaluation of assessments from teaching academics to ensure course learning outcomes are met. This presentation outlines how a teaching specialist academic working in an initial teacher education (ITE) programme at a South Australian university carried out one such redesign. The focus of the re-design was a ‘unit/year plan’ assessment task for a final year curriculum specialization topic. The redesign aligned with the two guiding principles from TEQSA’s Assessment reform for the age of artificial intelligence (Lodge et al., 2023). The first of these guiding principles: ‘Assessment and learning experiences equip students to participate in a world where AI is ubiquitous’ (p. 2) points to the importance of educating students around AI use relevant to their learning. The second guiding principle: ‘Forming trustworthy judgements about student learning in a time of AI requires multiple, inclusive and contextualised approaches to assessment’ (p. 3) underscores the ongoing necessity for universities to have effective means by which to measure student learning outcomes, especially in accredited courses. The redesign of the assessment task both acknowledged the potential of AI for use in the professional space, and simultaneously sought to ensure assessment validity through the inclusion of an interview with the pre-service teachers. Overall, the redesign of the assessment task incorporated three components. Firstly, a brief introductory module about discipline-specific uses of AI was incorporated into the online course content. Secondly, pre-service teachers were ‘permitted’ to utilise available AI platforms in the creation of their planning task. Thirdly, the assessment process was adapted to include an oral presentation (Gulikers, Bastiaens & Kirschner, 2004) conducted as a panel interview in which each pre-service teacher could provide evidence of the pedagogical perspectives underpinning their plan and subsequently demonstrate the successful achievement of topic learning outcomes. The purpose of the panel interview was to assist assessors in forming a judgement about pre-service teachers’ pedagogical understanding and application, in line with relevant criteria from Matheis and John’s Comprehensive Authentic Assessment Model (CAAM) (Matheis & John, 2024). Autoethnographic reflections on the first delivery of the redesigned assessment are provided, including alternative approaches for future iterations. The learnings from the teaching initiative outlined in this presentation contribute to the growing discussion about how we can develop the capacity of our pre-service teachers as skilled and critical practitioners who can utilize AI as a valuable tool for their ongoing professional practice.

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• Enhancing productivity with custom GPTs to support curriculum development

  Cory Dal Ponte, Karalee Dwyer

  At the Centre for Digital Transformation of Health, we develop a range of postgraduate and professional development courses designed to upskill the healthcare workforce in digital transformation. Our course development is informed by the ADDIE framework (Branch, 2009). During the design stage, we leverage the Understanding by Design (UbD) framework by Wiggins and McTighe (2005). UbD uses a backwards design process that starts with the outcomes in mind that constructively align with the assessment and learning activities. This process can be challenging for subject matter experts (SMEs) with little pedagogical training (Cho and Trent, 2005; Michael and Libarkin, 2016), particularly in designing topic-level learning outcomes using Bloom’s Taxonomy (Bloom et al., 1956); outlining key understandings, the big ideas and their practical applications (Wiggins & McTighe, 2005); and separating what learners should know from how that knowledge will be applied. Consequently, substantial hours are dedicated to 1:1 coaching sessions to ensure effective development of learning outcomes and content. Our driving research question is how can generative AI improve our efficiency of working with SMEs with little pedagogical knowledge? We therefore integrated ChatGPT into the curriculum design process (Conrad and Hall, 2024). However, instead of using a standard instance of ChatGPT that relies on effective prompt engineering by the user, we iteratively developed two custom GPTs (Bloomify and UnderstandMe), using OpenAI’s GPTbuilder. These GPTs constrain and customise ChatGPT’s output without requiring coding knowledge. The build process starts by explaining to the GPTbuilder what you would like your custom GPT to help with, followed by iterative prompting about specific functions, behaviours, and additional materials to constrain the GPT’s responses. Bloomify translates unrefined topic aims from SMEs into three bloomified learning outcomes across three Bloom’s levels for the SME to consider, iterate and improve upon. UnderstandMe uses the topic outcome created by Bloomify and helps the SME conceptualise the big ideas, key understandings, and the practical application of the knowledge they will learn in the topic. This approach keeps the SME at the centre of the process, rather than offloading the entire curriculum design process to ChatGPT, which was described by Conrad & Hall (2024). Early results of implementing the GPTs are promising. We observed a significant boost in efficiency, enabling us to complete twice as many UbD templates per hour of coaching. This suggests that GPTs could offer a substantial improvement in time efficiency and offer a simple way of reducing the cognitive burden of the backwards design process for SMEs and learning designers. These time savings are then reallocated to other aspects of the course development process providing the opportunity for richer collaboration between SME and learning designer. We have provided links to both GPTs, both of which are discipline-agnostic, to support the broader learning design and academic community through the backwards design process within their respective disciplines. Further evaluation of these tools will focus SME perspectives of using the GPT during collaborative course development and to investigate how these tools will influence the social norms of course design in the future.

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• Assuring and Improving Learning Outcomes

  Alexandra Sloane, Richard Ingold, Jeronimo Gonzalez Latourrette, Jasmeet Bedi, Mitchell Osmond, John Gaspar, Katherine Stamford

  Universities have a responsibility to measure and assure graduate learning outcomes ("Higher Education Standards Framework (Threshold Standards)," 2021; TEQSA, 2017). However, while assuring learning outcomes is a priority across the sector, many universities fail to collect meaningful data on student achievement of these outcomes (Martin & Mahat, 2017). Some institutions are investigating technologically enhanced processes to improve the efficiency and accuracy of learning-achievement data (Burrack & Musselwhite Thompson, 2021; El Marsafawy, 2022). Over the past four years, the University of Technology Sydney (UTS) Business School has made substantial enhancements to assurance of learning (AoL) practices, leveraging learning management system (LMS) functionality and data visualisation software to create a streamlined process, which better facilitates the continuous improvement of programs. This work is of particular interest to academic and professional staff involved in collecting and reporting on student achievement data, in program continuous improvement and evaluation, or in leveraging technology-enhanced learning analytics. The UTS Business School’s AACSB accreditation necessitates the collection, tracking, and reporting of student achievement of program-level learning outcomes (AACSB, 2020). Each program identifies subjects to "develop" and "assure" learning outcomes, with student achievement measured within specific assessment tasks and collated for program-level analysis. This process can be administratively complex, and historically involved multiple manually collated spreadsheets. This represented a substantial time cost for the faculty and often resulted in unreliable data. It was, for example, common practice to report overall subject marks rather than the specific learning outcome to determine achievement level, resulting in assessment practices that diverged from the recommended standards of constructive alignment (Biggs, 2014). In 2021, faculty T&L and central learning technologies teams commenced a pilot using LMS tools and the interactive data visualization tool PowerBI to streamline data collection, collation, and visualisation. Canvas Outcomes set up at the faculty level allows for centralised achievement-data collection, which, when linked to student and program information in PowerBI, can be used to obtain program-level insights. Beyond administrative efficiency, the project was also designed to improve and foreground the constructive alignment (Biggs, 2014) of measured learning outcomes. The revised process requires the embedding of learning-outcome-aligned assessment criteria within rubrics, resulting in improved constructive alignment and data transparency. The initial pilot was evaluated using Human Centred Design (IDEO.org, 2015) methods, which concluded the new system was an improvement on previous processes. Since the pilot, the faculty has completed a full rollout to over 60 subjects and 20 programs. Once this foundational AoL process was in place, program and subject-level continuous-improvement projects could be built upon it. Previous reporting methods had limited usefulness to Program Directors and were no longer fit for purpose due to changes in AACSB requirements. Reporting processes were therefore adjusted to focus on continuous improvement of key program metrics. In the new process, Program Directors and teaching teams review program data to identify curriculum or student-experience improvements that will enhance student achievement of learning outcomes. For example, a master's program identified that a high percentage of students were falling below expectations in two outcomes. Investigating the causes identified a need for substantial changes, with new subjects taking assurance responsibilities, and revisions to the program's overall assessment strategy. Recent data shows significant improvements in the target outcomes. This presentation will outline these updated technology-enhanced AoL processes demonstrating how the collected data can be used to improve university programs and the student learning experience.

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• Making Human Learning Visible in a World of Invisible Generative AI: An International Perspective

  Marie Salter, Christopher Bonfield

  The growth of Generative Artificial Intelligence (GenAI) in Higher Education (HE) challenges us to think differently and creatively about learning and assessment in order to prepare graduates for their futures (Dawson, 2023) This presentation will argue that the very strength of GenAI is also its Achilles’ heel. Anyone can access, garner and generate data rapidly, but human beings have never had a greater need for scrutiny and evaluation of this output. Our graduates will need to have a transparent understanding of how they are learning in terms of the critical choices they make, the information or knowledge they engage with, and where machine learning ends and theirs begins (Okolie et al, 2022). The future of assessment in HE must go beyond simply measuring knowledge acquisition and instead focus on capturing and evidencing students’ capacity for critical thinking. We will highlight some preliminary findings and early impacts of work underway at the University of Bath (UK) and University of Stellenbosch (South Africa), who are working collaboratively to ensure students develop holistically, excel in critical thinking, and gain the confidence and skills to use GenAI effectively to advance their ideas and learning (Osborne, 2024). This will be structured in three parts: Part one (Reviewing): We will outline work during academic year 23/24 by academic staff to review all their assessments against a three-fold categorisation model of permitted GenAI usage. From September 2024, all assessments clearly signal to students the extent to which GenAI is permitted in each assignment. Part two (Guidance): We will showcase resources that support staff to rethink assessment design that embeds GenAI in ways that are authentic, valid and robust (Upsher et al, 2024). We will also present resources that support students to consider how they might use GenAI ethically, and to develop their AI literacy skills and critical thinking. Part three (Examples): We will present initial findings from an internal project that is engaging with national and international employers, in-house world-leading AI researchers and our own students that highlight creative approaches to harnessing GenAI as a tool to reinforce and support (rather than replace) human learning. We conclude by suggesting that HE has always promoted critical thinking and the rigorous investigation and examination of the production of knowledge. We need graduates who can critically engage with their learning, and assessments that capture and evidence this. The only way to do this effectively is to put people at the start, middle and end of our assessment journey.

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• Leveraging TikTok and Technology-Enhanced Peer Assessment: Boosting Engagement and Self-Directed Learning

  Stephan Tseng

  Technology-enhanced learning (TEL) is a crucial element of contemporary higher education. This Pecha Kucha explores innovative TEL strategies to enhance student engagement and self-directed learning. This abstract outlines a technologically innovative education design in an Australian university’s commerce course. Within this course, students created TikTok videos to promote awareness of the United Nations Sustainable Development Goals (UN SDGs). The selection of TikTok as the social media tool of choice was informed by its demographic alignment, with 36.7% of its users aged 18 to 24 (Statista Search Department, 2024). The efficacy of short-form video content in fostering engagement, particularly among higher education students, is well-documented (Wong, 2023; Perez et al., 2023). Moreover, Khechine et al.’s (2020) research shows that the adoption of social media tools in education promotes the value of enjoyment and interest in performing an activity, thereby fostering intrinsic motivation - a critical determinant of effective learning (Ryan & Deci, 2000). Students also engaged in peer assessment of their TikTok videos, which centred on the creation of TikTok content tailored for first-year students. Given that the assessors themselves belonged to the first-year cohort, they were deemed to possess an inherent understanding of the target audience. Thus, they were best positioned to evaluate whether TikTok videos communicate the information clearly and stimulate audience’s interest and engagement. Peer assessment is reflexive and allows students to apply learning by assessing in the current context (Bloxham & West, 2004). Li et al. (2020) suggest peer review of assessment leads to significantly improved assessment performance. It also promotes ownership and accountability, encouraging self-directed learning (Ryan & Deci, 2020). Qualtrics, a technology platform, was employed to collect and collate evaluation scores to facilitate the peer assessment process. The peer assessment used Qualtrics with rubric sliders, thereby emulating the evaluative framework typically employed by instructors. This approach adhered to best practices in TEL (Chernikova et al., 2020). Qualtrics also provides additional advantages, including streamlining score collection from large student groups and efficiently generate descriptive statistics to examine whether students give higher scores to their own groups compared to others, and whether there's more variability in scores for their own group versus peer groups (Bloxham & West, 2020). Promoting UN SDGs using TikTok successfully supported TEL and enhanced self-directed learning. The course engagement score has increased by 9 basis points from the previous teaching period. Some examples of student feedback included: “Rehearsing for the video and interviewing students was fun and insightful.” “I was genuinely curious about the university’s sustainability approaches.” “TikTok makes learning about real-life UN SDG efforts approachable.” “Watching other students' TikTok videos was interesting.” Feedback from the teaching team also suggests the quality of the videos were well-reflected in the peer assessment scores. This Pecha Kucha presents an innovative education design that leverages TikTok and peer assessment to boost engagement. It provides a valuable model for academics seeking to integrate TEL strategies within their disciplines, like performing arts and medicine (Nicolaou et al., 2019; Cheston et al., 2013).

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• Exploring the Needs of Facilitators of Microcredentials

  Pennie White, Rachel Finneran, Leisa Pratt, John Cripps Clark

  Microcredentials are a significant development as a higher education offering with potential for addressing learner, industry, and government needs (Varadarajan, Koh & Daniel, 2023). As a type of shortform learning, microcredentials can be taken as individual short online courses to upskill for industry, with some available for credit towards a degree in higher education. These emerging offerings are relevant to technology enhanced learning in their online design and in the pedagogy of shortform learning. In the context of the broader issues of graduate outcomes and diversity mandates (Australian Higher Education Standards Framework, 2021) microcredentials are affirmed as part of the promise of solutions in higher education with the release of the Australian Qualifications Framework Review 2019 (Noonan, 2019), National Standards Framework for Microcredentials 2021 (Department of Education, Skills and Employment, 2021) and The Australian Universities Accord final report (Department of Education, 2024). Other broader issues high on the agenda are quality assurance and the student experience (Australian Higher Education Standards Framework, 2021). As progress is made towards microcredential offerings becoming business as usual, research is needed to ensure practice and improvements are shared between universities as they too begin or increase their offerings of credit bearing microcredentials. Facilitators of microcredentials are often experts whose industry experience is valued in higher education by learners and government, given the focus on the importance of graduate employability (Department of Education, 2020). Yet, the experience, perspectives and professional learning needs of the facilitators of microcredentials are not extensively addressed in the literature. This research will investigate the experiences and needs of facilitators of microcredentials, many of whom may not have the traditional prerequisites for being an academic or educator in higher education. This work engages facilitators as participants for insights into the ways higher education institutions could better support their contribution in the unique context of microcredentials as credit-bearing shortform learning. This study is situated in practice (Lave & Wenger, 1991) in a university context with substantial online microcredential offerings facilitated by industry professionals. Much resourcing has gone into the learning design of the microcredentials in this context, optimising the technology enhanced learning potential of the online offerings (synchronous and asynchronous). This study has arisen from practice in the work of moderating microcredential assessments. It explores current facilitation and feedback practices within the technology enhanced learning context of microcredentials. This study aims to explore the research question: What further support is needed for facilitators of credit bearing microcredentials?, by investigating the priorities for professional learning support to facilitators, particularly in relation to curriculum and assessment practices. The research design is a qualitative study (Denzin & Lincoln, 2005) involving semi-structured interviews (Bearman, 2019) with facilitators of credit-bearing microcredentials. This project advances the call for further research into microcredentials (Che Ahmat et al., 2021; Selvaratnam & Sankey, 2021) and will inform future practice in supporting facilitators with the broader benefits of enhancing quality assurance and the learner experience. This Pecha Kucha presents the practice context and initial findings identifying the priorities for professional learning needed by facilitators, specifically on feedback and ‘assessment for learning’ practices in credit-bearing microcredentials.

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• Student use of Generative AI: Findings of a multi-institutional large-scale survey

  Jennifer Chung, Michael Henderson, Nicole Pepperell, Christine Slade, Yifei Liang, Shihua Yu

  Despite the potential and challenges of generative AI (GenAI) in higher education, there remains a significant gap in empirical research to guide strategic decision-making. Current studies are often conceptual or small-scale explorations of staff and student experiences, ranging from analyses of the potential advantages of GenAI, through to expressions of serious concerns about risks for higher education (e.g. Chan & Hu, 2023). Large-scale and comprehensive, data-driven investigations remain rare, however. In particular, there is a need to explore the experiences of students, to better understand what they know, how they are using GenAI, why they are using it, and their attitudes about the use of AI in their studies, by their educators and in their future lives (e.g. Lodge et al., 2023; O’Dea, 2024). This Pecha Kucha reports on the second phase of a multi-institutional collaborative project. The project’s overall research question is ‘How do university students make meaning about GenAI in relation to themselves as learners?’ The first phase involved focus groups at each university, followed by a large-scale online survey. The analysis of the focus group data informed the design of a cross-sectional survey to explore students’ perspectives on GenAI on topics such as knowledge and access, use and usefulness, and attitudes. The survey development was an iterative and significant undertaking. Current literature was unable to provide a comprehensive picture of student use and attitudes. Given the rapidly changing GenAI landscape, we were also aware that student experience and attitudes are contextually dependent and may also evolve quickly. Whilst valuable, existing studies have not connected the varied dimensions of the student experience we seek to investigate. While keeping these studies in mind, this project used a grounded thematic approach to build its own survey instrument, beginning with 4 focus groups of 11 scholars to identify the key issues which needed to be explored within the Australian university context. This stage was followed by iterative development of the survey, in which over 200 suggested edits were provided by 17 scholars as well as a reference group of Deputy/Pro-Vice Chancellors. When completed, the survey was piloted by undergraduate students. The anonymous online survey was conducted in the second half of 2024 at four Australian Universities located in Victoria, New South Wales, and Queensland. Human Research Ethics Committee approval was granted at each University prior to conducting this study. The data is currently being collected. To date, the survey has been completed by 8,340 students. The Pecha Kucha will present key descriptive data on selected components of the survey including student knowledge and access, GenAI literacies and skills, perceptions of use and usefulness, and motivations and barriers for when they choose to (not) use GenAI. We will present findings of the whole sample, as well specific equity groups who may have experienced disadvantage or under-representation. For example, preliminary analysis already indicates significant differences in the ways in which international students use and trust generative AI. The findings will provide an evidence base to inform policies and practices that leverage GenAI's benefits while mitigating its risks.

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• Digital Literacy and Support Available for Academics at a University (Pilot Study)

  Saher Ali, Mark Schier

  Without a doubt, technology is an integral part of the education sector in the 21st Century (Scull et al., 2020). In addition to being a subject matter expert in their specialist area of knowledge, academics are expected to possess digital capabilities that will allow them to deliver current and state of the art curriculum to their students (Newland and Handley, 2016). Digital literacy is defined as ‘those capabilities which fit an individual for living, learning and working in a digital society’ (Jisc, 2014). Incorporating digital literacy into a suitable continuing professional development (CPD) series may ensure the training and development of the academic workforce (Matthews, 2021). The importance digital literacy as a form of continued professional development (CPD) was most evident during the COVID-19 pandemic when all academics had to shift their teaching to an online environment (Antonopoulou et al., 2021). Many academics had to do a crash course in digital literacy to be able to create suitable online learning environments. Digital literacy can be indicative of teaching success and the development of professional identity in the fast-evolving education sector (Mardiana, 2020). Current literature shows that in addition to prior education and qualifications, experience with digital teaching technologies is a major influence in the development of digital literacy, which may impact their professional identity (Watts, 2018). Incorporating digital literacy into CPD and using a suitable model such as Kennedy’s model for CPD may improve the digital literacy of academics. A study conducted by Butson, 2019 revealed that newly appointed academics felt left behind due to the fast pace of technology in their workplace. Another study conducted by Sanchez and colleagues (2021) also demonstrated teachers experiencing low self- perception of their digital literacy skills during their employment. Hence, “being component” in workplace technologies is strongly connected to the construction of professional identity (Avidov-Ungar and Forkosh-Baruch, 2018). Therefore, it can be suggested the role an institution plays in developing digital capabilities of academics is important not just for successful and efficient delivery of high-quality teaching, but also for the well-being of the academics in the workplace and to develop the professional identity. Also, understanding the baseline digital capability of its employees and whether additional support is required to develop digital literacy can provide invaluable insight in professional development of an academic during its employment at an institution. The aim of this study is to evaluate the self-perceived digital literacy of academics employed at a university and the support they have received in developing their digital literacy during their employment. The aims also include to identify support that staff require to build their DL and how Kennedy’s 3 lens of CPD may assist in improving DL programs at universities (Kennedy, 2014).

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• Spaces, Pedagogies and Technologies: Are They Interconnected?

  Kwong Nui Sim, Sarah Stein, Michael Rose

  23 Things International (23T) is a 14-week, online, self-directed course for doctoral researchers, supervisors and early career researchers. It provides the basis of engagement with 23T to promote building academic and research networks, increase familiarity with resources underpinning research, and establish professional profiles. The programme, first launched in 2020 as a collaboration between UK and NZ universities, initially attracted 250 participants. In 2021 the collaboration grew, and it attracted 400. The following years, 2022 and 2023, the number of collaborating institutions grew again, reaching about 550 participants. This year there were more than 1000 participants. Adopting a socio-technical framework (Bostrom & Heinen, 1977), this paper draws on end-of-programme evaluation data from participants in 23T, delving into perspectives on whether and how they connected with peers during this course. Within a broadly interpretive approach (Erickson, 2012), the analysis involved the refinement of major and common ideas (Mayring, 2000) held by participants. Two themes emerged from the 2020 to 2023 end-of-programme evaluation: opportunities to network with the diversity of peers need to be better engineered in; and explicit pedagogical guidance is required to develop deeper partnerships among participants. Apart from grouping participants into pods based on research interests, the course includes mechanisms of support, including an engagement mentor and live networking events. However, the networking and partnership opportunities were still viewed as insufficient by participants, and the number of participants attending live events was low (average of 5 per session). One of the participants commented, “Given the lack of engagement I found within my pod, I would have preferred a much bigger facilitated session for discussions and sharing of ideas”. While it is argued that intentionally designed spaces, pedagogies and technologies can lead to enhanced learning and teaching experiences (Dron, 2023), many 23T participants did not agree. Not only was engagement in the created spaces lower than hoped, it seemed that the digital learning and teaching pedagogies (e.g., the creation of communities of practice via pods) were not as effective as intended either. The design of the spaces has been revised over the last 4 years, yet outcomes appear to be similar. The adoption of ‘proven’ pedagogies found in the literature was also in vain. The integration of digital technologies into networking and partnership opportunities seems limited. Given that the participants of 23T are in their highest qualification status, we face a conundrum about why the spaces, pedagogies and technologies within the programme appear to be not interconnected when it comes to networking and partnership opportunities as we enter the so-called “post digital learning spaces of higher education” (Lamb, et. al., 2022). We now think that building digital literacy prior to the commencement of the programme and providing explicit digital literacy support during the programme might be a key to addressing this conundrum. It is hoped that this development will increase future participants’ understanding of the networking opportunities built into the course and stimulate them to engage actively and with purpose.

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